Are my child’s special needs being met?

Your child’s needs are not being met if the goals and objectives in the IEP aren’t followed.

Are the goals and objectives of your child’s Individualized Education Plan (IEP) being followed? This is the heart of your child’s education. It is through the IEP that determines compliance, or non-compliance with the law.  The law is to serve the educational needs of your child. 

Following the IEP is important. Therefore, writing the IEP demands utmost thought and attention. Think of it like this. The IEP  is the blueprint of your child’s needs.  Reading through the IEP  tells the story of your child’s past, present, and future. 

The parent, and child are the most important members of the IEP team. Make sure the story is recorded accurately.  Two concepts to keep in mind are the child’s needs, and the least restrictive environment.

Needs of the child

Needs are determined by where the child is now, and where the child can reasonably advance.  Some needs to consider are academic, social, life skills, community, physical or mobility, and needs associated with a specific disability.

Don’t overlook needs that require special services outside the classroom. For example,  transportaion, speech/language, psychological/counseling,  health service needs, and behavior interventions. Any service or need not written in the IEP,  doesn’t have to be addressed.  Naturally, every service or need desired may not be given.  To plead your case, come prepared with documents, medical records, past IEPs, and  perhaps an advocate who can substantiate requested needs.

Goals are written as measurable over a specific time period.  IEP goals are reviewed annually, or at request. During this time, goals are reviewed, revised, or rewritten. Ask for bench marks and short term objectives for major goals. This allows monitoring of the child’s progress toward long term goals.  Establish a method for reporting progress: by phone, teacher conference, or written report.

Least restictive environment

Select the environment that will be most conducive for your child to experience success. This may be within the structure of a self-contained special ed classroom.  It could be  mainstreaming elective classes for social interaction, or specific academic classes. It might be full inclusion with accomodations of a 504 Plan. Above all, it must be the environment where the child experiences  the most success.  This decision should not be taken lightly.

When in doubt . . . Ask

Communicate with the teacher.  This is the best way to assure your child’s IEP is being followed. Keep in contact. Visit the school. Ask reasonable questions. Get to the bottom of personality conflicts if they arise. Make reasonable requests. Be concerned and helpful with your child’s education, but avoid taking on the role of busy-body, snoop, or trouble maker.

The IEP,  incorporated correctly, benefits everyone. Teacher, child, and parent. It results in better teaching, learning, and parent involvement.

Can you trust your child’s school?

Transparency may be the latest buzz word, but it isn’t always practiced. Today, as much as ever you need to be proactive with your child’s education. Bottom line, it’s your job to know, first hand, what is going on at school. Not by second and third source information.

Current horror stories like the recent Great Falls, Montana  parents report  accusation of waterboarding-like torture on special education students, and the lawsuit stating that an Indiana teacher  tried to make an autistic boy sick are not a trend.  Reports of abuse occurred in the past, and more will take place in the future.

The Key is being Proactive

• Make yourself well-known at school. Communicate freely, and make unexpected visits.

Imagine the surprise and shock my wife experienced when she dropped by the school with some treats for the Halloween party to find the orthopedically impaired kindergartners out of their wheel chairs, lying on grimy blacktop trying to eat cupcakes and candy that was set directly on the surface amidst accumulated trash,  no  plate or napkin  in sight.

• Update pertinent information

Too often changes in contact numbers and medical information are updated only at the beginning of school year. Remember to keep pertinent information updated. In addition to contact names and numbers, report medical updates such as behaviors, allergies, and treatments. Include a number of trusted, varified, and supportive backup contact people for emergencies. Obtain prior permission.

• Introduce yourself to each staff member involved in your child’s education

Include teachers, classroom assistants, office staff, custodial staff, supervisors, principal, directors, and superintendent. Attend school board meetings and introduce yourself to board members.

• Participate in school activitities

Volunteer your services. in the classroom as well as district needs. Attend school functions and meetings. Join school organizations and be an active member.

• Be cooperative and positive

Expect the best and cooperate. Foster a mutual feeling and understanding that the priority is meeting the needs of the students. Expect everything to go well, but do not assume that it will. You are the best advocate that your child has.

The challenges that face our special children are difficult, but a sound, meaningful education from you and others who care can make the transition from school to community a success. Fortunately our schools are filled with those kinds of people.

Getting Started with Special Ed

Special education is overwhelming for first timers. Your best bet is to take a proactive role. Keep ahead of the game by actively researching. Ask questions, and get answers. Whether you are new to special education or not, become familiar with laws and the differences in the role they play in your child’s future. Two major laws to become familiar with are IDEA (Individuals with Disabilities Education Act) and ADA (Americans with Disabilities Act). Section 504 of the Rehabilitation Act of 1973 is a third law requiring attention.

The IDEA law ensures that your child with a disability receives special services. The law governs how the state where you live and its agency operates programs for early intervention and special education services from birth to age 21. Part C of IDEA relates to infants and toddlers, from birth to age 2; Part B covers ages 3 to 21. Be familiar with the Part that applies to your child.

Reauthorization of IDEA
In the 2004 Reauthorization of IDEA, the U.S. Department of Education was required to develop and publish forms consistent with IDEA Part B requirements. These forms include the IEP, Notice of Procedural Safeguards, and giving Prior Written Notice. You should receive these forms when appropriate. If not, ask for them. I suggest asking for the copies at your first eligibility meeting. If you haven’t started an organized special education file, begin one now.

Eligibility
You will join two or more professionals to form an eligibility team to determine if your child qualifies for special education or related services. The professional team must include a teacher appropriate for your child’s age or grade level, and a person that is qualified to administer and interpret diagnostic tests. Often the professional team is larger than the two required. Common members are the special education teacher, regular-ed teacher, psychologist, reading specialist, administrtor, and counselor.

Testing, observations, and other appropriate evaluations are administered and gathered before determination of eligibilty can be decided. Members of the team have to consider a variety of sources before making a recommendation.

Your Role as Parent
You know your child better than any one else. Your observations and documentations regarding physical and mental growth, motor skills, emotional and social behaviors, state of health, and development are vital to the eligibility process ensuring proper services to meet your child’s needs.

Don’t feel suppressed by a team of educators. Your background includes experiences valuable to the team, and gives new perspective. As a parent you provide special circumstances that would be overlooked by other team members. You know strengths and weaknesses of your child beyond diagnostic testing and professional observations. You and your child are engaged on the team for the long haul. The other team members may come and go at random. Don’t be afraid to disagree. If you disagree with the eligibility decision, challenge it by asking for a hearing.

By knowing the laws and procedures, and keeping the interests of your child as your motivation and guide, you will soon be a special-ed pro. You are your child’s best advocate.

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