Classroom teachers are likely to approach a student having difficulty by using a technique known as response to intervention. Instead of referring a student to special education testing resources, teachers will attempt three tiers of intervention to try to solve the problems themselves. On the plus side, response to intervention allows teachers the freedom to work toward solutions as soon as a difficulty arises. A teacher may be working through interventions before the parent is even aware of the problem. The down side, however, is that schools can claim they are working on interventions for long periods of time. It may be up to the parent to formally request a full and individual evaluation.
Full special education services are only available to students who have a diagnosed condition that falls into one of 13 categories. These students must also demonstrate an academic need for services. Students receiving special education services under the Individuals with Disabilities Education Act may receive more one-on-one attention in a special education classroom, or they may remain in a general education classroom, possibly with an aide assigned to help them. By law, each student must be placed in the least restrictive environment he needs to be successful, so many students who receive special education services attend general education classes for part of the day or for the full day. It all depends on the child’s individual needs. If your child does not meet this standard, he may still receive some accommodations under 504, a piece of law related to equal opportunity. Typical 504 accommodations are extended testing time, seating near the teacher and a note taker.
Individualized Educational Plan meetings are required once every academic year for students receiving full special education services. The school is required to invite you and provide at least five days’ notice. Listen to the suggestions made by the school, ask questions if you are unsure of something, but you make the final call. If the school suggests something that you think is a bad idea, explain your reasoning for opposing it. The school may have a counter offer that you find appealing. If you still disagree with the school’s decision, you can refuse the objectionable activity or service. For more information on your legal rights in the special education environment, visit Wrightslaw -- a comprehensive website of all things related to special education law that is very parent friendly.
As the parent, you are the best advocate for your child. Your child’s ultimate success will hinge largely on your active involvement. Most education professionals truly want to help your child achieve full potential. Sometimes, however, you may disagree with their approaches and techniques. Remain calm and professional, but speak your mind. Teachers and parents can usually reach agreement when they work together.