Author: Unknown
Edited By: Julie M. Lane, Ed.D.
Educational disabilities impact students in a variety of ways. From inconsistent education performance, to lack of social awareness, to the inability to focus, if a child does not learn in the same way as their peers, school can be a dreaded experience. If you are concerned about your child, here are some common signals which should alert you to the need for help:
- The teacher notices learning problems
- Your child performs differently from day to day
- Responds inappropriately in many instances
- Says one thing, but means another
- Doesn’t adjust well to change
- Immature speech
- Doesn’t listen well or remember
- Can’t follow multiple directions
- Has difficulty telling time and telling right from left
- Has trouble naming familiar people or things
- Has difficulty sounding out words
- Writes poorly
- Reads poorly
- Poorly coordinated
- Trouble understanding words or concepts
- Late speech development
- Impulsive
- Your child is reluctant to go to school
- Grades fall from their usual level
- Your child is frequently absent from school
- Homework seems to be very hard for your child
- Your child is sad a lot of the time
- He/She is developing a behavior problem for no obvious reason
- Has he or she stopped trying at school
- Does he or she has areas of significant strength
- Is he or she always on the go, can’t sit down
Accessing Support at Your School
Although families are often hesitant to bring attention to their child’s academic difficulties, it is imperative to address areas of concern. Not disclosing a child’s concerns in fear of them being “labeled” may prevent a child from reaching his/her potential. Knowledge gained from a Student Study Team meeting (SST) or assessment may provide the information needed in order for a child to have a positive educational experience. The fear of a “label” is not what one should focus on, rather the insight as to how a child learns; learning their areas of strength and weakness, along with the realization it is not the child’s fault.
Depending on your school, you may have assistance for educational support you are unaware of on campus. Talk with your child’s teacher and administrator. See if there is support. Ask if an SST can be convened so you may discuss your concerns and those of his/her teachers. Be sure to be included in the SST process.
During the SST meeting, discuss your concerns. Select one concern to focus on in the classroom and/or at home. The implemented strategy should be used for six weeks in order to determine whether or not it is successful. After the six week period, reconvene with the SST and discuss the results. If the strategy was successful, then you are on your way. (If the SST has other concerns which need to be addressed, select another goal and implement the strategy.) If the strategy was not successful, select another strategy. Implement the new strategy for six weeks. If there is still no success, a referral to for an assessment may be needed.
Federal Law and Children Placed in Private Schools by their Parents
The reauthorization of Individuals with Disabilities Education Act IDEA occurred in 2004. Children with special needs are still guaranteed a Free and Appropriate Public Education. Requests for evaluations by the public school must be done in writing. To validate the need for an assessment documentation needs to occur, e.g. school wide testing results, implementation of strategies, and work samples.
Parents must request testing in writing (see attached mock letter). Once the request has been made, the public schools are obligated to contact the family within 15 days of the request to schedule a meeting. At the initial meeting, data will be gathered by a multi-disciplinary team to determine if an assessment is required, and if so, which psychological processes should the evaluation be conducted. Once the parents have given their informed consent for evaluation, the school district has 60 days to complete the evaluation and to hold and Individualized Education Plan (IEP) Meeting.
At the IEP meeting, assessment results, observations, medical report, and any other data collected will be shared with the parents. At that time a determination will be made as to whether or not a child will qualify for any type of services. If the child does qualify for services, the school district is obligated to inform the parents what services their child qualifies for, how services will be provided, and to what extent.
Qualifying for Services – What does that mean?
The term “child with a disability” means a child with mental retardation, hearing impairments (including deafness), speech or language impairments, visual impairments (including blindness), serious emotional disturbance (hereinafter referred to as ‘emotional disturbance’_, an orthopedic impairments, autism, traumatic brain injury, deaf-blindness, multiple disabilities, other health impairments, or specific learning disabilities; and who by reason thereof, needs special educational and related service. (Section 1402 (3)).
To qualify for services a child must meet eligibility in the following:
- Meets One or More of the Disability Categories
- Adversely Affects Educational Performance
- In Need of Special Education – of an individualized educational need
The regulations clarify that an attention deficit disorder or an attention deficit hyperactivity disorder may be included under the other health impairment category. In addition, limited strength, vitality or alertness includes a heightened alertness to environmental stimuli (Section 7(c)(9)). This does not mean that children with ADD or ADHD necessarily qualify for special education services. Children with attention disorders may also qualify for services under Section 504.
Section 504 of the Rehabilitation Act of 1973 is one of the most misunderstood laws in education. Section 504 is implemented for a student when the child does not qualify for special educational services yet has demonstrated a special need which inhibits them from participating in school activities and opportunities. Students who may qualify for 504 plans are:
- ADD/ADHD
- Medically Disabled
- Drug and Alcohol Dependency
- Transportation Needs
- Health Needs
- Communicable Disease
- Those leaving special education and moving into regular education
- Socially Maladapted and Socially Impaired
The federal government has defined a learning disability in The Education of All Handicapped Children Act (P.L. 94-142, 1977) as: “Specific learning disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which my manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations. The term includes such conditions as perceptual handicaps, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. The term does not include children who have hearing or motor handicaps, of mental retardation, or emotional disturbance, or of environmental, cultural, or economic disadvantaged.”
Individuals with a learning disability are unique. Each one shows different strength and weakness and inconsistencies during their school day. The “sever discrepancy” model is no longer required but use of a process involving “response to scientifically based intervention” must be part of the evaluation process.
Remember, that finding the help needed for your child should be the focus point. As with any medical or psychological need, the “label” leads professionals to provide the services and support needed for your child to have a successful educational experience.