Awareness

Welcome! I am Sarah Lawson of LEAPS with Lawson. I am a licensed school psychologist practicing in Florida. For more information about my practice and me, read my first blog post! I am so glad you are here. Today I am writing about advocacy in schools. This is the first entry of three, with the first topic being awareness.

I think it is safe to say we have all heard the phrase, “Knowledge itself is power,” (Bacon, 1597, but probably coined before then by someone else). When considering navigating a system, this is especially true. I have often heard parents say, I don’t know where to start, or I didn’t know I could ask for that. The not knowing essentially equated to non-action, no change, no say, no push back, etc. In other words, lack of power. The interesting thing is according to educational law and policy, parents have a great amount of power! Therefore, the first step in advocating for the rights of a child in school is awareness. Knowledge. Exposure. Understanding. Call it way you like, but I want to help you with this first step by showing you some things so that you can be empowered!

Fact 1: Your kid is owed the education they need.

What exactly does that mean? It means that schools must provide the services that best align with students’ needs. This is covered by law if your child has a disability or a suspected disability. If a teacher, a parent, a somebody-who-had-a-conversation-about-your-kid in school mentions that your kid might have a disability, it is time to break out the umbrella and welcome coverage of specific rights! These rights fall under federal laws such as the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act. They typically include:

1. Evaluation: The right to be evaluated by the school district to determine if they have a disability that qualifies them for special education services or accommodations under IDEA or Section 504.

2. Parental Consent: The right for their parents or guardians to provide informed consent before any evaluations are conducted or special education services are provided.

3. Special Education Services: If found eligible, the right to receive special education services tailored to their individual needs under IDEA, which includes an Individualized Education Program (IEP).

4. Accommodations and Supports: The right to receive accommodations and supports under Section 504, even if they do not qualify for special education services under IDEA.

5. Non-Discrimination: Protection from discrimination based on their disability under Section 504, which ensures they have equal access to educational opportunities and activities.

6. Procedural Safeguards: The right to procedural safeguards, including the right to participate in IEP meetings, the right to dispute decisions through due process procedures, and the right to appeal decisions related to their education.

These rights are designed to ensure that students with disabilities receive appropriate support and access to education that meets their individual needs. A legal term for this is FAPE (Free Appropriate Public Education). This falls under the Individuals with Disabilities Education Act (IDEA). It ensures that eligible children with disabilities receive educational services and supports that meet their individual needs at no cost to their families.

Fact 2: You can initiate the journey to appropriate supports.

The pathway to receiving appropriate supports looks different for every kid. We will cover that next time! However, the initiation of setting off on that path begins with parents holding the knowledge that if their kid is struggling with something in school that is impacting their functioning there, they have every right to ask for help. Schools can provide evaluations for students. Districts employ qualified evaluators who can look at skills related to language, speech, motor tasks, academic subjects, social interaction and communication, behavior and emotional regulation, etc.!

So, now you know. Flex those knowledge muscles! 💪🏼