Information & FAQ on Special Education Facilitation

A facilitated Special Education meeting is a meeting that includes an impartial facilitator who promotes effective communication and assists an IEP team in developing an IEP based on the student’s needs. The facilitator keeps the team focused on the appropriate development of the IEP while working through conflicts that arise and ensuring the participation of each IEP team member. The facilitated Special Education meeting includes all of the required team members. While most often it is an IEP that the team is developing, facilitation also supports Special Education meetings outside of the IEP development process.

Special Education  Facilitation:

• Keeps the meeting focused on the needs of the student
• Ensures everyone at the table has a voice
• Encourages active listening by all the participants
• Keeps the group from getting stuck on just one goal (or one part) of the IEP
• Helps team members stay on task and on time
• Helps teams develop mutually acceptable IEPs
• May be used for any Special Education meeting including: initial, annual, re-evaluation, review,  revision, and meetings to resolve conflict prior to IEP meetings.
• Uses an impartial facilitator who doesn’t take sides, place blame or impose decisions on teams
• Is a promising best practice used by other states for alternative dispute prevention.

Special Education Facilitation is NOT:

• An advocate representing one side or the other
• A mediator or confidential mediated agreements
• Due process
• A third party saying someone wins or loses

• Build and improve relationships among the IEP team members and between parents and schools
• Model effective communication and listening
• Clarify points of agreement and disagreement
• Provide opportunities for team members to resolve conflicts if they arise
• Encourage parents and professionals to identify new options to address unresolved issues
• Less stressful than formal proceedings
• Supports follow through and follow-up by the team. Roles and responsibilities are discussed and planned

Research has shown facilitation to be a very effective practice which:

• Builds constructive IEPs for students,
• Creates positive and lasting parent/school partnerships,
• Constructively works through areas of conflict, and
• Prevents disputes that can become damaging to school/family relationships and costly to districts and families

• Contacts the parties to clarify the issues, gathers necessary information, and explains the Special Education Facilitation process
• Works with the IEP team to create an agenda, ground rules, and select a good location for the meeting.
• Guides discussion by asking student-focused questions.
• Keeps team members on task and the meeting within the scheduled time.
• Asks questions to clarify points of disagreement and helps identify workable solutions.
• Helps ensure that the language in the IEP reflects decisions made during the meeting.
• Keeps the meeting focused on the student.
• Ensures everyone at the table has a voice.
• Encourages active listening by all the meeting participants.
• Keeps the group from getting stuck on one goal (or one part) of the IEP.
• Is not a decision-making member of the IEP team.
• Does not take sides, impose decisions on the team, place blame, or determine whether decisions are right or wrong.

If your IEP team has been meeting for a student’s IEP and is having trouble working together through some key issues after several sessions, it may be time for Special Education Facilitation. While there may be many issues in conflict, the team still should be ready and willing to do hard work together, keep open minds and hear the other party. The relationship between the parties may be difficult but if they are still willing to attempt to work together with some professional support, it is a good time to seriously consider using an IEP facilitator for the next meeting. Scheduling Special Education Facilitation may prevent the conflict from developing into a more serious dispute. It is important to schedule the Special Education Facilitation early in the process before insurmountable roadblocks or impasses have occurred.

If the IEP team relationships have deteriorated to the point that team members are no longer willing to listen and participate in good faith discussions with the help of a professional facilitator, it may be time for the parties to explore other dispute resolution options.

Families or school personnel should talk to their special education teacher or coordinator if they feel it is time to engage an IEP Facilitator.  You can request a statewide facilitator on the Alternative Dispute Resolution web page. There is no fee for this service. 

Many districts have trained facilitators as well, and this may also be an option to use an “in-house” facilitator, or one from a neighboring district. 

Special Education Facilitation is voluntary on the part of the participants. Therefore, both parties must agree to the use of a facilitator. It is recommended that both parties seriously consider Special Education Facilitation as research shows it is a proven conflict prevention tool that reduces costly disputes and improves ongoing team member relationships.