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Mistakes People Make in the Special Education Process. Part 4 – Mistakes Made by Advocates
In other articles of this series I have discussed some common mistakes parents and school systems make that tend to undermine the system’s ability to respond effectively to a child’s special education needs. In this piece I turn to the more serious mistakes that parent advocates sometimes make with equally detrimental effects.
Mistakes People Make in the Special Education Process. Part 3 - Mistakes Made by Independent Evaluators
As informed and articulate as some parents may be, they usually cannot make a case for particular services or programs for their child without the help of a competent and credible independent evaluator. In due process hearings there is usually no more important witness for the family. Even with such an evaluator it can be a steep uphill fight for services because of the deference that is given under IDEA to school districts in special education proceedings, but without such an evaluator there often is no chance at all.
Mistakes People Make in the Special Education Process. Part 2 – Mistakes Made by School Districts
This is the second of a series of short articles I have written to discuss some of the mistakes people make in the special education process. This article focuses on mistakes commonly made by school districts. A general theme ran through the comments I received from attorneys, advocates and parents while I prepared this article: anything a school system does that undermines parents’ trust creates a climate that is costly in dollars, time, peace of mind and the quality and success of services given to the child.
Mistakes People Make in the Special Education Process. Part 1 - Mistakes Made by Parents
In my practice as a special education attorney for parents and students for more than twenty-five years, I have seen certain issues and frustrations expressed repeatedly. I have written a series of short articles to discuss some of the mistakes people make in the special education process that often cause or exacerbate those issues and frustrations. The articles focus in turn on mistakes commonly made by parents; school districts; independent evaluators; and, finally, advocates for parents and students.
Managing your documents under IDEA: Part II - What documents should you create?
Why create any documents? One simple reason is that you may have to tell your child’s story to another person - perhaps to an evaluator, an advocate or lawyer, or a hearing officer – in order to get help, and documenting events as they occur will help you tell the story accurately and in good order. Another reason is that documents can help clarify understandings you reach with people – particularly with service providers or school administrators. Yet another reason is that a note written at the time something significant has happened may help to support you when you need to prove to another person that the event happened the way you claim it happened.
Managing your documents under IDEA: Part I - What documents should you keep?
Parents of children with special educational needs can easily be overwhelmed by papers. From the beginning of school to the time their child either graduates or “ages out” of entitlement to special education services, the accumulation of IEPs, evaluations, progress reports, correspondence, notes, journals, samples of the child’s work, medical records and so forth can fill several drawers of a file cabinet. Some may be tempted to throw out documents when they become too cumbersome to manage, but it may be a mistake to do so. Even the oldest documents in a child’s history can sometimes help parents make a case for increased or differen services for their child under IDEA.
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