Category Archives: Parent Education

Get ready for next school year

As one school year winds down, its good to start thinking about the next year. Perhaps you have a child who will simply be moving from one grade to another in the same school. Maybe your child is facing a more dramatic transition such as:

  • Starting Preschool for the first time
  • Entering KindergartenToday's Preparation... Tomorrow's Success!
  • Moving from Elementary to Middle School
  • Beginning High School

It is time to move from thinking to planning!  Take steps to make this transition as smooth as possible by gathering information about what might be coming up, and sharing important information about your child with the right people.

If your child is staying at the same school, find out what might be different for the coming year (e.g. class size, number of teachers/aides, daily schedule, curriculum, meal times, etc.).  Each of these factors could impact your child and may require some changes in how your child’s needs are met.  You might also want to speak with the Principal about the classroom environment and/or teacher styles that are likely to be successful or unsuccessful for your child.  Hopefully the Principal will use this information to make a good match when class assignments are made.

If your child is moving to a new school, you will still want to know the things mentioned above, PLUS:

  • Visit the new school to check out the physical layout and ask about a typical day
  • Think about any possible barriers or challenges that your child might have in the new setting
  • If your child is entering middle or high school, ask about required courses and any options that may exist. Some courses are offered at multiple difficulty levels, and there may be other ways to help make sure that your child gets a course schedule that will work for him/her
  • Request a transition IEP meeting to discuss and make decisions about any changes that may be needed in the accommodations, modifications, supports, services and/or goals
  • For many children, it is helpful for them to have an opportunity to walk through the new school and possibly see their classroom(s) and meet their teacher(s) sometime before school starts. There may also be other steps that you can to help make this transition a smooth one.

Most importantly, stay positive and help your child feel good about the upcoming school year!

“School Safety” and Students with Disabilities

Columbine, Newtown and now Parkland. We knew this would happen… again.  The tragic shooting at the high school in Parkland, Florida was bound to trigger heightened sensitivity to anyone and anything that seems to be even remotely threatening.  While we should all be thinking about what can be done to keep our schools safe, we have to be careful that we do not react in a way that produces, rather than prevents, harm to students.

Some students with disabilities are at particular risk of becoming victims of hyper-vigilant policies and practices.  Recently, a distressed parent called because her son’s school was planning to conduct a “threat assessment” on her son after he drew pictures of guns during class.  My guess is that this was not a new behavior for that child, but it was now considered to be a potential threat after being viewed through post-Parkland “school safety” lenses.  This child had been diagnosed with an Autism Spectrum Disorder (ASD) and the parent was (rightfully) worried about what he might say when questioned by the school’s guidance counselor and principal.  There are several things about that situation that raise questions, but I will approach the topic at hand with recommendations rather than criticism.

The very first thing to do is talk to your children about school safety concerns and how the behavior of individuals can be seen as a sign of problems or threats.  We want them to recognize danger when they see it. We also want them to avoid doing things that others may see as dangerous. Even if the child does not fully understand why someone would consider their comment, joke, writings or drawings to be threatening, you have to give them specific examples of behavior to avoid.  Mention or representations of guns, knives, bombs, explosions, killing, etc., are topics to be avoided just about every place except home.  Even if the child is studying a particular time of war in a history class, they should limit their comments to the specific questions being asked. For example: DO NOT speculate about what could have happened if the good guys had a super hand-held weapon that could wipe out hundreds of people with the press of a button).  We can encourage other forms of imagination, as well as broader interests for those children who seem preoccupied by violent themes.

If you have a child that likes to carry or use a pocket knife, sticks, rocks or anything else that could be considered to be a weapon, check their pockets and backpacks frequently to make sure that they don’t accidentally or intentionally end up bringing something to school that will get them in trouble.  Keep in mind, when weapons, drugs or serious bodily injury are involved in a disciplinary situation, a student can be moved into an interim alternative educational setting even when the behavior is found to be a manifestation of the child’s disability!  Such removal is not required though, and school administrators have the authority to look at each incident on a case-by-case basis. You may need to remind them of that.

Be proactive! Review your school system’s Code of Conduct and disciplinary/school safety policies.  If you see glaring problems with the policies, address them with your School Board. If the policies include the possibility of a required “threat assessment”, make sure that the assessment must be done by qualified individuals with expertise in mental health and any identified disabilities that a child may have. Even if your school system’s policy does not clearly state such a requirement, you should raise the issue if your child becomes involved in this type of situation.  Some disabilities can impact the child’s ability to truly understand the questions that will be asked during this type of assessment, and how his answers might be interpreted by others.  The disability may also have contributed to the behavior itself.

Those making decisions about how to respond to a potential threat should have enough knowledge and experience to understand all of the factors involved, and take actions that are appropriate to each specific situation.  One-size-fits-all does not work for special education, and it also does not work for discipline or school safety!

What happened to the EC teacher in middle school?

When IEP teams plan for a student’s transition from elementary to middle school, many parents are surprised to find out that their child’s special education services are going to be quite different. Children who have had pullout resource services for years may suddenly be expected to survive in general education core courses without any dedicated special education support time. It is a challenge to explain this reality to parents, while still making them aware of the IDEA requirement that a full continuum of services be made available so that IEP teams can decide what is most appropriate for each child.

There was a time when middle schools had sections of core academic subjects that were taught by special education teachers. These classes typically followed the standard course of study, but the smaller class size allowed the teacher to move at a pace that  students could handle, and to explain concepts in a variety of ways. This worked for a lot of children.

No Child Left Behind (NCLB) changed all of this with its definition of “highly qualified teacher” and requirement that core courses in middle and high schools could only be taught by a teacher who was highly qualified in that specific academic subject. Before NCLB, North Carolina, as did many states, certified special education teachers in “special education” and not each separate academic subject.  Under NCLB in-service teachers had to take specific steps in order to be declared “highly qualified” in a core subject. To make matters worse, one of the options that North Carolina had developed to accomplish this  was rejected by the U.S. Department of Education after many teachers had completed that process. All of this led to a shortage of special education teachers who were available to teach core subjects at the secondary school level.

The solution that most school systems came up with was to have general education teachers serve as the “teacher of record” for these core courses, while having a special education teacher also in the room to provide extra support for students who needed it. These courses are generally referred to as “co-taught” or “inclusion classes.” Most middle schools offer such courses in English Language Arts and Math. Some schools also include Science and Social Studies.

There is no one-size-fits-all when it comes to special education. The inclusion classes meet the needs of some students, while others continue to need additional support. Many schools also offer “curriculum assistance” or “resource support” classes as elective courses. (The actual class titles vary from one school district to the another.) These classes are taught by special education teachers who often introduce study skills, along with other content and strategies that are useful for most of the students to know. However, the chief benefit of these smaller classes is that they provide an opportunity for students to get extra help with their general education coursework as well as their IEP goals.

No Child Left Behind is no longer the law of the land, yet many schools continue to deliver special education services the same as they have for years. Schools and parents  should be aware that the new federal Every Student Succeeds Act (ESSA) provides room for a wider variety of ways that special education students can be served.

As parents begin to think about their child moving on to middle school, they should consider making contact with staff at the middle school to discuss the existing options. However, they should also keep in mind that if those options do not meet their child’s needs, they can challenge the IEP team and the school system to create additional options. With more choices, IEP teams have a much greater opportunity to create an educational program that will meet each individual student’s unique needs. At the end of the day, that is what special education is all about.

 

Understanding the role of the LEA Representative

In many IEP meetings one of the school system staff members is introduced as “the LEA” without further explanation. If there is a lot of discussion and debate around an issue, it will often appear that this LEA has more influence than most other members of the IEP team. This may not seem fair to parents, who usually are outnumbered in the first place. However, it is important to understand that the LEA Representative does have a unique role in the IEP process.

First, let’s clear up some education jargon. LEA is short for Local Education Agency. Each individual school system that has a central administrator, usually known as the Superintendent, and School Board is actually a distinct LEA. Some LEAs are county-wide, some just cover a particular city, and some are public charter schools. Charter schools will typically have a Board of Directors rather than an elected School Board, and their central administrators have a variety of job titles, such as Headmaster, Dean or Principal.

IEP teams are required to include someone who can represent the LEA. The person who serves in the role of LEA Representative must meet certain criteria:

  • Be qualified to provide, or supervise the provision of special education instruction;
  • Be knowledgeable about the general education curriculum; and
  • Have knowledge of the resources available to that LEA.

Every student with a disability who qualifies for special education services must be provided with a free appropriate public education (FAPE). It is the LEA (school system) that has the responsibility for delivering FAPE to its students. It is also the LEA that is held accountable when that does not happen.

To a large extent, the contents of an IEP define what FAPE looks like for that particular student. This makes the decisions of the IEP team extremely important and legally binding. IEP team decisions are expected to be based on data and the input of every member of the team. Most of the time IEP teams are eventually able to reach decisions that everyone can live with. That’s called reaching a consensus. If the team fails to reach consensus about a relatively minor issue, the matter may be put on hold until more information can be gathered.

When the IEP team cannot come to agreement about a really important proposal, the LEA Representative has the authority to make the decision. This allows the team to move forward with finalizing the IEP so that the student can be served. Having a clear decision also gives the parent the right to formally challenge that decision through one of the options available for resolving special education disputes. Those options are detailed in the Procedural Safeguards Notice* that is often referred to as the “Parent Rights Handbook.” Parents should be given a copy of the handbook at least once each year, but they can ask for a copy at any time.

In rare cases, individuals who serve as the LEA Representative over-use their decision making authority and the IEP team is not able to function properly. If this happens, a higher-level special education administrator should be notified so that corrective action can be taken.

* North Carolina Parent Rights and Responsibilities

Extended School Year (ESY) services

sunExtended School Year or ESY refers to special education and related services that are provided to eligible students beyond the normal school year, based on the student’s  Individualized Education Program (IEP).  ESY is not summer school! Services  are based on each child’s unique needs, so they range widely in terms of the type of service and how it is delivered.  ESY services are often intended to help the child maintain their skills, not make progress. For example, a child may only get physical therapy, and just enough to maintain their range of motion.

During the development of each new IEP the IEP team must decide if the student is, or is not eligible for ESY services.  In some cases, the team will note that ESY is “under consideration” and a future date will be set for the team to come back together and make a final decision.  This gives the team time to collect data or information about the student’s performance to help them determine eligibility for ESY.

Some of the key things for the IEP team to consider are:

  • Whether the student regresses, or slides backward, during long breaks from instruction, and takes an unusually long time to relearn lost skills, or
  • Whether there is a risk that a long break will erase most of the gain that the student made during the regular school, or
  • Whether the student is showing that they are beginning to learn a critical skill, and the “window of opportunity” might be lost if there are long breaks from instruction.

The great majority of students do not qualify for ESY services.  In many cases, however, the team ends up checking “No” on the IEP simply because they do not have enough information to establish that the student needs ESY services.

It’s probably too late to address ESY for the summer of 2017, but it’s not too late to start gathering information and data that the IEP team can consider at the next annual review.  Save a few samples of your child’s school work to show what they were able to do at the end of the 2016-2017 school year.  Keep progress reports, report cards, behavior reports, communication log, correspondence, assessment results, videos… basically anything that will provide documentation of your child’s functioning in the areas of concern.

Find out what kind of assessments will be done when your child returns to school.  If additional skills need to be measured, ask to have some assessment conducted in those areas.  If there are significant concerns about behavior, try to get next year’s teacher to make  written reports to you about how your child’s behavior has been each day.  Whether the teacher makes a note in the child’s assignment book, or completes a printed check sheet of some sort, this will provide information about your child’s performance over time, so that any patterns can be identified (ex. he/she has more behavioral difficulties after long weekends, or winter and spring breaks).

It’s okay to tell the teacher(s) that you want to make sure that enough data is collected during the year to give the IEP team what it needs to make the right decision about Extended School Year services.  Collect your own data by making notes about things that you observe and comments that are made to you over the course of the school year.  Hold onto (or copy) some of the school work and tests that come home.  Hopefully, what you will see is your child making steady progress.  But you will be better prepared, just in case…

Can my child keep OT if we drop his other special education services?

questions-and-answers

Question:

My preschooler has an IEP because of developmental delays. He gets one session of occupational therapy (OT) each week and speech therapy twice a week. A special education teacher also comes to our house twice a week to work with him. I was told that the speech and OT would not continue if the special education instruction was stopped at my request. Is that true?

Answer:

For most children, services such as speech therapy and occupational therapy are considered to be Related Services. Here is the official* definition:

“Related services means transportation, and such developmental, corrective, and other supportive services as are required to assist a child with a disability to benefit from special education.”

Technically, a child does not need a related service if there is no special education service for them to benefit from. This is why stopping the special education instruction would cause your child to also loose the speech and OT services. This does not mean that your child is magically “cured” and no longer has delays in those skill areas.  It does, however, mean that the IEP team will probably not agree to an Individualized Education Program that leaves out the specially designed instruction that qualified your child for services in the first place.

Please note: For children whose category of eligibility for special education is Speech or Language Impairment, speech therapy is their specially designed instruction, not a related service.

If you have specific concerns about the special education service that your child is getting, it would probably be best to express those concerns to see if an acceptable solution can be worked out. For example, if you feel that the instruction is not benefiting your child, or perhaps is focused on the wrong skills, this matter can be discussed with the IEP team. It might be possible to make changes to the annual goals or other sections of the IEP  to make services more effective or more useful. If you have a problem with a particular teacher who works with your child, this would be considered a personnel matter that you can discuss with the Preschool Coordinator for your school system.

If your concerns can be adequately addressed, it should be possible for your child to continue to receive the complete package of services and supports that his IEP team determined were needed for him to receive a free appropriate public education (FAPE). That would be a real win-win situation.

Meet Heather Ouzts, NCDPI Parent Liaison

Heather Ouzts photo Heather Ouzts, Parent Liaison

NCDPI Exceptional Children Division

“The only way to do great work is to love what you do.” (Jobs, 2005)

Several years ago, I was lucky enough to find my passion —helping families of students with disabilities. I have spent most of my life caring for children whether it was at work, church, or in my own home. As a mother of four children and as an employee in the schools, I learned that ALL children have special needs; some needs are just more easily seen. As a mother of a child with a disability, I learned that ALL parents have needs as well. In my work as a parent liaison, I have the great opportunity of trying to help schools meet the unique needs of both their students and their parents.

I first discovered my love for working with families as the parent liaison for the Exceptional Children Department of Alamance-Burlington School System in 2012. For three years, I worked with families, schools, and community partners to provide educational opportunities and resources for parents and build partnerships in our community. In August of 2015, I began a new position as the parent liaison within the Exceptional Children Division at the NC Department of Public Instruction (NCDPI). As a member of the Policy, Monitoring and Audit Section, I was specifically hired to support families of students with disabilities in North Carolina’s public schools.

Along with our Dispute Resolution Consultants, I do take questions from parents regarding special education services and policies. They may be looking for resources or want to know who to talk to about a certain issue. Parents may have concerns or questions regarding how the school is implementing the IEP or what the parent can do if they have a disagreement with the school regarding their child’s special education services. Sometimes the parent wants to know what their rights are as a parent of a student with a disability. As a liaison, I work with both the parents and the schools to make sure the parents’ questions and/or concerns are addressed.

My work at NCDPI also allows me the opportunity to provide professional development and technical assistance to school districts and charter schools on parent engagement. We are currently working to increase the number of parent liaisons and parent advisory councils available in local school districts and charters across the state. I participate on committees working on issues related to transition, surrogate parent guidance, and the School Mental Health Initiative. I also support the Council on Educational Services for Exceptional Children, the advisory council to the State Board of Education.

One of the best things about this position is that I do get to collaborate across the Division and work with so many families and schools across the state. I am always learning something new. Honestly, I have been amazed and encouraged by the efforts of so many here at NCDPI to continue to improve outcomes for all students. There is a lot of “heart” behind the hard work that I witness each day and, as a parent of a child with a disability, it fills me with hope for the future as we strive to meet the needs of students and families.

We must continue our efforts to educate families. I am a firm believer that when everyone can come to the IEP table with knowledge about the strengths and needs of the student, along with an understanding of the special education process, we will have better outcomes for students. It is critical for schools and families to improve communication and build relationships in order to meet the needs of both the student and the parents. It can make all the difference.

It really is great work… and I love it!

Parents can reach me at:

Tel: (919) 807-3989 ~ Fax: (919) 807-3243

Visit us on the web at www.ncpublicschools.org

References: Jobs, S. (2005, June 15). Stanford Commencement Address. Retrieved from Apple Matters:

http://www.applematters.com/article/steve_jobs_standford_commencement_address/

Mid-year IEP check-up time

We are just about at the halfway point in the school year.  Report cards will be coming home soon.  If your child receives special education services you should also get a report on his/her progress on their IEP goals.  This is a great opportunity to think about how things are going and whether or not some changes need to be made.  Ideally, we would all like to have a happy, socially-successful child who is learning and developing at or above the expected rate in all areas.  If that describes your child, you should give a word of thanks to all who have helped make this happen!

However,check-up-bottom not everyone is going to be so fortunate.  If there are things that concern you about your child’s education, there is still time to take actions that could help.

If your child’s grades are lower than you think they should be, try to get to the root of the problem.  Is your child having difficulty learning the material being taught? Is he doing poorly on tests even though he seems to understand the work?  Is she doing fine on tests, but has a low grade average because of zeros for several school assignments that were never completed or turned in?  Has your child missed a lot of instruction because of disciplinary actions that have taken him out of the classroom too many times?

Even if the grades are okay, there may be other reasons to be concerned.  The grades may seem to be inconsistent with what you see when your child is doing home work.  The progress on IEP goals may be moving much slower than expected.  Instructional assessments may show that the gap between your child’s skills and the achievement standard for his grade is getting wider instead of more narrow.  Is your child saying, or showing, that she does not want to go to school?  Are you getting more reports about problem behavior at school?

If you do see any red flags, the first action to take is to try to understand what is working and exactly where there may be some problems.  Talk to your child and your child’s teacher(s).  Ask what you can do at home to help your child be more successful.  Work with the teacher(s), other school staff, and the IEP team as appropriate to come up with solutions to any problems that are identified.  Make adjustments in terms of instruction, materials, strategies, accommodations, services, supports, environment…whatever makes sense for your child at this time.  Keep an eye on things to see if there is improvement or a need to try something else.

Your child is the winner when his educational team is working together toward the same goal!

“School Choice” for Students with Disabilities. Part 2: Private Schools

While public schools have a legal obligation to provide a free appropriate public education to students who have disabilities, some parents wonder whether their child might be better off in a private school. Private schools often have smaller class sizes than typical public schools and many boast about high student achievement. It is also rare to hear about major discipline problems in private schools. Parents might imagine that their child could get more attention in such a setting. So far, so good.

Private schools, however, are not going to be a perfect solution for every child. There are many things to consider. Private schools DO get to hand pick their students. Children have to apply and be accepted in order to attend.  Most enrollment contracts also allow private schools to dismiss students at any point during the year.

Depending on the school’s accreditation, parents may not be able to assume that all of the teachers are licensed. If the school is connected to a religious organization, religion might be infused into the curriculum or school activities. Also, if a parent has a dispute within a private school, there may be very few steps that they can take.

If you are thinking about looking into private schools for your child, the two biggest factors will probably be cost and the amount of disability support that the school offers.

Cost:

At private schools, parents usually pay for everything: tuition, school supplies, transportation, assorted fees, and the costs associated with extra-curricular activities. Private school costs vary tremendously from one school to the next. Some schools have need-based financial assistance, but they may not advertise that fact.

North Carolina now has two K-12 grant programs that can help some families pay for the cost of sending their child to a private school. The Opportunity Scholarship Program can pay up to $4,200 per year toward the cost of tuition and required fees. In order to be eligible, household income cannot exceed set guidelines. The Disabilities Grant Program awards up to $8,000 per year, which can be used for tuition, fees and other qualified expenses related to educating children with disabilities who are enrolled in a private or home school. There are no income restrictions, but the student must be eligible for special education services using public school guidelines. Contact the North Carolina State Education Assistance Authority for more information about the grant programs and how to apply.

Disability Support:

Even though pubic school systems have to spend a certain amount of money serving students who are enrolled in private schools, they can limit the type of services that they provide. Students enrolled in private schools do not have an individual right to special education services from the public school system. Parents should not expect that a child’s public school IEP will be followed after the child enrolls in a private school.

Private schools are not required to provide special education services at all! They can decide how much extra instruction and support they are willing to provide to students. The partial exception to this rule are private schools that receive federal funds. Those schools are required to provide reasonable accommodations and otherwise comply with Section 504 of the Rehabilitation Act of 1973.

There are a handful of private schools in North Carolina designed specifically to serve students with disabilities. Most of these schools are in or around major cities. Most also target children with certain disabilities rather than attempt to meet the needs of everyone. Because of low student-to-staff ratios, these schools are usually very expensive.

For the vast majority of private schools student support is limited to some remediation or intervention by a general education teacher or school counselor.  They may allow private speech or occupational therapists to work with students at school. A few schools have a special education teacher on staff. Others have staff who are willing to provide tutoring services outside regular school hours. There is often an additional cost for most of these support services. Some private schools do not offer any extra instruction or support, leaving parents on their own to locate and pay for the services that their child may need.

Questions to ask if you are considering enrolling your child in a private school:

  • Does the school have much experience working with students who have disabilities? What about students with disabilities like your child?
  • What types of supports and/or special instruction are available?
  • Are there teachers with relevant specialized training?
  • What happens if a child needs a service such as counseling, speech, occupational or physical therapy?
  • How do they handle students who have emotional or behavioral needs?
  • Under what circumstances might a student be asked to leave the school? (Read the refund policy and enrollment contract carefully before signing it.)

Having a say in where your child goes to school comes with a lot of responsibility. Do your research. Ask lots of questions. Consider all of the potential impacts on the whole family. There will likely be some trade-offs. Think about which things are most important. Take a deep breath…make the best decision that you can…and don’t look back. If necessary, you can make a different choice next year.

“School Choice” for Students with Disabilities. Part 1: Public Schools

Every school-aged child in the U.S. has a public school that they can attend once a parent registers them. Parents also have a right to choose to teach their child themselves in a home school, or they can enroll their child in a private school that they are admitted to. For many of today’s parents, choosing a school for their child is not quite that simple. In a two-part blog series, we will take a look at public and private school options.

Part 1: Public Schools

All public schools must follow federal and state laws regarding students with disabilities, such as IDEA and Section 504. These laws give students the right to a free appropriate public education (FAPE). Public schools have to provide special education services and accommodations for students who need them because of a disability. If a student requires specially designed instruction, an individualized education program is created by an IEP team, which includes the parents. The IEP team makes decisions about the amount and type of special education services and supports that the student will get.

In most cases, school system administrators make the decision about which school the child will actually be assigned to.  Most children with disabilities attend the same school that they would go to if they did not have a disability. Other children may require specially designed instruction and services that are not available at the neighborhood school. These children are supposed to be assigned to the school closest to home that can meet their needs.

Parents who desire to have more control over their child’s education often want to know about any school options that may be available for them to select as a matter of choice. The following is a list of public school options, any of which may or may not be available in a particular community. There are also things that parents should think about when considering each option.

  • Year-round Calendar- Some school systems allow parents to choose between schools that operate on a traditional calendar that has a long summer break, and a year-round calendar that gives students several shorter breaks throughout the year. For many children, the shorter breaks allow them to make more consistent progress because they do not loose skills or get “rusty” over a long school break.
  • Magnet Schools– These schools follow the standard course of study, but also offer an enriched curriculum or special instructional approach based on a particular theme, area of study or philosophy. When considering a magnet school it is important to look for a good match between the student’s strengths, weaknesses and interests. For example, a child who has difficulty with oral expression in his primary language may not be the best candidate for a language immersion magnet where most of the instruction is in a second language.
  • Charter Schools- Like magnet schools, they may have a particular focus or mission that sets them apart from regular public schools. In North Carolina, charter schools operate independent of the larger local school systems around them and they do not have geographic boundaries for attendance. Because they are public schools, charter schools do not charge tuition. They may or may not provide some sort of transportation assistance. In NC, charter schools may also use unlicensed teachers for up to 50% of their instructional staff. This creates opportunities as well as challenges.

While charter schools do not get to hand-pick their students, some students may have disability-related needs that cannot be adequately addressed within a particular charter school. For example, a school that was granted its charter based on having a college preparatory curriculum, would not be required to develop a totally different series of courses for a high school student who has a significant intellectual disability.

Many parents like the idea of a smaller school and possibly smaller class sizes. However, charter schools also have fewer in-house staff resources to address special needs than a regular school system. Most charter schools do not have a school nurse or behavior specialist on their staff.  They may contract with private providers for services such as evaluations and speech, occupational or physical therapy. They may have only one or two special education teachers, and the person who functions as the Special Education Director may not have a special education background at all. The staff limitations may negatively impact the school’s ability to effectively address the challenges of students with significant, complex or uncommon disabilities.

If you are considering a magnet or charter school for your child:

  • Check out the website of any schools that you are considering. Pay particular attention to the information found under headings such as “About our school” or “Academics.” Looking at the staff list may give you an idea of who is available to provide student support services and what the school’s priorities are.
  • Think about whether the things that make that school different from others is a good match with the things that make your child a unique individual.
  • Attend an Open House or arrange a personal tour. 
  • Ask questions about how they address the needs of students with disabilities.
    • If the response is that they do not have any students with disabilities, consider that a red flag.
    • If they describe something that sounds like a one-size-fits-all approach, ask what happens with students who do not benefit from that approach.
  • If relevant, ask how the school handles challenging behavior.
    • Listen for mention of positive behavior interventions and supports (PBIS)
    • Be wary if they talk about “zero tolerance” policies and behavior contracts, focus solely on punishment, or if they say that they do not have any behavior problems at that school.
  • Positive signs can include mention of flexibility; willingness to make adjustments; emphasis on addressing individual student needs and/or learning styles; use of outside resources or consultants; commitment to on-going staff development; teachers with specialized training and experience relevant to your child’s needs; collaboration with parents; and anything else that may be very important to you and your child.

School choice works best when parents have enough information to make informed decisions.