Abstract
Public Law 94-142 stresses the importance of parent involvement in formulating an Individualized Educational Program (IEP) for the special education student. Special education teachers and therapists work toward improving areas of delayed development, as outlined in the IEP. It is important, therefore, that parents understand their child's present level of performance in the various areas of development in order to participate actively in the planning process. To facilitate parents' understanding of their child's functional level in each developmental area, I designed a profile graph that illustrates the present performance level relative to that normally expected at the child's chronological age (Fig. 1). The graph includes cognitive, social, receptive/expressive language, gross/fine motor, self-help, and perceptual areas of development. The opposite side of the graph provides definitions of each of these areas of non-technical language (Fig. 2).
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