academic content. For example, if the special education instruction is English only and provides no cultural connection, visual supports, nor ability to use home language to learn English, the special education instruction may not benefit the child and may delay the child's academic learning even more. It is your right to ask for information and progress on your child to ensure that he/she is making progress. If this is unclear to you, look for a bilingual advocate, another parent who is having success with the process. Seek guidance from bilingual professors in the field of special education, educational lawyers, or parent organizations who have experience with bilingual or multilingual families and bilingual education options. This is your right!
ASK AWAY : QUESTIONS FOR AN EVALUATION TEAM
Knowing what to expect when you meet with the school and the special education evaluation team is important to help you advocate for your child. Below are sample questions that can help you feel confident when coming into the meeting, so that you will become your child's best advocate. Remember that you can meet with the team leaders or your child's teacher at any time.
- Can you tell me if my child was evaluated in our home language? If that didn't happen when is that going to happen?
- How will the bilingual or ESL teacher collaborate with the general education and special education teachers to provide both bilingual or ESL services and special education services?
- How did you evaluate my child's second language development to decide in what language the special education services will be provided?
- How will my child participate with general education students in the least restrictive environment and how did you make that determination?
- Will my child have time with peers, who will challenge him/her in the curriculum and in their social, emotional behavior?
- How often will I be informed of my child's progress? Can I be informed quarterly on the progress he/she is making towards grade level?
- When will the specially designed instruction be delivered, and if it is outside of the classroom what will he/she miss? How will the schedule allow my child to participate in as many similar activities as his/her peers?
- If I agree for my child to receive services through an Individualized Education Plan (IEP) will my child's progress toward a regular high school graduation be different?
- How will teachers be provided time to collaborate, so that my child has access to the general education curriculum and make progress towards grade level?
- How do you know that the services you are offering will allow my child to move towards grade level and how will the services change if my child is not making progress towards grade level?
- What accommodations and adaptations will be provided to my child so that he/she can make progress towards grade level in the general education classroom?
Once you are in the meeting, remember that the team should be able to answer any of the questions above. It is also important to note that you don't have to sign approval for special education services that day. You can ask for the information to be translated to your home language, and you can meet with an educational advocate or review with other family members until you feel comfortable that this is going to help your child make progress in school. It is also critical to know that all services are free and provided within the school day, but you can advocate for your child during the eligibility meeting, for more services if you feel that is what your child needs. The best case scenario is, after a few months they call you back and say that the child needs less services and they can rewrite the IEP. •
FURTHER REVIEW : ADVOCATING RESOURCES
There are many resources available to you to help you be fully prepared. Organizations that can provide you with more information to advocate for and help your child include:
UNDERSTOOD
Website has information in English and Spanish and has great to tools to help you prepare for the special education eligibility meeting and IEP development understood.org
CHILD MIND INSTITUTE
Information available in English and Spanish and provides many articles on how to help understand and respond to the mental health needs of children
COLORINCOLORADO
Provides information about instructional practices for teachers and parents
ABOUT THE AUTHOR:
Claudia Rinaldi, Ph.D., is Chair and Professor of Education at Lasell University in Newton, MA. Her areas of research are the implementation of the Multi-Tier System of Supports (MTSS) framework with English learners, teacher education in bilingual special education, and diversifying the teacher pipeline. Claudia has authored many publications and a book called Practical Ways to Engage All Struggling Readers. She leads a graduate program in Teaching Bilingual Students with Disabilities and leads a college mentoring program called Pathways to Teacher Diversity. Claudia believes that teachers must respond to the belief that all students can learn and succeed beyond barriers like culture, language, disability and poverty.