Flashcards — Autism Advocacy Toolkit

1) Identify your goal, 2) Develop a plan/strategy, 3) Consider the other party's perspective, 4) Be aware of emotions on all sides, 5) Understand who has authority, 6) Present your case, 7) Consider possible resolutions acceptable to all parties.

Advocacy focuses on convincing the other party of the merits of your position. Negotiation involves both parties with a stake working toward a mutually acceptable agreement through discussion and bargaining.

An Individualized Education Program — a written education plan developed for a child found eligible for special education, documenting placement, services, goals, and present levels of performance.

A thorough evaluation (also called an assessment) in all areas of known or suspected need, conducted before an IEP can be developed.

A combination of standardized testing, documented observation, parent and teacher questionnaires, and past reports. Findings must be presented in a formal report available to the IEP team.

At minimum every three years (triannual review). With IDEA reauthorization, districts may be asked to conduct a new evaluation once per year. More frequent assessments may be necessary given child development complexities.

A parent-secured evaluation that serves as a second opinion. Parents have the right to obtain an IEE at any time. If parents disagree with the district's evaluation, they may request an IEE at public expense.

The district must initiate a due process hearing to defend its findings without unreasonable delay. Most districts are reluctant to file due process, especially if their evaluation may be flawed.

Autism, deaf-blindness, deafness, emotional disturbance, hearing impairment, intellectual disability, multiple disabilities, orthopedic impairment, other health impairment, specific learning disability, speech/language impairment, traumatic brain injury, visual impairment (including blindness).

From birth (early intervention under Part C of IDEA), preschool at age 3, and through age 22 — as long as the student has not graduated with a regular high school diploma.

No. Services must be based on individual need. A district may not limit or restrict services simply because of the child's eligibility category.

School administrator, general education teacher, special education teacher, parents, relevant therapists (speech, OT, PT, behaviorist, etc.), school psychologist, school nurse, and when appropriate, the student. Others with knowledge of the child may attend at parent or district discretion.

A required IEP statement describing the student's current functioning and how the disability affects involvement and progress in the general education curriculum. PLPs form the baseline from which annual goals are measured.

Goals must be measurable, based on PLPs, address each area of need, enable progress in general education curriculum, be achievable within one academic year, and include well-defined terms, measuring periods, and types/numbers of prompts.

Confirm goals address all areas of need, goals are measurable, services specify individual vs. group instruction, frequency per week/month, mainstreaming time, and appropriate accommodations/modifications are included.

A document a parent files when they agree with some parts of the IEP but disagree with others. It outlines concerns about intensity, duration, or type of services and can become the basis for a due process hearing.

A letter from the district documenting its rationale for the proposed program, typically issued in response to a parent's disagreement with the IEP. If disagreement continues, parents may request another IEP meeting.

Generally within 30 days of the written request.

Free Appropriate Public Education — the legal right of students with disabilities to receive special education and related services at no cost that are designed to meet their individual needs.

Least Restrictive Environment — the legal requirement that students with disabilities be educated alongside non-disabled peers to the maximum extent appropriate.

In writing, dated and faxed with confirmation to the district. Keep a copy of the signed assessment plan with proof of the return date. Add language requesting draft assessments at least 5 business days before the IEP meeting.

Generally 60 days from the date the parent approves the plan (certain vacation periods exempted).

The ability to speak up for one's own wants, needs, rights, and preferences — ranging from basic communication of preferences to requesting workplace accommodations — to whatever extent the individual is able.

Recognizing when communication is needed, having an effective means of communicating, understanding their rights, assessing problems, negotiating, making decisions, and knowing if/when to disclose their diagnosis.

Be calm, clear, and concise. Focus on strengths alongside challenges. Provide objective information, articles, books, and videos. Project unconditional love. Get the child's permission first if he/she is older and understands the diagnosis.

Prepare family in advance, request a quiet retreat space, bring comfort items, create visual schedules, arrive early, bring preferred foods, alert hosts to seizure triggers, give advance warnings before transitions, and consider two cars if early departure may be needed.

Advocacy should be rational, not personal. Emotional arguments are less persuasive. Being aware of your own emotions and those of school staff helps maintain a collaborative relationship and leads to better outcomes.

Advocating to someone without authority to grant your request won't achieve your goal and may create an adversary. Identify the decision-maker (e.g., district superintendent) and consider making lower-level staff your allies to bring your request forward.

Keep dated copies of all written communications, use fax for proof of receipt, track all timelines, request draft assessments before IEP meetings, document disagreements in writing, and stay organized with evaluation reports and IEP documents.