Advocacy Corner

Tips for Educational Advocacy

By Melinda Ray, Texas H&V

Your ten-minute wait for the IEP meeting seemed longer but the thought disappears as soon as you see your child’s case manager. You exchange small talk while walking. She leads you to a room and opens the door. A drum roll runs through your mind. You step inside a room full of people already seated and looking at you.  You’re intimidated and nervous. Your tongue gets twisted. Your guts are already churning. Your mouth goes dry. You start to sweat.

Sound familiar? These are normal reactions to meetings about your child. Although it’s supposed to be a “we,” these meetings can feel like an “us” versus the powerful and multitude of “them.”  See the group as one big team that wants to see your child live up to their potential. One thing you can do to help your child is attend all the Admission Review Dismissal (ARD) meetings (that’s an IEP meeting for those of you not in Texas) and be prepared for each one. Your child needs an academic advocate. You’re the expert on your own child, so the responsibility falls on you to learn about and to advocate for appropriate and reasonable accommodations, services, and goals. The biggest question is: Does your child have equal access to the learning environment?

Your child needs an expert witness at those meetings, and you are that expert.  There are some tips on how to not only survive the meetings but to be completely prepared with questions and concerns.

Be Prepared

Send a written request (such as email) to receive the draft of the IEP at least 48 hours in advance of the IEP meeting. This will give you time to review it and mark questions or concerns. In the meeting, be ready to identify exactly what the needs are, who to ask, and how to ask for services, accommodations, or goals needed. Do your prep well ahead of the meeting. Have recent medical or other relevant records sent to your child’s case manager as soon as you get them for the team to review. Suggest new or amended goals with confidence – you have already done the research. Avoid “want” and replace with “need.” For example, instead of saying “my child wants a sign language interpreter,” say “my child needs a sign language interpreter.” and back that up with evidence.

Tip: Back up your requests with evidence from your child’s statements or schoolwork. Seek the advice of experienced advocates. 

Keep Records

There’s the saying, “If it’s not written down, it doesn’t have to happen.” Document every phone call, Zoom meeting, in-person meeting, etc., with school staff regarding your child. Follow up via email for every phone call, Zoom meeting, or in-person meeting with a summary of what took place and the action steps that need to be taken. This can form a checklist for you to advocate for your child.

 Tip: Organize all your child’s documentation so you have information ready, whether digitally or in an old-fashioned three-ring binder.

Know Your Rights

At the beginning of the ARD (IEP) meeting, you should be given two packets about policy and procedures for disagreements and other laws that protect your child. Although the two packets are extensive and nitty-gritty, take some time and read them. They will help you become a better advocate for your child. Be aware that you have a right to appeal the school’s decision, including asking for a follow-up meeting. Ask for clear written information about the appeal process. Make sure you understand the process and timeline of this process.

Tip: Get everything in writing.

Be Present

Make sure to attend all meetings. Put away any distractions, like a cell phone, and listen to what the teachers and staff say about your child. Listen carefully and write down any questions. ARD (IEP) meetings vary in length from one hour to three hours. You have the right to ask for a break. 

Tip: Bring your questions and concerns and take notes, checking off questions as you go. It will keep you “present” in the ARD(IEP) meeting.

Be an Advocate

Advocacy looks different for everyone. Some people meekly agree with a decision, saying nothing, rather than rocking the boat. Some people are aggressive and defensive. Some ramble and monopolize the conversation. While these character traits might be fine for other areas of your life, you need skills when advocating for your child. When you disagree, ask more questions then and there. You are speaking up on behalf of your child’s needs as a whole person. Special education is designed to prepare your child for further education, employment and independent living based on their unique needs. Remember–you’re the expert witness. Communicate assertively rather than aggressively. Emphasize that working together is important to best help your child. That original “us” versus “them” should shift into a “we” mode. You are one team. Everyone in that room wants your child to succeed.

Tip: Practice in the mirror what you want to convey. Be confident!

Follow Up

Just because the IEP was signed doesn’t mean that’s it. (The movie credits are rolling, and you’re leaving the theater). Contact your child’s case manager about any lingering questions or concerns. Ensure the IEP is being implemented. Ask periodically to see the data showing how your child is progressing. (The IEP should also indicate when reports will be shared with you.) You can ask for data anytime. Always be on your toes, ready to go. It takes practice, but eventually you develop strong advocacy skills. Finally, once you learn those skills, it’s time to teach your child how to advocate. This way, your child grows in their own confidence and gradually takes on self-advocacy skills.  ~

Editor’s note: Ray is a DHH Guide with the Texas Hands & Voices Guide By Your Side Program and an experienced advocate. Want more tips? See the ASTra page (Advocacy Support and Training) at https://handsandvoices.org/astra/