Example Parent Letters
Are you concerned about your child's learning? Do you have questions about special education eligibility, access to student records, or compensatory education? We've included example parent letters of the most requested topics as a resource for you. Check them out below!
We highly recommend you check your local laws and consider consulting with a special education attorney in your state.*
We highly recommend you check your local laws and consider consulting with a special education attorney in your state.*
Workshops
Are Your IEP Goals Working?
Don't be fooled! Many people are misled with how "data" is represented. You may be presented with misleading data or inaccurate, and you need to know the right questions to ask. Understanding IEP goals, the data, and how to analyze progress is necessary to providing a child an appropriate education. Knowledge is power.
In this workshop, parents and professionals learn: |
- Steps to breaking down IEP goals and data to see if a child is truly making progress on their IEP goal(s);
- How to chart data to determine if a child is making progress on their IEP goals; and
- Understand of how to monitor progress on IEP goals and NOT be intimidated by looking at data in a meaningful way as a parent and professional.
How to Monitor IEP Services &
Use Service Logs to Advocate Explore the significance of related service logs in special education through expert insights in this educational video. Gain clarity on what these logs entail, their legal implications under Illinois state law, and how they empower parents to ensure their child's IEP services are implemented as intended. Learn:
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Special Education Fundamentals Workshop
Understand special education rights and procedures in this self-paced Special Education Fundamentals workshop designed for parents! Learn key information you need to advocate for your child, including:
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Writing Your Parent Input Statement for Maximum Impact & Advocacy
Learn about drafting the most effective parental input statements and why it's critical to a child’s success in this workshop. Understand special education rights, including how to have Parental Input included in an IEP and why that is legally significant!
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How to Draft Measurable & Meaningful IEP Goals
What every Parent & Professional MUST know about writing IEP goals! Understanding the importance of an Independent Education Plan (or IEP) as a legal document is a crucial piece of knowledge needed to advocate for children with disabilities in the IEP process.
This is one of our most important workshops. Be sure to take notes and reach out with questions! |
New Parent Series:
Top Questions in Special Education Master the IEP process and top special education questions with our latest Parent Series, featuring perspectives from Special Education Attorneys, Advocates & Former Judges (IHO).
Dive into the playlist for a comprehensive guide from understanding your rights to best practices for proving your child's needs and more! |
Videos
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How to Prepare for an IEP Meeting
Discover the keys to successful IEP meetings and how to best prepare for crucial aspects of the process. From harnessing the power of parental input to navigating the 3-Day Disclosure Rule, and championing your child's goals and needs, this video is focused on empowering you with essential insights for an informed and effective IEP.
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Discipline in Special Education
Discipline in special education is a complicated topic. Join the team as they unpack:
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How to Monitor Progress on IEP Goals
Learn about special education best practices and fundamentals during this Special Education seminar! Walk away with an understanding of how to monitor progress on IEP goals and not be intimidated by looking at data in a meaningful way as a parent and professional.
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Independent Evaluations: What You Need to Know
Here's the description: At Breaking Autism, we believe #KnowledgeIsPower. Learn about Independent Educational Evaluations (or IEEs) in Special Education in this Exclusive Interview!
You can find more about the IDEA here |
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How to Write Parent Input Statements for IEP Meetings
Learn about drafting the most effective Parental Input statements for Individualized Education Plan (or IEP) meetings. Understand the key information you need about special education rights!
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Parents Rights to Meaningful Participation: What It REALLY Means
Parents have every right to be an informed and meaningful participant in all meetings on the identification, evaluation, and placement of their child. In fact, by law, parents play an equal role to District team members. Did you know courts affirm that “parents surely know the student the best, regardless of any expertise!" (L.H. v. Hamilton)
For more information, check out our Parents' Rights to Meaningful Participation blog. |
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Eligibility: How Do You Know if Your Child Needs Special Education?
Do you think your child might be eligible for special education? Do you have concerns about your child's progress? Learn about special education rights and eligibility, including how to get a child properly evaluated for special education.
For more information and Special Education Advocacy videos, subscribe and check out our YouTube Channel. |
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Special Education: Understanding RTI, 504 Plans & IEPs (2020)
Are you concerned about your child's education or progress? Are you confused about the differences in Response to Intervention (RtI), Section 504 Plan, and Individualized Education Program (IEP)? Learn how about the continuum of educational interventions and options available to students to help identify what is most appropriate for your child. This video is jammed packed with information.
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Are your IEP Goals Working?
Don't be fooled! Many people are misled with data. Understanding IEP goals, the data, and how to analyze progress is necessary to providing a child an appropriate education. In this workshop we cover:
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Blogs & Articles
Eligibility: How Do You Know if Your Child Needs Special Education?Eligibility is a process that is dictated by a law called Child Find. A lot of parents aren't familiar with Child Find, but essentially it requires school districts to identify and provide services to all students with disabilities no matter where they go to school.
Watch Workshop > ** View Timeline ** |
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Eligibility is a process that is dictated by a law called Child Find. A lot of parents aren't familiar with Child Find, but essentially it requires school districts to identify and provide services to all students with disabilities no matter where they go to school. So that includes children that are homeschooled, children that go to parochial schools, and children that go to other private institutions.
Child Find: Legally requires school districts to identify and provide services to all students with disabilities no matter where they go to school.
If you think your child might be eligible for special education or if you are seeing delays or you have concerns, you need to contact your school district and ask them to do an evaluation of your child. The school district will then make arrangements to bring your child in and do testing on a multitude of different areas.
It's important to note that schools are responsible for testing all areas of suspected disability. For example, if you know that your child's speech is delayed but you are not really sure about their motor skills, you need to bring those issues to their attention. And they have a responsibility to test in those areas.
Occasionally school districts will refuse to evaluate a child. This is a big problem for parents because districts have a mandate to evaluate. If you've asked your school district to evaluate your child and they have refused, you should contact us so that we can guide you through that process. I can say with certainty that I have always, always been able to get a district to agree to a child's evaluation and subsequent services.
Once the district evaluates your child, you will have a meeting with a lot of people there. This is where it gets intimating especially for first-time parents, because the district will have so many different professionals at the table talking about your child's testing and what they learned.
Requesting Special Education: If you have concerns that your child might need special education, see the Sample Request Letter for language to request an evaluation from your school district!
If your child has some obvious disabilities, they are going to be found eligible for services and generally, an IEP will be written that day. Sometimes, however, the district might say that your child does not qualify for services. And then you disagree with them. Where does that leave you? What can you do?
If you really believe that your child needs special education, you should contact an advocate or an attorney if the district is refusing to provide.
We can help you navigate that road to get additional testing done and to define the areas where your child needs help so that an IEP can be developed. If you have concerns that your child might need special education and you want to request an evaluation from your school district, check out the sample letter below. You are welcome to fill in your child's information and send it to your district.
Resources:
Child Find: Legally requires school districts to identify and provide services to all students with disabilities no matter where they go to school.
If you think your child might be eligible for special education or if you are seeing delays or you have concerns, you need to contact your school district and ask them to do an evaluation of your child. The school district will then make arrangements to bring your child in and do testing on a multitude of different areas.
It's important to note that schools are responsible for testing all areas of suspected disability. For example, if you know that your child's speech is delayed but you are not really sure about their motor skills, you need to bring those issues to their attention. And they have a responsibility to test in those areas.
Occasionally school districts will refuse to evaluate a child. This is a big problem for parents because districts have a mandate to evaluate. If you've asked your school district to evaluate your child and they have refused, you should contact us so that we can guide you through that process. I can say with certainty that I have always, always been able to get a district to agree to a child's evaluation and subsequent services.
Once the district evaluates your child, you will have a meeting with a lot of people there. This is where it gets intimating especially for first-time parents, because the district will have so many different professionals at the table talking about your child's testing and what they learned.
Requesting Special Education: If you have concerns that your child might need special education, see the Sample Request Letter for language to request an evaluation from your school district!
If your child has some obvious disabilities, they are going to be found eligible for services and generally, an IEP will be written that day. Sometimes, however, the district might say that your child does not qualify for services. And then you disagree with them. Where does that leave you? What can you do?
If you really believe that your child needs special education, you should contact an advocate or an attorney if the district is refusing to provide.
We can help you navigate that road to get additional testing done and to define the areas where your child needs help so that an IEP can be developed. If you have concerns that your child might need special education and you want to request an evaluation from your school district, check out the sample letter below. You are welcome to fill in your child's information and send it to your district.
Resources:
- Sample Letter Requesting an Evaluation for Special Education
- Child Find Law: IDEA Sec. 300.111
- Understood.org Article: What to Expect at an IEP Eligibility Meeting
Navigating the Office of Civil Rights (OCR) Complaint ProcessParents should monitor student records, including related service logs, to ensure that their child's IEP services are being provided as required as well as to make critical IEP decisions. Learn more about how to access records, including service logs, and practical tips on how to use them to advocate!
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Related service logs are not just administrative documents; they are essential tools for parents to meaningfully participate in their child's special education.
Service logs are detailed records that document when and how special education services that are outlined in the child's Individualized Education Plan (or IEP), such as occupational therapy or speech and language services, are provided to a child. In many states across the U.S., including Illinois, service logs for special education are classified as part of a student's educational records, meaning you have legal rights to access and review these logs.
So why does this matter for advocating for your child's special education?
Related service logs enable parents to actively monitor the delivery of IEP-related services, ensuring transparency, accountability, and providing a basis for legal recourse if their child does not receive the necessary special educational supports and services. More specifically, related services logs are a tool for parents and guardians for:
Practical Advocacy Tips:
Here are some practical tips for navigating the complexities of special education services and how to effectively use related service logs to empower your advocacy for your child's needs:
By proactively engaging with related service logs and understanding their role in your child's education, you can play a proactive role in ensuring they receive the educational supports they need to thrive. Remember, you are your child's best advocate, and leveraging these tools empowers you to make informed decisions and advocate effectively for their educational rights.
Resources:
Understanding the legal framework surrounding related service logs is essential for advocating for your child's special education needs. Here are key federal and Illinois codes that pertain to related service logs:
Disclaimer: The information provided above is intended to serve as educational content and general guidance. It is not legal advice. For specific legal questions or concerns regarding your child's special education services and related service logs, please consult with a qualified attorney or legal professional. This resource is designed to empower parents with knowledge to advocate effectively for their child's educational rights.
Service logs are detailed records that document when and how special education services that are outlined in the child's Individualized Education Plan (or IEP), such as occupational therapy or speech and language services, are provided to a child. In many states across the U.S., including Illinois, service logs for special education are classified as part of a student's educational records, meaning you have legal rights to access and review these logs.
So why does this matter for advocating for your child's special education?
Related service logs enable parents to actively monitor the delivery of IEP-related services, ensuring transparency, accountability, and providing a basis for legal recourse if their child does not receive the necessary special educational supports and services. More specifically, related services logs are a tool for parents and guardians for:
- Monitoring Service Delivery & Tracking Progress: Related service logs provide concrete evidence of services delivered as specified in a child's IEP, tailored to their unique educational needs. These logs allow parents to assess their child's progress, understand intervention effectiveness, and make informed decisions such as IEP modifications during IEP meetings to support the child's educational and developmental goals effectively. For more on How to Monitor You Child's IEP Progress, get our how-to video here.
- Ensuring Compliance with Legal Requirements: By law, districts are mandated to provide the services specified in the IEP. The related service logs are a tool to ensure these legal requirements are being met. If there are discrepancies or issues with service delivery, the logs provide documentation to support discussions with school administrators or legal actions if necessary. Understanding the legal framework, including federal laws like FERPA, ensures parents are aware of their rights to access these records and the district's obligations.
- Transparency and Communication: Access to accurate and timely information through related service logs promotes transparency between parents and educational professionals. It facilitates better communication regarding the child's educational needs and progress, fostering a collaborative approach to supporting the child's overall development.
Practical Advocacy Tips:
Here are some practical tips for navigating the complexities of special education services and how to effectively use related service logs to empower your advocacy for your child's needs:
- Request and Review Regularly: Make it a practice to request and review your child's related service logs regularly. These logs are crucial in documenting the delivery of services specified in your child's IEP. By reviewing them, you can ensure that your child is receiving the appropriate supports and track their progress over time.
- Document Everything: Keep a record of all communications and interactions related to your child's special education services. This includes emails, letters, and notes from meetings. These documents can serve as valuable evidence if you need to address discrepancies or advocate for changes to your child's services.
- Understand Your Rights: Familiarize yourself with the legal framework surrounding related service logs, including federal and state laws like FERPA and your state's specific regulations. Knowing your rights to access and review these records ensures that you can effectively monitor your child's educational progress and hold educational institutions accountable if necessary.
- Attend IEP Meetings Prepared: Before attending IEP meetings, thoroughly review your child's current IEP and related service logs. Come prepared with questions and observations about your child's progress and the effectiveness of the services provided. This proactive approach helps ensure that discussions are focused on your child's specific needs and educational goals.
- Seek Guidance and Support: Don't hesitate to seek guidance from special education advocates, attorneys, or support groups if you encounter challenges or have questions about your child's services. These resources can provide invaluable support and expertise in navigating the special education system and advocating for your child effectively.
By proactively engaging with related service logs and understanding their role in your child's education, you can play a proactive role in ensuring they receive the educational supports they need to thrive. Remember, you are your child's best advocate, and leveraging these tools empowers you to make informed decisions and advocate effectively for their educational rights.
Resources:
Understanding the legal framework surrounding related service logs is essential for advocating for your child's special education needs. Here are key federal and Illinois codes that pertain to related service logs:
- Federal Law
- Family Educational Rights and Privacy Act (FERPA): FERPA ensures parents' rights to access and review their child's educational records, including related service logs. It also governs the confidentiality and disclosure of these records. For more information: Visit the U.S. Department of Education's FERPA webpage here.
- Illinois Law:
- Illinois School Code - 105 ILCS 5/14-8.02f: This statute outlines the rights of parents to access and review their child's educational records, including related service logs in Illinois. For more information: Access the Illinois Compiled Statutes here.
- Parent Resources:
- Related Services Logs & Student Records Video with special education attorneys Sabrina Shafer and Phil Milsk
- Sample Letter Requesting Student Records
- How to Monitor IEP Services & Why You Need to Do It (Free Parent Video)
- Are Your IEP Goals Working (Free Parent Workshop)
Disclaimer: The information provided above is intended to serve as educational content and general guidance. It is not legal advice. For specific legal questions or concerns regarding your child's special education services and related service logs, please consult with a qualified attorney or legal professional. This resource is designed to empower parents with knowledge to advocate effectively for their child's educational rights.
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For parents of children with special needs, ensuring access to appropriate educational services and accommodations is crucial. However, navigating the complex landscape of special education laws and regulations can be daunting. In cases where parents believe their child's rights have been violated, filing a complaint with the U.S. Department of Education's Office for Civil Rights (OCR) may be necessary.
This guide aims to provide parents with directional information on when an OCR complaint is appropriate and how to navigate the complaint process. This is not legal advice. If you feel an OCR complaint may be necessary, we highly encourage you to engage an attorney specialized in special education matters.
The Basics: What is an OCR Complaint?
An OCR complaint is a formal complaint filed with the U.S. Department of Education's Office for Civil Rights. These complaints typically address allegations of discrimination based on race, color, national origin, sex, disability, or age in programs or activities that receive federal financial assistance.
For parents of special needs children, an OCR complaint might be filed if they believe their child's rights under federal laws such as the Individuals with Disabilities Education Act (IDEA) or Section 504 of the Rehabilitation Act of 1973 have been violated. These laws require schools that receive federal funding to provide appropriate accommodations and services to students with disabilities.
To file an OCR complaint, parents typically need to submit a written complaint to the OCR office responsible for their state or region. The complaint should include specific details about the alleged discrimination or violation of rights, including dates, names of individuals involved, and any relevant documents or evidence. The OCR will then investigate the complaint and take appropriate action if they find evidence of discrimination or violation of civil rights.
Parents can usually find information on how to file an OCR complaint on the U.S. Department of Education's website or by contacting the OCR office directly.
Understanding When an OCR Complaint is Appropriate:
Filing an OCR complaint is a serious step that should be considered when other avenues for resolution have been exhausted. Parents may consider filing an OCR complaint in the following situations:
Beginning Steps to Filing an OCR Complaint:
Beginning To Draft Your OCR Complaint:
Successful OCR complaints typically include specific and detailed information about the alleged discrimination or violation of civil rights. Here are some components to consider including in your OCR complaints:
Filing an OCR complaint can be a complex and challenging process, but it is an important tool for parents advocating for their children with special needs. By understanding when an OCR complaint is appropriate and following the steps outlined in this guide, parents can effectively navigate the complaint process and seek resolution for alleged violations of their child's civil rights. Remember, you are not alone in this journey, and there are resources and organizations available to support you every step of the way.
This guide aims to provide parents with directional information on when an OCR complaint is appropriate and how to navigate the complaint process. This is not legal advice. If you feel an OCR complaint may be necessary, we highly encourage you to engage an attorney specialized in special education matters.
The Basics: What is an OCR Complaint?
An OCR complaint is a formal complaint filed with the U.S. Department of Education's Office for Civil Rights. These complaints typically address allegations of discrimination based on race, color, national origin, sex, disability, or age in programs or activities that receive federal financial assistance.
For parents of special needs children, an OCR complaint might be filed if they believe their child's rights under federal laws such as the Individuals with Disabilities Education Act (IDEA) or Section 504 of the Rehabilitation Act of 1973 have been violated. These laws require schools that receive federal funding to provide appropriate accommodations and services to students with disabilities.
To file an OCR complaint, parents typically need to submit a written complaint to the OCR office responsible for their state or region. The complaint should include specific details about the alleged discrimination or violation of rights, including dates, names of individuals involved, and any relevant documents or evidence. The OCR will then investigate the complaint and take appropriate action if they find evidence of discrimination or violation of civil rights.
Parents can usually find information on how to file an OCR complaint on the U.S. Department of Education's website or by contacting the OCR office directly.
Understanding When an OCR Complaint is Appropriate:
Filing an OCR complaint is a serious step that should be considered when other avenues for resolution have been exhausted. Parents may consider filing an OCR complaint in the following situations:
- Denial of Services: If a school district fails to provide appropriate educational services or accommodations outlined in a child's Individualized Education Program (IEP) or Section 504 plan, despite repeated requests or attempts to resolve the issue.
- Discrimination: Instances of discrimination based on disability, race, color, national origin, sex, or age within the educational setting may warrant an OCR complaint. This could include harassment, unequal treatment, or denial of access to educational opportunities.
- Failure to Follow Legal Requirements: Schools that receive federal funding are required to adhere to federal laws such as the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act of 1973. If a school district fails to comply with these laws, resulting in harm to a student with special needs, filing an OCR complaint may be appropriate.
- Exhaustion of Other Remedies: If attempts to resolve the issue through informal means, such as meetings with school administrators or mediation, have been unsuccessful, parents may consider filing an OCR complaint as a last resort.
Beginning Steps to Filing an OCR Complaint:
- Gather Documentation: Collect relevant documents, including emails, letters, assessment reports, IEPs, Section 504 plans, and any other evidence that supports the allegations of discrimination or violation of civil rights.
- Research and Understand the Process: Visit the OCR website to familiarize yourself with the complaint process, including deadlines, required information, and the specific office responsible for your state or region.
- Draft the Complaint: Write a clear and detailed complaint that outlines the alleged discrimination or violation of civil rights. Include specific details, such as dates, times, locations, and the names of individuals involved, as well as references to applicable laws.
- Submit the Complaint: File the complaint with the OCR office responsible for your state or region. Ensure that you provide all necessary information and documentation to support your allegations.
- Follow-Up and Cooperation: Be prepared to cooperate with OCR investigators and provide any additional information or documentation they request. Stay engaged in the process and respond promptly to any communication from OCR.
Beginning To Draft Your OCR Complaint:
Successful OCR complaints typically include specific and detailed information about the alleged discrimination or violation of civil rights. Here are some components to consider including in your OCR complaints:
- Clear Allegations: The complaint should clearly state the alleged discriminatory actions or violations of civil rights that occurred. This could include instances of denial of services, unequal treatment, harassment, or failure to provide appropriate accommodations.
- Specific Details: Providing specific details such as dates, times, locations, and the names of individuals involved strengthens the complaint and helps investigators understand the context of the allegations.
- Relevant Documentation: Including relevant documents, such as emails, letters, assessment reports, Individualized Education Programs (IEPs), or Section 504 plans, videos, and pictures can support the allegations and provide evidence of the discrimination or violation.
- Legal Basis: The complaint should reference the relevant laws or regulations that were allegedly violated, such as the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act, Title VI of the Civil Rights Act, Title IX, or the Americans with Disabilities Act (ADA).
- Impact on the Student: Describing how the alleged discrimination or violation has impacted the student's education, well-being, and access to services is essential. This helps OCR investigators understand the harm caused and the need for corrective action.
- Request for Relief: Clearly stating the desired outcome or relief sought, such as changes in policies or procedures, provision of compensatory services, or other corrective actions, helps guide the investigation and potential resolution of the complaint.
- Consistency and Clarity: The complaint should be well-organized, coherent, and free from ambiguity to ensure it is easily understood by OCR investigators.
- Timeliness: Filing the complaint within the applicable statute of limitations is crucial. OCR complaints must generally be filed within the statute of limitations of the alleged discrimination, although extensions may be granted under certain circumstances.
Filing an OCR complaint can be a complex and challenging process, but it is an important tool for parents advocating for their children with special needs. By understanding when an OCR complaint is appropriate and following the steps outlined in this guide, parents can effectively navigate the complaint process and seek resolution for alleged violations of their child's civil rights. Remember, you are not alone in this journey, and there are resources and organizations available to support you every step of the way.
Parents' Rights to Meaningful Participation in Special Education
"Failing to afford Parents an opportunity for meaning participation in the identification, evaluation, and placement of a child is violative of the IDEA, against Congressional & public policy, and could be a denial of FAPE." - Sabrina Shafer, Esq.
Watch Workshop > ** View Infographic ** |
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Parents have a legal right to a seat at the IEP table. Parents know their children best, and bring invaluable perspective and knowledge about the child into the IEP process. Courts affirm that "parents surely know the student the best, regardless of any expertise." L.H. v. Hamilton. See resources below:
Despite common knowledge, Parents have every right to be an informed and meaningful participant in all meetings on the identification, evaluation, and placement of their child. In fact, by law, parents play an equal role to District team members.
Despite common knowledge, Parents have every right to be an informed and meaningful participant in all meetings on the identification, evaluation, and placement of their child. In fact, by law, parents play an equal role to District team members.
The Individuals with Disabilities Education (IDEA) states:
(b) Parent participation in meetings. (1) The parents of a child with a disability must be afforded an opportunity to participate in meetings with respect to— (i) The identification, evaluation, and educational placement of the child; and (ii) The provision of FAPE to the child. [§300.501(b)(1)] Immediately after this statement, IDEA focuses on the corresponding responsibility of the school system: (2) Each public agency must provide notice consistent with §300.322(a)(1) and (b)(1) to ensure that parents of children with disabilities have the opportunity to participate in meetings described in paragraph (b)(1) of this section. [§300.501(b)(2)]
Parental participation "must be more than a mere form; it must be meaningful," courts continue to reaffirm. "Procedural violations that interfere with parental participation in the IEP formulation process undermine the very essence of the IDEA," as in Amanda J. v. Clark County Sch. Dist., 267 F.3d 877 (9th Cir. 2001). Indeed, as evidence of how important parental participation is to the core of IDEA and FAPE, Congress even attached its emphasis on "full participation of concerned parties throughout the development of the IEP" to the IDEA's procedural safeguards!
There are several leading cases that help narrow exactly what "meaningful participation" even further and give context to the legal jargon. For instance, in a Ninth Circuit case, the court found the school district violated the IDEA, depriving Parents of a meaningful participation, where the school district independently developed a proposed IEP and failed to consider alternatives at the IEP meeting outside of their pre-existing, predetermined program. W.G. v. Board of Trustees of Target Range School District No. 23, 960 F.2d 1479 (9th Cir. 1992). A word of caution—since case law is diverse, ever evolving, and jurisdiction specific, it's important to know what cases are controlling versus persuasive.
Check out several great resources pointing to key case law below!
(b) Parent participation in meetings. (1) The parents of a child with a disability must be afforded an opportunity to participate in meetings with respect to— (i) The identification, evaluation, and educational placement of the child; and (ii) The provision of FAPE to the child. [§300.501(b)(1)] Immediately after this statement, IDEA focuses on the corresponding responsibility of the school system: (2) Each public agency must provide notice consistent with §300.322(a)(1) and (b)(1) to ensure that parents of children with disabilities have the opportunity to participate in meetings described in paragraph (b)(1) of this section. [§300.501(b)(2)]
Parental participation "must be more than a mere form; it must be meaningful," courts continue to reaffirm. "Procedural violations that interfere with parental participation in the IEP formulation process undermine the very essence of the IDEA," as in Amanda J. v. Clark County Sch. Dist., 267 F.3d 877 (9th Cir. 2001). Indeed, as evidence of how important parental participation is to the core of IDEA and FAPE, Congress even attached its emphasis on "full participation of concerned parties throughout the development of the IEP" to the IDEA's procedural safeguards!
There are several leading cases that help narrow exactly what "meaningful participation" even further and give context to the legal jargon. For instance, in a Ninth Circuit case, the court found the school district violated the IDEA, depriving Parents of a meaningful participation, where the school district independently developed a proposed IEP and failed to consider alternatives at the IEP meeting outside of their pre-existing, predetermined program. W.G. v. Board of Trustees of Target Range School District No. 23, 960 F.2d 1479 (9th Cir. 1992). A word of caution—since case law is diverse, ever evolving, and jurisdiction specific, it's important to know what cases are controlling versus persuasive.
Check out several great resources pointing to key case law below!
Note to Parents: From start to finish, your voice matters. You have a legal and ethical right to share your opinions, desired priorities, and parental concerns. As a parent involved in IEP planning, you can contribute in the following ways:
While it may be intimidating to establish your voice in IEP meetings, your child's success depends on it. You have unique insights that no other IEP team member can provide.
So what do you do when you don't know what to do?! (Ha, say that three times fast.) Without question, navigating the world of special education and special needs is complex. At times it's obscure and sometimes downright subjective. We can find ourselves binging on the internet, scouring for answers across parent blogs, boards, research, and the like.
Take heed, research and preparation before an IEP is critical.
But to avoid the ever-looming research spiral or "analysis paralysis," consider first narrowing down your priorities. From there, establish a few reliable and sound sources that you consistently check-in with.
Maybe leave the venturing out to additional sources when faced with a particularly important issue—this will limit wasting valuable cycles.
A few things to consider preparing and bringing to your next IEP:
1) Progress mapping, done by yourself or private team.
The process of mapping progress has the tendency to reveal what information is missing and ideally if there's progress. For how-to's and more on this, check the resources below.
2) Bring an agenda of all the items you wish to discuss, broken down in outline form with supporting/key information. A little pro tip: Take your notes on the agenda itself, either typing in a different color or handwriting; this will keep you organized on each issue. If you want to take it one step further, circle or highlight items that open & confirm everyone knows their action items before leaving the meeting.
3) Have 'Parental Input & Concerns' printed out and ready to read at the meeting. These should be carefully prioritized because it will in large part help shape the IEP. There's only so much time in the day, so working through priorities before the IEP allows time to consider how you can overlap target skills and overall form a more thorough IEP.
Most importantly, when you run into questions or need to consult on strategy, ASK! It's better to spend 15-30 minutes consulting with an expert than walking in unprepared.
Schedule time here or contact us here.
Resources:
- Requesting "anything that will be presented at the IEP meeting" at least 2 weeks before the meeting, and reviewing content provided thoroughly
- Prioritizing concerns & staying on target
- Providing 'Parental Input' in writing, attached to the IEP
- Assessing your child's skills across environments & being brutally honest with the team (bring examples if you can!)
- Monitoring IEP success, or "progress monitor" your child's growth regularly
While it may be intimidating to establish your voice in IEP meetings, your child's success depends on it. You have unique insights that no other IEP team member can provide.
So what do you do when you don't know what to do?! (Ha, say that three times fast.) Without question, navigating the world of special education and special needs is complex. At times it's obscure and sometimes downright subjective. We can find ourselves binging on the internet, scouring for answers across parent blogs, boards, research, and the like.
Take heed, research and preparation before an IEP is critical.
But to avoid the ever-looming research spiral or "analysis paralysis," consider first narrowing down your priorities. From there, establish a few reliable and sound sources that you consistently check-in with.
Maybe leave the venturing out to additional sources when faced with a particularly important issue—this will limit wasting valuable cycles.
A few things to consider preparing and bringing to your next IEP:
1) Progress mapping, done by yourself or private team.
The process of mapping progress has the tendency to reveal what information is missing and ideally if there's progress. For how-to's and more on this, check the resources below.
2) Bring an agenda of all the items you wish to discuss, broken down in outline form with supporting/key information. A little pro tip: Take your notes on the agenda itself, either typing in a different color or handwriting; this will keep you organized on each issue. If you want to take it one step further, circle or highlight items that open & confirm everyone knows their action items before leaving the meeting.
3) Have 'Parental Input & Concerns' printed out and ready to read at the meeting. These should be carefully prioritized because it will in large part help shape the IEP. There's only so much time in the day, so working through priorities before the IEP allows time to consider how you can overlap target skills and overall form a more thorough IEP.
Most importantly, when you run into questions or need to consult on strategy, ASK! It's better to spend 15-30 minutes consulting with an expert than walking in unprepared.
Schedule time here or contact us here.
Resources:
- Wrights Law: Can the IEP Team Prepare a "Draft IEP" Before an IEP Meeting?
- Parent Information & Resources: Parental Right to Participate in Meetings (answers some great questions)
- Facebook: Parents Win Due Process Case, 2019 (Defining Illinois' scope of "meaningful participation")
- UCLA School of Law: Legal Research: An Overview: Mandatory v. Persuasive Authority
- Wrights Law: Mainstreaming (LRE) and FAPE in 2018: Analysis of L.H. v. Hamilton County Dept. of Ed
Accelerate Growth with Assistive Technology
"Our culture is obsessed with technology, and it isn't slowing down with younger generations. Just the other day, my seven-year-old nephew left for a playdate. When asked what they were going to do, he instantly answered 'show me all of his video games.' Of course, how silly of me." - Sabrina Shafer, Esq.
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There's no getting around it: the world is digital. But that isn't necessarily a bad thing. When used wisely, technology can enable children to learn new skills faster, improve progress monitoring, and ease collaboration across teams! This means home and school programs can be more streamlined, relevant, and individualized to a child's needs.
An assistive technology device is "any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability." 20 U.S.C. 1401(1). In other words, assistive technology (AT) can be any tool, including an app or a specialized keyboard. Indeed, the law's broad language allows the IEP team much flexibility in deciding which AT is appropriate based on the child's individual needs.
Whether you're just getting started with integrating technology or looking to improve in some key areas, here are the top considerations:
1. Thoughtfully Integrate Tech into the IEP or 504
2. Track Data to Speed Up Learning
3. Use Technology to Increase Communication & Visibility
Bonus Information:
One of the bonuses of technology is that you can use it to drive socially appropriate skills and video modeling! Consider checking out what apps are cool for the age group and build skills around them. Alternatively, the next time you're looking to shape a behavior, see if there's a good video online for video modeling. This technique works so well!
Remember, there is always something you could do better or differently. The key is to start smart and small, and then follow up with consistency. Most importantly, have fun with it!
Your input is invaluable. What are some areas you wish you knew about when first encountering the technology or assistive technology area? What are some of your favorite apps? Contact us to share your thoughts.
An assistive technology device is "any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability." 20 U.S.C. 1401(1). In other words, assistive technology (AT) can be any tool, including an app or a specialized keyboard. Indeed, the law's broad language allows the IEP team much flexibility in deciding which AT is appropriate based on the child's individual needs.
Whether you're just getting started with integrating technology or looking to improve in some key areas, here are the top considerations:
1. Thoughtfully Integrate Tech into the IEP or 504
- One of the biggest disservices to a child is not gaining proficiency in computer skills across the board.
- If we could mandate one skill that had to be addressed from the early intervention stages, it would be incorporating technology skills into a child's IEP or 504 Plan. Nowadays, proficient typing skills and general navigation on a computer or tablet are a must. We find that having a child or teen type instead of hand write can, in some cases, be a huge relief and increase communication skills. This is definitely worth talking to your team about!
- Sometimes a good place to start is with visual schedules. We've found a fantastic app in which you can use real pictures and increase the field as the child improves in their time management and independence skills. Anyone who knows our style knows that we always root for real pictures over drawings, and we're big on combining target skills into one goal—which this example program definitely does!
- Consider learning more about an "Assistive Technology Assessment" and see if it makes sense in your case. Once an appropriate, individualized AT plan is developed, document everything in your IEP.
2. Track Data to Speed Up Learning
- There are many programs and apps that keep data for you about targeted skills.
- We're not huge sticklers about the idea that mastery is achieved when a child reaches three correct responses in a row. Instead, we tend to look for consistency (not perfection) with the skill and—perhaps more importantly—generalization across environments and even people.
- Many of these apps log a child's progress and can be accessed across different devices, meaning various people and professionals can track and access the data. This often leads to quicker mastery and generalization. If the same apps are being used from person to person, you'll likely see that programs and skills are taught in a more stable, streamlined way.
3. Use Technology to Increase Communication & Visibility
- One of the most common concerns we hear from parents is that they don't feel like they have visibility or communication about their child's day or progress, particularly at school. Using technology—such as a tablet that goes between school and home using the same apps and logins—allows for a significant change. For instance, using the schedule app allows parents and school staff to see what the child did. This allows for better conversations and awareness of progress.
- Technology can also be used to drive socially-appropriate conversations. It is a huge advantage to be able to flip through calculated pictures to help drive a conversation, jog a memory, or see what is cool these days. Apps like Bitsboard allow you to create folders of pictures and display them in an assortment of ways. Needless to say, before this tech, teaching these skills was more difficult and involved less success.
Bonus Information:
One of the bonuses of technology is that you can use it to drive socially appropriate skills and video modeling! Consider checking out what apps are cool for the age group and build skills around them. Alternatively, the next time you're looking to shape a behavior, see if there's a good video online for video modeling. This technique works so well!
Remember, there is always something you could do better or differently. The key is to start smart and small, and then follow up with consistency. Most importantly, have fun with it!
Your input is invaluable. What are some areas you wish you knew about when first encountering the technology or assistive technology area? What are some of your favorite apps? Contact us to share your thoughts.
How Encouragement Shapes Behavior, Builds Self-Esteem, & Motivates Your Child
“True encouragement motivates effort and leads to achievement by building resilience.” - Sabrina Shafer, Esq.
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Encouragement is one of the most profound drivers of human behavior. The word "encourage" comes from the French word encoragier, meaning to "contribute to progress" and "make strong." Interestingly, studies find a strong connection between encouragement, motivation, and resilience. Ultimately, encouragement motivates a child to see themselves and outcomes differently which impacts their behavior, learning, motivation, and self-esteem.
So how exactly does encouragement actually shape behavior, build self-esteem, and motivate your child?
True encouragement motivates a child's effort and builds resilience (one's muscle memory of achievement so-to-speak). With strong resilience, a child is often more likely to envision a successful outcome, leading to more actual successful outcomes, and thereby driving higher self-esteem and more appropriate attention-seeking behaviors. But keep in mind, seeing a positive outcome is learned—at least in part. So, it's important to build this by encouraging a child throughout a project or task, not just at the end. Moreover, encouragement should be focused on the child's efforts, not just the successful outcome.
Studies show that children praised for their effort are likely to be more successful and resilient, realizing that their effort contributes to their success. Moreover, these children are more likely to have "growth mindsets" according to Carol Dweck's research. That is: these children tended to love learning and be particularly good at problem-solving, among other things. On the other hand, children praised for their accomplishments were more likely to value performance over their effort. Thus, these children were more likely to struggle with accepting imperfect performance and—perhaps even more eye-opening—more often contribute their self-esteem to their accomplishments.
Encouragement (a type of motivator or 'reinforcement,' as we've discussed) can be as simple as saying "You really worked hard!" or praising appropriate behavior when you see it. For more ideas on encouraging motivation and building your child's resilience, check below for "27 Encouraging Phrases to Motivate Your Child."
Resources:
So how exactly does encouragement actually shape behavior, build self-esteem, and motivate your child?
True encouragement motivates a child's effort and builds resilience (one's muscle memory of achievement so-to-speak). With strong resilience, a child is often more likely to envision a successful outcome, leading to more actual successful outcomes, and thereby driving higher self-esteem and more appropriate attention-seeking behaviors. But keep in mind, seeing a positive outcome is learned—at least in part. So, it's important to build this by encouraging a child throughout a project or task, not just at the end. Moreover, encouragement should be focused on the child's efforts, not just the successful outcome.
Studies show that children praised for their effort are likely to be more successful and resilient, realizing that their effort contributes to their success. Moreover, these children are more likely to have "growth mindsets" according to Carol Dweck's research. That is: these children tended to love learning and be particularly good at problem-solving, among other things. On the other hand, children praised for their accomplishments were more likely to value performance over their effort. Thus, these children were more likely to struggle with accepting imperfect performance and—perhaps even more eye-opening—more often contribute their self-esteem to their accomplishments.
Encouragement (a type of motivator or 'reinforcement,' as we've discussed) can be as simple as saying "You really worked hard!" or praising appropriate behavior when you see it. For more ideas on encouraging motivation and building your child's resilience, check below for "27 Encouraging Phrases to Motivate Your Child."
Resources:
- YouTube Video: Psychology of Success: Praising for "Effort" vs. "Ability"
- Harvard University Article: Understanding Motivation
- Harvard University Interactive Graphic: The Brain Circuits Underlying Motivation
27 Encouraging Phrases to Motivate Your Child
“A big part of preventing bad behavior is encouraging good behavior when you see it. Learn some of the top phrases to motivate any child!” - Sabrina Shafer, Esq.
“It's impossible to successfully navigate this journey alone, and failure isn't an option.” - Sabrina Shafer, Esq. |
Read full article
- Thank you for your help!
- You should be proud of yourself!
- You worked really hard to get this room clean!
- Thanks for helping set the table—that made a big difference.
- I noticed you were really patient with your little brother.
- What do you think about it?
- That "A" reflects a lot of hard work!
- Look at your improvement!
- You seem to really enjoy science.
- Your hard work paid off!
- Look how far you've come!
- I trust your judgment.
- I love being with you.
- That's coming along nicely!
- You really worked it out!
- That's a very good observation.
- Thank you for your cooperation.
- I see a very thorough job!
- That's a tough one, but we'll try to figure it out.
- The time you're putting into your homework is really paying off.
- You really put a smile on her face with your kind words!
- That's what we call perseverance!
- I can tell you really care.
- You make it look easy!
- You've really got the hang of it!
- I can tell you spent a lot of time thinking this through.
- I really feel like a team when we work like this!
Coming Soon!(Event Details TBD, Central Time)
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Compensating Missed Education:
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COVID-19 Related Resources:
Special Education Rights During COVID-19 — Are you concerned about your child's education during school shutdowns and stay-in-place orders? Do you have questions about make-up minutes or compensatory education? Learn about your rights and best next steps with the resources below.