What if your child isn’t learning or progressing as quickly or easily as other children?
It is perfectly normal for
children to grow and develop at different speeds. If you have concerns, be sure and address
them with your child’s pediatrician.
Where do you go if your child
has an identified developmental issue?
Well, Texas public schools must provide a free and appropriate public
education for children with disabilities.
This means your child may be entitled specialized instruction and
related services to meet your child’s unique needs. Contact the Special Education
Department of your local school district and start asking questions. Services can begin as early as age 3 in some
cases, so don’t delay. It is never too
late to receive help!
Once any person (parent,
teacher, or counselor) notifies the school that there is a suspicion that your
child may have a disability, the school must begin the process of evaluating
your child. There are steps to take even
when you do not have a diagnosis but you suspect something is going on.
Once evaluated, the school district is required to have an Admission, Review, and Dismissal (ARD) committee to review the evaluation and your child’s needs. During this ARD committee meeting, you and school personnel will decide if the student requires special education (eligibility) and then create an Individualized Education Plan (IEP) that details in writing what services, goals, accommodations, and placement your child will receive to help him or her be successful.
Be sure and define vague terms in your child’s IEP. By clarifying phrases such as “preferential seating,” by recording a definition in the student’s plan, it will allow all team members to accurately communicate how to help the student. There are plenty of instances where “preferential seating” can have many different meanings to different people. When you clarify, it does not allow for individual interpretation of what the committee is conveying. As a parent, you are a key member of the committee. You know your child better than anyone. You are your child’s voice! Be an advocate!
Once the goals, accommodations, and services to be provided are agreed upon, they must be followed by all parties in the school. The IEP is reviewed at least once per year, but can be modified more frequently to fit your child’s changing needs. You have the right, as a parent, to request an ARD meeting at any time. If you don’t think something is working or you want to look over progress, do not be afraid to speak up!
Once evaluated, the school district is required to have an Admission, Review, and Dismissal (ARD) committee to review the evaluation and your child’s needs. During this ARD committee meeting, you and school personnel will decide if the student requires special education (eligibility) and then create an Individualized Education Plan (IEP) that details in writing what services, goals, accommodations, and placement your child will receive to help him or her be successful.
Be sure and define vague terms in your child’s IEP. By clarifying phrases such as “preferential seating,” by recording a definition in the student’s plan, it will allow all team members to accurately communicate how to help the student. There are plenty of instances where “preferential seating” can have many different meanings to different people. When you clarify, it does not allow for individual interpretation of what the committee is conveying. As a parent, you are a key member of the committee. You know your child better than anyone. You are your child’s voice! Be an advocate!
Once the goals, accommodations, and services to be provided are agreed upon, they must be followed by all parties in the school. The IEP is reviewed at least once per year, but can be modified more frequently to fit your child’s changing needs. You have the right, as a parent, to request an ARD meeting at any time. If you don’t think something is working or you want to look over progress, do not be afraid to speak up!
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