This post was written by Caroline Braun, manager, clinical LCSW, Park Center.
Of all the systems parents and caregivers navigate to help their children be the best versions of themselves, few are as daunting and nuanced as the world of Special Education. From IEPs and 504s to FAPE and LREs, the acronyms and jargon can be especially confusing. While it is educators’ and schools’ responsibilities to work for the greater good of their students, parents can feel isolated and overwhelmed by the system.
For parents who are concerned their child (aged 3 and older) may need Special Education or other specialized help to learn to their fullest potential, the best place to start is with the child’s teacher. If students are not yet in kindergarten, parents can call the local school system’s Special Education office. For children in First Steps, their coordinator can help facilitate school-based evaluations.
Discussing concerns about limited progress, behavioral difficulties or learning challenges with the people most directly responsible for their education is critical. The teacher should then be able to guide the parents to request an evaluation or find the most appropriate help for their student.
If this conversation is not fruitful or the parents wish to seek another opinion, parents can formally request a Special Education evaluation. This can be done either in writing or in person, although having the request in writing can be helpful for parents to be able to list their concerns fully. Once that request is submitted, the school has ten school days to respond about next steps.
For more information about how to best navigate the Special Education system, parents and caregivers can find more specific details below.
Resources
View a copy of Indiana’s procedural safeguards for parents in this Department of Education’s document.
See the companion version of the procedural safeguards that is designed to be a more practical and applied version.
Get specific information about the acronyms commonly used in Special Education in Indiana in this ARC’s document.
For additional resources and advocacy help, visit https://insource.org/
