STEPS TO OBTAIN EDUCATIONAL SUPPORT AND SERVICES
STEP
.
Meet with your child's teacher(s). Share information about his/her disability
and provide information about what works best. Most teachers are interested
in learning strategies which will help your child experience success in school.
STEP 
.
If your child continues to display academic and/or behavior problems, request
pre-referral support (Instructional Support Team, Title I reading or math
services or a behavior plan).
STEP
. If your school does not
have an Instructional Support Team or Title I services or if you believe your
child needs special education, request and give consent, in writing, for a
Multidisciplinary Evaluation of your child. (Request
for Evaluation.) Learn about
Tests and Measurements.
STEP 
. Request, in
writing, copies of your child's school records. . (See
Sample Letter: Request for Records.) It's a good idea to collect
records, key school papers, test results, evaluations, current and previous
IEP's, medical reports, information about your child's disability etc. and
organize in a 3-ring notebook. By organizing this information, reviewing and
taking it to meetings involving your child, you will appear (and feel) prepared
and well-informed. The notebook will also be helpful in preparing well-written
IEP's or Service Agreements. (ABC Notebook.)
Also see:
* "How to
Get Your Child's Records - and Why It's Important"
* "How to
Analyze and Correct Your Child's School Records in Four Steps"
STEP
. All communication to and
from the school should be in writing. If the school refuses to provide all
requested records, refuses to evaluate your child, if a service is promised,
a waiting list discussed or a reason for lack of a service given, ask that
the reason be put in writing with the date the statement was made. (See "Prior
Written Notice") Also, when you make a request for service
or are dissatisfied or concerned about a service, write a letter stating your
child's name, date of birth, your concerns and a request for a response from
the school within a reasonable period of time. Keep copies of all communication
and add to your notebook. Also, keep a telephone log where you can record
the dates of conversations with school personnel, what was said, and who said
it.
STEP 
.
If the Evaluation Report states that the team has determined that your child
has a disability but is not eligible for special education, you may request
a Chapter
15/Section 504 Service Agreement. You may also request mediation or
a due process hearing if you do not agree with the school team.
STEP 
.
Prepare a list of your child's strengths, interests, and needs and include
this list in your notebook. It's essential that your child's strengths, interests,
and unique learning style are identified and enlisted to compensate for weaker
areas. Your knowledge of your child along with evaluation results are essential
in the preparation of a well written educational plan.
STEP 
.
Before meeting with school personnel, decide which classroom interventions
you feel would most benefit your child. See: General
Education Accommodations and Accommodations
vs. Modifications. If your child has academic deficits (e.g., in reading,
math), request remediation in addition to accommodations. These interventions
can be included in your child's educational plan (IEP or Service Agreement).
You can list the interventions you're requesting in an "IEP
Proposal" chart (CHART MUST BE PRINTED IN LANDSCAPE FORMAT).
Provide copies of this chart to all IEP team members. The chart can also function
as an agenda for your IEP meeting.
It is important to have reports from professionals, letters, and research
articles which support your point of view. (For example, some educators suggest
grade retention for students with learning disabilities or ADD who are failing.
Research does not support this view. see
*
Grade Retention: Achievement and Mental Health Outcomes and
* 10 Strategies to Fight Mandatory Retention & Other Damaging Policies
If behavior is a concern, the IEP must include a behavior support plan.
For assistance in preparing IEP goals and objectives, go to:
STEP 
.
Be a good communicator at school meetings. Acknowledge special efforts and
when good things happen at school. Consider the meeting an opportunity to
solve problems together. Compromise may be necessary. Don't hesitate to ask
questions if terms are unclear or an issue needs to be clarified. It is the
job of professionals to explain terms, evaluation results, recommendations,
and programs.
· Repeat what is said to make sure you understand.
· Don't feel pressured to make a decision.
· Take a break to consult, cool off if needed.
· End meeting with a plan of action or "next steps".
. Schedule a follow-up
meeting if needed.
STEP 
.
Keep track of issues discussed and recommendations made at school meetings.
It's important to take notes. You may want to take a friend or advocate who
can take notes and provide moral support. It's a good idea to prepare a "Letter
of Understanding" as a follow up to school meetings.
STEP .
You do not have to decide whether to approve or disapprove the IEP at the
meeting. The law permits you up to 5 days to respond if the IEP was provided
at the meeting, or 10 days if the IEP was mailed to you. It's often wise to
review the IEP and NOREP (Notice of Recommended Educational Placement) at
home or consult with an advocate prior to approving the program and placement.
STEP .If
you cannot reach an agreement, it may be necessary to leave the room to confer
with your friend or advocate. It may even be necessary to stop the meeting
and suggest that it be rescheduled for a later date. At this point, it may
be wise to consult an advocate, the Education Law Center, or an attorney before
meeting again. You may also request that an IEP
Facilitator attend your next IEP meeting. Also, realize that, in some
cases, compromises cannot be reached. Due Process Procedures are built into
the law for these situations.
(Adapted from "Advocating for Your Child" by the Parent Education Network and "The Advocacy Notebook" by Pam Cook , M.Ed. and Ellen Kosh, R.N., CH.A.D.D.ER BOX, February, 1993)
