The ABCs of Advocacy for Children With Special Needs
Parents, teachers and children working together as partners will enable children with special needs to access the appropriate services. This article aims to advance knowledge of the procedures and principles of the law and its recent changes and presents advocacy strategies to insure that all children receive a free, appropriate education.
Know the Federal Law
The IDEA (Individuals with Disabilities Education Act) passed in 1997 insures that all children with disabilities receive a free, appropriate public education. The law provides for:
- An appropriate evaluation by the school district
- An Individual Education Plan to be implemented in the least restrictive environment
- Parent participation in decision making due process safeguards.
In 2004 Congress renewed the IDEA by passing IDEA04 , to take effect by July 2005. A main goal of the new law is to reduce paperwork requirements, thereby enabling special education teachers to spend more time with students. States have been directed to minimize the number of rules and regulations they require of local school districts and to identify any state-imposed rule, regulation or policy that is not required by federal regulations.
The first step for parents: If you suspect your child has a disability, you should
- Meet with teacher and/or principal and discuss ways to assist the child
- Request in writing from the appropriate committee listed below that your child be evaluated to determine what services would be appropriate. Be sure to keep copies of all of your correspondence and notes from all meetings and phone calls.
EI: Early Intervention (birth to age 3)
CPSE: Committee on Preschool Special Education (3ס years old)
CSE: Committee on Special Education (5–21 years of age)
Setting the process in motion
- Individual evaluations are provided by districts free of charge
- Written consent from parents is needed.
- Evaluation results help determine if your child has a specific learning disability or other classified weakness so that special education services or programs can be provided.
Reprinted with the permission of the NYU Child Study Center. © NYU Child Study Center.
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