Are you the parent of a child with autism or dyslexia, that knows what educational services your child needs, but do not know how to communicate them to special education personnel? A parent input statement, that is written before the IEP meeting, can help you be an effective advocate for your child, and bring up needed educational services that will help your child learn.
A parent input statement is a one page statement, where you can give written input into your child’s education. You can include: things that work for your child, things that don’t work, academic struggles that they have, behavioral difficulties, any educational or related services that you believe they need, extended school year (ESY), assistive technology (AT).
Tips for writing input statement
1. Keep it short, maximum one page.
2. Use facts as much as possible.
3. State what educational and related services you think your child needs, and why.
4. Discuss academic progress or lack of academic progress, and what you think needs to be done about it.
5. Include any adaptations, modifications, educational or related services that are helping your child learn.
6. Discuss any behavioral difficulty your child has, and what the school has done about it. Also state if you feel that they are not handling the behavior/discipline according to IDEA.
Parent Input Statement 9-6-29xx My son Tommy is 9 years old, is in fourth grade, and receives special education services under the category of Learning Disability. I have received the results of his Woodcock Reading Mastery test from his teacher, Mrs. Jones. Tommy’s Word Identif ication at a grade equivalent of 1.7, word attack (decoding)of 2.7, and a basic skills cluster with a grade equivalent of 1.9. This means that my son Tommy’s reading is at least 2 years below his grade appropriate peers. I am very concerned that if Johnny does not receive appropriate instruction in reading, his life will be negatively altered, forever.
IDEA and No Child Left Behind state that curriculum must be “scientifically research based.” What this means is that their is research to show that the program works to teach children to read. The Orton-Gillingham Methodology of simultaneous multi sensory instruction has many years of research to back its effectiveness with teaching children to read. I have information on this methodology that I would like to share with the IEP team.
Tommy, not only needs an Orton-Gillingham reading program, but the person who is teaching him must be trained in this area. My son also needs to receive the program for the recommended length of time, not less. Tommy is currently receiving 30 minutes a day of reading instruction while the Orton-Gillingham program recommends xx amount per day of instruction. Thank you for working with me to help my son Tommy learn to read.
Miss Smith
Mention at the beginning of your meeting that you have a parent input statement to share with the IEP team.Bring up the parent input statement when you think it is an appropriate time.Bring enough copies for everyone at the meeting, and make sure that it is attached to your child’s IEP.
A parent input statement will help you clearly state what educational or related services that your child needs. Remember that for your child to receive an appropriate education the instruction they receive must “give meaningful benefit” to your child.
By: JoAnn Collins
Posts Tagged ‘Related Services’
How to Use a Parent Input Statement to Benefit Your Child’s Education
January 7th, 2010Posted in Article
Tags: Academic Progress Adaptations Behavioral Difficulties Dyslexia Education Personnel Educational Services Fourth Grade Grade Equivalent Input Statement Learning Disability Mrs Jones Parent Input Reading Mastery Related Services S Education Son Tommy Special Education Services Statement 1 Woodcock Reading Mastery Test Word Attack
5 Reasons Why your Child in Special Education May Not be Getting FAPE, and How You Can Help
November 18th, 2009
Does your child receive special education services and you wonder if
they are receiving an appropriate education? This article, will
discuss 5 reasons why your child may not be receiving a free
appropriate public education. And also, what can you do about it?
There is a lot that you can do to ensure a free appropriate public
education for your child.
Reason 1: Many special education personnel have extremely low
expectations, for children with disabilities. You must have high
expectations for your child, just because they are not learning, does
not mean that they can’t. They may need to be taught a different way.
Reason 2: Some special education personnel limit or refuse to provide,
educational and related services that children with disabilities need.
Some special education personnel will even deny that a child has
autism, so that they do not have to provide more intense special
education services. It is your job as a parent to fight for the
services that your child requires. Try to meet other parents, of
children with disabilities, in your school district. Help each other
advocate, and attend each other’s IEP meetings. Together you will be a
strong group.
Reason 3: The curriculums, that some school districts use to teach
children with disabilities, do not work. Special education personnel
are often reluctant to change methodology, even if the child is not
learning. Investigate different curriculums, for your child’s
disability. Join disability organizations and meet other parents. This
will allow you to share information with each other, what works.
Reason 4: Parents, are often forced to pay for independent
educational evaluations (IEE’s), to prove that their child needs
certain special education services. If a parent must pay for an IEE,
to ensure that their child receives a free and appropriate public
education, then the education is no longer free. If your school
district evaluates your child, and you disagree with the evaluation
(or the way it is interpreted), then the Individuals with Disabilities
Education Act (IDEA), gives you the right to have an Independent
Evaluation at Public Expense. My book Disability Deception has an
entire chapter on IEE’s that will give you more information on this
subject.
Reason 5: Many school districts suspend children with disabilities,
for behavior that is part of their disability. Educate yourself on
what IDEA requires as far as behavior/discipline. Special education
personnel can suspend a child up to 10 days.
Within 10 days of a decision to change a child’s placement they must
convene a manifestation determination meeting. This meeting is being
held to determine if the behavior is part of your child’s disability.
If it is, they must do certain things to include developing a positive
behavior plan. If they determine that the behavior is not part of your
child’s disability, then they can discipline them as they would a non
disabled child. You can file for a due process hearing, if you
disagree with the school districts manifestation determination
decision.
By knowing why most children do not receive FAPE, you can advocate
hard for your child. They are depending on you, because they may not
be able to stand up for themselves.
By: JoAnn Collins
Posted in Article
Tags: Advocate Appropriate Education Appropriate Public Education Child Autism Children With Disabilities Curriculums Disability Organizations Education Personnel Educational Evaluations Fape Free And Appropriate Public Education Free Appropriate Public Education High Expectations Iee Low Expectations Methodology Parents Of Children With Disabilities Related Services School Districts Special Education Services
3 Things To Do Before You File For A Special Education Due Process Hearing
November 12th, 2009
Are you considering filing for a due process hearing, to resolve a dispute between yourself and special education personnel, about your child with autism? Would you like to learn 3 things that need to be done before you file? This article will discuss 3 important things that you must do before you file for a due process hearing. This will help you be prepared for filing, and increase your chances of winning.
1. Make sure that you have been documenting everything that happens, to your child at school, especially anything that helps your case. Write as many letters as you need to, to document what you have asked for as well as any evidence that you have. If you have not included letters or other type of documentation in your child’s school record, you can start now.
Write a letter immediately to the special education person in your district. Put what you are asking for, what educational and related services that you think your child needs, the evidence for these services etc. Also put recollections of conversations with special education personnel that document your case.
2. Go to your district office and ask to see a complete copy of your child’s school record. Some districts require an appointment, call and ask. Ask for temporary, permanent, internal memos, e mails, audio and video recordings, anything with your child’s name on it. Ask for copies of anything you do not have, and anything that helps your case. Most states require that parents get a complete copy of their child’s records when they file for due process. But by looking at the records, you can ensure that something that helps your case, is not left out.
3. You must get an Independent Educational Evaluation (IEE), before you file for a due process hearing. This way, you will know what the specific issues are, and you will know what resolutions to ask the hearing officer for (in other words, what services your child needs). IDEA 2004 only allows changing of due process issues if the school and hearing officer agree.
By knowing what things you must do before you file for a due process hearing, you will be prepared, in case you decide to file. Good luck!
By: JoAnn Collins
