1. ParentsandSPED AdvocacyIEP's and Evaluations
The firstarticle beginsbyportrayinga setof parentsexperience inaspecial educationeligibility
meetingforthe firsttime.The parentsmetwithagroup of 10 educatorstodiscussa recentevaluation
of theirchild.Butthentheybacktrackto what ledtothiseligibilitymeeting,theirchildJesse have been
strugglingwithmasteryof basicnumberslettersinschool routinesandJesse'steacherfeltitwastime to
explore the reasonbehindherlearningdifficulties.Herparentswere notcomfortable withthe factthat
she may be identifiedwithhavingalearningdisabilitybutagreedthattheyneedtoexploreall options.
Thisis whentheylearnedaboutthe due processandthe novaluationcouldbe conductedwithouttheir
concern.Althoughtheyreceived abrochure explainingthe processesof eligibilityforspecial education
theyfeltanxiousanduncertainhe feltveryconcernedandalone.Theirconcernsdumbfromnot
knowingif theywouldaskthe rightquestionsandmake the rightdecisionstheywere not sure whomto
trust.The followingtwoarticlesexplorecontrastingperspective oninteractionsbetweenparentsand
educatorsas a collaborate afor the childwithdisabilities.Inthe yessection,outline experiencesof
several parentsof fightingtheirwaytoensure thatthe childrenwithdisabilitiesare well served.Inthe
notessectionexplainsthe isolationfeelaboutparentswhoare entrustingtheirchildtolegalistic
bureaucracyplacingimportance onselectionandimplementationof anadvocate inthese processes.
The Yes selectionexplainsthatthe educationalsystemcanbe verydifficulttonavigate.One of
the firstissuesthatparentscome across isthe translationof the law thattheirchildrenare entitledto
free appropriate educationinthe leastrestrictiveenvironment.There seemstobe a conflictinwhat
appropriate meanstoparentsandschool districts.To parentsappropriate meaningthe bestpossiblebut
to school districtsappropriate maybe more basedonfundingandstatisticsthenthe specificstrengths
and weaknessesof the child.

2. Anotherstoryabouta motherwhichexperience greatobstaclesinherbattlesagainstherchild's
IEP teamsshe imploresparentstobe proactive andaddressproblemsearlyandbe the voice forthe
childinotherwordsand advocate.Parentsneedtoknow the rightquestionstoaskor theywill notget
the servicesthattheymightbe seekingbutthiscanbe frustratingforparentsbecause these processes
may be verycomplicatedandtime-consuming.Itseemsasthougheverysituationanegotiation.
A problemthathasplaguedspecial educationsince itsimplementationisfittingthe special
educationtothe child'sspecificneeds.AnotherparentChronicleshow theirchildstruggle toreadbut
School refuse totesthimfor learningdisabilityandclaimedthe studentdidnotqualifyforanIEPwhich
will require special teachingtwoaddressesdisabilitiesinsteadhe receiveda504 plan.This particular
situationhappensmuchtoooftenbecause school districtevaluators are placedandtoughpredicaments
and tendto choose the optionthatcosts leastmoneyinhopesthatwill be enoughdue tobudget
restrictions.
In the no section, the authorexplainsthatparentingisatricky role,andwhenyouhave a child
that has special needsitismore demandinganddifficult.Inmanycircumstances,parentsneedsomeone
to assistwithgettingthe bestfortheirchild.Thisiswhere choosinganadvocate wiselycomesintoplay.
Thiscan be a verysensitive decisionbecausethe person chosentobe yourchild'sadvocate orimpact
the relationshipwithschool personnelyourspouse yourchildandpotentiallyothermembersof the
family.Firstandforemostanadvocate shouldhave the qualificationstospeakwithintegrityand
knowledge.Forthistohappenitis generallyexpectedthatthisadvocate haswalkedintheirshoes
meaningtheyhave experience andeducationinspecial needsthisisimportantbecause teachersare
more likelytobe opentoopinionsandsuggestionsof someone thatis qualifiedtomake them.Itisalso
veryimportantforthe Advocate to know yourchildwell theyneedtoreadthe assessmentsreportcards
and spendtime withthe childtoknowwhomtheyare workingfor.Whentheyknow the childwell,they
wouldbe able to explainthe childdisabilityandhow itmayimpact theirlearningandmore effectively

3. prioritize the child'sneeds.The advocatesstate of mindisalsoanimportantfactorwhenshe isin one.
Because interactionsmade inapositive mannerPinterestproducedthe bestresultsitisimportantfor
an advocate to be respectful courteousconsiderateandopenminded.Theymustalsounderstandthe
perspective thateducational institutionshave because theyhave toattendtothe collectivewhile atthe
same time ensuringeachindividualreceive whattheyneed.Havingthe rightattitude andnotbeing
confrontational inotherwordsbeingobjective aboutthe situationisveryimportantforanadvocate to
succeed.Actionstakenbyadvocatesandparentsshouldneverbe fromthe emotionalwhile focusingon
whatis drivingthe course of action.Especiallywhenlegal actionisinvolveditshouldbe alastresort in
mostcases.In conclusionhiringanadvocate shouldnottake awayfromthe parentsrole indecision-
makingI have a kidshouldmake sense of documentstechnical/educational language.Thisshouldhelp
clarifyoptionsorrequirementsof special educationprograms.Itiseasytobecome emotional whena
child'slife isatstake,butit isimportantfor parentsandschoolsto workas a teamto make the most out
of a child'seducation.
The secondarticle describesacase where a child'sdisabilityisnotascut and dry and involves
more detailedexplanationandevaluationtoachieveresults.Thisinvolvesagirl inthe firstgrade her
namedSARAH;readingwasthe firstthingthat brought Sarah to the attentionof special education
evaluators.She hadmore difficultyreadingthanmanyof her peersanddifficultiesforasimto be due to
immaturity.She wasgivenanIPfor readingsupportinthe classroomanddirectinstructionthree times a
weekoutside the classroom,butthatyeardid notgo well withthese adjustmentstohereducation
leadinghertogrow self-doubt.Therapygame todisplaymore stressespeciallyathome withhomework
beinga primarytriggeralsoingroup projectsat school sirwouldfeel self-consciousbecauseshe could
not keepupwiththe otherpeersandto make thingsworse herpeerswouldmake negativecomments
abouther difficulties.Afterherstrugglesinthirdgrade,the school decidedtomodifyherIEPtoinclude
more supports.But herparentsfrustratedwiththissystemreferredtoherforoutside evaluation

4. because theywantedamore definitive diagnosisandwhattheyhadbeenreceivingfromthe school to
findoutwhyshe had such a hard time focusing.Herevaluationrevealedseveral difficultiestheywere
not addressedinherinitial IPinthe thirdgrade.AlthoughherIEPdeterminesof amountof service is
neededthe programwasfallingshortbecause there teachersdonothave an inaccurate appreciationfor
the overall profile.IEPwasreasonable onpaperbutwasmissingseveral comprehensive understanding
of herbasisof strugglesincuttingguide teachersatthe momentto momentresponsestoherteachers
neededtobe active participantsinherintervention.Asa resultof the outside evaluationthe parents
had a clearunderstandingof howshe processesinformationtheyunderstoodthatshe struggledtotake
thingsapart and putthingstogetherinhermindeventhoughtheydidn'thave anexactname for
diagnosistheyunderstoodwhatwasgoingoninher head.Afterimplementationof the evaluations
suggestions,Sarahmade impressive gainsandshe wasnearlycaughtup the grade level she alsomade
gainsand social skillsinfoundacomfortlevel amongstherpeers.Hairwasable tobenefitsfrom
attentiontothe detailsoverdifficulttoina more complex analysis.Notall students’strugglesare socut
and dry.