3 Signs that you are getting the run around
Virginia Spencer, M. Ed.
Leveraging data to create the best team at work | Education Dispute Strategist
One of the great insights of being a #specialeducation Advocate is that you have a bird's eye view of school districts' behavior (where you have, or have had, clients). When parents call you with the same complaint, you develop the sense that the districts are providing training that is not in favor of children with #disabilities. What does that training look like? Elements of it may popup in important conversations: You've asked for an IDEA evaluation and the Principal calls you to ask if that's really what you want? Your child's 504 committee insists a 504 meeting is needed to discuss a referral for a special education evaluation. There's an informal meeting to convince you that 504 has as much protection as IDEA. Here are 3 signs that these are common delay tactics.
1. Keeping communication off the record.
The district is recommending a disciplinary placement, but the Assistant Principal calls to tell you there is no way they will put your daughter in DAEP. This type of verbal information puts parents at ease when they should be preparing their side of a case with witness statements and evidence. Send the AP an email to capture the phone call and document it then thank her for her vote of confidence and continue to get ready to defend your child.
2. Creating an Obstacle Course instead of agreeing to an Action.
You ask for a Special Education Evaluation from your child's teacher, and the teacher says that your child's skills are similar to other students. 'All second-grade boys are hyper'. She is trying some class-wide interventions for a calmer learning environment. Can she wait to see if that helps? This is a problem because your child has a diagnosed impairment mentioned in IDEA. These types of responses can minimize the challenges your child experiences. She should say: "let me refer you to the Child Find Coordinator."
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3. Delaying assessment because there's a likelihood the child will be resource-intensive.
Sign 2 can develop further into complete delay. You tell your child's 504 committee that there are dozens of missing grades and your child is failing several classes. The 504 committee says: "Let's review the accommodations and talk with teachers. Several teachers report that your child is not taking advantage of accommodations." Your child, who is attending the meeting becomes withdrawn and defensive. You ask for an IDEA evaluation and the 504 committee responds: 'we need to collect more data. The referral should come from us.' Thank them and tell them that there is no requirement that a referral come from them. The IDEA evaluation will be comprehensive and shed light on why the accommodations "aren't working." You will be writing to the Child Find Coordinator.
Don't get caught in the Special Education Word Salad!
This post is really helpful. Thank you for sharing. Too much corporate is always bad because it lacks empathy which is most times, what the child needs.