Parents’ rights as their child’s advocates at school

Cindy Glazer, a special educator, school personnel can be intimidating. interviews Nessa Siegel, retired Shouldn’t parents assume that the attorney and well-respected expert school personnel are the experts?” in special education law, about advising NESSA: “Who are the experts? IDEA parents as to the rights of children with ensures that it considers parents disabilities within the school environment. as experts in regard to their child’s CINDY: “Nessa, you are an expert education. One section of the at advocating for children who law, as well as case law, addresses have not received the supports and services they require through the school district. As a retired public educator, I’d like to think that these cases are few and far between, but I am fully aware that they occur ‘meaningful participation’ for parents and the importance they play as experts. Parents should remember their out-ofschool expertise and draw on private therapists to be part of Nessa G. Siegel THE NCJW WOMAN: FACE TO FACE NCJW/ClevelaNd: FaCe To FaCe all too frequently. I would like to the evaluation and IEP teams. “NCJW/Cleveland identifies ask you some questions that will assist parents as they confront These private therapists, doctors, evaluators, speech therapists, a need in the community and helps fill it. “I joined because I believe in NCJW/Cleveland’s work. these issues. What are the parents’ PT therapists… are experts as rights as their child’s advocates? If parents think their child may have a disability, they need to educate well as school personnel. These experts attending meetings serve as the parent support to request Cindy Glazer Advocacy. Education. Community Service. That’s why we’re members of National Council of Jewish Women.” Wendie Forman Ellen Leavitt LIVESPECIAL.COM Cindy Glazer themselves before they contact the school or an attorney.” NESSA: “The Individuals with Disabilities Education Act provides parents with educational services for their child. If procedures are followed correctly, parents can get an independent educator evaluation (IEE) and get the That’s why I volunteer with the National Council of Jewish Women.” Be the Face Celebrate literacy at the Annual Meeting, June 3 Membership starts at $45 numerous rights. The most important right provides that parents are equal members, along with school members, of the school school district to pay the evaluation fee. Remember, if you do not ask for a needed service, your child will likely not 216.378.2204 for tickets www.ncjwcleveland.org ncjwcleveland.org 216-378-2204 teams that determine a child’s right to a receive it. All educational services are free appropriate public education (FAPE) based on the needs of the child.” and thus special education services. CINDY: “School districts can be These rights are outlined in the act itself. reluctant to offer services because Parents need to be familiar (at the least) of lack of staff. Is that a reasonable with the sections delineated as procedural explanation? Can a parent insist on safeguards, evaluation requirements, and all accommodations or other items to be the sections addressing the IEP document included on the IEP or 504 plan?” and meetings. In addition, at the end of NESSA: “School personnel cannot the act there is a section of questions that deny services based on staffing or past specifically comment on parents’ rights. procedure. Rather, accommodations The internet is the key to the parents’ on IEPs and 504 plans are based on education. The act, Special Education the needs of the child. Parents can Laws of Ohio, and the Ohio Administrative request that data be taken in the Code are all available through the internet. classroom to prove a child requires Moreover, Googling key words of IDEA extra time for testing, a quiet room such as positive behavior plan, placement for testing, or personnel to help with determination and related services will behavior issues in the classroom. provide parents with pertinent information. Parents should use their outside Parents must educate themselves to be experts to write reports or attend the effective advocates for their children.” meetings to characterize their reasons CINDY: “Parents often are unsure of how for recommending an accommodation much to say at meetings. The numbers of on either the IEP or 504 plan.” CINDY: “How can a parent ensure that the 504 or IEP will be followed when a child is transitioning from elementary school to middle school?” NESSA: “When a child is transitioning from one school to another, one school year to another, or one district to another, a transition plan should be developed. The best way to develop an adequate plan is to have personnel from the present staff and special educators meet together with next year’s staff, including special educators. This meeting and an appropriate plan should be developed before the transition takes place. The best time is at a final IEP meeting for the present year or before school begins in the fall. Parents can request an IEP meeting to address transitioning, specifically.” CINDY: “How can a parent help their child to become their own best self-advocate? At what age should the child be attending the IEP or 504 meetings? I found that it is often helpful for students to know their accommodations so they can remind a teacher or tell a new teacher or a substitute.” NESSA: “This is the most difficult question to answer. Much depends on the age, ability and desire of the student in question. There is no single answer. Parents must make a decision based on the child’s maturity and emotional development. Research has shown that the earlier a child can speak about his/her disability with openness and confidence, the more accepting he or she can be of their disability. Trying to hide or deny a disability only causes more angst. I speak from personal experience.”

Cindy Glazer, M.S.Ed., served as a special educator for 27 years and continues to consult parents of children with special needs.

Nessa Siegel, Esq., graduated from Cleveland Marshall School of Law after a career as a special educator and practiced in school law for 25 years.

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