Flashcards

A free, voluntary meeting with a neutral person who helps you and the school reach agreement. Agreements are put in writing.

During a formal dispute, your child generally stays in their current placement until it's resolved, unless you and the school agree otherwise.

They can. Early pick-ups for behavior and shortened days imposed because of behavior may count toward the 10 days.

It records what was agreed, for example: 'My understanding is that we agreed to…' Ask them to correct anything wrong.

The IEP team must consider your concerns. Ask that your written concerns be included or attached.

It should be reviewed regularly — many schools do it yearly — and the child re-evaluated before a big change in placement.

Each service, how often, how long, and where. For example: 'Speech therapy, 30 minutes, 2 times a week, in the therapy room.'

Your concerns letter, the current IEP, recent work samples, any outside reports, and your questions. A notebook for notes helps too.

Each teacher and provider who works with your child should have access and know their part. Ask who has the IEP and how it's shared.

Your rights under special education law. The school must give you a written copy at least once a year and when certain events happen.

Yes, and the team should decide based on your child's needs. Ask how the aide will be trained and how your child's independence will be built.

ADHD, anxiety, diabetes, food allergies, asthma, and many others. The condition must limit a major life activity.

A written explanation the school must give when it proposes or refuses a change to your child's evaluation, eligibility, services, or placement.

Yes. Section 504 protects all students with disabilities, including those with IEPs.

Usually your child returns to their placement, and the team must do or update a behavior assessment and plan.

Yes. If your child needs it to benefit from school, counseling can be a related service in the IEP.

Services during school breaks, like summer, if your child needs them. It's decided by the IEP team for each child.

Phrases like 'is making progress' tell you little. Ask for data, like test scores or 'reads 45 words per minute.'

A student with a physical or mental condition that substantially limits a major life activity, like learning, reading, focusing, or breathing.

Your child should learn alongside kids without disabilities as much as possible, with supports. Moving to a separate setting needs a reason based on your child's needs.

Yes. Your child should get a fair chance to join activities, with accommodations when needed.

Ask how the missed time will be made up. Making up lost services is called compensatory services.

A shorter day should only happen if the IEP team decides it's needed for your child, not as a behavior shortcut. Ask for it in writing with a plan to return.

Yes. You can review your child's education records, and the school should respond without unnecessary delay — before any IEP meeting or hearing.

Yes, in writing. But it ends all special education services, and it doesn't undo what already happened.

Yes — you can bring a friend, relative, advocate, or anyone who knows your child. Letting the school know ahead is courteous.

These are often removals that don't get written down. Log every call: date, time, who called, and why.

The IEP team, including you. Placement should be based on the IEP, not on the disability label or what's convenient.

Yes. Any person or organization can file a state complaint, including an advocate.

No — it may ask why you disagree, but can't require an answer. It must either pay for the IEE or file for a hearing to defend its own evaluation.

Schools should try to find a time and place that works for both sides. Phone or video can also be an option.

Within 10 school days of a decision to change your child's placement for discipline — such as a removal of more than 10 days in a row.

Send a short, dated email or letter to the principal and special education staff asking for a full evaluation for special education. Keep a copy.

A Behavior Intervention Plan: a plan to teach new skills and prevent problem behavior. It should be positive, not just consequences.

At least once a year. You can ask for a meeting sooner whenever you have concerns.

Frequent removals can mean the IEP isn't meeting your child's behavior needs. Ask for an IEP meeting to review supports.

Every teacher, including specials and subs, should have the plan. Ask what system will make sure it's shared.

For weapons, drugs, or serious bodily injury, the school may move your child to another setting for up to 45 school days, even if behavior is linked to disability.

No. The team should look at your child's individual needs, and losing skills over breaks is just one factor.

Every area where a disability is suspected, such as reading, attention, speech, motor skills, behavior, or social skills. Ask for a list of planned tests.

A copy of the evaluation report a few days early. Reading it ahead lets you come with questions instead of hearing results for the first time.

Yes. The public school district where the private school is located must evaluate children who may have a disability.

An Individualized Education Program: a written plan that spells out your child's goals, services, and supports. The school must follow it.

Yes — the IEP should be designed so your child can make meaningful progress given their circumstances. Tiny progress year after year is a reason to ask questions.

A written plan of supports for a student with a disability, under a civil rights law called Section 504. It helps your child access school equally.

Yes — parents are equal members of the team, not guests. Your knowledge of your child counts as much as anyone's.

Keep a log of missed accommodations, email the teacher and case manager, and ask for a meeting. If it continues, contact the 504 coordinator.

You, a general education teacher, a special education teacher, a district representative, and someone who can explain test results. Your child can attend when appropriate.

Supports that help your child benefit from school, such as speech, occupational therapy, counseling, or transportation.

A meeting the school usually holds within 15 days after a due process complaint, to try to settle the dispute before the hearing.

A meeting to decide if the behavior was caused by the disability, or by the school not following the IEP. It's required before a long-term removal.

The state usually has 60 days to investigate and decide. Extensions are allowed in some cases.

Possibly. If the school already knew about a possible disability — for example, you asked in writing for an evaluation — protections may apply.

Yes — put the request in writing with your reason. If the school says no, ask for that refusal in writing.

Yes. Put the request in writing and explain what you'd like to review.

A short letter you send before the meeting listing your concerns and requests. Ask that it be attached to the IEP.

Schools can bring a draft, but decisions shouldn't be made before you're part of the talk. Say: 'I'd like to treat this as a draft we discuss together.'

Tools that help your child learn or communicate, like text-to-speech, a tablet, or a pencil grip. The IEP team must consider whether your child needs it.

The school must take steps so you understand the meeting, including an interpreter if you need one. Ask ahead of time.

An IEP gives specially designed instruction for a child who needs it. A 504 plan gives accommodations and services so a child can access school.

Only if you agree in writing ahead of time. If someone key won't be there, you can say no or ask for their input in writing.

Specific, dated examples: work samples, report cards, teacher emails, and notes about what you see at home. Specifics are harder to brush off than 'I'm worried.'

An accommodation changes how your child learns or shows learning, like extra time. A modification changes what they're expected to learn, like fewer or simpler questions.

Schools must have a range of options, from general classes with support to special classes and other settings. The team picks the least restrictive one that works.

Yes — nothing stops schools from naming dyslexia in evaluations and IEPs. It usually falls under the Specific Learning Disability category.

A written complaint to your state education agency saying the school broke a special education rule. It's free and usually must cover problems from the past year.

Ask what supports were tried in the current setting, and what data shows they didn't work. You should get the decision in writing.

'Can you send me that decision in writing, with the reasons, as Prior Written Notice?'

No. Interventions can run at the same time, but they cannot be used to delay or deny an evaluation.

No. A child with an IEP must still get services, even if removed from school long-term.

It depends on your state and district rules. Ask ahead in writing, and expect the school may record too.

Every need found in the evaluation should be addressed somewhere in the IEP. Compare the evaluation to the IEP and look for gaps.

Modifications can affect grades, credits, or a diploma path. Ask how each one affects your child's long-term options.

No — the school does its own evaluation, and a diagnosis doesn't automatically qualify a child. Still, share outside reports, because the school must consider them.

Use the district's grievance process, or file with the federal Office for Civil Rights (OCR). OCR complaints usually must be filed within 180 days.

A written request starts the paper trail and shows exactly when you asked. A hallway conversation is easy to forget or deny.

If the behavior came from the school not following the IEP, it counts as connected. The school must fix the problem right away.

Yes — rules vary by state. Ask for the school's policy and request same-day notice if it ever happens.

A Free Appropriate Public Education: specialized instruction and services, at no cost to you, designed for your child's needs. 'Appropriate' doesn't mean 'the best possible.'

If behavior gets in the way of learning, the team must consider positive behavior supports. These can be written into the IEP or a behavior plan.

A district staff person who oversees 504 compliance. Ask for their name if the plan isn't followed.

It should either ask for your written consent to evaluate, or tell you in writing why it refuses. That written refusal is called Prior Written Notice.

It says what skill, how well, by when, and how it will be measured. Example: 'reads 90 words per minute with 95% accuracy by May.'

Placement must be individual. A diagnosis alone shouldn't decide where your child learns.

Goals like 'will improve reading' can't be measured. Ask: 'How will we know if this goal is met?'

No. Retaliation against families who raise disability concerns is not allowed.

No. The team should look at your child's condition without the help of medicine or other aids, except regular eyeglasses.

It describes how your child is doing right now, in school and daily skills. Goals and services should all connect back to it.

After 10 school days in a school year, the school must provide services. Longer or repeated removals can trigger more protections.

Yes. If your child needs help getting to school because of their disability, transportation can be written into the IEP.

Schools have a duty to find and evaluate children who may have a disability. You do not have to know the right words for this duty to apply.

Your state's early intervention program. At age 3, the school district takes over, and children can get preschool special education.

Emails create a dated record of what you asked and what the school said. Follow every important phone call with a short email.

No — consent to evaluate only allows testing. You give separate consent before any services start.

Your child has a qualifying disability, and because of it they need specially designed instruction. Both parts must be true.

'As needed' doesn't promise anything. Ask for a specific amount of time and how often.

Your child can be disciplined like other students, but must still get services to keep learning and work on IEP goals.

Often yes — after the first IEP, the school can usually move forward after giving you Prior Written Notice. If you disagree, put it in writing and ask about mediation or other dispute options.

At least every 3 years, and usually not more than once a year unless you and the school agree. You can ask for one sooner if needs change.

A plan for life after high school: further school, work, and independent living. It must be in place by age 16, and some states start earlier.

Ask for service logs showing dates and minutes. Compare them to what the IEP promises.

Vague wording is easy to skip. Ask for specifics: 'time and a half on tests and quizzes.'

Yes. It can include related aids and services, like counseling or nursing support, if your child needs them.

Yes. Kids with disabilities should have an equal chance to join activities, with supports if needed.

Yes. Passing grades do not rule out a disability, especially if your child is working far harder than peers or struggling in other areas.

A formal hearing before a neutral hearing officer, similar to court. It's usually filed within 2 years of the problem — your state may differ.

A Functional Behavioral Assessment: it looks at why a behavior happens. The answer guides a behavior plan.

Extra services to make up for help your child should have gotten but didn't.

It can, unless your child keeps getting IEP services, general class work, and time with peers as usual.

When it makes sense for them — and they must be invited once transition planning starts. Hearing their own voice helps the team.

Yes, if you and the school both agree in writing. You should get a copy of the updated IEP.

No. A child can do well in school and still be substantially limited, for example by working far harder than peers.

Usually 60 days from when you sign consent — your state may set a different timeline. Ask the school for its deadline in writing.

The IEP must say how and when you'll get progress reports — often each grading period. Ask for actual data, not just 'progressing.'

Try: 'I need more time to understand this — can we meet again to finish?' You don't have to agree to anything on the spot.

Yes. Request it in writing, especially if behavior keeps getting in the way of learning.

No — you can take it home to read first. Ask how long you have and what your signature means in your state.

Services should be based on your child's needs, not what staff is on hand. Ask: 'What does my child need, according to the data?'

Usually with a calm, written request to meet and talk. Formal options are there if talking doesn't work.