Advocating for Your Child
Good special education services
are intensive and expensive. Resources are limited. If you have a child with
special needs, you may wind up battling the school district for the services
your child needs. To prevail, you need information, skills, and tools.
Who
can be an advocate?
Anyone can advocate for another
person. Here is how the dictionary defines the term “advocate“:
ad-vo-cate
– Verb, transitive. To speak, plead or argue in favor of. Synonym is
support.
1. One
that argues for a cause; a supporter or defender; an advocate of civil rights.
2. One
that pleads in another’s behalf; an intercessor; advocates for abused children
and spouses.
3. A
lawyer. (The American Heritage Dictionary of the English Language, Third
Edition)
An advocate performs several
functions:
Different
Types of Advocates
Special education advocates work
to improve the lives of children with disabilities and their families. You are
likely to meet different types of advocates.
Lay Advocates
Lay advocates use specialized
knowledge and expertise to help parents resolve problems with schools. When lay
advocates attend meetings, write letters, and negotiate for services, they are
acting on the child’s behalf. Most lay advocates are knowledgeable about legal
rights and responsibilities. In some states, lay advocates represent parents in
special education due process hearings.
Educational Advocates
Educational advocates evaluate
children with disabilities and make recommendations about services, supports
and special education programs. When educational advocates go to eligibility
and IEP meetings, they are acting on the child’s behalf. Some educational
advocates negotiate for services. Others are less knowledgeable about special
education law and how to use tactics and strategies.
School Personnel
Teachers and special education
providers often see themselves as advocates. Teachers, administrators, and
school staff often provide support to children and their families. But because
they are employed by school districts, school personnel are limited in their
ability to advocate for children with disabilities without endangering their
jobs.
Parents
Parents are natural advocates for
their children.
Who is your child’s first
teacher? You are. Who is your child’s most important role model? You are. Who
is responsible for your child’s welfare? You are. Who has your child’s best
interests at heart? You do.
You know your child better than
anyone else. The school is involved with your child for a few years. You are involved with your child for life. You should
play an active role in planning your child’s education.
The law gives you the power to
make educational decisions for your child. Do not be afraid to use your power.
Use it wisely. A good education is the most important gift you can give to your
child.
As the parent of a child with a
disability, you have two goals:
1. To ensure that the school
provides your child with a “free appropriate public education” that includes
“specially designed instruction . . . to meet the [child’s] unique needs . . .”
(20 U.S.C. §1401)
2. To build a healthy working
relationship with the school.
What
Advocates Do
Advocacy is not a mysterious
process. Here is a quick overview of advocacy skills.
Gather Information
Advocates gather facts and
information. As they gather information and organize documents, they learn
about the child’s disability and educational history. Advocates use facts and
independent documentation to resolve disagreements and disputes with the
school.
Learn the Rules of the Game
Advocates educate themselves
about their local school district. They know how decisions are made and by
whom.
Advocates know about legal
rights. They know that a child with a disability is entitled to an
“appropriate” education, not the “best” education, nor an education that “maximizes
the child’s potential.” They understand that “best” is a four-letter word that
cannot be used by parents or advocates.
Advocates know the procedures
that parents must follow to protect their rights and the child’s rights.
Plan and Prepare
Advocates know that planning
prevents problems. Advocates do not expect school personnel to tell them about
rights and responsibilities. Advocates read special education laws,
regulations, and cases to get answers to their questions.
Advocates learn how to use test
scores to monitor a child’s progress in special education. They prepare for
meetings, create agendas, write objectives, and use meeting worksheets and
follow-up letters to clarify problems and nail down agreements.
Keep Written Records
Because documents are often the
keys to success, advocates keep written records. They know that if a statement
is not written down, it was not said. They make requests in writing and write
polite follow-up letters to document events, discussions, and meetings.
Ask Questions, Listen to Answers
Advocates are not afraid to ask
questions. When they ask questions, they listen carefully to answers. Advocates
know how to use “Who, What, Why, Where, When, How, and Explain Questions” (5 Ws
+ H + E) to discover the true reasons for positions.
Identify Problems
Advocates learn to define and
describe problems from all angles. They use their knowledge of interests,
fears, and positions to develop strategies. Advocates are problem solvers. They
do not waste valuable time and energy looking for people to blame.
Propose Solutions
Advocates know that parents
negotiate with schools for special education services. As negotiators,
advocates discuss issues and make offers or proposals. They seek “win-win”
solutions that will satisfy the interests of parents and schools.
Your
Assignment
Plan for the Future
What are your long-term goals for
your child? What do you envision for your child in the future? If you are like
most parents, you are focused on the present. You haven’t given much thought to
the future.
Do you expect your child to be an
independent, self-sufficient member of the community? Although some children
with disabilities will require assistance as adults, most will grow up to be
adults who hold jobs, get married, and live independently.
If you have a vision about what
you want for your child in the future, you are more likely to achieve your
goals.
If you believe others will make
long-term plans for your child and provide your child with the necessary skills
to be an independent, self-sufficient member of society, you are likely to be
disappointed.
Answer Questions
What do you want for your child?
What are your goals for your child's future? Do you have a master plan for your
child's education?
If you want your child to grow up
to be an independent adult, what does your child need to learn before he or she
leaves the public school system?
What do you want?
Develop a Master Plan
If you are like many parents, you
don't have a master plan. You don't know where you are, where you need to go,
or how to get there. Do not expect school personnel to make long-term plans for
your child -- this is your responsibility.
Begin by thinking about your
vision for your child's future. What are your long-term goals for your child?
What will your child need to learn? What services and supports will your child
need to meet these goals?
Are you ready to advocate? Here
is a list of supplies that will help you get started:
In this article, you learned
about lay advocates and educational advocates, and about limitations on
teachers and special education staff in their ability to advocate. You learned
that parents are natural advocates for their children.
You learned about basic advocacy
skills—gathering and organizing information, planning and preparing,
documenting, problem solving, and negotiating. You have a list of supplies to
help you advocate.
You learned that you must plan
for your child's future. A plan is like a roadmap. When you have a plan, you
know where you are, where you need to go, and how to know when you arrive.
The Parent’s Journey From
Emotions to Advocacy
On your journey from emotions to
advocacy, you will learn about your child’s disability, educational and
remedial techniques, educational progress, Individualized Education Programs (IEPs), and how to artfully advocate.
You will learn how to present
your concerns and problems in writing, prepare for meetings, and search for
win-win solutions. You will learn how to use your emotions as a source of
energy and power, and how to focus on getting an appropriate education for your
child.
This article is based on a chapter from Wrightslaw: From Emotions to
Advocacy: The Special Education Survival Guide by Pamela Wright and Peter Wright.
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