Children who experience specific types of disabilities or challenges in schools have the right to special services under certain federal regulations. The eligibility requirements, procedures and type of services available vary with different states; however, compliance with these regulations in reference to special services apply to all states. Three federal regulations govern making such special services available to school children with particular needs. The federal government enacted the Individuals with Disabilities Education Act in 1975 and the Americans with Disabilities Act in 1990. These two regulations receive foundational backup from Section 504 of the Rehabilitation Act of 1973.
Special-needs children include those with behavioral problems including difficulty in forging friendships among peers and maintaining such friendships once initiated. They can also include trouble with language, learning, concentration and perception. Under the ADA, all schools, with the exception of schools operated by religious organizations, must provide for the special-services needs of children with psychiatric problems.
Parents typically begin the procedure of accessing special services for the child by meeting with a teacher to request an evaluation of the child's potential need for special services. Although this often involves meeting with the teacher to discuss the child's needs orally, parents should follow this up with a formal request made in writing for an evaluation. Evaluations can involve one or more such assessments and tests as behavioral analysis, speech and language evaluation and psychological testing. If the evaluation confirms that a child has special needs, an individual education program that addresses these needs should be initiated.
Because the implementation of special services programs varies among different states, parents need to keep up to date on their state and local requirements and policies. Parents can start out in this effort by requesting the school district's Section 504 plan. This document can give parents direction in seeking an assessment and subsequent services for their special-needs child or children. The school district's Section 504 plan can also give parents valuable information in the event of a need to challenge a school district's decision providing special services to the child.
One example of special services in schools involves sessions with a speech pathologist for children who have speaking difficulty such as stuttering issues or poor enunciation. Another example would involve a school psychologist working with children with behavioral issues. School occupational therapists may work with children who have difficulties, for example, with handwriting. Each child with special needs will receive specific services based on an Individualized Education Program plan agreed on by the consultant team.