My Background as an Advocate

My first time advocating for students as a professional was when I was a caseworker in St. Louis, Missouri, in 2006. At the time, I had completed my coursework for a Ph.D. in School Psychology. This included classes on the requirements for special education services and 504 accommodations. I learned how to advocate effectively through these early successes and failures advocating for children on my caseload.

The first lesson I learned is how daunting these meetings are for parents. Imagine being in a room with at least four education experts you have not met before. You are told there is a strict schedule so they can start the next meeting in 45 minutes. Topics are reviewed at lightning speed with acronyms such as LRE, BIP, IEE, FAPE, OHI, or MDR. In many cases, decisions regarding your child were made before the meeting started and without your input. I observed this scenario many times in the meetings I attended.

I also observed schools making little effort to get parental input. Yes, it is common for school officials to ask if the parent understands. Most of the time, parents say they do. Many parents tell me later, however, they were afraid to say they did not understand. Sometimes parents feel powerless to ask questions, make suggestions, or voice dissent.

I developed a scorched-earth approach to advocacy in my early years because of these experiences. Although somewhat effective, this approach often results in a combative parent/school relationship. In some cases, this was for pre-school children who could be in the district another 13 years. Looking at the child’s long-term education, this Machiavellian approach to achieving short-term goals seemed less productive.

Lessons Learned

I started looking at school staff differently. I believe most school staff genuinely want to help students succeed. Sometimes they are limited in their knowledge of how to help. They may also lose sight of the needs of the individual over the needs of many. Most school staff have limited knowledge of special education law. They may have little training in working with students with special needs, particularly those with emotional or developmental disabilities. Furthermore, their knowledge of the child in question may be less detailed than they even realize.  

During my advocacy experiences, I worked with a wide variety of parents. Some were highly educated professionals who used me as a resource, similar to hiring a CPA to do your taxes. Some parents had already developed an adversarial relationship with the school. They wanted me to force the school to do things the school simply could not do. At other times, I collaborated with parents who felt overwhelmed by the process. This led them to underestimate the value they could bring to these meetings or fear to speak up for their child’s needs.

Based on these lessons I learned as an advocate, I suggest three ways parents can prepare to advocate effectively for their child at school.

1. Advocate effectively by understanding your child’s needs

Academic needs

How is your child doing in school? The answer to this question is deeper than noting passing grades on a report card or the number of phone calls home about misbehavior. School staff quickly learn that the easiest way to reduce parental complaints is to give students passing grades. It is also common for teachers not to comment on misbehavior unless it is really bad. This game results in short-term peace for parents and teachers, but long-term pain for students and parents. As an example, a past patient of mine received Bs in his high school math classes but then failed his first college algebra class. He hadn’t actually learned the content in high school despite having a report card that indicated he should have learned it.

In saying this, I am not suggesting to disregard report card grades or simple teacher reports. Just remember these may not tell the entire story. If your child is passing, look at work samples. Can your child demonstrate the concepts taught? If your child has failing grades on a report card, look at where these low grades come from. Most schools offer a portal that allows parents to view grades for tests and other class assignments. Look for test grades and grades on daily assignments. Does your child have missing assignments? The portal can provide valuable information about how to help your child.

Behavioral needs

Obtaining adequate behavioral information can be even more challenging. If your child historically has difficulties in certain areas, you can ask teachers more specific questions. For example, how often do you have to prompt my child to stay in her seat? How often is he talking during class?

A lack of information is one problem, but too many discipline referrals is another problem. Are the reports descriptive enough to tell you exactly what happened? Discipline referrals often include buzz words, like insubordination, but the referral doesn’t describe what actually happened. For example, a referral for work refusal could mean several things. Was the child distracted and lost track of time? Did the child not understand the assignment? Or did the child say, “I’m not gonna do it.” In each of these examples, the assignment wasn’t completed, but the appropriate intervention would be different for each scenario.

2. Advocate effectively by understanding your child’s rights

An IEP or 504 plan provides legal protection for your child. This plan covers how your child will be given specialized assistance. I have often said if I could put all my kids on an IEP or 504 plan I would. Several of my children did have an IEP or 504 plan at some point in their schooling for various reasons. These supports helped them remain good students. They were able to do well in public school and their later higher education. An IEP or Individualized Education Plan provides services through special education. Legal protections for special education come from the Individuals with Disabilities Education Act (IDEA, 2004). A 504 plan helps students within the regular education setting. A 504 plan comes from Section 504 of the Rehabilitation Act (1973).

Although these plans are similar, they have key differences. An IEP is for students who need specialized services, which may include modifications to the typical curriculum. A 504 plan provides accommodations without modifying the curriculum. Some parents may find reading additional information regarding parental rights for special education and 504 plans useful. The Texas Education Agency also has additional information about these plans. Keep in mind you do not have to be an expert on either of these laws to participate effectively in these meetings.

I have taken coursework in special education law and have read these laws. I have learned a lot, but I am not qualified to offer legal advice. Some parents may find it worth the cost in some situations to hire a lawyer to assist them in advocating for their child.

3. Advocate effectively by promoting a positive relationship with the school

You and your child will need to work with the school staff for many years, and teachers often pass on information about students from one year to another. Based on this, try to remember the long game when interacting with teachers and other school personnel. Use an easy-going manner. Smile. Discuss what can be done better for your child without making accusations or blaming individuals. Provide as much praise as you can for what the school is doing well. Give them the benefit of the doubt. Try to assume everyone is on your side and wants to help. Ask genuine questions. Use a polite tone. Try to understand the points made by others. Summarize their responses to ensure you understand.

Conclusion

Parents who prepare ahead of time can advocate effectively for their child in a 504 or IEP/ARD meeting. Obtain information about your child’s needs and current status. Educate yourself about your child’s rights. Remember to keep your communications with the school positive since you may need to interact with them again in the future. These basic strategies can help set the stage for a positive outcome when it comes time for parents to attend a meeting to discuss services for their child.

If you have any questions about these ideas or want assistance preparing for a 504 or IEP/ARD meeting, please contact the office.

Post written by Dr. Gordon D. Lamb, Licensed Psychologist and Clinical Director

Please note posts are educational in nature and are not intended to replace psychological services or legal advice.