Understanding Parent Participation in Special Education

Understanding Parent Participation in Special Education

As part of this series, I wrote about the special education law IDEA. One of the key principles of IDEA is “parent participation.” Parent participation, as outlined in IDEA, refers to the active involvement of parents of children with disabilities in the special education process. The law recognizes that parents are essential partners in their child’s education and aims to ensure that they have a meaningful role in decision-making and planning for their child’s education. Here are some key aspects of parent participation under IDEA:

Informed Consent

Your informed consent is required before the school can conduct evaluations or provide special education services to your child. This means you have the right to be fully informed about any proposed actions and their implications before you agree to them. Take the time to ask questions, seek clarification, and voice your concerns. Your active engagement ensures that decisions about your child’s education are made collaboratively and with your child’s best interests in mind. This also means that you have the right to revoke your consent at any point in time. It is best to do this in writing.

Individualized Education Program (IEP) Meetings

IDEA emphasizes that you, as a parent, are an essential member of your child’s educational team. One of the key ways you participate is through the Individualized Education Program (IEP). The IEP is a written plan that outlines your child’s learning goals, the services they will receive, and any necessary accommodations or modifications. Your input is crucial during IEP meetings as you know your child best. This means receiving a copy of your child’s evaluation report or draft IEP prior to the meeting with an appropriate amount of time to review the information begin shared. (My team sends all reports home at least three business days before the scheduled meeting.)

Access to Information

IDEA guarantees your right to access relevant information about your child’s education. This includes evaluation results, progress reports, and explanations of the available services and supports. Being informed helps you to understand your child’s progress, advocate for their needs, and make well-informed decisions together with the school team.

Dispute Resolution

The law includes provisions for resolving disputes between parents and schools regarding their child’s special education. You have the right to participate in mediation or due process hearings to resolve conflicts with the school district. Remember that open and respectful communication is key to finding solutions that benefit your child’s education.

Parent Training and Information Centers

IDEA supports the establishment of Parent Training and Information Centers in each state. These centers offer parents information, training, and resources to help them understand their rights and effectively participate in the special education process. Information can be found on your state Department of Education website, search for special education and you can find the information there. If not call them.

Conclusion

Your participation under IDEA is more than just attending meetings; it’s about actively engaging in your child’s education, collaborating with educators, and advocating for their needs. Your insights as a parent are invaluable in creating an effective and individualized education plan for your child with a disability. Remember, you are not alone on this journey, by working together, your child’s IEP team can create an inclusive and supportive educational environment that empowers your child to thrive.

 

 




IDEA Grandparents, Parents and Teachers Working Together

IEP (Individualized Education Program) and IDEA (Individuals with Disabilities Education Act) Parent Teacher Collaboration

Some of our newly confirmed leaders are unfamiliar with IDEA, the key federal law involving students with disabilities IDEA. Given the current political reality, if you are the parent or grandparent of a special education student, it is critical that you learn how best to advocate for your child.

What is IDEA and how does it affect special education students?

IDEA (individuals with Disabilities Education Act) was passed as a follow up to earlier legislation mandating education of handicapped students. There are several important aspects to this law that spells out guidelines for delivering and protecting “Free Appropriate Pubic Education for all children.” The public school develops a plan for this education through an IEP (Individualized Education Program).

For an overview please review: https://law.duke.edu/childedlaw/docs/Special_Education_Law.pdf

Parent and Teacher Participation

It is best when the family and teachers work together to develop a child’s IEP, including his or her goals for progress, the educational setting, and follow up communication.

How can grandparents provide support in this process? To learn about your grandchildren’s school experience, you can:

-Ask your grandchildren about school

-Help them with homework or read to them

-Volunteer in your grandchild’s classroom regularly or occasionally chaperone a field trip

-Develop a positive relationship with your grandchild’s teacher

Personal Experience:

School:

In my second year as a Resource Teacher at a local high school, I had a student with learning disabilities in my classroom. He was well liked, quiet but disorganized. For this young sophomore, his biggest challenge was attendance. He liked to go to the “path” and smoke cigarettes during recess. This often meant that he skipped class after recess. I knew very little about his home life.  I came to find out that he was being raised by his grandmother, who had full custody while his mother was addressing her own substance abuse problems. His grandmother was readily available and interested in his needs. Together we developed a reenforcement system to address his attendance goal that he not be late to class after recess. This was a joint effort. I would go to the path to look for him at recess and report back to his grandmother daily. A report of good attendance meant that his grandmother gave him more freedom on the weekends. Over time, working together with daily communication, his attendance improved.

Family:

Prior to the holiday break, I spontaneously decided to visit my grandchildren’s preschool and share about our family’s holiday tradition. It meant dropping everything I was doing, jumping in the car, fighting traffic and arriving a little late. Despite this stressful entrance, my grandchildren were both surprised and very pleased to share their school experience with me. My four year old granddaughter exuberantly introduced me to her teachers, her classmates, and gave me a tour of her school. I sat with both grandchildren during circle time and was able to observe what a great fit this setting has been for them. Without this visit, I would not have known this part of their world. She was happy I was there, and I was happy to learn about her world. It was a win-win situation.

With my heartfelt wishes for Parent and Grandparent-Teacher Advocacy through IDEA,

Karen

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