At least once each day we get a call from a parent who is trying to find an advocate for their child. Often they want one to go to IEP meetings with them. We explain that ECAC is a Parent Training and Information Center and that our goal is to help parents become effective advocates for their own children. We then offer to try to help and invite them to tell us what is going on with their child. Most of the time the parent will proceed to tell their story and we go on to provide individual assistance in whatever form is needed for that specific situation.
A few parents, however, will go right back to their original position. They declare that they need an advocate and, if we won’t go to the IEP meeting with them, they ask us to identify someone else who will. Those calls sadden me because the parent usually ends the call without giving us a chance to help them.
“Advocates” come in lots of different forms and a parent’s experience with them can vary tremendously. Some organizations will allow their staff or volunteers to go to IEP meetings with parents. There are educational consultants and other professionals who will serve as advocates for a fee. There are also individuals who have made helping families with school issues a personal mission.While it may meet a parent’s immediate need for support, sometimes using an outside advocate does not result in long-term benefit to the parent or student.
Occasionally, an advocate will take an adversarial approach that increases tension and creates additional barriers to communication and collaboration between home and school. Such situations are never in the best interest of the student. If you ever find that you have associated yourself with someone who seems more interested in winning a fight than with improving your child’s education, you should seriously consider limiting the potential damage by not inviting them back for a repeat performance.
Another problem that often happens with professional advocates is that they tend to keep knowledge to themselves rather than pass it on to the parents. This generally means that the parents do not learn the skills that they need to handle future issues on their own.
Working with your parent training and information center will help you better understand educational jargon, special education processes and policies, the rights that you and your child have, and how you can help shape your child’s educational experience. It is our job to make sure that you have the information and skills that you need to successfully advocate for your child today, tomorrow and every day after that. Everyone knows that knowledge is power. YOU are your child’s most important advocate. Be a powerful one!
We often have to remind parents of children who receive special education services that it is the school district as a whole that is responsible for providing a free appropriate public education (FAPE) for their child. They are not limited to the resources within their child’s specific school building. This would seem like a no-brainer, but it is surprising how often that detail is missed when an IEP team or other school staff are trying to address the needs of a student who has a disability.
School staff will sometimes only think about the personnel that is currently assigned to that school when they are considering instructional strategies, adult-to-child support, equipment and assistive technology, behavioral interventions and supports, etc. Sometimes good ideas are dismissed because “we don’t have the resources for that.” Lack of resources is not a legitimate reason to fail to meet a child’s educational needs, but it is also a reality that resources are not unlimited.
One of the qualifications to serve as the LEA Representative on an IEP team, is for that individual to have knowledge of the resources of the entire school district or Local Education Agency (LEA). The LEA Representaive should be able to tell the team about LEA staff with special expertise who can be brought in as consultants who can provide ideas, training or help create a plan of action. Behavior Specialists and Psychologists can lead the functional behavior assessment (FBA) process and help develop positive behavior support plans. Reading specialist can help identify which reading program might be a better fit for a particular student. Specialists can also help staff better understand a particular disability, how it may impact the child in question, and offer research-based interventions and strategies that have been proven to be effective. Many school systems have staff who can conduct assistive technology assessments and help identify devices or equipment that might be appropriate for a specific child. Other specialist have much to contribute as well. Somebody just needs to invite them in!
There may also be specialized programs offered within a school system that not everyone knows about. In a worst-case example of that, there was child who received only very limited home bound services for months due to his behavior. The school had told the parent that they had tried “everything” before removing the child from the school. After the parent sought help from the Parent Training and Information Center, an IEP meeting was held with several Exceptional Children’s Department central office staff members present. It turned out that the school district had three different alternative education programs that could have provided this child with a full-time education in a less restrictive setting. These programs were not considered because the people in the school building were not aware of them.
Many state education agencies also offer consultants who can be called on for help, often at no cost to the school district. There may be centralized funds that can be used to meet a student’s disability-related needs. There may also be clinicians and programs available within the local community that can help either during or outside of school hours.
The bottom line is that school teams should keep looking and asking questions until they find something that will work for the child. When they have tried everything in the school building tool box without success, they should go out and get more tools. Giving up or settling for anything less than true FAPE is not an option.