What should a teacher do in response to parents wanting an advocate involved in the IEP annual review for their child with ASD?

Obtaining written consent from parents to include the advocate in all meetings is the appropriate and best response to their request. This step respects the rights of the parents and ensures that they have control over who is involved in the Individualized Education Program (IEP) process for their child. Including an advocate can provide valuable support and representation for the family in navigating the complexities of special education.

Having written consent also establishes clear communication regarding the involvement of the advocate, ensuring that the IEP team follows due process and fosters a collaborative environment. By doing so, the teacher demonstrates professionalism and adherence to legal requirements while also acknowledging the parents' desire for additional support. This action fosters constructive engagement and allows for the advocate to contribute effectively to the discussions surrounding the child's educational needs.

In contrast, other options may not address the immediate concern of the parents as effectively. For example, seeking a description of evaluations or scheduling assessments without consent could sidestep the issue of parental involvement in the decision-making process. Observations of the student in class by an advocate, while helpful, may not directly facilitate the advocate's role in the IEP meeting unless consent has been established first. Therefore, obtaining written consent is the most appropriate first step.