NSSED
Association of Parents & Staff

Strategies and Suggestions

For

Pro Active Participation

In the

Special Education Process

Dear Parents,

Through the years, at formal meetings, during casual conversations, or at impromptu get-togethers, the same words have been spoken over and over by parents of children with special needs; “I wish someone would have told me…” “I wish someone would have told me about my legal rights.” Or, “I wish someone would have told me to follow-up in writing.” Or, “I wish someone would have told me about the support out there.”

Our goal with this Parent Resource Guide is to share what we, as parents of children with disabilities, wish we had known as we began the process of securing special education services for our children. Of course it’s impossible to cover every issue and answer every potential question. Numerous books have been written on the subject and can provide a more comprehensive review. But we wanted to speak to you, parent to parent, in the hope it can make the road you are about to travel a bit smoother.

The APS Parent Resource Guide contains a wide variety of material relating to special education including; how the process works, who’s who, legal rights, Parent-to-Parent Tips, outside resources and more. Some information may be relevant to you now, other in the future. Whenever you refer to it, we hope you’ll find it of some value.

Please keep in mind that the beginning of anything new is always the most difficult. As you learn more about special education and talk to other parents, the whole process will become easier and less overwhelming. You’ll begin to feel more comfortable in the role of parent advocate and gain confidence in making decisions involving your child.

We wish you the best of luck on your journey and look forward to seeing you on the road!

The APS Executive Board

NSSED

Association of Parents & Staff

Parent Resource Guide

Table of Contents

PREFACE

The Parent Information Guide has been developed to provide information and advice about the special education process based on what experienced parents have themselves found helpful.

The first section, “Getting Started”, contains general advice on how to educate and prepare yourself for your role as a parent of a child who has special needs. It is what every parent involved in the special education process should consider regardless of his/her child’s particular needs.

The second section on “The Special Education Process” informs you how to navigate the special education system. This section is not meant to give a full and complete explanation of the process, but rather tips for doing the best job and avoiding the pitfalls while advocating for your child. This advice, called “Parent-to-Parent Tips”, has been culled from the experience and knowledge of many parents and professionals.

The third section is comprised of general information about your rights under the special education laws, student services personnel and terms particular to special education. This information should be used as a reference.

The fourth section, on resources, is an invaluable aid to parents trying to learn about everything from Illinois special education law to the details about a particular disability. The Internet has allowed us to inform ourselves in many areas quickly. It is a wonderful ally.

APS has used its best efforts to provide you with factual and up-to-date information in this Guide. However, this is only a Guide and not a substitute for the ISBE A Parents’ Guide: The Educational Rights of Students with Disabilities or the Explanation of Procedural Safeguards.

I. Getting Started

As parents of children with special needs, we all participate in the special education process in uniquely different ways. What we have in common is our desire to do what’s best for our children. For most of us, it’s our first experience with the special education system. We need to learn everything about our child’s special needs and how the special education system can help. Included in this guide is factual and legal information for you to successfully navigate the system and make informed decisions for your child. But, beyond the facts, beyond the legal requirements, there are lessons to be learned from others who have already been there. We’ve included Parent-to-Parent Tips throughout this guide and hope you find them helpful. The following are tips to keep in mind when first getting started.

Know your legal rights.

Knowing your child’s legal rights takes you from an observer to an active, knowledgeable participant in your child’s education. You cannot effectively advocate for your child if you do not learn the special education laws and understand the special education process. Each district is unique and it’s up to you to make sure your school provides what your child is entitled to under the law. The Illinois State Board of Education (ISBE) provides a free, basic resource, called A Parents’ Guide: The Educational Rights of Students With Disabilities and can be obtained by calling (312) 814-8498 (Chicago), (217) 782-5589(Springfield), or NSSED at (847)831-5100 ext.211. The Family Resource Center on Disabilities (312-939-3513) provides general information and rights training seminars as well as a pamphlet entitled A Parents’ Guide to Special Education Rights. You can also refer to the “Explanation of Procedural Safeguards” which is distributed to parents by the local school district.

If you are concerned about your child, pursue it.

No one knows your child better than you do. If you feel that something is not right, find the help you need to understand what’s going on with your child. That help may come from a pediatrician, psychologist, speech therapist, teacher, social worker, or other parent. Talk to them. Listen to what they have to say and weigh it against what you know and feel inside about your child. Not everyone you consult necessarily has the expertise to figure out your child’s problem, or determine if there even is a problem. Keep looking.

If you think your child may need special education services, you can start the process by calling the appropriate person in your school district. Many schools have formal intervention plans called “Flexible Service Delivery Plans” whereby strategies, support and/or adaptations are provided for the child in the area of difficulty immediately. If you suspect a disability or the interventions are not effective, you can initiate a “referral” for the school to conduct a formal evaluation.

It is the school district’s responsibility to conduct a full and complete individual evaluation for your child. Work with your district to ensure they understand the specifics of your concerns so that they can use the appropriate assessment tools. In addition, many parents also choose to have assessments completed privately or to have the school’s assessment reviewed by an outside source. If you pursue an outside evaluation, the school district must consider this in their planning. You also have the right to request an independent educational evaluation at public expense when you disagree with the evaluation conducted by the school. Whatever direction you take, pursue it until you feel comfortable and your gut tells you you’re on the right track.

Recognize that you and the school have different roles in your child’s life.

Your child’s school is not legally required to provide everything to meet your child’s special needs. The school is only obligated to provide an education that is “appropriate”. As a parent, you want what is best and should advocate for services within the school day. But because you and the school have different roles, and therefore different concerns, you need to take a proactive position in your child’s entire life, in and out of school. To that end, many parents have found it beneficial to utilize outside providers and/or services to maximize their child’s progress. Outside providers can also assist by attending meetings, collaborating on goals and recommending therapies, interventions and supports.

Put all important communication in writing.

Communicating in writing is a business-like way of keeping an accurate record. It’s a good way to clarify quickly any misunderstandings and lets other people on the child’s educational team know what’s happening. By communicating in writing you will also start the clock ticking on any response time required of the school. Your communication should be in writing if:
1. You are making any request;
2. You are confirming any change, agreement, disagreement; or
3. You are giving information.

In short, if the information is important enough to remember, then put it in writing and keep a copy.

Learn the language of special education.

Becoming familiar with the terminology will help you understand and allow you to fully participate in any meetings pertaining to your child. Use the Family Resource Center or the ISBE A Parent’s Guide as resources. There are also helpful books published on the topic, some of which are listed in the Resources for Parents section of this Guide.

Establish a strong partnership with the school.

In most cases, your child will be at his/her school for several years. It is in your child’s best interest for you to establish a positive working relationship with the school staff. A relationship built on mutual respect, open communication, and collaboration will allow you to problem solve together when disagreements do arise.

Learn about available resources.

Read everything you can. A good place to start is to get information on the Internet by contacting organizations for specific disabilities and special education issues. Networking with other parents of children with similar needs and/or joining a support group can also be beneficial. (For more information, contact an NSSED Association of Parents & Staff Board member or refer to the Resources for Parents section in this Guide.)

Make your energy productive.

The life of a parent with a child with special needs is sometimes incredibly difficult and sometimes wonderfully rewarding. Many parents find it helpful to join a group or see a professional for emotional support and guidance. Remember, this is an ongoing process, not a short-term problem to be solved quickly. If you begin to accept what you can’t change, you can channel your energy more constructively. Don’t expect to be perfect; just do the best you can. One of the most important lessons you will ever teach your children is how you manage the challenges in your life.

II. The Special Education Process
Click here to view the Special Education Eligibility Process Flow Chart

The first thing that parents want to know if they think that their child has special education needs is “what is the special education process” and “what am I supposed to do?” An overview of the process will help you understand how it works.

The steps in the special education process are:

Recognize that the special education process can take a long time. It is measured in school days, every one of which is very precious. Do insist that the school keep the process moving in a timely manner. Do your part to participate as best you can. Your work with the school should be approached with care, thought and in the spirit of co-operation. A sense of humor might also help. Always remember that you are the only one who is with your child year to year, and you are full partners on a team trying to maximize your child’s success.

You should always refer to the ISBE A Parents’ Guide and the Explanation of Procedural Safeguards to learn about the process and fully understand your and your child’s rights. To help you, we are sharing our brief overview and Parent-to-Parent Tips:

Step One: The Referral

A referral is a formal request that your child be evaluated for special education. You or a school professional may make a referral if a disability is suspected. A disability can be any physical or mental problem or condition that significantly affects a child’s ability to perform at school. You may make the referral verbally, but it is best to do it in writing, expressing your areas of concern.

• If at any time you think that your child may have a disability, you should request a referral immediately. You should make the request in writing and give your reasons. Suggest areas that you feel need to be examined. By making a referral, you start the special education ball rolling.

• If your child is experiencing difficulties in school, consider requesting an intervention plan. If you and/or the school have noticed that the child’s performance falls below appropriate expectations and no disability is suspected, the school may suggest interventions instead of a referral for a full and individual evaluation. Interventions are strategies, support and/or adaptations for the child in the area of difficulty. Many schools have formal intervention plans called “Flexible Service Delivery Plans.” If you and the school agree that the interventions might be successful, it may be reasonable to delay the referral and wait to see if the interventions succeed. However, if after one marking period your child does not make reasonable progress, then you should consider making a referral so the entire child is looked at without further delay.

• If the school agrees to your referral for an evaluation of your child, discuss with the school’s staff how they will complete the evaluation and IEP process. Each school has its own way of meeting the requirements of the special education process. It is to your advantage to understand what your school will do and how you can be involved.

Step Two: The Evaluation

An evaluation is the collection of information from formal and informal testing or assessments of the student, and records, observations, and interviews that discuss special learning needs, strengths and interests. The information is used to make key educational decisions for your child. Once your consent is given, an evaluation by the school district must be completed within 60 school days. This can seem like a very long time when you feel your child needs help. It is very important to get the evaluation started so that you do not lose valuable time which can be used later to help your child learn.

A thorough understanding of your child’s strengths and weaknesses will give you a head start in getting the services he or she needs. Consult with any outside professionals who may be familiar with your child and have them provide as much information as possible.

• Before the evaluation is conducted, review the areas of your child’s development on which the evaluation will focus. Meet with the school personnel and discuss the tests to be administered and the areas or domains pertinent to your child’s issues. These domains are academic achievement, motor abilities, language and communication, intellectual abilities, social/emotional status, health, hearing and vision. If the evaluation misses looking at an area of concern, then the child will not be eligible for services in that area.

• In lieu of or in addition to the school’s evaluation, many parents choose to have an evaluation conducted by a private psychologist or other appropriate professional. If you disagree with the school’s evaluation, you have the right to request an independent evaluation at the school’s expense. If the reports do not accurately describe your child or do not cover the areas of your child’s needs, you should also request an independent evaluation or assessments of additional areas. In addition, if the school is unable to comply with time limit for the evaluation, you can request an independent evaluation. The school must consider all independent evaluations.

•You can request a re-evaluation at any time. A child must be re-evaluated every three years by law. If your child has problems that indicate that his/her special education needs and services need to be changed, you can request a re-evaluation at any time.

Step Three: The Eligibility Conference

Once the evaluation is completed, you, a group of school professionals, and any private providers you choose to assist you advocating for your child, will meet to interpret your child’s evaluation results. Together you decide if your child has a disability as defined by the Individuals with Disabilities Education Act (IDEA). If it is decided that your child has a disability, an Individualized Education Plan (IEP) will be written either at the same meeting or a later one scheduled within 30 school days.

•Consider asking for the conference to be separate from the Individualized Education Program (IEP) meeting. Whether your child is eligible for special education services will be determined at the eligibility conference. Most of the time schools request that these meetings be held together so that assessment can be directly linked to any changes needed in your child’s education. Considering the amount of information to be discussed and absorbed especially during the initial eligibility conference, you may want to have the meetings separated so that you can prepare for each meeting.

• Request and read the evaluation report before the conference. You need to understand the tests that were performed, why they were performed and what they indicate. If necessary meet with the school’s professional who did the testing and have him/her explain it to you. Discuss it with your child’s outside providers before the conference and consider having them accompany you to the meeting.

• If the report indicates that the child has a disability, the disability must impact the child’s school performance in order to qualify for special education. Not every disability qualifies a child for special education. You should make sure you understand how a child’s particular disability impacts or could impact his performance. Be prepared to gather information and discuss how you think that your child’s disability impacts his/her educational performance.

• Consider whether the special education category selected for your child is the one most appropriate. Your child may be eligible for services under more than one special education category. Consider choosing the category, which is the most appropriate “label” for him/her. Your child’s specific needs will be addressed by the IEP regardless of the category under which he/she is eligible.

Step Four: The Individualized Education Program or IEP

The Individualized Education Program (IEP) is the cornerstone of special education. It contains a description of your child’s unique educational needs and it is a commitment in writing of the resources the school will provide to help them. The IEP serves as a means of cooperative decision making by parents and school staff in the best interest of the student. A well-thought out, comprehensive IEP will be a road map for the professionals providing services to your child and it will provide you with a means of evaluating your child’s progress. As parents you are in a unique position to lead and coordinate the IEP process; you know your child best and you are the only ones who interact regularly with both the school staff and the child.

The IEP Meeting

The IEP meeting is where the actual IEP is written. It is developed by a team that includes a school administrator, teachers, and other school staff involved with your child, you, and your child, if appropriate. You may bring along outside consultants such as your child’s therapist, tutor, etc. Others may attend the meeting at the discretion of the school and/or parent.

One of the best ways to ensure a successful IEP meeting is to prepare ahead of time. Consider these Parent-to-Parent Tips when preparing for your meeting:

• Visit the classroom. If it’s not too distracting for your child, make an appointment to visit and observe him/her in class. Spend some time just sitting and watching.

• Review your child’s evaluation in advance. The evaluation determines the specific special education programs and services to which your child will be entitled. Before the IEP meeting, you should review and fully understand the evaluation results. Often times a separate meeting is held prior to the IEP meeting to thoroughly discuss the evaluation results and implications. Do not hesitate to request a separate meeting if you feel it will be helpful.

• Review your child’s other records. Re-familiarize yourself with any past evaluations, assessments and/or reports. You may also want to review his/her records at the local school district office, asking for an explanation of anything you don’t understand. If you already have an IEP, be sure to take another look over the existing goals and objectives.

• Set your priorities. The IEP meeting can be more productive if you prioritize your issues BEFORE the meeting. Try to narrow down the major considerations that you feel are most critical to your child’s progress. Having a priority list can help avoid spending too much time on secondary issues and can keep the meeting focused on what’s really important for your child.

• Make a list of what you want to discuss. It’s easy to forget a question or concern during the give-and-take of an IEP meeting. A list of questions, ideas, and suggestions developed ahead of time will help you focus your time and energies and ensure you don’t forget any important issues.

• Request a rough draft of preliminary goals and draft your own. By reviewing rough, preliminary goals ahead of time you can think about them in a non-pressured environment as well as discuss them with any private providers. Many individual team members may also be willing to meet with you to develop preliminary goals together. This can go along way in fostering a spirit of collaboration and shared responsibility for your child’s success. Additionally, it helps reduce the possibility of being surprised by an unexpected change and allows time to try and resolve any differences before the IEP meeting.
• Share what you know about your child and his/her disability. As the parent, you are the expert on your child. Your knowledge and input are invaluable. Share information about his/her behavior at home, hobbies, interests and the progress you’ve seen. Include a short list of tasks your child does well and those that are difficult. Also share the expertise of any outside providers (i.e. psychologist, therapist, and tutor) involved with your child. Provide the school with copies of reports or evaluations conducted privately and consider having private providers attend the meeting to offer additional input. It is difficult for everyone to be an expert in all areas of special education and the staff may not be knowledgeable about your child’s specific disability. Do what ever you can—share articles, suggest books, mention new therapies, bring in private providers—to enhance the team’s overall understanding.
• Talk with your child. Ask your child about classes, friends, and activities. Try to determine what is going well or what he/she would like to see changed.
• Know all the players ahead of time. The parent notification of the conference lists all the individuals invited to attend. Be sure you know all the team members and the role they play in your child’s education. Don’t hesitate to call any team members you haven’t met. If you are bringing someone to the meeting (i.e. friend, outside provider, advocate) notify the school ahead of time. If it’s an Annual Review and next year’s teacher has been determined, ask that he/she attend the meeting. This will provide an early opportunity for the new teacher to learn about your child and you can start to build a relationship with each other.

The IEP Document

The actual IEP document will follow a written format, which varies from school to school and district to district. The particular format is not important as long as the document provides clear guidelines for moving your child closer to meeting his/her educational objectives. Key IEP content areas include:

· Present level of educational performance (PLOPS)
• Annual goals and short-term instructional objectives/benchmarks
• Progress toward annual goals and how parents will be informed
• Specific special education, related services, supplementary aids and services and a statement of program modifications or supports for school personnel
• Beginning date, amount, frequency, location and anticipated duration of services and modifications
• Extent of participation in regular education programs
• Placement

Although there is no formal requirement for parents to describe their child, remember that you know your child best. Consider writing a brief introduction about your child. Share your hopes and dreams for your child. Think about your own long-term goals and short-term objectives. You and the school team can translate your hopes for your child in to appropriate, understandable, and measurable goals.

During the actual IEP meeting, you may find it helpful to remember these Parent-to-Parent Tips:

• Bring someone with you. Ideally, it’s best for both parents to attend IEP meetings. If that’s not possible, you may want to have a friend, relative or other person not emotionally involved come to the meeting with you. They can pick up on comments you may have missed and provide important moral support. Private providers can also play an important role at the IEP meetings offering valuable insight as well as specific recommendations for your child.

• Greet everyone at the meeting. It’s always more pleasant for everyone to begin by exchanging greetings and introducing those persons who don’t know each other. If there is someone there that you were not notified was attending, you do have the right to postpone the meeting. Conversely, if there is someone absent who should be there, you may ask to have the meeting rescheduled.

• Set a positive tone with positive comments. Everyone likes to hear positive feedback on the job they’re doing. Be sure to compliment the team on what they’re doing well and let them know you appreciate their efforts.

• Choose your battles. Refer to your priority list of issues to determine what things you can give on and what things you can’t. When the team sees that you can be flexible about some things, it strengthens your position on matters that you think, with good reason, should not be compromised.

• Speak up if you have questions, or don’t understand something. Education has a language all its own. If something comes up that is not clear to you, don’t hesitate to ask for an explanation. Your questions are not an interruption; they are an important part of the process.

• Make sure the IEP, as it is written, reflects what the team agrees to. The team may need to have critical portions of the IEP read back during the meeting just to confirm that everyone understands and is in agreement. It is impossible to remember everything that’s said at an IEP meeting. You will need to take notes on key agreements reached and areas for follow-up. If it isn’t in writing and in the IEP, it doesn’t exist.

• Capitalize on the team’s collective experience. Every member of the team—special ed teachers, regular ed teachers, therapists, social workers, principal, private providers and parents—everyone brings a unique and valuable perspective to the process. Regardless of his or her role on the team, everyone has the potential to offer an idea or suggestion that might benefit your child.

• Understand the support services your child will be receiving. Services are delivered in a variety of different ways. How they are provided depends upon the type and severity of your child’s disability, the age or grade level, and the curriculum. It is important to understand whether your child is receiving remediation to address the underlying skill deficit or accommodations and/or modifications. Often a combination of services is the most appropriate. Factors to be considered are 1) whether remediation exists that can improve the child’s underlying deficit, 2) whether it’s desirable to pull the child out of the regular classroom to receive services and 3) what the priorities are for the child. (Note that the IEP should include a clear description of the services to be provided, the person responsible for providing them, as well as the frequency and duration of the service.)

• Discuss the learning environment in which your child is successful. Each child responds differently to different learning environments. Some children thrive in a structured classroom, others in a more informal environment. Whatever your child’s learning style, be sure to discuss it especially when determining the type of teacher that would be appropriate for your child in the coming year. Also discuss the environments and settings in which your child has difficulty performing.

• Know that your child’s placement is determined by goals, not the other way around. Schools cannot decide placement (i.e. select a classroom or program) before goals are written and agreed upon. The goals dictate how the school should address your child’s educational needs.

• Establish an effective form of communication between school and home. Parents and schools working together leads to greater benefits for your child. Whether it’s a daily notebook, weekly phone calls or a monthly note home, reach an agreement on what types of communication will take place and include it in the IEP.

• Focus on the problem, not the person. If you have disagreements or concerns, be clear and specific as to what those issues are and how they are adversely affecting your child. Be constructive with your comments and avoid making accusations. Use child-focused language, e.g. “Drew works best when…”

• Ask about related services. Given the complexity of many IEP meetings, it’s easy to overlook other services that might benefit your child. For example, your child may qualify for an extended school year or may be entitled to assisitive technology or other specialized equipment. Be sure it’s discussed and considered at the meeting if you think it’s appropriate for your child.

• Don’t feel pressure to end the meeting. If you are running out of time but do not feel all the issues have been adequately addressed, ask to reconvene the meeting for another date and time.

• Your signature on the IEP form does not indicate your agreement to the IEP. It only is a record of your attendance. The only time your signature indicates your consent on the IEP is on the initial or very first IEP document.

After the IEP Meeting

The IEP document is referred to year round and provides guidance for the professionals in the schools who work with your child. Once the IEP has been agreed upon consider the following Parent-to-Parent Tips:

• Review the completed IEP. Make sure the completed document reflects what you agreed to in the meeting. Review your notes. Be sure you understand your role in your child’s education and what the school plans to do. If appropriate, discuss the IEP with your child.

• Put it in writing. Many agreements are reached that aren’t necessarily written into the formal IEP. Sending a written note to the meeting’s participants to confirm what was agreed upon is essential. Documenting what has been said or done is easier than trying to reconstruct the information later and avoids misunderstandings. Compliments and expressions of appreciation should also be put in writing, including copies to the appropriate supervisors.

• Maintain communication with the school. The basis of any positive relationship is good communication and it’s no different with the parent/school relationship. Talk to your child’s teacher and other members of the team. Read the progress notes you receive. Attend all parent-teacher conferences and annual reviews. Keep the lines of communication open by sharing both the good and the not so good about your child.

• Review your child’s IEP every grading period. You will be receiving progress reports on your child’s IEP goals’ coinciding with your school’s marking periods. Consider if the plan is working as intended, if your child is happy and progress is being made. The IEP is not set in stone for an entire school year exempt from any changes or modifications. If changes need to be discussed, ask for a team meeting.

• Schedule regular check in meetings. It can be very helpful to have regularly scheduled check in meetings to track progress or discuss issues or concerns that may arise. It’s not always necessary that the entire team attend; just those directly affected. If your child is entering a new program or has a new teacher, ask when an observation or meeting would be appropriate.

• Plan home activities that reinforce what your child is learning at school. His/her teacher and other special ed staff will be happy to suggest home activities that will help your child make progress.

• Pursue issues you feel strongly about. If you strongly disagree with the team’s decisions about your child, you have the right to pursue it further. Follow-up in writing with your special education administrator reiterating your concerns. If you are still dissatisfied, contact your local district administrator (e.g. assistant superintendent, superintendent, etc.). Be sure to save this type of action for major issues of critical concern for your child.

• Network with other parents. Other parents are a great source of information, advice and support. Ask them about their experiences and how they faced particular challenges.

• Give yourself a break. Parenting a child with special needs can be extremely difficult and emotionally draining. Be sure to take care of yourself and allow time for rest and rejuvenation. Do something nice for yourself!

Step Five: The Annual Review

As your child is continually monitored and the IEP kept up-to-date, new goals and needs may become apparent. The IEP may be reviewed at any time, but it must be reviewed at least annually. If you or any school personnel are concerned about the current relevance of the IEP, it is vital that you address these concerns promptly. It is important to keep the communication lines with your child’s teacher and school staff open. As you move through the IEP process, you and the school staff will fine-tune the IEP to your child’s specific needs.

Note:
Sometimes even with the best intentions, school districts and parents do not always agree. You may file a challenge with the state education agency and request mediation or a hearing if you feel that the school has not adequately addressed your child’s needs. There are many complex legal issues involved with the IEP process. For more information, consult the ISBE A Parents’ Guide or contact the Illinois State Board of Education at (312) 814-5560.

III. General Special Education Information

1. Your Key Rights Under the Special Education Laws

Federal and state laws guarantee certain rights to children, parents of children being considered for placement in a special education program and parents of children enrolled in special education. You should consult the “Explanation of Procedural Safeguards” that districts provide to parents and “The Parents’ Guide: The Educational Rights of Students with Disabilities” issued by the Illinois State Board of Education. The following is a summary of some of these important rights:

•The right to consent to your child’s initial placement in a special education program. After the initial placement, any significant changes in your child’s placement are determined by an IEP meeting.

• The right to see your child’s records, including test results, grades, staff reports, and all other information about his/her education.

• The right to privacy. The only people who may see your child’s records without your permission or prior notice are the child’s teacher and other local, state, and federal education or civil rights officials who require access to student records for educational or administrative purposes. Law enforcement or medical officials who must take emergency action on behalf of your child or others may have access to student records, and records may be released without parental consent in response to a court order or subpoena.

• The right to have your child attend, to the maximum extent appropriate and with accommodations and modifications, classes with other students who are not special education students, i.e., the “least restrictive environment.” Placement considerations must always consider first the “least restrictive environment”, which is the regular education classroom the child would attend if not disabled in the child’s home school. Only if that doesn’t meet the child’s needs, can a more restrictive environment be considered. Your child also has the right to an equal opportunity to participate in nonacademic services and extracurricular activities with supplementary aids and services.

• The right to participate in your child’s eligibility and Individualized Education Program (IEP) meetings and to help develop the IEP.

• The right to have someone, at your own expense, assist and represent you at meetings about your child’s special education program. You may invite another parent, a parent advocate, your child’s private educational psychologist or other outside provider, an attorney, a teacher, a friend, etc.

• The right to disagree with the school’s decisions about your child’s special education program. The law has established a due process hearing system to address parent objections to their child’s special education program. Prior to a due process hearing, parents are encouraged to agree to mediation through the Illinois State Board of Education to informally help both parties resolve the disagreement.

The law also requires that certain participants must be included in the IEP meeting:

• You, the parents, if you choose to attend. Ideally, both parents should attend the meeting.

• Other individuals requested by you, such as private providers. You may wish to invite persons who you think have knowledge or expertise regarding your child, such as an educational psychologist, tutor, or therapist. You may also wish to have a friend or relative or some other person not emotionally involved to lend moral support. They may also pick up on comments you may have missed.

• A regular education teacher if your child is or may be participating in regular education. This person should be the one who is, or may be, responsible for implementing your child’s IEP. If your child doesn’t have a regular education teacher, but is expected to receive at least some regular education, a regular education teacher of his or her grade level should be included.

• A special education teacher or, if appropriate, a special education provider. This should be the person who is or may be responsible for implementing your child’s IEP.

• A representative of the local school district, other than the teacher, who is qualified to provide or supervise the provision of specially designed instruction, is knowledgeable about the general curriculum, is knowledgeable about the availability of resources, and has the authority to commit services.

• An individual who can interpret the instructional implications of the evaluation (e.g. school psychologist).

• Your child, when appropriate or requested by you.

• Other individuals invited by the school district.

In addition, other participants are required, if appropriate:
• If behavior is an issue, a person knowledgeable about positive behavioral strategies.• If your or your child’s ability to hear or communicate in English is an issue, a bilingual specialist or interpreter.
• If transition services are needed, a representative of any agency likely to provide the services.
• If placement in a day or residential facility is possible, a representative of a non-public special education facility.

If all participants are unable to attend, you may request that the IEP be rescheduled.

Note:
You can obtain more information about you and your child’s legal rights by contacting your local school district, NSSED (847/831-5100), or the Illinois State Board of Education, Department of Special Education (217/782-6601).

2. Student Services Personnel—Who’s Who

Adapted physical education teacher. An adapted physical education teacher helps a child who is experiencing difficulties in the gross motor area and motor planning skills, which affect his/her ability to participate in the school’s physical education program.

Case-manager or teacher-consultant. A case-manager, teacher-consultant, or other designated individual, is the supervisor of a child’s special education program.

Intervention specialist. An intervention specialist, who is typically a school psychologist or social worker, provides support to students, staff and families in the areas of educational consultation, assessment, intervention design and evaluation, and mental health efforts in the schools.

Occupational therapist (OT). An occupational therapist helps a child with fine motor development, daily living skills, and functional adaptations as they relate to the educational environment.

Physical therapist (PT). A physical therapist helps a child with gross motor development, functional mobility, and muscle development.

Regular education teacher. A child may have a regular education teacher who will discuss the child’s performance in the classroom.

School psychologist. A school psychologist conducts assessments and evaluations of a child’s skills and abilities and devises interventions. The school psychologist is responsible for explaining the assessments and evaluations and provides educational consultation to the educational team

Social worker. A social worker or counselor assesses the child’s counseling needs. He or she may also help a child improve his/her self-concept or help him/her integrate into the classroom.

Special education administrator. The local school district administrator who is in charge of special education. May also be called the special education supervisor, pupil services administrator, student support service administrator or co-coordinator.

Special education teacher. A special education teacher teaches special education programs in which a child may participate.

Speech/language pathologist. The speech/language pathologist provides evaluations and treatment for a child in the comprehension and use of language as well as speech production.

Teacher Consultant (TC). Program administrative support to a specific class or program (ie. Facilitate IEPs implementation, classroom observation, transportation and program liason with member district).

3. A Mini-Dictionary of Special Education Terms

Accommodation
Altering the conditions that exist for a particular assignment, test and/or environment. For example, an accommodation for a test may be a reader to read the directions or having extended time. An accommodation within the environment may be to provide priority seating to a particular student.

Annual Review
The required meeting each year at which your child’s progress during the past year is reviewed and plans are discussed for the year ahead. It is attended by the child’s educational team: you, your child’s teacher(s), a representative of your school district and other professionals who you or the school wants to include.

Behavior Management Plan
A written plan designed to target and change specific inappropriate behaviors that interfere with a student’s ability to benefit from their educational program, and/or to develop and maintain relationships.

Best Practices in Special Education
Methods which have been proven to enhance outcomes in specific areas of special education.

Early Childhood Education
Educational programs and support services available to meet the needs of the child from three through five years of age.

Eligibility Conference
A conference held to determine, change or terminate a student’s eligibility for special education.

Evaluation
Diagnostic procedures conducted within an established time frame which provide information about your child, the nature of the difficulties affecting educational performance, and the type of intervention needed to help your child benefit from education.

Extended School Year
Special education and related services that are provided to a child with a disability beyond the school year as designated in the child’s IEP. The child is eligible for such services when the educational team determines that the child’s educational skills will significantly regress over the summer months if no educational program is provided.

Flexible Service Delivery Plan /Problem Solving
See Intervention Plan.

Free, Appropriate Public Education (FAPE)
Federal law (IDEA) mandates the right of students with disabilities
to receive special education and related services which will meet his or her needs, at no cost to the parents.

Individuals with Disabilities Education Act (IDEA)
The federal law that ensures a free, appropriate public education to students with certain disabilities.

Individualized Education Program (IEP)
A written plan indicating your child’s present levels of educational performance (PLOP), which includes educational goals and short-term objectives and describes the special education program and related services which will be provided to help the child reach goals. The IEP identifies the dates when these services will be in effect, criteria for measuring progress, and projected dates of achievement.

Inservice
A staff development training session given to teachers and staff at a school on a particular relevant topic.

Intervention Plan or Flexible Service Delivery Plan
A general education intervention plan that may be implemented, with parental consent, to assist students that have not been identified as eligible for special education. Interventions are strategies, support or/adaptations for the child in the area of difficulties. Interventions are devised using both general and special education resources for a specific, short-term period of time, preferably not more than one grading period.

Least Restrictive Environment (LRE)
An appropriate educational setting which includes regular education children as much as possible. Special classes and separate schools are considered only when the severity or complexity of a child’s disability prevents the child from making satisfactory progress in a regular class.

Modification
A change in the curriculum content or the expectations of any given assignment or project. An example of a modification would be to reduce the required number of math problems on a worksheet.

Remediation
Instructing students to improve his/her specific skills or correcting information that he/she either learned incorrectly or did not learn when initially presented. The purpose of remediation is to raise the student’s level of competence in a specific area.

Referral
The procedure established by the local school district in order to request a case study evaluation. A referral may be made by a parent or other persons who believe that a child may need special education.

Related Services
The developmental, therapeutic and other supportive services required to help a disabled child benefit from special education. These include speech pathology and audiology, psychological services, physical, occupational, and vision therapy, recreation, early identification and assessment, counseling services, possible medical services for diagnostic or evaluation purposes, transportation, school health services, social work services, and parent counseling and training.

Section 504 of the Rehabilitation Act
A civil rights law that requires special accommodations to a student’s program if the student has a substantial mental or physical impairment that limits one or more of his/her major life activities.

IV. Resources for Parents

The following organizations will provide you with helpful information. Your local public school special education agency, the North Suburban Special Education (NSSED) (847-831-5100) will also provide you with resources.

1. General Information

Beach Center on Disability
University of Kansas
Haworth Hall, Rm. 3136
1200 Sunnyside Ave.
Laurence, KS 66045
(785) 864-7600
www.beachcenter.org

Council for Exceptional Children
National: 1110 North Globe Rd.
Suite 300
Arlington, VA 22201
(703) 620-3660
TTY (703) 264-9446
www.cec.sped.org

Educational Resources Information Center (ERIC)
www.eric.ed.gov

Exceptional Parent Magazine
www.eparent.com

The Family Village
Waisman Center
University of Wisconsin—Madison
1500 Highland Ave.
Madison, WI 53705-2280
www.familyvillage.wisc.edu

Higher Educational and Adult Training for People with Handicaps
HEALTH Resource Center
1 Dupont Circle
Washington, D.C. 20036-1193
(800) 544-3284
(202) 854-8200 (voice/TT)

National Easter Seal Society
230 W. Monroe St., Suite 1800
Chicago, IL 60606
(800) 221-6827
(312) 726-6200
(312) 726-4258 (TTY)
www.easter-seals.org

National Information Center for Children and Youth with Disabilities
(NICHCY)
P.O. Box 1492
Washington, D.C. 20013
(800) 695-0285
(202) 854-8200
www.nichcy.org

National Center for Youth with Disabilities
Adolescent Health Program
University of Minnesota
Box 721-UMHC
420 Delaware St., S.E.
Minneapolis, MN 55455
(612) 626-4032
TTY (612) 624-3939
www.peds.umn.edu/Centers/ihd/ncyd.html

National Easter Seal Society
230 W. Monroe St., Suite 800
Chicago, IL 60606
(800) 221-6827
(312) 726-6200
TTY (312) 726-4258
www.easter-seals.org

National Information Center for Children and Youth with Disabilities
P.O. Box 1492
Washington, D.C. 20013-1492
(800) 695-0285 (voice/TT)

National Organization on Disability
910 16th St, N.W., Suite 600
Washington, D.C. 20006
(202) 293-5960
TTY (202) 293-5968
www.nod.org

National Parent Network on Disabilities
1130 17th St., N.W., Suite 400
Washington, D.C. 20036
(202) 463-2299

Wrightslaw
www.wrightslaw.com

2. Services and Resources in Illinois

Illinois State Board of Education
http://www.isbe.state.il.us/

a. Parent’s Guide
The Illinois State Board of Education has developed A Parent’s Guide: The Educational Rights of Students with Disabilities for parents and others to learn about the educational rights of children who have disabilities and receive special education services. The Guide is not meant to replace the Explanation of Procedural Safeguards that school districts are required to provide to parents of eligible children at specific times. Additional copies of the Guide can be obtained for free from the Illinois State Board of Education (312)814-8498 or (217)782-5589.

b. Compliance
Parents with questions regarding a possible violation of a special education rule or regulation may contact special education program consultants in the Special Education Compliance Division of the Illinois State Board of Education (217)782-5589 in Springfield, or (312)814-5560 in Chicago.

Parent Training and information Centers
In Illinois, there are four Parent training information Centers, funded by IDEA, to answer questions about the special education services. The centers in our area for parent information and advocacy:

Family Resource Center on Disabilities
20 East Jackson Blvd., Room 300
Chicago, IL 60604
(312)939-3519
www.fred.org
(extensive information and training)

Designs for Change
29 E. Madison, Suite 950
Chicago, IL 60602
(312)236-7252
(800)851-8728

Family T.I.E.S. Network
830 South Spring St.
Springfield, IL 62704
(217)544-5809
(800)865-7842

National Center for Latinos with Disabilities
1915-77 South Blue Island Ave.
Chicago, IL 60608
(312)666-3393
(800)532-3393

The website for the Northern Suburban Special Education District is:
http://www.nssed.k12.il.us/

Helpful web sites for resources and information for persons with disabilities in Illinois are:

www.familyvillage.wisc.edu/comm/illinois.html

Family Support Network of Illinois
www.familysupportnetwork.org

Infinitec Inc.
www.infinitec.org
assistive technology training

Northern Illinois Center for Adaptive Technology
3615 Louisiana Rd.
Rockford, IL 61108-6195
(815)229-2163
www.nicat.atacess.org

3. Resources by Specific Disability or Issue

AIDS

CDC National AIDS Hotline
American Society Health Association
P.O. Box 13827
Research Triangle Park, NC 27709
(800) 342-2437
(919) 361-8400
www.ashastd.org

ALLERGIES & ASTHMA

Asthma and Allergy Foundation of America
1233 20th St., N.W., Suite 402
Washington, DC 20036
(800) 727-8462
(202) 466-7643
www.aafa.org

ATAXIA
National Ataxia Foundation
2600 Fernbrook Le., Suite 119
Minneapolis, MN 55447
(763) 553-0020
www.ataxia.org

ATTENTION DEFICIT DISORDER/
ATTENTION DEFICIT
HYPERACTIVITY DISORDER

Children and Adults with ADD/ADHD
(CHADD)
National: 8181 Professional Place
Landover, MD 20785
(800) 233-4050
(301) 306-7070
www.chadd.org

Local: CHADD North Suburban
(847) 501-5662

CHADD Lake County
(847) 470-4288

National ADD Association
1788 Second St., Suite 200
Highland Park, IL 60035
(847) 432-ADDA
www.add.org

AUTISM

Autism Research Institute
4182 Adams Ave.
San Diego, CA 92116
(619) 281-7165
www.autism.tv

Autism Society of America
7910 Woodmont Ave., Suite 300
Bethesda, MD 20814
(800) 328-8476
(301) 657-0881
www.autism-society.org

Autism Society of Ilinois
2200 S. Main St., Suite 317
Lombard, IL 60148
(630) 691-1270
www.autismillinois.org

CAN (Cure-Autism Now)
5455 Wilshire Blvd., Suite 715
Los Angeles, CA 90036
(888) 8-Autism (288476)
(323) 549-0500
www.canfoundation.org

Interdisciplinary Council on Developmental and Learning
Disorders
4938 Hampden Lane, Suite 800
Bethesda, MD 20814
(301) 656-2667
www.icdl.com

Maap Services
P.O.Box 524
Crown Point, IN 46308
(219) 662-1311
www.maapservices.org

BRAIN INJURY

Brain Injury Association
105 N. Alfred St.
Alexandria, VA 22314
(800) 444-6443
(703) 236-6000
www.biausa.org

CEREBRAL PALSY

UCP National (a/k/a)
United Cerebral Palsy Association
1660 L St., N.W., Suite 700
Washington, DC 20036
(800) 872-5827
(202) 776-0406
TDD (202) 973-7197
www.ucp.org

UCP of Greater Chicago
(312) 368-0380

CLEFT PALATE

Cleft Palate Foundation
(American Cleft Palate-Craniofacial
Association)
104 South Estes Dr., Suite 204
Chapel Hill, NC 27514
(919) 933-9044
www.cleftline.org

CRANIOFACIAL DISORDER

About Face USA
1407 ½ N. Wells
Chicago, IL 60610
(888) 486-1209
www.aboutface2000.org

DEATH OF A CHILD

Compassionate Friends, Inc.
P.O. Box 3696
Oak Brook, IL 60522-3696
(877) 969-0010 (toll free)
(630) 990-0010
www.compassionatefriends.org

DEVELOPMENT DISABILITIES

The ARC of the United States
1010 Wayne Ave, Suite 650
Silver Spring, MD 20910
(800)433-5255
(301)565-3842
www.thearc.org

Illinois:
1820 Ridge Road
Suite 303
Homewood, IL 60430
(708) 206-1930
www.thearcofil.org

Glenkirk ARC
3504 Commercial Ave.
Northbrook, IL 60062
(847) 272-5111
www.glenkirk.org

DOWN SYNDROME

National Association for Down Syndrome (NADS)
P.O. Box 4542
Oak Brook, IL 60522-4542
(630) 325-9112
www.nads.org

National Down Syndrome Society (NDSS)
666 Broadway
New York, NY 10012
(800) 221-4602
(212) 460-9330
www.ndss.org

National Down Syndrome Congress
1370 Center Dr., Suite 102
Atlanta, GA 30338
(800) 232-6372
(770) 604-9500
www.ndsccenter.org

DYSLEXIA

Dyslexia Research Institute, Inc.
5746 Centerville Rd.
Tallahasse, FL 32308
(850) 893-2216
www.dyslexia-add.org

International Dyslexia Asso.(IDA)
Chester Building, Suite 382
8600 LaSalle Rd.
Baltimore, MD 21286-2044
(800) 222-3123
(410) 296-0232
www.interdys.org

Illinois Branch of IDA
751 Roosevelt Rd., Suite 301
Glen Ellyn, IL 60137
(630) 469-6900

Recording for the Blind & Dyslexic
20 Roszel Rd.
Princeton, NJ 08540
(609) 452-0606
www.rfbd.org

EPILEPSY /SEIZURE DISORDERS

American Epilepsy Society
342 North Main St.
West Hartford CT 06117
(860) 586-7505
www.aesnet.org

Epilepsy Foundation of America (EFA)
4351 Garden City Drive
Landover,MD 20785
(800) 332-1000
(301) 459-3700
www.efa.org

FETAL ALCOHOL SYNDROME/
EFFECT

Family Empowerment Network Support for Families Affected by Fetal Alcohol Syndrome
610 Langdon St., Room 517
Madison, WI 53703
(800) 462-5254
(608)262-6590

FRAGILE X SYNDROME

National Fragile X Foundation
P.O. Box 190488
San Francisco, CA 94119
(800) 688-8765
www.fragilex.org

HEARING IMPAIRMENT

National Association of the Deaf (NAD)
814 Thayer Ave.
Silver Spring, MD 20910-4500
(301) 587-1788
TTY (301) 587-1789
FAX (301) 587-1791
www.nad.org

HEART DISORDERS

American Heart Association
7272 Greenville Ave.
Dallas, TX 75231-4596
(800) 242-8721
www.americanheart.org

IMMUNE DISORDERS

Immune Deficiency Foundation (IDF)
40 W. Chesapeake Ave., Suite 308
Towson, MD 21204
(800) 296-4433
www.primaryimmune.org

LEARNING DISABILITIES
(See also Nonverbal Learning Disabilities)

Learning Disabilities Association of America(LDA)
National:
4156 Library Road
Pittsburgh, PA 15234
(412) 341-1515
www.ldanatl.org

Illinois: 10101 S. Roberts Road
Palos Hills, IL 60465
(708) 430-7532
www.ldanatl.org/affiliates/IL

LD Online
(The Coordinated Campaign for Learning Disabilities)
www.ldonline.com

Schwab Learning Foundation
www.schwablearning.org

All Kinds of Minds
www.allkindsofminds.org

MUSCULAR DYSTROPHY

Muscular Dystrophy Association
3300 E. Sunrise Drive
Tucson, AZ 85718
(800)572-1717
(520)529-2000
www.mdausa.org

NONVERBAL LEARNING
DISABILITES

Asperger Syndrome Coalition of the U.S.
(section on NLD)
P.O. Box 351268
Jacksonville, FL 32235
1-866-4ASPRGR
www.asperger.org

LD Online
(section on NLD)
www.ldonline.org

NLDline.com
www.nldline.com

NLD on the Web!
www.nldontheweb.org

Nonverbal Learning Disability Association
2446 Albany Ave.
West Hartford, CT 06117
(860)570-0217
www.nlda.org

The Lighthouse Project
www.thelighthouseproject.com

PHYSICAL DISABILITIES

Shriners Hospitals for Crippled Children
2900 Rocky Point Drive
Tampa, FL 33607
(800)237-5055
(813)281-0300
www.shrinershq.org/hospitals

March of Dimes Birth Defects Foundation
1275 Mamaronick Avenue
White Plains, NY 10605
(888)663-4637
(914)428-7100
www.marchofdimes.com

National Rehabilitation Information Center
4200 Forbes Blvd, Suite 202
Lanham, MD 20706
(301)459-5900
(800)346-2742
www.naric.com

RARE DISORDERS

National Organization for Rare Disorders
55 Kenosia Ave.
P.O. Box 1968
Danbury, CT 06813
(800) 999-6673
(203) 744-0100
www.rarediseases.org

Genetic Alliance
4301 Connecticut Ave., Suite 404
Washington, DC 20008-2304
(202) 966-5557
www.geneticalliance.org

SCOLIOSIS

National Scoliosis Foundation
5 Cabot Place
Stoughton, MA 02072
(800)673-6922
(781)341-6333
www.scoliosis.org

SICKLE CELL DISEASE

Sickle Cell Disease Association of America
200 Corporate Pointe, Suite 495
Culver City, CA 90230
(800)421-8453
(310)216-6363
www.sicklecelldisease.org

SPINA BIFIDA

Spina Bifida Association of America
4590 MacArthur Blvd., NW, Ste.250
Washington DC 20007-4226
(800)621-3141
(202)944-3285
www.sbaa.org

SPINAL CORD INJURIES

National Spinal Cord Injury Association
6701 Democracy Blvd., Suite 300-9
Bethesda, MD 20817
(800) 962-9629
(301)588-6959
www.spinalcord.org

STUTTERING

National Center for Stuttering
200 E. 33rd Street
New York, NY 10016
(800)221-2483
(212)532-1460
www.stuttering.com

TAY-SACHS DISEASE

National Tay-Sachs and Allied Diseases
Assoc.
2001 Beacon St., Suite 204
Brighton, MA 02135
(800) 906-8723
www.ntsad.org

TOURETTE SYNDROME

Tourette Syndrome Association
National:
42-40 Bell Boulevard
Bayside, NY 11361-2820
(718)224-2999
www.tsa-usa.org

VESTIBULAR DISORDERS

Vestibular Disorders Association
P.O. Box 4467
Portland, OR 97208-4467
(503) 229-7705
www.vestibular.org

VISUALLY IMPAIRED

American Foundation for the Blind
11 Penn Plaza, Suite 300
New York, NY 10001
(800) 232-5463
(212) 502-7600
www.afb.org

National Association for Parents of Children with Visual
Impairments
P.O. Box 317
Watertown, MA 02471
(800) 562-6265
(617) 972-7441
www.spedex.com/napvi

National Association for Visually Handicapped
22 W. 21st St.
New York, NY 10010
(212) 255-2804
www.navh.org

Recording for the Blind & Dyslexic
20 Roszel Rd.
Princeton, NJ 08540
(609) 452-0606
www.rfbd.org

4. Publications

Books:

Better IEP’s, How to Develop Legally Correct and Educationally Useful Programs by Barbara Bateman and Mary Anne Linden, Sopris West Publishing (303) 651-2829.

Negotiating the Special Education Maze, A Guide for Parents and Teachers, Woodbine House (800) 843-7323.

The Complete IEP Guide, How to Advocate for Your Special Ed Child by Lawrence M. Siegel, Nono Press (800) 992-6656.

From Emotions to Advocacy, The Special Education Survival Guide by Pam and Pete Wright,
www.wrightslaw.com

Publishing Sources:

ADD Warehouse
Online catalog of books, videos and other products for all developmental disorders.
www.addwarehouse.com

Pacer Insititute
Insititute on Community & Integration
University of Minnesota
104 Pattee Hale
150 Pillsbury Drive, SE
Minneapolis, MN 55455
(952) 838-9000
www.pacer.org

Special Needs Children:
Resources for parents at the Wilmette Public Library

Adult Collection