The IDEA and other laws require your school to find and identify your child as a child with a disability, to evaluate for every suspected disability, and to develop an ambitious IEP.
You're here, so you probably suspect that your child has a learning difference or disability that affects how he or she learns or accesses school. Maybe the school hasn't done enough testing, its evaluations are inadequate, or it has not written an IEP that meets all of your child's needs. Maybe something just isn't right - your child's older or younger siblings didn't struggle like this.
How do we help? Sometimes the school will draw quick conclusions from one test or a vague progress report.
Why? Suppose your child is on the autism spectrum, has limited verbal communication, and hasn't been making progress. Her teachers say her behaviors keep her from making progress and they offer a "behavior plan."
They're the experts and this sounds right, right? Maybe. But maybe not! Perhaps it's not your child's behaviors but her teacher's behaviors - his ineffective teaching - blocking your child's progress. Until the school learns how to teach your child to communicate, she's going to find her own way to do so. And to figure that out, the district has to evaluate her communication properly.