|
Being An Advocate for Your Pre-School Child
Being
an advocate means knowing how to ensure that your child gets the help he or she needs to be successful. For children who experience
learning difficulties, it's never too early to start looking for ways to help them succeed in learning. Even before formal
schooling starts, there are things you can do to make sure your child gets help early, so that learning can be a fun and productive
experience. Below are the first steps you should take if you suspect your child has difficulty learning:
· Observe
your child and start a log of the behavior you think suggests learning delays or difficulties.
· Talk to your child
about what you are observing. Try to learn more about the problems he or she appears to be having through play so that you
can share specific examples with people who might be able to help. Be sure to enthusiastically praise your child's successes
and good effort often.
· Meet with your child's pediatrician, bringing along your list of observations. Be open and
honest about your concerns and don't be afraid to ask questions like "Why is my child having trouble?" or "Is this something
that will go away by itself?" or "Is this within the normal range of development?" Ask if developmental screenings are available;
or if another medical professional (i.e., a neurologist) or an early childhood specialist (i.e., speech/language pathologist,
psychologist, special educator) should evaluate your child. If you are concerned about your child's progress, don't wait to
pursue further evaluation.
· Ask the pediatrician or your local school district whom you should contact to arrange
an evaluation for your child. An evaluation will provide you with the information you need to make important decisions, and
will determine whether your child could be eligible for early intervention or preschool services. Evaluation findings are
strictly confidential. It is up to you to decide with whom the information is shared.
· Early intervention services
are services for infants and toddlers up to age two that are designed to identify and address a problem or delay as early
as possible. Preschool services are specially designed programs offered by public schools and are available for eligible children
with disabilities beginning at age three. Until age five, these services are voluntary-you can wait to decide whether you
want to enroll your child in a program that provides special help.
· Once you request an evaluation, it is your right
to have it completed within a set period of time, usually within 30 school days of your signing a written consent for your
child to be evaluated. Don't be shy about calling or visiting the evaluation site to keep the process moving.
· Bring
all information about your child that you think is relevant to meetings and evaluations. When speaking to doctors, therapists
or school administrators be prepared to tell them your observations about your child's strengths and weaknesses, likes and
dislikes, as well as what goals you are progressing towards with your child. Your input is vital in helping provide a full
picture of your child to people who probably don't know him or her well.
· Keep a log of the names, organizations
and phone numbers of all people you speak to and the information they give you. Also ask for a copy of all reports and correspondence
about your child.
Public Law (P.L.) 105-17 of the federal Individual with Disabilities Education Act guarantees certain
rights to young children (ages zero to five) with special needs. Among those are: · Children ages zero through two with
disabilities have the right to early intervention services. If a state chooses, it can also serve infants and toddlers at
risk for developing disabilities.
· Children ages three to five with disabilities have the right to special education.
·
Each child has the right to special services that are based on an evaluation and assessment of the child's particular needs
at no cost to the child's family.
· Children with disabilities have the right to receive teaching and instruction designed
to meet their specific needs. In the case of infants and toddlers these needs are documented in an Individualized Family Services
Plan (IFSP) and focus on the development of the child; for children age three and older, service and support plans are stated
in an Individualized Education Plan (IEP). These plans outline:
- The developmental levels of the child (in the case
of children ages zero to two) - The outcomes expected to be achieved for the child - The services that will be provided
- When and where they will be provided - When the plan will be updated next. - An IFSP recognizes the family as
a child's greatest developmental resource, so that each plan is structured around the strengths of the family to support the
special needs of the child. A group of specialists, who can include doctors, therapists, child development specialists, social
workers and others, is also part of the team and can help the family support the child. Services provided may include speech
therapy, social work and others. IFSPs are reviewed at least every six months.
o An IEP is a similar plan that moves
away from the family and focuses on a child's education. The IEP team also includes teachers and school administrators who
come in contact with child. IEPs are reviewed at least every year.
· Parents or guardians have the right to be included
in making any decisions about their child 's educational needs and services. This includes appealing or consenting to any
decisions made through the evaluation and assessment process. Every child is entitled to a free and appropriate public
education, and part of your role as a parent and caregiver is to make sure that the rights of your child are protected. Becoming
familiar with the laws and services that exist to assist your child is the first step towards learning success.
Source:
http://www.ncld.org/LDInfoZone/InfoZone_FactSheet_Advocate_Preschool.cfm
Being An Advocate For Your School Aged Child
Your
child has the right to a free and appropriate public school education. Getting involved in his or her education is among the
most important things you can do as your child's advocate. As you'll see below, you have a right to be a part of every decision
regarding your child's education, including the process of finding out if your child needs special services. You know your
child best, and your input should be considered at every opportunity.
In order to make sure that your child with learning
disabilities gets the help he or she needs throughout his or her school career, you should familiarize yourself with the rights
you have as your child's advocate. These rights are federally mandated by the Individuals with Disabilities Education Act
(IDEA).
Your child's rights in determining eligibility for special education and related services:
* You have
the right to request that your child be evaluated to determine if he or she is eligible for special education and related
services. This evaluation is more than just a single test. The school must gather information from you, your child's teacher
and others who would be helpful. An assessment of your child must then be conducted in all the areas that may be affected
by the suspected disability * If the public school agrees that your child may have a learning disability and may need special
help, the school must evaluate your child at no cost to you. * Teachers or other professionals can recommend that your
child be evaluated, but the school must get your explicit written consent before any part of the evaluation is started. *
If the public school system refuses to give your child an evaluation, they must explain in writing the reasons for refusal,
and must also provide information about how you can challenge their decision. * All tests and interviews must be conducted
in your child's native language. The evaluation process cannot discriminate against your child because he or she is not a
native English speaker, has a disability or is from a different racial or cultural background. * Your child cannot be determined
eligible for special education services only because of limited English proficiency or because of lack of instruction in reading
or math. * You have the right to be a part of the evaluation team that decides what information is needed to determine
whether your child is eligible. * You have the right to a copy of all evaluation reports and paperwork related to your
child.
Your child's rights once determined eligible for special education and related services:
* A meeting
to design an Individualized Education Plan (IEP) must be held within 30 days of your child being found eligible for special
education services. An IEP should set reasonable learning goals for your child and state the services that the school district
will provide. * You and your child have the right to participate in the development of the IEP, along with a team that
will include: your child's teachers, a representative from the school administration who is qualified to recommend and supervise
special programs and services as well as representatives from other agencies that may be involved in your child's transition
services (if your child is age 16 or older). You can also request an advisor to help you better understand your rights and
responsibilities as a parent, and request that this person be present. * Your child has a right to the least restrictive
environment possible. Unless members of the IEP team can justify removal from the general education classroom, your child
should receive instruction and support with classmates that do not have disabilities. Also be sure that special education
services or supports are available to help your child participate in extracurricular activities such as clubs and sports. *
During an IEP meeting, the IEP team will develop goals for any related services, such as occupational therapy, which could
help your child. Be sure the team specifies how often and for how long these services will be provided as well as in what
setting the services will be provided. This team will also identify behavioral strategies to support your child's learning
in school and at home. * Be sure to discuss what kind of assistive technology devices-such as speech recognition software,
electronic organizers or books on tape-could help your child. Assistive technology services include evaluating your child
for specific devices, providing the device and training your child to use the device. * You have the right to challenge
the school's decisions concerning your child. If you disagree with a decision that 's been made, discuss it with the school
and see if an agreement can be reached. If all efforts don't work, IDEA provides other means of protection for parents and
children under the law. These other ways of settling your dispute allow parents and school personnel to resolve disagreements.
Options include mediation with an impartial third person, a due process hearing or a formal hearing in a court of law. *
An IEP meeting must be held once a year and comprehensive re-evaluation must be done every three years. However, you may request
an IEP meeting at any time.
Other tips for advocating for your child
* Collect as much information as possible.
Be sure to keep copies of all reports and paperwork. Also, keep a log of all the people you speak to, their phone numbers
and other pertinent information, as well as the time and date of your call and the details of the conversation. After making
a call, you can send a follow-up letter reminding the person of the important points, such as any information they promised
to provide you or information you think should be in that person's files. Also learn as much as possible about IDEA and other
laws that could help your child. * Talk to your child about school. Find out what he/she likes and dislikes and what kind
of frustrations he/ she is experiencing. Understanding what your child is going through is an essential part of being an advocate. *
Don't be afraid to ask questions or say no. It's important to work together with the school to plan your child's education,
so make sure you know to what you are agreeing. Don't be afraid to ask for clarification, request further testing, or challenge
the school's decision regarding services. * Stay level-headed. Being involved in a process where lots of people are talking
about your child can be very emotional. Remember that the people involved are there to help, even if you disagree with them.
You will be most helpful to your child, if you hear everyone out and express yourself calmly and specifically. · Get support
from others. Talking to other parents with children who have similar difficulties may give you ideas and tips you can benefit
from. It's also good to team up with other parents to bring your concerns to the school system or agencies.
Source:
http://www.ncld.org/LDInfoZone/InfoZone_FactSheet_Advocate_SchoolAged.cfm
Self Advocacy for Teens and Adults
Having
learning disabilities often means having special needs. As an adult it's up to you to make sure your rights are being respected
and that the accommodations you need are available to you. Whether at school or at work, being an advocate for yourself means
understanding your rights, understanding how you work best and working with others to ensure that your special needs are met.
LD.org
has a section called Living with LD that has details about dealing with the different aspects of learning disabilities (LD)
that you may face as a teenager and as an adult. Here, we'll focus on how to be your own best spokesperson at school and at
work.
Being your own advocate in high school
* Attend all your IEP (Individualized Education Plan) meetings.
You have a right to be there and should take an active part in the meetings. It's a great opportunity to talk to teachers,
administrators and others that are involved with your education (including your parents or guardians) about how you learn
and what kinds of services and supports you need to do well in school. Make sure the specific accommodations you need are
outlined in your IEP.
* Set goals for yourself and think realistically about reaching them. Part of your IEP process
calls for establishing a transition plan as early as possible, outlining your path to graduation, what you want to do after
high school and the accommodations you might need after you leave. If you hope to go to college, what subjects do you want
to study? What college are you interested in? Will that college permit you to substitute requirements or have them waived?
To get into that school, what grades will you need to get and which classes should you take? Don't feel like once you decide
on something that it's set in stone - adjusting your goals is an important part of realizing what you want and what it will
take to achieve success.
* Be aware of what you're good at, what you struggle with, what activities you have a passion
for and what your ideal job or project would be - being able to share this kind of information with others is a valuable part
of representing yourself.
* Learn as much as you can about your LD. The more you know about your specific learning
disability, the easier it will be for you to figure out how you learn best and the accommodations you will need to be successful.
*
Meet with your teachers and counselors outside of the IEP meeting to talk about your classes, about the accommodations you
may have (extra time on tests or a note-taking buddy, for example) and other helpful strategies, as well as what you're interested
in pursuing next.
* Request that your school update your LD documentation before you leave high school.
Being
your own advocate in college
Once you graduate from high school, responsibility for attending to your special needs
moves away from the educational system and onto your shoulders. It's up to you to make your college career successful. Here
are some tips:
* Make sure you arrive on campus able to provide current documentation of your disability.
*
Know your rights. You have a right to participate in educational programs without discrimination and to receive reasonable
accommodations in courses and exams.
* Meet with your advisors to talk about what you want to learn; discuss what challenges
you may encounter and how you can accommodate for them. If you need specific support and services, you must disclose your
learning disability to your instructors and others who can help you.
Source: http://www.ncld.org/LDInfoZone/InfoZone_FactSheet_SelfAdvocacy_Teens.cfm
Transition Planning
From the time your child begins receiving special education services, an Individualized Education Program (IEP) guides
his or her education. During the transition years, your son or daughter's IEP must contain specific transition services defined
by the Individuals with Disabilities Education Improvement Act of 2004 (IDEA) and its regulations. IDEA requires that by age
16 the IEP team must determine what instruction and educational experiences will help students prepare for the transition
from school to adult life. IDEA requires that parents and students be involved in all aspects of transition planning and decision-making.
Transition planning generally involves three major activities: 1) coaching students and family members to think about
goals for life after high school and to develop a long range plan to get there; 2) designing a high school education that
ensures students will gain the skills and competencies needed to achieve their desired goals; and 3) identifying needed post-school
services and supports, and linking students and families with them before they leave the special education system. Teachers
and families support students in identifying post-school goals and the steps needed to achieve their goals through ongoing
discussion, assessment, instruction and work-based experiences.
Successful transition planning and implementation is student focused. School activities identified in a student's
transition plan must be directly linked to each student's post-school goals. A transition plan must reflect a student's individual
choices, preferences, and needs in the areas of education and training, employment, adult living arrangements, and community
experiences. Self-determination and advocacy are critical skills that help ensure student-focused planning and implementation.
Students can practice applying these skills by taking increasing responsibility for planning and conducting their IEP meetings.
Transition Planning Links:
NCSET/PACER Parent Brief "IDEA 1997 Transition Issues: The IEP for Transition Aged Students" (July 2002): http://www.ncset.org/publications/viewdesc.asp?id=423
PACER's Mapping Your Dreams series, a series of booklets exploring key areas of transition for youth with disabilities:
community, education, employment, home living and recreation.
PACER article, Transfer of Rights
at Age of Majority: http://www.pacer.org/parent/PHP-c63.pdf
Interagency Collaboration and Transition, http://www.pacer.org/tatra/inter.htm
Self Determination, fact sheet: http://www.pacer.org/tatra/self.htm
Student-Led IEPs: A Guide for Student
Involvement, a 2001 publication developed by The Council for Exceptional Children (CEC) and the University of Minnesota Institute
on Community Integration: http://www.cec.sped.org/bk/catalog2/student-led_ieps.pdf
"Student-Led Individual Educational
Plans," a PACER newsletter article from Point of Departure, Vol. 4, No. 2: http://www.pacer.org/tatra/pod_winter99.htm#student%20led
Beach Center Transition to Adulthood
Fact Sheets: http://www.beachcenter.org
Healthy and Ready to Work National Center:
http://www.hrtw.org
The Individuals with Disabilities
Education Act of 1997 Transition Requirements; A Guide for States, Districts, Schools, Universities & Families, from the web site of the Western Regional Resource
Center: http://interact.uoregon.edu/wrrc/trnfiles/trncontents.htm
National Center on Secondary Education
and Transition: http://www.ncset.org
Technical Assistance Guide: Helping
Students Develop Their IEPs,
from the National Information Center for Children and Youth with Disabilities: http://www.nichcy.org/stuguid.asp
Transition Coalition: http://www.transitioncoalition.org
Transition From School to Adult Life, from the Minnesota State Council on Disability
Web site: http://www.disability.state.mn.us/pubs/trans/index.html
Transition Planning for Adolescents
with Special Health Care Needs and Disabilities: Information for Families and Teens, from the Institute On Community Inclusion, Boston: http://www.communityinclusion.org/transition/familyguide.html
NCSET/PACER Parent Brief Person-Centered
Planning: A Tool for Transition
http://www.ncset.org/publications/viewdesc.asp?id=1431 (February 2004)
|