Introduction
It is widely understood that the more information you have on your students the more realistic you can be about setting goals, understanding expectations, avoiding frustration and increasing the chances of success. This How To Series gives you a checklist on the necessary materials an information you should gather on every new student in your class.
Before school the following information should be in each student’s folder in your room
1-Long form of the latest IEP
2-Copies of past report cards
3-Past teacher comments
4-Family information- name of parents, siblings, addresses and phone numbers
5-Medical information-allergies, medications, glasses, vision, hearing results, serious concerns
6-Past school information if student is new to school
7-Group achievement test score results (if available) as far back as possible
8-Notes from either the last triennial evaluation or initial evaluation
9-Group SAI (School abilities Index) information as far back as possible
10-Specific information about the type of disorder under the IDEA classification i.e. IDEA classification Autism-specific disorder- Asperger Syndrome
11-Medical alerts
12-Present levels of academic achievement-Student Profile sheet
13-Modifications and accommodations meetings and signed copies of letter noting sharing of this information
14-copies of letters to parents
15-copies of letters to related service providers
16-notes on meetings with parents and children prior to school
Introduction
As a special educator it is very important that you be aware of the rights of all those involved in the special education process. Knowing your own rights and responsibilities is very important. However, just as important are the rights of your students and their parents in the special education process. Knowing these rights can only assist students and parents in this complicated and sometimes overwhelming process.
There are specific rights that parents have a right to know when involved in the special education process. These rights must be and usually are transmitted to parents in a variety of ways. Districts may provide preprinted Parent’s Rights brochures or materials, while the state may provide books on a child’s right to special education which contains everything parents need to know about this process. However, it should be your responsibility to make sure that parents have both received some form of information on their rights and fully understand these rights. While you are not a lawyer you should assist parents in understanding this information or be able to point them to someone who can answer their questions. Try to find out who this might be in your district if this should occur.
Generally, parents have rights in the special education process that may include the following depending on the state in which you reside:
- The parent’s child is entitled to a free, appropriate public education that meets the unique educational needs of his/her child at no cost to the parent.
- The parent will be notified whenever the school wishes to evaluate his/her child, wants to change his/her child’s educational placement, or refuses the parent’s request for an evaluation or a change in placement.
- A parent may request an evaluation if he/she thinks his/her child needs special education or related services.
- A parent should be asked by his/her school to provide “parent consent” meaning the parent understand and agree in writing to the evaluation and initial special education placement for his/her child. The parent’s consent is voluntary and may be withdrawn at any time.
- A parent may obtain an independent low cost evaluation if he/she disagree with the outcome of the school’s evaluation. The school district will supply the parent with the names of such agencies.
- A parent may request a reevaluation if he/she suspect his/her child’s current educational placement is no longer appropriate. The school must reevaluate the child at least every three years, but the child’s educational program must be reviewed at least once during each calendar year.
- A parent may have his/her child tested in the language he or she knows best. For example, if the child’s primary language is Spanish, he or she must be tested in Spanish. Students who are hearing impaired also have the right to an interpreter during the testing.
- The school must communicate with the parent in his/her primary language. The school is required to take whatever action is necessary to ensure that the parents understand any oral and written communication, including arranging for an interpreter if the parent/s are hearing impaired or if the parent’s primary language is not English.
- The parent may review all of your child’s records and obtain copies of these records, but the school may charge the parent a reasonable fee for making copies. Only parents, and those persons directly involved in the education of the child will be given access to personal records. If a parent feels any of the information in his/her child’s records is inaccurate, misleading, or violates the privacy or other rights of the child, the parent may request that the information be changed. If the school refuses the parent’s request, he/she then has the right to request a hearing to challenge the questionable information in the child’s records.
- A parent must be fully informed by the school of all the rights provided to the parent and his/her child under the law. A parent may participate in the development of your child’s Individualized Education Program (IEP) or, in the case of a child under school age, the development of an Individualized Family Service Plan (IFSP). The IEP and IFSP are written statements of the educational program designed to meet your child’s unique needs. The school must make every possible effort to notify you of the IEP or IFSP meeting and arrange it at a time and place agreeable to the parent. As an important member of the team, the parent may attend the IEP or IFSP meeting and share his/her ideas about the child’s special needs, the type of program appropriate to meeting those needs, and the related services the school will provide to help the child benefit from his or her educational program.
- A parent may have his/her child educated in the least restrictive school setting possible. Every effort should be made to develop an educational program that will provide the greatest amount of contact with children who are not disabled.
- A parent may request a due process hearing to resolve differences with the school that could not be resolved informally.
Download this Issue
Download a PDF file version of this issue of
NASET’s “How To” Gather Information on a New Student CLICK HERE
NASET’s “How To” Discuss a Parent’s Rights CLICK HERE
To return to the main page for NASET’s “How To” Series – Click Here
