February2002

What strategies and resources help parents or families effectively navigate and advocate for more effective services from the educational system?

Over fifty percent of the children and youth involved in our Systems of Care grant communities are eligible for services under the Individuals with Disabilities Education Act (IDEA). This Act ensures children with disabilities a free and appropriate public education. It also established a role for families (identified in the Act as 'parents') in the educational planning process for children with disabilities. The 1997 amendments to the IDEA strengthened and expanded families' role, making families essential team members in making decisions about eligibility, individualized education programs (IEPs), and placements. The amendments also re-defined the term 'parent' to include non-custodial relatives who are responsible for the daily care of a child. It is vital that families have access to this law and its regulations, and that they understand their rights under this law.

In addition, another large percentage of our children and youth are eligible for services under Section 504 of the Rehabilitation Act. This Act requires any entity accepting federal funds to provide reasonable accommodations in order to ensure that no discrimination takes place. Like IDEA, any student who meets the eligibility requirements, as well as his or her family, is given special rights under this act.

It is not difficult to imagine why a family would feel confused when trying to access and understand all the federal and state laws that may or may not pertain to their child. The Federal government has provided funding for technical assistance centers in each state to provide training and information to parents and professionals. You can access a complete listing of centers in each state at www.taalliance.org/ptis.htm. By contacting the center in your state, you will be able to access information on your rights, as well as research-based best practice options for programming. The center can also help connect you to contacts in your local district as well as to possible advocacy networks.

The first thing you can do to navigate and advocate for effective educational services for your child is to try to enlist the support of your child's teacher and/or other professionals who work with your child. They have the best information about your child in that school setting. Ask the school for one primary contact person who will be responsible for letting you know what is happening with your child. Reach out to that person before or after meetings to ensure that you have a clear understanding of what the school expectations are.

Below I have listed a few hints that will help either the parent or professional feel that a meeting has been successful:

1.  You have unique knowledge about your student/child. Come prepared with background information.

2.  Ask questions if you don't understand.

3. Go to the meeting prepared with your lists of strengths, expectations, needs and expected outcomes from the meeting. Discuss what has worked well in the past and what has not.

4. Outline three things that you feel would mean success, if they happened in the next six months.

5. Remember to listen, and always keep the best interest of the child and family at the core of the decision making process.

6. Respect the confidentiality of the process.

7. Celebrate the child's and/ or your successes, no matter how small.

8. Follow through on your responsibilities in the plan.

9. Use data to support your feedback, not just opinions.

10. Remember there is no law that says you have to solve everything in one meeting. Ask to schedule a follow-up meeting within a set amount of time. Some time and space gives everyone the opportunity to gain a different perspective.

Other resources available to parents and families:

www.pacer.org
www.ffcmh.org
www.taalliance.org
www.childrenyouthfamilydir.com
www.nami.or