When a student has unmet needs and may need new or different school-based services, what to do next can feel confusing or overwhelming. PAVE provides this toolkit to support families in taking initial, critical steps. These guidelines apply regardless of where school happens.
Is Disability a Factor?
Before acting, the family can consider disability and its impact. PAVE’s overview article about the Individuals with Disabilities Education Act (IDEA: The Foundation of Special Education) describes 14 disability categories. If criteria are met in one of those categories, a student is eligible for an Individualized Education Program (IEP). An IEP team that includes family caregivers determines how special education services are provided.
IDEA and/or Section 504?
If a student does not meet IDEA eligibility, the student may still have disability protections under Section 504 of the Rehabilitation Act of 1973. A family can consider whether disability impacts a “major life activity” that overlaps with school impact. If so, a Section 504 Plan supports the student with accommodations that enable equitable access to school. A student with an IEP has protections under IDEA and Section 504; accommodations are built into the IEP. PAVE provides an article: Section 504: A Plan for Equity, Access and Accommodations.
If a student has not been identified for school-based services, the first step is to request an educational evaluation. State deadlines apply to formal requests. PAVE provides an article with basic information about that process and a sample letter format for requesting a free evaluation from the school district: Sample Letter to Request Evaluation.
Request IEP Meeting
Families can request an IEP meeting to discuss the program any time there are concerns. PAVE provides an article, which suggests a format for making the request and includes information about meeting requirements: Sample Letter to Request an IEP Meeting.
Prepare for the Meeting
Whether meeting to discuss an IEP, a Section 504 Plan, behavior, ancillary services, or something else, families are better served when they prepare. To help families organize their concerns and requests, PAVE offers a format for designing a Handout for the Team Meeting. An alternative version supports self-advocates: Students: Get Ready to Participate in Your IEP Meeting with a Handout for the Team.
IEP Process Demystified in 10 Steps
To describe the process of IEP from initial evaluation through high-school transition, PAVE provides a simple list, Special Education Process Demystified in 10 Steps. For a bit more detail, visit the 10-Step Guide to the Special Education Process provided by Washington’s Office of Superintendent of Public Instruction (OSPI). Procedural safeguards protect family and student rights throughout the process. A copy of the procedural safeguards is offered at all formal meetings.