| "No thank you. Don't bother to send me the report | | | | meet with the special education teacher and discuss |
| about the testing results. I won't understand it anyway. | | | | the results. Perhaps you can even discuss what the |
| I'll just listen at the meeting." | | | | recommendations might be regarding the best |
| Those were the words of more than one parent I | | | | placement and the best program for your child. |
| spoke with whose children had been tested to see if | | | | This way, when you go into the meeting, you will be |
| they needed special education services. I could always | | | | more prepared. |
| hear the discouragement in their voices as they spoke. | | | | 3) Take notes as you discuss the report. If you take |
| I heard the same tone of voice in a person a little | | | | notes from the discussion, then you will have ready |
| closer to home just recently. A relative of mine has a | | | | information to take into the meeting, and you won't be |
| son who has just been evaluated, and the parents had | | | | bogged down having to find the information in the |
| been given a copy of the report. He and his wife both | | | | report. |
| have college educations, and they still had difficulty | | | | 4) If you still have trouble understanding, you can |
| understanding what was being said. He looked totally | | | | contact your state Learning Disabilities Association. |
| helpless as he showed me the paperwork. | | | | They will have answers for you and they may be able |
| It's important to realize that every occupation in life has | | | | to suggest someone to go to the meeting with you to |
| it's own terms, and special education is no different. | | | | help you understand what is going on. |
| Unless you work in that occupation on a daily basis, | | | | 5) Know that it's okay to take someone into the |
| you can't be expected to know what those terms | | | | meeting with you for support. Facing a group of |
| mean - not much consolation when it's your child's | | | | professionals can be scary, whether you have a |
| education and success that are at stake. | | | | college degree or not. Having support with you can be |
| The good news is that there is help out there. | | | | very comforting, and if that support is someone who |
| Here are some suggestions for how you can become | | | | understands the process better than you, that's a |
| an informed, active participant in the meeting: | | | | bonus! |
| 1) Contact the special education office in your school | | | | Remember, you are NOT alone in this process. You |
| district. Either someone there can explain it to you, or | | | | have a team of people who are there to help your |
| they can tell you who to talk with to help you | | | | child be successful. And working together as a team is |
| understand the report. | | | | the best way to make that happen. But, you have to |
| 2) Set up an appointment to speak with the special | | | | play an active role in that team in order for your child |
| education person in your child's school. | | | | to get the best services possible, and that may mean |
| If you can't get the information you want through the | | | | searching out people who can help you understand |
| special education office for some reason, call and | | | | and take charge. |
| decide on a mutually convenient time when you can | | | | |