Find mandate continues throughout
the school years and does not release a
school from this requirement even if the
student is nearing graduation but already
experienced years of academic struggle
because he or she lacked necessary
educational services.
The next step is evaluating. Many
learning disabilities go unseen, unheard
or undetected. If a parent suspects their
child may have a learning disability, they
have the right to request their school
district to evaluate their child in all
areas of suspected disability. And they
should do so in writing. For example, if
a child is struggling in reading or writing,
a parent should write to their school
indicating their concerns and requesting
an evaluation to be conducted by their
school district. This is free to the parent.
Depending on the age of the student and
their medical and educational history,
this evaluation could be conducted by
a number of professionals including
a psychologist, a neuropsychologist,
a speech pathologist, occupational
therapist or psychiatrist. Should a parent
disagree with the results of the school's
evaluation, they may ask for a second
opinion in the form of an independent
educational evaluation (IEE). And they
should do so in writing. This evaluation
should also be provided at no cost to the
parent. In certain situations, it would
private evaluations and share them with
the school district.
The next step is meeting and
planning. Once a child has been
identified and evaluated as a student
with special needs, the parents will meet
with their school district and create
a plan that will incorporate goals and
services. This may be a stressful time for
parents. An Individual Education Plan
(IEP), or a plan providing a specialized
program designed by team members
is prepared and discussed. This is a
legal document. Parents are encouraged
to bring any professionals, reports or
evaluations to help describe their child's
needs. Should a parent disagree with the