It is hard-wired into us as parents to consider our children exceptional -- unique, one-of-a-kind, irreplaceable. This way of thinking is a cornerstone of our humanity. It is also what makes us our children's first and most important teachers.
As our children reach school age, some of us come to learn just how challenging exceptionality can be to negotiate, both for our children and ourselves. The overwhelming majority of primary and secondary, public and private schools in this country aim straight for the middle of the bell curve of intellectual and social development in both how and what they teach. The student "ideal" upon which most curricula are based is a child who progresses in predictable stages academically ("on grade level"), is well adjusted with peers and teachers, and pursues "age appropriate" interests and relationships. But what about the child who does not conform to these norms? How can we as parents help make sure that an educational system built for the "rule" does not leave our "exceptions" behind?
Most special education experts define "exceptional children" to be those kids whose performance deviates from the norm, either below or above, to such a degree that individualized special education and related services are necessary for them to benefit fully from education. The term is deliberately broad and inclusive: it includes children with learning, emotional, and physical disabilities as well as those whose intellectual gifts or special talents are so superior that they, too, need to have their curriculum and instruction modified in order that they may fulfill their potential. Further complicating this picture and raising the stakes even higher for parents, teachers, and schools, is that exceptional children may -- and often do -- possess two or more special abilities and/or disabilities.
In general a "special needs" student is one who has a physical, learning, and/or emotional disability that interferes with her education. What does this mean? A child who cannot walk due to a birth defect or injury but who has no cognitive impairment is a "special needs" student in so far as she needs a fully wheel-chair accessible school and, perhaps, a paraprofessional aid to assist her to get around. On the other hand, a child with autism will need specially trained teachers, a modified curriculum, and a variety of related services.
The federal law known as the Individuals with Disabilities Education Act (IDEA), first enacted by Congress as the Education for All Handicapped Children Act in 1975 (and most recently reauthorized in 2004) mandates that all schools receiving public funding must provide all children with disabilities, from age three through 21, "free appropriate public education" in the "least restrictive environment" with the necessary related services (e.g., speech therapy, occupational therapy, physical therapy, counseling, etc.) to allow them to benefit from an education.
Like all individual rights and services guaranteed under federal law, however, it not enough to ask for help. Your child must first be evaluated and certified for an Individualized Education Program (IEP) or an Individualized Family Service Plan (IFSP) if your child is under age three.
Although the IDEA mandates and helps to fund educational and related services for children with disabilities, it is up to the states and their local school systems to see that special education is delivered. As there is considerable variation from state-to-state, it is important to consult your state's Department of Education and your local school district for the specific procedures and regulations that pertain to your child's school. Also, the federal government, via the IDEA and other legislation, has established and funds a nationwide network of Parent Centers the primary mandate of which is to serve families of children of all ages (birth through age 26) with all disabilities -- physical, cognitive, behavioral, social, and emotional.
Regardless of procedural differences among states, I encourage both "newbie" and veteran parents of children with disabilities alike to keep current on the fundamentals of the special education evaluation and certification process. Getting to know these core operating principals will get first-timers pointed in the right direction and save the rest of us more than a little heartache and frustration.
Next post: Advocating for the Educational Needs of the Exceptional Child, Part 2: A Primer for Parents of the Gifted & Talented
It is a challenge, indeed, to know where to start a "primer", no? There are, from the get-go, so many caveats that could and, perhaps should be offered, when so many federal and state laws and regulations and local school districts are at play. But I well remember my early days setting out on this journey...there was only so much I could take in and absorb!
I hope to address all of the issues you raise in future posts -- especially how the Americans with Disabilities Act (now celebrating its 20th anniversary) as well as how the Section 504 of the Rehabilitation Act (which predates both the IDEA and ADA) enter into the picture when trying to figure out how best to support a special needs students and her family.
Thanks for writing! I look forward to hearing from you again!
I very much appreciate your encouragement and fine suggestion!
Indeed, I plan to devote future blog entries to both teaching and learning interventions and strategies for children with, or suspected to have reading disabilities. It's a topic very close to my own heart and experience!
Looking forward to your future posts and our ongoing dialogue!
All best,
Patricia
Please contact me or leave your comments, suggestions, corrections etc. here.
All best,
Patricia
pconnelly@spedup.net
718.812.6728 mobile