Katrina and Services for Students with LD

 Tips For Parents Seeking Special Education Services in a Temporary School

Although this is a difficult time, part of your role as a parent and caregiver is to make sure that the rights of your child continue to be protected. If your child had an Individualized Education Program (IEP) for the 2005-2006 school year, the Individuals with Disabilities Education Act (IDEA) entitles your child to continue to have access to a free and appropriate public education and to receive the special education services that were listed on the IEP. Policy and Advocacy Center.

• When enrolling your child, make sure you tell the school that your child was receiving special education services at the previous school. If you have a copy of your child's IEP, share it with the school.
  
• If you do not have your child's IEP, do your best to describe your child's disability and the specialized services your child was receiving. Examples of special education services may include:
  
  • specialized instruction for any academic subject, such as reading
    
  • behavioral supports and interventions to address behavior that interferes with your child's learning in school
    
  • related services such as speech therapy or occupational therapy
    
  • accommodations or modifications in the general education classroom (examples might be: extended time on tests, the use of a calculator, a note-taker or use of a tape recorder, and having printed materials read aloud).  
    
• Don't shy away from speaking to personnel at your child's new school because you don't remember lots of details. A story or description about your child's educational past that seems unimportant to you could be very valuable to the receiving teachers and administrators.
  
• Many states are not requiring that IEP Team meetings take place in order to expedite the delivery of special education services. (This meeting is when the IEP is created, discussed and agreed upon by you and school personnel). However, if one is required, it will likely include: your child's new classroom teacher, a member of the special education staff, and a representative from the school administration as well as representatives from any other agencies that may be involved in providing help. If you need help, request an advisor. You and your child have the right to attend the IEP meeting and participate in the development of the IEP.
  
• Your child has a right to receive special education instruction in the least restrictive environment possible. Unless you request it, or members of the IEP team can justify providing instruction to your child outside the general education classroom, your child should receive special education instruction and supports with classmates who do not have disabilities. Also, be sure that special education services or supports are available to help your child participate in extracurricular activities such as clubs and sports.
  
• You have the right to challenge the school's decisions concerning your child. If you disagree with a decision that's made, discuss it with the school and see if an agreement can be reached. If your best effort to work out a solution is not successful, IDEA provides you with ways of settling your dispute, such as mediation with an impartial third person, a due process hearing, or a formal hearing in a court of law.
  
• The school must inform you of when the IEP team will meet again. An IEP meeting must be held once a year and your child must be re-evaluated every three years. You may, however, request an IEP meeting at any time.
  
  

• Collect as much information as possible. If you have old paperwork, share copies (keep the originals) with the school. And be sure to keep copies of all new reports, IEPs and other school paperwork.
  
• Keep a log of all the people you speak to, including their names, titles, phone numbers and other pertinent information, as well as the time and date of your calls and the details of the conversations.
  
• Talk to your child about the new school. Find out what he/she likes and dislikes and what kind of frustrations he/ she is experiencing. Understanding what your child is going through is an essential part of being an advocate.
  
• Children need to feel accepted and welcome by their peers. Try to encourage new friendships and be sure that your child has one or more 'buddies' with whom to share questions about homework or to work on school projects.
  
• Don't be afraid to ask questions or say no. It's important to work together with the school to plan your child's education. Make sure you know to what you are agreeing, and don't be afraid to ask for clarification, request further testing, or challenge the school's decision regarding services.
  
• Stay level-headed. Being involved in a process where lots of people are talking about your child can be very emotional. Remember that the people involved are there to help, even if you disagree with them. You will be most helpful to your child if you listen carefully to others and express yourself calmly and with as much detail as possible.
  
• Get support from others. Talking to other parents with children who have similar difficulties may give you ideas and tips you can benefit from. It's also good to team up with other parents to bring your concerns to the school system or service providing agencies.