As a parent of a child with special educational needs, understanding the reevaluation process for your child’s Individualized Education Program (IEP) is crucial. Hazel, a parent from the Bronx, shares her journey with her daughter Sarah, who has been through multiple reevaluations. This article aims to provide you with insights and guidance on how to effectively navigate this process, emphasizing the importance of your role as a parent in ensuring your child’s needs are met.
Hazel’s experience with requesting reevaluations highlights the importance of proactive parental involvement
Hazel’s story underscores the significance of parental advocacy in the special education system. She requested reevaluations for her daughter Sarah multiple times, feeling that Sarah’s needs were not being met. By exercising her parental rights, Hazel ensured that Sarah was reevaluated sooner than the standard three-year interval. This proactive approach can be a model for other parents, demonstrating that you can take action to ensure your child’s educational needs are thoroughly assessed and addressed.
Use your parental rights to request reevaluations whenever you feel your child's needs aren't being met—don't wait for the triennial cycle.
Understanding the purpose and process of reevaluations can empower parents to better support their children
Reevaluations are essential to determine if a child continues to require special education services and to identify any changes in their needs. Kate Garcia, a special education teacher, explains that reevaluations assess whether a student still needs specially designed instruction and related services like speech therapy or occupational therapy. As a parent, understanding this process can help you prepare for meetings and advocate effectively for your child’s educational plan.
The purpose of a re-evaluation is to determine first whether additional information is needed to see if a student continues to have a disability requiring specially designed instruction.
Laura Lurns · Learning Success expert
Parents should be aware of the potential for services to be modified or discontinued based on reevaluation outcomes
One of the concerns parents often have is that reevaluations might lead to the discontinuation of services. Kate Garcia reassures that any changes or discontinuations are based on data showing the student’s progress and ability to access supports independently. It’s important for parents to review this data and understand that the goal is to help students become more self-sufficient, which is a positive outcome.
Key takeaways
- Understanding Reevaluation Rights: Parents have the right to request a reevaluation of their child at any time, not just the mandatory triennial evaluation every three years. Hazel, a parent from the Bronx, successfully utilized this right by requesting reevaluations for her daughter Sarah when she felt her needs were not being met or when she suspected something was missing in her education plan. Parents should know they can initiate this process by sending a specific letter or email to the school, detailing the areas of concern they want assessed, such as memory or other learning challenges.
- Purpose and Process of Reevaluations: Reevaluations are crucial for determining if a child's educational needs have changed and if their IEP should be modified. They assess whether the student still requires special education, if related services like speech or occupational therapy need to be added or removed, and if the student can access supports independently. The process involves the school psychologist reaching out to the family, possibly conducting new testing, gathering input from teachers and other professionals, and then holding an IEP meeting to review and adjust the plan based on the findings.
- Preparing Your Child for Reevaluation: It's important for parents to communicate effectively with their child about the reevaluation process. Amanda Morin suggests framing reevaluations as a 'report card' on the effectiveness of current interventions, emphasizing growth and the opportunity to improve school experiences. Parents should avoid making promises about outcomes and not pass on their anxieties about potential changes in services. Instead, they should celebrate any progress shown, even if it means the child might no longer need certain supports, and reassure them that they can always revisit the conversation if needed.
Parents can play a crucial role in preparing their child for reevaluations and understanding the outcomes
Amanda Morin, a parent and educator, advises parents to frame reevaluations positively for their children, especially those with Dyslexia. She suggests explaining that reevaluations are like a “report card” on the interventions tried so far, helping to identify what is working and what needs adjustment. Parents should avoid making promises about the outcomes and instead focus on celebrating any progress their child has made.
If what the re-evaluation is showing is that your child has gained so much from the supports and accommodations that they don’t need the specialized instruction anymore, that’s something to celebrate.
Laura Lurns · Learning Success expert
Overcoming the challenge of Dyslexia or Dyscalculia through reevaluations can lead to a better life for your child
One of the specific challenges mentioned in the transcript is the potential impact of a child realizing they have a disability, such as Dyslexia or Dyscalculia, during the high school application process. As a parent, your role is to help your child understand that having an IEP is not a stigma but a tool to provide them with the necessary support. By actively participating in reevaluations, you can ensure that your child’s educational plan is tailored to their evolving needs, helping them achieve a better life and future.
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Your school district must evaluate your child free of charge if you ask in writing, whatever your income and whatever the outcome (US, 34 CFR 300.111 and 300.301(b)). That route takes time and answers a different question than you do. This one starts today, from what you already know.
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A screener is a starting point, not a diagnosis. If your child might need formal accommodations (an IEP or 504 plan), or you suspect a vision, hearing or medical cause, pursue a professional evaluation too. That is the only route to those supports.
