Parent Advocacy
Families of deaf and hard of hearing children attend meetings—Individualized Education Program (IEP) meetings, 504 meetings, and other types of meetings. What are these meetings about? How can you be the best advocate for your child? The Parent Advocacy helps you to understand your child’s rights and to prepare you to work with the school in the best interest of your child.
Meetings
INTRODUCTION TO IEP MEETINGS
Does your child have a disability and need special education programming or services? If so, he or she has the legal right to the same free and appropriate educational opportunities as every other child.
IT’S THE LAW
Schools are required by law to develop a plan of specialized instruction and related services that supports children identified as having special educational needs. This is known as an Individualized Education Program (IEP). The IEP applies to deaf and hard of hearing students if an evaluation shows that the disability has an adverse effect on the student’s educational achievement.
ACCOMONDATIONS FOR DEAF AND HARD OF HEARING STUDENTS
The IEP describes the unique education services and accommodations a student needs. For example:
- A teacher may be required to repeat questions asked by other students.
- A teacher may need to use more visual supplements.
- The school may be required to provide a sign language interpreter.
- The school may need to reduce noise reverberations in the classroom.
- The school may need to provide access to assistive technology.
TRISH’S STORY
Tisha is a motivated student who began having trouble with math because the teacher did not fully write the problem solutions on the board. Instead, the teacher gave a verbal explanation. At her IEP meeting, Tisha described how she needed to see a visual solution to do well in math class. The IEP team immediately added this as an accommodation.
To increase the likelihood of educational success, you can advocate for your child’s interests at IEP meetings. You can also monitor that the school follows the IEP plan throughout the school year.
COMMON QUESTIONS ABOUT IEPS
The Individualized Education Program (IEP) is a written plan for a child with a disability that is developed, reviewed, and revised in an IEP meeting. The IEP must meet certain legal requirements. An IEP is developed to ensure a child who has a disability identified under the law and is attending an elementary or secondary school receives specialized instruction and related services.
The law requiring an IEP describes:
- Who must attend IEP meetings
- Topics to discuss at the meetings
- Components that the IEP document must include
You play an important role in contributing to the IEP. You can educate the team regarding your child’s strengths and interests as well as his or her language, communication, social, and emotional needs.
For four decades now, Congress has passed laws that require state educational agencies to provide equal opportunities for students with disabilities.
The Individuals with Disabilities Education Act (IDEA) is the current law. In order to receive federal education funds, states must provide a free appropriate public education and related services to students with unique needs.
The IEP
The Individualized Education Program (IEP) is the result of the IDEA requirement to provide a ‘free appropriate public education’ to students with disabilities. This means the school is required to develop programming and services to meet your child’s individual needs.
Related Services
The ‘related services’ required in the IDEA refer to the support services that allow a child with a disability to benefit from special education. Related services include:
- Transportation to school
- Interpreting services
- Speech-language pathology and audiology services
- Psychological services
- Physical and occupational therapy
- Recreation
- Early identification and assessment of disabilities in children
- Counseling
- Transition services (i.e., school to work or school to college/trade school)
- Parent counseling and training
Not all deaf and hard of hearing students are eligible for specialized instruction and services. Note that the IEP is the most comprehensive programming possible for deaf and hard of hearing students.
Age 3 to High School Graduation
The law mandates that a student from age 3 to high school graduation is eligible for special education services if:
- the student has a qualifying disability, AND
- the need for specialized instruction is caused by the disability.
Eligibility Issues
Ineligibility for an IEP is becoming an issue for deaf and hard of hearing students and families.
The need for services may not be initially evident in the student’s academic achievement. Yet adverse effects might arise in a few years or emerge as a delay in social or emotional development due to language or communication challenges.
If your child is not eligible for an IEP, you may be eligible to get services under a 504 plan or the ADA.
Your child’s IEP document should include the following:
- Your child’s current level of academic and functional performance
- How your child’s disability affects his or her performance at school
- Description of the child’s annual academic and functional goals
- How progress will be measured and reported
- Services and support that will be provided to meet the stated goals
- Extent to which your child will not interact with nondisabled children
- Date when services will begin and their frequency, duration, and location
- Consideration of special factors affecting deaf and hard of hearing students (e.g., opportunities to communicate with classmates, needs for accommodations and assistive technology)
- Transition plan starting at age 16 or sooner, if appropriate
- Any special modification in assessment procedures
The most effective academic and non-academic goals in the IEP make it easy to measure progress. This can be done by creating SMART goals. SMART stands for:
- Specific
- Measurable
- Actionable
- Realistic
- Time-sensitive
The following are examples of measurable IEP goals for deaf and hard of hearing students:
- Language arts goal (for a student in middle school): Given a fiction book of his choice, the student will write a one-page essay describing the themes of the book in 30 minutes.
- Communication goal (for a hard of hearing elementary student in a school of hearing students): When the student is presented with a three-step instruction, she will follow instructions with 80 percent accuracy as measured by teacher observation.
- Social/emotional goal (for a hard of hearing student who is becoming deaf): The student sits and interacts with peers on his own without encouragement by the end of the school year as measured by teacher observation.
What special factors are considered for deaf and hard of hearing students? Since the general provisions of the IDEA are not always appropriate for deaf and hard of hearing students, advocates ensured special factors were listed for IEP teams to consider with those students. They are:
- What are the student’s language and communication needs?
- Are there opportunities for the student to directly communicate with peers and professional personnel in his or her own language and communication mode and academic level?
- Are there opportunities for the student’s full range of needs to be met (e.g., social, emotional, psychological)?
- Is the student able to get direct instruction in his or her own language and communication mode?
- Does the student need assistive technology or services?
As part of an IEP, a school is obligated to provide accommodations through support and services and modifications required so that instruction is individualized.
For example, Robert is a deaf student in middle school and has an educational interpreter in the classroom. His IEP team thought it best to give Robert extra time to complete tests. This accommodation to his instruction is helping Robert get better grades.
Examples of Accommodations for Deaf and Hard of Hearing Students:
- classroom sound distribution system
- videophone or text phone
- priority seating
- captioning on all videos and television
- note taker -tutoring
- Certified Deaf Interpreter
- noise reverberation reduction
- teacher checks regularly for understanding
- ASL modules on standardized tests
Examples of Modifications for Deaf and Hard of Hearing Students:
- changes in presentation of classroom content
- visual supplements (e.g., charts, slides, lecture outlines)
- reducing quantity of tests
- child is tested individually while the rest of the class does another activity
- Extra time to complete assignments
Not every student who has an IEP will need a modified curriculum.
At the annual IEP meeting, you are part of the team. Your insights are essential as you are an expert about your child. See What are my parental rights? Team members review your child’s academic and functional progress as well as his or her strengths, weaknesses and needs, establish goals for the coming year, and establish individualized supports and services.
IEP Goals
During the meeting, the IEP team should identify your child’s current level of academic and non-academic achievement. Then the team will write goals based on skills that are appropriate for your child’s development. The goals should be met in a one-year period.
Non-Academic Goals
Although the academic goals are key to the IEP, the non-academic goals are also important. This is especially true for students who feel isolated due to communication challenges.
Non-academic goals include:
- participation in extracurricular activities
- creating communication opportunities with classmates
- development of physical skills
- Facilitating social and emotional development
Together, the team should determine how the school can support your child to achieve his or her goals.
Encourage your child to begin participating in his or her IEP meetings even for a short time. This empowers your child to take greater control of his or her education and future.
The following team members are required to attend unless the parent/caregiver gives written permission to excuse a member:
- parents, caregivers, or family representative
- general education teacher
- special education teacher
- representative of the local educational agency
- education professional who can assess evaluations (may be teacher)
- anyone with special expertise who can contribute to the plan (e.g., interpreter, caregiver, advocate, tutor)
- your child (when appropriate)
You have the right to attend a meeting with all participants present. If all team members are not in attendance or if some leave early, consider calling it a ‘pre-planning meeting.’ Then meet again when all participants can attend for the entire session.
You can promote and protect your child’s interests during the IEP process by doing the following:
- Address your concerns at the meeting.
- Collaborate with team members to develop a plan.
- Ensure the IEP goals are clear and well-written
- Ensure the IEP clearly states the support and services the school will provide.
- Ensure the IEP identifies the start date and duration of the services.
- Negotiate with the school if it is not offering appropriate services. Remain calm but firm.
- Monitor that the school is following the IEP.
- Monitor your child’s progress in light of the IEP.
- Continue to stay in touch with team members.
If your child is eligible for an IEP, there are several ways to resolve disputes.
Dispute Resolution Meetings
- Do not consent to the IEP if it does not meet your child’s needs.
- Request another IEP meeting.
- Prioritize your concerns.
- Write a letter addressing your concerns. Then address your issues at the next meeting.
- Try to negotiate an agreement.
- Parents may bring legal counsel or an advocate.
Request Mediation
If your child has an IEP, you can request voluntary mediation, which is paid for by the state. A mediator should be an impartial third party who can help the school and parent come to an agreement. Engaging in mediation is considered a good faith effort to resolve the issue without going to trial.
Contact the School District
Send an e-mail or letter with specific requests and rationales to the school district.
File a Complaint
If you believe that the school is not complying with the IEP process or the IEP itself, you can file a complaint with the U.S. Department of Education’s Office of Civil Rights.
Request a Due Process Hearing
A due process hearing is allowed under IDEA. This is a formal trial presented to an impartial Hearing Officer who issues a decision. It’s recommended that you consult an attorney familiar with special education laws prior to requesting a due process hearing.
Parents and caregivers are important members of the IEP team. You are the expert on your child so your insights are essential for developing a successful IEP.
IDEA gives parents certain legal rights known as ‘procedural safeguards.’ Be sure that the school provides a copy your state’s version at your first IEP meeting.
Also, you can find your procedural safeguards on your state’s Department of Education website.
The following are some of the rights that are covered:
- To participate in official meetings—schools must provide notice to the parents ahead of time.
- To bring someone with you to the meeting (e.g., note taker, specialist, etc.)
- To examine all educational records— This includes identification, evaluation, and educational placement of the student.
- To participate in placement decisions—Any group or team meeting to make placement decisions must include the parents or caregivers.
- To request an Independent Educational Evaluation at the school’s expense—This is necessary when the parents or caregivers disagree with the school’s evaluation.
- To receive prior written notice regarding changes to the IEP—The school must send a prior written notice if there are plans to change the identification, evaluation, or placement of the child.
- To request impartial mediation to resolve disputes
- To file a complaint and/or pursue a Due Process Hearing to resolve a dispute
INTRODUCTION TO 504 MEETINGS
It is worth learning about Section 504 of the Rehabilitation Act of 1973 because it legally ensures equal access to public programs for persons with disabilities.
IT’S THE LAW
Section 504 is a civil rights law. It ensures youth and children have access to educational programs, services, and activities that receive federal financial assistance (e.g., public schools). Deaf and hard of hearing students who are not eligible for special education services through the IDEA law should likely qualify for Section 504 services.
SUPPORT FOR DEAF AND HARD OF HEARING STUDENTS
Section 504 support may include:
- sign language interpreter
- real-time captioning
- assistive technologies
- pacing of communication
- note takers
- preferential seating
Section 504 does not provide the protections and benefits that IDEA does.
You can advocate for Section 504 support if you think your child is not getting the same level of access to educational programs that hearing students are receiving. Use that measure as your guide.
DUSTIN’S STORY
Dustin, a hard of hearing eighth grader, is not eligible for an Individualized Education Program (IEP) because he is performing near grade level. Yet he has trouble participating in the yearbook club after school because he misses out on the group conversations. Due to Section 504, the school was obligated to hire a sign language interpreter to attend club meetings with Dustin. Now he can participate as fully as possible.
COMMON QUESTIONS ABOUT section 504
Section 504 ensures a child with a disability has equal access to an education.
A 504 plan is developed at a 504 meeting attended by relevant staff. Some schools will have a 504 administrator to coordinate and create the plan. Although there are no legal requirements for parents or caregivers to be invited to the meeting, you can notify the school well in advance if you wish to attend.
As a parent or caregiver, you know your child’s needs. Your input at the meeting could be critical.
What a School Will Offer
The type of accommodation that a school offers depends on the student’s situation:
- A deaf or hard of hearing student may require a sign language interpreter to communicate inside the classroom (e.g., to understand the teacher/classmates) and/or outside of it (e.g., in the auditorium, on field trips).
- Another student might need a real-time captioning system in the classroom or an FM system.
The 504 plan does not have the services and support of an IEP. Although a student can qualify for both plans, the IEP has funding and greater benefits. Check that option first.
Section 504 is a part of the Rehabilitation Act of 1973, which is a civil rights law for people with disabilities. The law makes it clear that failure to provide access to educational programs due to a person’s disability is a form of discrimination.
Section 504 can be applied to academic and non-academic activities, such as:
- Extracurricular programs
- Teacher conferences
- Social, cultural, and recreational activities
- Summer programs
Qualifying for a 504 Plan
To qualify for services, a student must meet the criteria for having a disability. See Does my child qualify for 504 support?
Application to Deaf and Hard of Hearing Students
Section 504 benefits students who are deaf or hard of hearing by requiring schools to provide access to programs at a level equal to that of hearing students. The services that may be offered include:
- Qualified sign language interpreter
- Real-time captioning
- Classroom audio distribution systems (CADS)
- Assistive technologies
- Pacing of communication
- Note takers
- Preferential seating
Funding
The services provided under Section 504 are not funded by the federal government as they are in an IEP. School districts must comply, but they do not receive additional funding to do so.
One Family’s 504 Success Story
“My daughter began to struggle at school by the second grade. The school said she was not eligible for an IEP or 504 because she wasn’t failing (she is mild/moderately hard of hearing). I did some research and discovered she did qualify for 504. The school put an FM system in place and in fifth grade, she is still doing well.”
The above story has been modified from HEAR ME HEAR ME NOT
Children who meet the law’s definition of disability are eligible for Section 504 support. Section 504 considers a disability to be a physical or mental impairment that limits a major life activity. (See the full law in Resources.)
Students who are deaf or hard of hearing typically qualify for Section 504 services because hearing is listed as a “major life activity.”
Also, students who qualify for an IEP automatically qualify for 504 services.
Evaluation
To be eligible for Section 504, schools are required to evaluate the child and have standards in place for this. Parents or caregivers must consent to an evaluation. The evaluation must:
- Draw from a variety of sources, such as teacher observations, academic record, social and cultural background, and adaptive behaviors;
- Ensure the decision for a plan is made by a multidisciplinary team of people who know the student and understand evaluation data; and
- Ensure students are placed in a regular educational environment whenever possible.
Schools are required to re-evaluate students periodically.
No Exclusions
Children cannot be excluded from a 504 plan because they are performing at grade level, have a hearing aid or cochlear implant, take medication, or receive private tutoring. These are called “mitigating measures” and cannot be used to exclude students from 504 services and support.
If You Disagree
Parents or caregivers have the right to an impartial hearing if they disagree with the evaluation or support being provided by a school district. Parents or caregivers also have the right to participate in the hearing and to bring legal assistance.
Did you know that your child may also have rights under the Americans with Disabilities Act (ADA)?
Section 504 requires the school to provide educational services to meet the needs of a student with a disability.
Your child’s 504 plan should include:
- Educational and health information about the student.
- Why your child needs a 504 plan
- How your child’s disability limits his or her access to educational programs
- Specific programs that your child is not able to access due to hearing ability (e.g., classroom, field trips, clubs)
- Services and supports that will be provided for equal access to educational programs
- Who will provide the services
- Date when services or supports will begin as well as their frequency, duration, and location
- How to measure and report the effectiveness of the accommodation
Some types of accommodations and services that schools can provide for deaf and hard of hearing students include:
- Extended time on tests
- Providing a note taker
- Seating so the student can see the teacher and classmates
- Sign language interpreter
- Enhanced listening system
- Teacher speaking facing the class
Section 504 requires schools to ensure the means for effective communication are available to students with disabilities. You can try to ensure the following special factors are addressed:
- Any language and communication barriers that prevent your child from equal access to education and related activities
- How the barriers are affecting your child’s participation in the classroom, in-school activities, and extracurricular activities
- The most effective solutions for overcoming participation barriers, including a range of services and accommodations, from a qualified interpreter to assistive technologies.
The purpose of the Section 504 meeting is to develop and approve a plan that gives the student equal access to educational programs and activities. To reach that goal, you can expect that the team will:
- Review the student’s eligibility evaluation as defined by Section 504
- Identify the barriers that prevent the student from equal access to education and related activities
- Determine what services and supports are needed to overcome any barriers to participation
- Record in writing the services and supports the school will provide
Barriers to Academic Participation
In the classroom, students who are deaf or hard of hearing encounter communication challenges that result in a type of discrimination caused by unequal access. These barriers can be overcome with the appropriate services and supports (e.g., qualified interpreters, real-time captioning).
Barriers to Participation in Non-Academic Activities
We know that social and emotional growth can improve from participating in non-academic activities. Schools are required to provide access to these activities to all students. Section 504 accommodations can help students participate in sports, after-school classes, and clubs.
Prior to attending the meeting, look for barriers your child may experience in both academic and non-academic activities. Research the available options that the school should be able to provide. Then request the services that will be best for your child.
Section 504 does not list who must attend the 504 meeting. Find out if the laws in your state require specific people to attend.
Assume, at the least, that a person responsible for 504 administration and the classroom teacher will be present.
As a parent or caregiver, you may need to request an invitation to attend. You may also need to request that others participate:
- Other education professionals
- Audiologist
- Counselor
- Private evaluator
- Anyone with special expertise who can contribute to the plan (e.g., interpreter, caregiver, advocate, tutor
Good relationships with the school are built on trust. As a parent or caregiver, find ways to demonstrate trust and respect for the team. Hopefully, they will be gracious and do so in return.
You can promote and protect your child’s interests during the 504 development process by following these guidelines:
- Know the federal law (both Section 504 and the ADA).
- Find out whether your state has additional civil rights laws for equal access to education.
- Know the options available for providing access to education.
- Address your concerns at the meeting.
- Collaborate with team members to develop a plan.
- Ensure all the barriers to access are addressed.
- Ensure there is a solution for each barrier to access.
- Ensure the plan identifies the start date and duration of the services.
- Negotiate with the school if it is not offering appropriate services. Remain calm but firm.
- Monitor that the school is sticking to the 504 plan.
- Monitor that the support and services are effective for providing access to educational programs.
- Stay in touch with team members to discuss how things are working.
The school is not required to involve parents or caregivers when developing a 504 plan, though they need to obtain consent for an evaluation. Your skills at building relationships will be needed to ensure you are included in discussions, meetings, and decisions.
INTRODUCTION TO OTHER MEETINGS
Important note: If you think your child needs accommodations or specialized education services, follow the procedures to obtain a 504 plan or an IEP.
As a parent advocate, there are many other reasons you may request a school meeting even if your child does not qualify for an IEP or a 504 plan. You may wish to:
- See how your child is doing across the school day
- Address a concern
- Ask for clarification about a policy
- Monitor school progress
- Discuss a home situation that may affect school
- Meet annually with an audiologist if your child has a hearing aid or a cochlear implant
Whatever your reason, parents and caregivers have the right to request a meeting with teachers, specialists, principals, and other administrators for any of these (and other) purposes.
Securing Accommodations
In general, you will need to explore use of Section 504 of the Rehabilitation Act and the Americans with Disabilities Act (ADA) to secure accommodations.
Section 504 and the ADA require that state and local governments provide access to programs, such as schools (including extracurricular activities), to those with disabilities. The access must be comparable to what those without a disability are granted.
“Learn from yesterday, live for today, hope for tomorrow. The important thing is not to stop questioning.” -Albert Einstein
COMMON QUESTIONS
ABOUT OTHER MEETINGS
To request a meeting, you can contact the school administration, the teacher, or the principal’s office by phone, e-mail, or letter.
Education advocates often recommend keeping a record of all school correspondence so consider writing a letter. Include the following:
- Date letter is sent
- Your child’s full name
- Whom you would like to meet with
- Purpose of the meeting
- Dates and times you are available
- Phone number at which you can be reached
- If you will be bringing anyone else to the meeting
A meeting request letter is not a time to vent. Be polite and thank the person in advance.
Why bother with a letter?
Although e-mail and phone calls are quicker, there are a few benefits to writing a letter:
- You can save a copy for your records. You can also do this with e-mail, but sometimes following an e-mail conversation can be difficult.
- Writing gives you a chance to gather your thoughts in order to accurately explain the meeting’s purpose.
- If you are upset about an issue at school, writing gives you the time to carefully choose your words so you don’t offend or alienate anyone.
- A letter is a formal means of communication. It demonstrates that you are professional and organized.
In advocating for your child, you can try your best to make sure that conflicts don’t lead to poor relationships.
Two Different Perspectives
It helps to accept the fact that at any school meeting, there may be two different perspectives. As a parent or caregiver, you want the school to meet your child’s educational needs.
As a representative of the school, a teacher, specialist, or principal must protect the school’s resources (e.g., time, money, staff) while fulfilling legal obligations and educating hundreds of children.
Try to see the world from the perspective of the school representative so you can negotiate a solution that works for both parties.
Prioritize Your Child’s Needs
Prior to the meeting, create an agenda and prioritize what you want from the school. Although you may have several objectives, focus on your highest priorities. You may need to give up a few things in order to get what is at the top of your list.
See Other Meetings Preparation Checklist.
Build Relationships
Your advocacy will be most effective if the educational team finds you easy to work with. Communicate with staff on a regular basis to build trusting relationships. During meetings, you can avoid unnecessary conflict and still remain firm by:
- Sticking to the facts
- Avoiding attacking anyone personally
- Letting them know you understand their viewpoint
- Looking for areas of agreement
See the Checklist for Attending Meetings.
Due to a lack of familiarity or knowledge, some schools are not aware of the challenges that deaf and hard of hearing students face at school and with extracurricular activities. It may be up to you to educate the school staff.
Some aspects that staff should take into consideration for deaf and hard of hearing students include:
- Student’s preferred language and communication mode
- Technologies available to support the student (e.g., real-time captioning, visual alert systems, hearing aids)
- Whether or not the student requires support or services to participate in classroom, small group, large group, and extracurricular activities
- Whether or not there are opportunities for the student to communicate with peers and teachers
Your child may qualify for Section 504 support, so learn more about this option in this app.
Request an educational planning meeting with your child’s educational team at school. This will be a fact-finding meeting.
Bring any documents you have regarding testing and evaluations. Also, bring a list of your concerns. Make sure you can provide documentation to support your concerns.
Learn About Section 504 Plans
If your child is eligible for accommodations and services, schools will typically start with a Section 504 plan rather than special education services. See Section 504 Meetings to learn more about the types of support a school is obligated to provide to deaf and hard of hearing students.
STRATEGIES
Advocating for Your Child
Advocacy is publicly stating or supporting a path of action. As you are an expert in your child, you are ideally suited to be his or her most effective advocate. To maximize your advocacy work, focus on developing two areas: knowledge and interpersonal skills. Learn About the Laws To advocate, you need to know the laws that guarantee education programs, services, and support for deaf and hard of hearing children.
To advocate, you need to know the laws that guarantee education programs, services, and support for deaf and hard of hearing children. These laws are explained in the Resources section:
- IDEA (Individuals with Disabilities Education Act)
- Section 504 of the Rehabilitation Act of 1973
- ADA (Americans with Disabilities Act)
Interpersonal skills refer to the ways we interact and communicate with others. The better you are at these skills, the more likely you are to get the results that are best for your child.
- listen attentively
- speak clearly and stick to the facts
- remain calm when things get tough
- ask questions when confused
- try to see the other person’s perspective
- work as a team member to solve problems
- negotiate for win-win solutions
- maintain a sense of humor
- celebrate achievements
Start Early
Be involved with your school as soon as your child is enrolled. Start the advocacy habit early by introducing your child in a letter, communicating with staff, and developing good school habits at home. Building relationships with individuals in the school will make it easier to address issues as they arise.
One way to ensure your child has access to a quality education program is to volunteer in the classroom. You will build a stronger relationship with teachers by assisting them. As a volunteer, you can also keep a watchful eye on the effectiveness of your child’s program.
If you can’t volunteer, regularly converse with your child to stay connected about school. Communicate with your child’s teachers to share ideas, resources, and encouragement throughout the year.
Every organization has its own culture, and schools are no different. Schools are structured as a hierarchy. Every employee must answer to someone above. Some school staff are good at getting things done and others have the authority to make decisions. Depending on your needs, spend your limited time and effort working with staff who can help fulfill your objectives.
Become involved with the school’s parent organization. Think about building relationships with the various staff throughout the school system. You may even find opportunities to volunteer with the school’s administration.
There are special people in this world who have a passion to help others. If you find one or two education professionals who work hard for your child, nurture your relationship with these people. Stay in touch, show gratitude, and contact them first when an issue arises.
To advocate, you need to know the laws that guarantee education programs, services, and support for deaf and hard of hearing children. These laws are explained in the Resources section:
- IDEA (Individuals with Disabilities Education Act)
- Section 504 of the Rehabilitation Act of 1973
- ADA (Americans with Disabilities Act)
Build Relationships and Work Collaboratively
To get the best program and services for your child, you will need to work in cooperation with team members or school staff. You can suggest setting up regular meetings, group e-mails, or an online chat. Building relationships must go both ways. You can demonstrate your commitment by ensuring your child finishes homework assignments on time, has good attendance, and is respectful to school staff.
Certain techniques can help you stay calm during difficult meetings and stressful conversations.
- Practice mindfulness
- Practice remaining calm during other difficult situations.
- Come to meetings prepared. (See IEP Meetings and 504 Meetings.)
- Come to meetings looking your best. Smile and make eye contact with everyone in the room.
- Try to memorize the names of the attendees. Repeat the person’s name when you respond to comments or ask questions.
- Remember that conflict is normal. You want the best for your child. The school may be concerned about staffing and funding.
- If you aren’t getting time to speak, take notes of your key points and state them when you get your chance.
- Try to find areas of agreement.
Self-advocacy is a critical life skill, particularly for anyone who has special needs. Parents and teachers can help a child develop self-advocacy skills. Younger children can learn to be assertive of their needs. Older children can work towards self-determination. Self-advocacy skills include:
- knowing one’s needs
- knowing one’s rights
- knowing who, how, and when to ask for assistance
- setting goals
- making plans to reach the goals
- making decisions and dealing with the consequences
- finding alternatives when one’s requests are not met
If your child has an Individualized Education Program (IEP), self-advocacy goals should be part of his or her IEP. Here are examples:
- An elementary school student with cochlear implants has a goal of reminding his teacher that he needs a seat near the front during school assemblies.
- A deaf high school student’s goal is to ask her history teacher for lecture notes at the start of each week.
- A deaf elementary school student informs the teacher when the interpreter is not doing a clear job of translating the student’s response to the teacher’s question.
Stories
Parent Advocacy App Partners
