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The following links can be used to determine if your child is at risk for developmental delay; however, professional interpretation and evaluation is recommended.

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To provide children with a recreation program to develop motor and social skills in a healthy, caring environment.  

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To provide children with a recreation program to develop motor and social skills in a healthy, caring environment.  

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Through participating in gymnastics, children will gain physical ability, communication skills, and cognition necessary for everyday life. 

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Through participating in gymnastics, children will gain physical ability, communication skills, and cognition necessary for everyday life. 

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If a child is struggling with age-appropriate activities, this will become apparent through gymnastics participation and further action can be taken.

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If a child is struggling with age-appropriate activities, this will become apparent through gymnastics participation and further action can be taken.

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Parent
Child
Coaches

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Use the link to provide your information. A staff member will contact you about registration.

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Participation in gymnastics can increase:
- Fine motor precision
- Fine motor integration
- Upper-limb coordination
- Balance
- Bilateral coordination
- Running speed and agility
- Strength
- Turn-taking skills
- Listening ability
- Confidence
- And much more!

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These resources highlight the benefit of participation in gymnastics.

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I would answer no, being able to do a flip or a roll is not going to help them get ahead in school or in work. What will help them is the multitude of skills, both physical skills for a healthy lifestyle and personal skills to succeed in school and work, learned from doing gymnastics. Parents often ask "Why should I put my child in gymnastics? Is being able to do a back flip or forward roll going to help them later in life?"
Benefits of Participation in Gymnastics at CGA

All children benefit from classes and participation in gymnastics at CGA. The areas listed below are some of the life skills, and physical benefits that gymnastics activities provide. First, we would like to say that you have done a terrific job of parenting by getting your child interested in this educational sport. Many of the benefits of gymnastics are not related to learning handstands and cartwheels, although they are a plus. The major benefits of gymnastics are in the more important developmental areas that will help your child become a better student and young adult. Gymnastics programs are not solely about creating gymnasts; At CGA we are teaching young children how to become well-rounded adults. All children, regardless of ability, should stay in gymnastics for 3 - 5 years, if not longer, to get the full benefit of its teachings.

Fitness & Healthy Lifestyle

The United States is becoming increasingly full of obese children who risk their health and happiness by being overweight. What better gift can you give to your child than one that teaches and encourages an active life? Not all people who participate in gymnastics are Olympians. In fact very few are. That does not mean that gymnastics is not for everyone. Participating in classes at CGA teaches children to enjoy physical activity. This love of movement translates into other sports as well as a lifetime of activity. All of our programs keep kids active while they're in the gym but also encourage kids to be active outside of the gym. By teaching children they can be successful at physical skills, it encourages them to get up off the couch and put down their iPads!

Coordination

Strength Development

Gymnastics produces, pound-for-pound, the best athletes in the world. Gymnastics uses almost exclusively body weight exercises to build upper body, lower body, and core strength. Kids who do gymnastics show off this strength at a young age. It is also great fun for them to hold all of their school records in gym class for push ups, sit ups, and flexed arm hangs.

Flexibility

This is something that I think we all wish we had a little more of. Flexibility is important in injury prevention and helping prevent the every day aches and pains. No sport gives an athlete the flexibility that gymnastics does. Not only is flexibility great for gymnastics, but it aids in the development for other sports as well. Next time you watch a professional sporting event keep an eye out for how flexible the men and women participating are.

Social Skills

At all ages, gymnastics provides an opportunity to develop social skills. Younger children learn how to stand in line, look, listen, be quiet when others are talking, work and think independently, be respectful and others. The older kids in the gym learn to inquire about why something works the way it does. They also learn how to set a good example for the people who look up to them and become role models at a young age. All of these skills are stressed by our staff because they are so important for a good learning environment.

Self Confidence

Here at CGA, skills are learned through progressions. By teaching in this manner children gain confidence as they progress through these skills. With each step, they become more confident in themselves and that carries over into all aspects of their lives.

Politeness

At CGA, politeness is a two-way street. Our staff prides itself on conducting classes in a way that is polite to all of the students and in turn we expect that the children are polite to their instructors, along with the other children in the class. Through politeness from our staff, gymnastics classes led by example, and we strive to aid in your efforts as parents to raising a respectful child

Work Ethic

Gymnastics is a difficult sport. Nobody can give you anything. Every skill you learn is earned through hard work and repetition. A great thing about gymnastics is being able to see the direct relationship between hard work and results. The harder children work the more quickly they progress. There are few better ways for a child to see how hard work and determination pay off.

Discipline

This is a very important aspect of gymnastics and it comes in two parts. In the gym there are rules for the children's safety. These rules must be followed and this takes discipline. The other part is self discipline. Each student must have the self control to make corrections when a coach asks them to. Children must also have the self discipline to stay on task when a coach is working with another gymnast. Working hard, even when you think no one is watching, is a great asset to any individual's character and cannot be overlooked.

Determination

Gymnastics breeds determination. Most skills in gymnastics take a number of tries to get them right. This is true with a number of things in life. Gymnastics encourages kids to get up and try again even if they messed up, because they know if they continue to work hard that they will achieve their goals.

Overcoming Fears

There are things in gymnastics that are scary. A lot of this has to do with the fear of trying something that you have never done before. We encourage our gymnasts to express their fears to us, and we set attainable goals to work through their fears. This goes hand-in-hand with building confidence. Our gymnasts are often challenged to try new things and our coaches lay out a path that allows them to achieve those challenges in a step-by-step manner. This approach allows kids to develop strategies to overcome things that they see as impossible and encourages them to try new things both in the gym and in life.

Performance

One thing that is overlooked by our population is the ability to perform in front of people in a pressure situation. In gymnastics, it becomes second nature. At CGA we encourage all of our athletes to watch their teammates because they can learn by watching as well as doing. This creates confidence in our children to step up and do their best when people are watching. Gymnasts are often first to volunteer in schools to demonstrate or raise their hand to answer a question they are unsure of. They gain the confidence in themselves to be right, and the understanding that even if they are wrong, that they gave their best effort.

Compassion

All of our gymnasts learn compassion through the example set by our staff. At CGA we know that every child, regardless of ability, can benefit from gymnastics. Our staff is committed to making sure that every class and child gets all of the great things that gymnastics has to offer.

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Parents often ask "Why should I put my child in gymnastics? Is being able to do a back flip or forward roll going to help them later in life?"I would answer no, being able to do a flip or a roll is not going to help them get ahead in school or in work.

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How does gymnastics affect learning?
Check out this info graphic from schoolmoves.com which shows how a this great sport also helps develop:
~FOCUS
~READING
~WRITING
~MATH
Gymnastics ~ Good for the Body ~ Good for the Brain!

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How does gymnastics affect learning? Check out this info graphic from schoolmoves.com which shows how a this great sport also helps develop: ~FOCUS ~READING ~WRITING ~MATH Gymnastics ~ Good for the Body ~ Good for the Brain!

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Useful for determining if your child is on track developmentally.

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Centers for Disease Control and Prevention

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Skills such as taking a first step, smiling for the first time, and waving "bye bye" are called developmental milestones. Children reach milestones in how they play, learn, speak, act, and move.

Click on the age of your child to see the milestones:

"Learn the Signs. Act Early." materials are not a substitute for standardized, validated developmental screening tools.

Special acknowledgments to the subject matter experts and others who contributed to the review of data and selection of developmental milestones, especially Paul H. Lipkin, MD, Michelle M. Macias, MD, Julie F. Pajek, PhD, Judith S. Shaw, EdD, MPH, RN, Karnesha Slaughter, MPH, Jane K. Squires, PhD, Toni M. Whitaker, MD, Lisa D. Wiggins, PhD, and Jennifer M. Zubler, MD.
Sincere gratitude to Natalia Benza, MD and José O. Rodríguez, MD, MBA for their thoughtful review of the Spanish-language translation of these milestones.

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“learn the signs. act early.” milestones

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Developmental milestones are things most children can do by a certain age. Track your child's milestones and talk with your child's doctor at every visit about the milestones your child has reached

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Centers for Disease Control and Prevention

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If a child has a developmental delay, it is important to identify it early so that the child and family can receive needed intervention services and support. Healthcare providers play a critical role in monitoring children's growth and development and identifying problems as early as possible. The American Academy of Pediatrics (AAP) recommends that healthcare providers do the following:

Monitor the child's development at each visit.

Periodically screen children with validated tools to identify any areas of concern that may require a further examination or evaluation.

Ensure that more comprehensive developmental evaluations are completed if risks are identified.

Developmental monitoring and screening can be done by a number of professionals in healthcare, community, and school settings in collaboration with parents and caregivers. Pediatric primary care providers are in a unique position to promote children's healthy development because they have regular contact with children before they reach school age, and their families. The AAP encourages pediatric care providers to provide family-centered, comprehensive, and coordinated care.

Developmental Monitoring

Developmental monitoring, also called developmental surveillance, is the process of recognizing children who might be at risk for developmental delays. The AAP recommends that developmental monitoring should be a part of every well-child preventive care visit. Monitoring can include using a brief checklist of milestones, but is less formal than developmental screening. Developmental monitoring should include the following:

Asking about parents' concerns.

Obtaining a developmental history.

Observing the child.

Identifying risk and protective factors.

Documenting the findings.

If concerns are identified through developmental monitoring, they should be addressed promptly with validated screening tools to identify and refine any risk or concern that has been noticed.

Developmental Screening

All children should be screened using a validated test during well-child visits at 9, 18, 24, and 30 months even if there are no concerns. Healthcare providers may screen a child more frequently if there are additional risk factors, such as preterm birth, low birthweight, and lead exposure, among others. Developmental screening is more in-depth than monitoring and may identify children with a developmental risk that was not identified during developmental monitoring.

Evidence-based screening tools that include parent reports can help parents and healthcare professionals talk about the child's development in a systematic way. A number of good screening tools designed for a variety of settings, ages, and purposes are available (e.g., Ages and Stages Questionnaire, the Parents' Evaluation of Developmental Status, and Child Development Inventory). Screening tools can be specific to a disorder (for example, autism), an area (for example, cognitive development, language, or gross motor skills), or they can be about development in general, addressing multiple areas of concern. A list of examples of validated screening tools is available from the American Academy of Pediatrics.

If the screening test identifies a potential developmental problem, further developmental and medical evaluation is needed. Screening tools do not provide conclusive evidence of developmental delays and do not result in diagnoses. A positive screening result should be followed by a thorough assessment done by a trained provider. A more detailed evaluation will show whether the child needs treatment and early developmental intervention services. Medical examinations can identify whether the problems are related to underlying medical conditions that need to be treated.

Children aged 0-3 years can be referred to early intervention programs and children aged 3 years and older can be referred to special education services for assessment and services. Learn more about early intervention and special education. Children with behavior problems can also benefit from parent behavior therapy and may need a referral to a mental health provider.

Teaching Parents and Caregivers to Recognize Developmental Milestones

Parents can monitor a child's development as well. Research studies have confirmed that parents are reliable sources of information about their child's development. Parents who are aware of developmental milestones can observe their child and inform their healthcare provider about any concerns they may have about their child's development. Pediatric healthcare providers can provide parents with milestone checklists to track their child's milestones at home. CDC's " Learn the Signs. Act Early." campaign was designed to give parents and professionals the tools they need to track healthy child development and move toward evaluation and intervention if concerns are noted.

Childcare providers can also be a valuable source of information on how the child is developing.

Ensuring All Children Have a Medical Home

Quality of care is best when children receive coordinated care and services. Having a medical home means having consistent access to health care that is comprehensive, well-coordinated, and of high quality, and that provides an ongoing relationship with personal providers who treat the whole child. The AAP describes a family-centered medical home as an approach in which the pediatric care team works in partnership with a child and a child's family to assure that all of the medical and non-medical needs of the patient are met.

In a medical home approach, developmental monitoring and screening includes the following:

Identifying children with diagnosed developmental disorders as children with special healthcare needs and managing their care as a chronic condition.¹

Coordinating with specialists about additional evaluation that the child may need.

Integrating feedback from early childhood providers who can monitor and screen the children in the early childhood setting.

Integrating Developmental Screening into Pediatric Primary Care

Integrating routine developmental screening into the primary care setting can seem daunting but has benefits. The following are resources to help practices integrate screening services into primary care efficiently and at low cost, while ensuring thorough coordination of care:

References

1. Council on Children With Disabilities, Section on Developmental Behavioral Pediatrics, Bright Futures Steering Committee and Medical Home Initiatives for Children With Special Needs Project Advisory Committee. Identifying infants and young children with developmental disorders in the medical home: An algorithm for developmental surveillance and screening. Pediatrics 2006;118(1):405-420.

2. Regalado M, Halfon N. Primary care services promoting optimal child development from birth to age 3 years. Archives of Pediatrics & Adolescent Medicine 2001;155:1311-1322.

3. Skellern C, Rogers Y, O'Calaghan M. A parent-completed developmental questionnaire: Follow up of ex-premature infants. Journal of Paediatrics and Child Health 2001;37(2):125-129.

4. Glascoe FP. Parents' evaluation of developmental status: how well do parents' concerns identify children with behavioral and emotional problems? Clinical Pediatrics 2003;42(2):133-138.

5. Glascoe FP. Developmental, Mental Health/Behavioral and Academic Screens, 2010. Updated from Glascoe FP. Collaborating with Parents and Glascoe FP, Robertshaw NS, PEDS: Developmental Milestones, Professionals' Manual. 2010. Nashville, Tennessee: PEDSTest.com, LLC.

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HCP Developmental Screening | Child Development | NCBDDD | CDC

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Healthcare providers play a critical role in monitoring children's growth and development and identifying problems as early as possible.

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These resources for parents are filled with information about developmental concerns, fun development-boosting activities, and great ideas for promoting developmental skills!

Parenting isn't always easy - the sleepless nights, the messy house, the noise! And on top of that, at one time or another, most of us have something that we're worried about related to our child's development.

Why isn't he walking yet? Why is she suddenly such a picky eater? And what is up with all the tantrums?

If you've ever worried or wondered about your child's development, we want you to know that you've come to the right place. As pediatric therapists, we've seen hundreds and hundreds of kids over the years. And here at The Inspired Treehouse, we use that experience to provide information and resources to parents just like you.

Forget the fancy medical lingo, forget the long, boring research articles. Here, we're all about practical, easy-to-read resources for parents that will help you learn more about your kids' development and let you know when it might be time to seek out a little extra help.

Here are some of our most popular resources for parents...

Child Development Resources for Parents

Developmental Concerns
15 Tips for Picky Eaters Toe Walking: What Causes it and How You Can Help Your Child A Pediatric Physical Therapist Explores W-Sitting 10 Calming Techniques and Transition Strategies for Kids How to Tell if Your Child Has Weak Core Muscles Play Dates and Sensory Issues: How to Support Your Child
Developmental Milestones
The ABCs of Child Development Developmental Milestones: Ages 0-5 How to Keep Your Baby Smiling During Tummy Time
Teaching Developmental Skills
Helping Your Child Learn to Ride a Bike Helping Kids Learn to Climb Stairs Safely 10 Days to Conquer Series: Help Your Child Conquer a Developmental Skill, Day by Day Teaching Kids How to Tie Their Shoes Teaching Kids How to Complete Clothing Fasteners Learning How to Open Food Packages Teaching Your Child How to Jump Rope Learning How to Jump Helping Your Child Learn to Swim Handwriting for Kids: Hints, Tips, and Strategies Teaching Kids to Use Scissors: Creative Cutting Practice for Kids 10 Great Balance Activities for Kids
Fun Activities to Support Development at Home
35 Mess-Free Sensory Play Activities for Kids 10 Rules Kids Should Break for Healthy Growth and Development Calming Games and Activities for Outings Hand Strength: 35 Fun Activities for Kids 10 Rough House Activities for Kids Development-Boosting Bath Time Activities for Kids How Do Animals Say Goodnight? 10 Board Games to Turn into Handwriting Games Core Strengthening Exercises for Kids 30 Games and Activities for Self-Regulation Awesome Indoor Fort Ideas
Other Resources for Parents
Sensory Processing Resources: Helpful Hints and Information When Your Sensory Needs Are Different from Your Child's Childhood Development and Perseverance 7 Habits of Healthy Kids
Products for Parents
The Infant & Toddler Handbook Child Development Printables Sensory Motor Scavenger Hunts Sensory Processing 101 Developmental Milestones Printables Fine Motor Toys: Gift Guide for Hands-On Kids Gift Guide for Kids Who Like to Move

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Child Development Resources for Parents - The Inspired Treehouse

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These resources for parents are filled with information about developmental concerns, fun development-boosting activities, and great ideas for promoting developmental skills! Parenting isn't always easy - the sleepless nights, the messy house, the noise! And on top of that, at one time or another, most of us have something that we're worried about related to our child's development.

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American Academy of Pediatrics Physical Developmental Delays: What to Look for Tool

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American Academy of Pediatrics Physical Developmental Delays: What to Look for Tool

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Does My Child Have Physical Developmental Delays?

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​If you are unsure if your child is developing specific skills, use our tool to learn more about the signs of developmental delays in children ages 5 and under.

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Modified Checklist for Autism in Toddlers

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Modified Checklist for Autism in Toddlers

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The Modified Checklist for Autism in Toddlers, Revised (M-CHAT-R) is a screener that will ask a series of 20 questions about your child's behavior. It's intended for toddlers between 16 and 30 months of age. The results will let you know if a further evaluation may be needed. You can use the results of the screener to discuss any concerns that you may have with your child's healthcare provider.
Please answer questions to reflect your child's usual behaviors. If the behavior is rare (e.g., you've seen it only once or twice), answer as if the child has not acquired the behavior.
M-CHAT-R (Modified Checklist for Autism in Toddlers, Revised)
© 2009 Diana Robins, Deborah Fein & Marianne Barton

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Modified Checklist for Autism in Toddlers, Revised (M-CHAT-R™)

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The M-CHAT-R is an autism test that asks 20 questions about your toddler's behavior to screen for autism. Get the results immediately.

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Please contact your child's pediatrician:

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Please contact your child's pediatrician:

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You may referred to a team of specialists and other services.

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Use this tool to search for an AAP member pediatrician, pediatric sub-specialist, or pediatric surgical specialist.

When choosing a pediatrician it is important that the initials "FAAP" are after his or her name (eg. Sarah H. Jones, MD, FAAP) so that your child gets the best and most up-to-date care possible. FAAPs are:

Members (fellows) of the American Academy of Pediatrics (AAP).

Board certified in Pediatrics.

Committed to lifelong learning.

Advocates for children and families.

Up to date on the latest in child health.

Our Find a Pediatrician feature pulls information directly from your member profile. You will need to update your profile with this information for it to appear on HealthyChildren.org. To update your profile, click here.

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Use this tool to search for an AAP member pediatrician, pediatric sub-specialist, or pediatric surgical specialist. When choosing a pediatrician it is important that the initials "FAAP" are after his or her name (eg. Sarah H. Jones, MD, FAAP) so that your child gets the best and most up-to-date care possible.

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If your child has a developmental, learning, or behavioral problem, a developmental-behavioral pediatrician has the training and expertise to evaluate and care for your child. Developmental-behavioral pediatricians possess training and experience to consider, in their assessments and treatments, the medical and psychosocial aspects of children's and adolescents' developmental and behavioral problems.

What training do developmental-behavioral pediatricians have?

Developmental-behavioral pediatricians are medical doctors who have completed

Four years of medical school

Three years of residency training in pediatrics

Board certification in pediatrics

Additional subspecialty training in developmental-behavioral pediatrics

In 2002, the American Board of Pediatrics began certifying developmental-behavioral pediatricians via a comprehensive examination process.

Developmental-behavioral pediatricians evaluate, counsel, and provide treatment for children, adolescents, and their families with a wide range of developmental and behavioral difficulties, including

Learning disorders including dyslexia, writing difficulties, math disorders, and other school-related learning problems

Attention and behavioral disorders including attention-deficit/hyperactivity disorder and associated conditions including oppositional-defiant behavior, conduct problems, depression, and anxiety disorders

Tics, Tourette syndrome, and other habit disorders

Regulatory disorders including sleep disorders, feeding problems, discipline difficulties, complicated toilet-training issues, enuresis (bedwetting), and encopresis (soiling)

Developmental disabilities including cerebral palsy, spina bifida, intellectual disability, autism spectrum disorder, and visual and hearing impairments

Delayed development in speech, language, motor skills, and thinking ability

Behavioral and developmental problems complicating the full range of pediatric chronic illnesses and disabling conditions (for example, genetic disorders, epilepsy, prematurity, diabetes, asthma, cancer)

Where can I find a developmental-behavioral pediatrician?

Developmental-behavioral pediatricians practice in hospitals, major medical centers, clinics, private practice settings, rehabilitation centers, schools, and community centers.

Often a developmental-behavioral pediatrician works collaboratively with a team of professionals. This team may include a psychologist, speech-language pathologist, occupational therapist, physical therapist, neurodevelopmental disabilities pediatrician, child psychiatrist, child neurologist, nurse practitioner, physician's assistant, educational diagnostician, or clinical social worker.

Developmental-behavioral pediatricians work closely with parents, families, and schools.

Developmental-behavioral pediatricians understand that children's development and behavior happen first and foremost in the context of the family. They seek to understand the family's view of the problem and the effect of the child's problem on the family. Developmental-behavioral pediatricians advocate for their patients with developmental and behavioral problems by working closely with schools, preschools, and other agencies involved with developmental care and education.

To find a pediatrician or pediatric specialist in your area, click here.

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What is a Developmental-Behavioral Pediatrician?

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If your child has a developmental, learning, or behavioral problem, a developmental-behavioral pediatrician has the training and expertise to evaluate and care for your child.

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If a screening or concern shows that a child is at risk for a developmental disorder, he should be referred to the state early intervention (EI) program.

What is Early Intervention (EI)?

The EI Program is a federal grant program run by individual states under Part C of the Individuals with Disabilities Education Act that works with children ages 0-3. Also called the "Program for Infants and Toddlers with Disabilities," EI targets children who show a delay in cognitive, social, or communication skills. These children may also have a delay in physical or motor abilities or self-care skills.

Who Can Refer a Child to EI?

Anyone can refer a child to EI, including:

Pediatricians

Parents

Grandparents

Child care providers

The child does not even need a diagnosis. The EI program's team of specialists will test and evaluate the child to see if he qualifies for the program.

Individualized Family Service Program (IFSP)

If, after the initial evaluation, a child is eligible for the EI program, you will receive an Individualized Family Service Program (IFSP), which explains the services recommended for your child and how EI will help you and your family support your child.

The IFSP will:

Describe your child's current developmental levels

Ways to improve your child's development

Outcomes you can expect

Outline the specific services that you and your family will receive

Goal dates for starting and ending services

In addition, the IFSP will provide information on how EI will help the child and family transition to school services when the child turns three. The IFSP should be developed with the family's values in mind and be supportive of the family's routine and priorities.

EI Service Providers

Service providers in an EI program include many types of professionals such as:

Social workers

Speech therapists

Occupational therapists (Ots)

Physical therapists (PTs)​

Registered dietitians

Developmental therapists

Psychologists

Services may be provided in your home or in the community.

Paying for EI

Payment for EI services varies from state to state. Nevertheless, all states must provide at least some services free of charge.

Experts agree that EI is an essential component in the early treatment of autism and other developmental problems. The program has shown to be beneficial to socially disadvantaged children who do not have an ASD and often leads to less need for special education services for those children later on. Early intervention also helps overall family function and improves outcomes for children who have a biologically based disorder such as an ASD.

Additional Information

You can get information about your state's EI program from your pediatrician, the state health department, or the local school district. You can also find information on the Early Childhood Technical Assistance Center Web site at http://ectacenter.org/families.asp.

Adapted from Autism Spectrum Disorders: What Every Parent Needs to Know (Copyright © American Academy of Pediatrics 2012)

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screening~ developmental disorder~ payment~ insurance~ referral~ ei~ program~ ei program~ federal grant program~ proram for infants and toddlers with disabilities~ individualized family service program~ ifsp~ early treatment~ asds~ therapy~ school~ pt~ ot

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If a screening or concern shows that a child is at risk for a developmental disorder, he should be referred to the state early intervention (EI) program. Experts agree that EI is an essential component in the early treatment of autism and other developmental problems.

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Links updated, April 2019
En español | In Spanish
Read This Publication
If You Want to Know...

How to have your child evaluated (at no cost to you) to see why he or she is having difficulty in school

What the evaluation process involves and how you can contribute to it

How special education can support your child's learning, if he or she is found eligible for services

How your child's eligibility is determined and your right to participate in making that decision

What happens next, if your child is found eligible

Hint: It involves writing an individualized education program, or IEP, for your child...

Introduction

1. Why is my child struggling in school?

When children are struggling in school, it's important to find out why. It may be that a disability is affecting your child's educational performance. If so, your child may be eligible for special education and related services that can help. To learn more about special education, keep reading. This publication will help you learn how you and the school can work together to help your child.

As a first step, the school may need to try sufficient interventions in the regular education classroom and modify instructional practices before referring your child for special education evaluation.

2. What is special education?

Special education is instruction that is specially designed to meet the unique needs of children who have disabilities. Special education and related services are provided in public schools at no cost to the parents and can include special instruction in the classroom, at home, in hospitals or institutions, or in other settings. This definition of special education comes from IDEA, the Individuals with Disabilities Education Act. This law gives eligible children with disabilities the right to receive special services and assistance in school.

More than 6.8 million children ages 3 through 21 receive special education and related services each year in the United States. Each of these children receives instruction that is specially designed:

to meet his or her unique needs (that result from having a disability); and

to help the child learn the information and skills that other children are learning in the general education curriculum.

3. Who is eligible for special education?

Children with disabilities are eligible for special education and related services when they meet IDEA's definition of a "child with a disability" in combination with state and local policies. IDEA's definition of a "child with a disability" lists 13 different disability categories under which a child may be found eligible for special education and related services. These categories are listed below. IDEA describes what each of these disability categories means. You'll find those descriptions online at:
https://www.parentcenterhub.org/categories/

________________________________
IDEA's Categories of Disability
Autism

Deafness

Deaf-blindness

Hearing impairment

Intellectual disabilities

Multiple disabilities

Orthopedic impairment

Other health impairment

Serious emotional disturbance

Specific learning disability

Speech or language impairment

Traumatic brain injury

Visual impairment, including blindness

________________________________

States and school districts must follow IDEA's definitions, but they also may add details to guide decision making about children's eligibility. That's why it's important to know what your state and local policies are. We'll tell you how to find out that information in this article.
Services to Very Young Children
Infants and toddlers can have disabilities, too. Services to children under three years of age are also part of IDEA. These services are called early intervention services and can be very important in helping young children develop and learn. For information about early intervention, visit this overview:
https://www.parentcenterhub.org/ei-overview/

4. How do I find out if my child is eligible?

You can ask the school to your child. Call or write the director of special education or the principal of your child's school. Describe your concerns with your child's educational performance and request an evaluation under IDEA, to see if a disability is involved.

The public school may also be concerned about how your child is learning and developing. If the school thinks that your child may have a disability, then it must evaluate your child at no cost to you . The school must ask your permission and receive your written consent before it may evaluate your child. Once you provide that consent, the evaluation must be conducted within 60 days (or within the timeframe the state has established).

However, the school does not have to evaluate your child just because you have asked. The school may not think your child has a disability or needs special education. In this case, the school may refuse to evaluate your child. It must let you know this decision in writing, as well as why it has refused. This is called giving you . (For more information about prior written notice, see Q&A on Parent Participation, available online at:
https://www.parentcenterhub.org/qa2

If the school refuses to evaluate your child, there are two things you can do immediately:

Ask the school system for information about its special education policies, as well as parent rights to disagree with decisions made by the school system. These materials should describe the steps parents can take to appeal a school system's decision.

Get in touch with your state's Parent Training and Information (PTI) center. The PTI is an excellent resource for parents to learn more about special education, their rights and responsibilities, and the law. The PTI can tell you what steps to take next to find help for your child. To identify your PTI, visit Find Your Parent Center, at:
https://www.parentcenterhub.org/find-your-center

Part 1: The Evaluation Process

5. What happens during an evaluation?

Evaluating your child means more than the school just giving your child a test. The school must evaluate your child in all the areas where your child may be affected by the possible disability. This may include looking at your child's health, vision, hearing, social and emotional well-being, general intelligence, performance in school, and how well your child communicates with others and uses his or her body. The evaluation must be individualized (just your child) and full and comprehensive enough to determine if your child has a disability and to identify all of your child's needs for special education and related services if it is determined that your child has a disability.

The evaluation process involves several steps. These are listed below.

A | Reviewing existing information
A team of people, including you, begins by looking at the information the school already has about your child. You may have information about your child you wish to share as well. The team will look at information such as:

your child's scores on tests given in the classroom or to all students in your child's grade;

the opinions and observations of your child's teachers and other school staff who know your child; and

your feelings, concerns, and ideas about how your child is doing in school.

B | Deciding if more information is still needed
The information collected above will help the group decide:

if your son or daughter has a particular type of disability;

how your child is currently doing in school;

whether your child needs special education and related services; and

what your child's educational needs are.

If the information the team collects doesn't answer these questions, then the school must collect more information about your child.

C | Collecting more information about your child
Your informed written permission is required before the school may collect additional information about your son or daughter. The school must also describe how it will collect the information. This includes describing the tests that will be used and the other ways the school will gather information about your child. After you give your consent, the school will go ahead as described. The information it gathers will give the evaluation team the information it needs to make the types of decisions listed above.

6. How does the school collect this information?

The school collects information about your child from many different people and in many different ways. Tests are an important part of an evaluation, but they are only a part. The evaluation should also include:

the observations and opinions of professionals who have worked with your child;

your child's medical history, when it relates to his or her performance in school; and

your ideas about your child's school experiences, abilities, needs, and behavior outside of school, and his or her feelings about school.

The following people will be part of the team evaluating your child:
You, as parents;

At least one regular education teacher, if your child is or may be participating in the regular educational environment;

At least one of your child's special education teachers or service providers;

A school administrator who knows about policies for special education, about children with disabilities, about the general education curriculum (the curriculum used by students who do not have disabilities), and about available resources;

Someone who can interpret the evaluation results and talk about what instruction may be necessary for your child;

Individuals (invited by you or the school) who have knowledge or special expertise about your child;

Your child, if appropriate;

Representatives from any other agencies that may be responsible for paying for or providing transition services (if your child is age 16 or, if appropriate, younger and will be planning for life after high school); and

Other qualified professionals.

These other qualified professionals may be responsible for collecting specific kinds of information about your child. They may include:

a school psychologist and/or an occupational therapist;

a speech and language pathologist (sometimes called a speech therapist);

a physical therapist and/or adaptive physical education therapist or teacher;

a medical specialist; and

others.

Professionals will observe your child. They may give your child written tests or talk personally with your child. They are trying to get a picture of the "whole child." For example, they want to understand such aspects as:

how well your child speaks and understands language;

how your child thinks and behaves;

how well your child adapts to changes in his or her environment;

how well your child has done academically;

how well your child functions in a number of areas, such as moving, thinking, learning, seeing, and hearing; and

your child's job-related and other post-school interests and abilities.

IDEA gives clear directions about how schools must conduct evaluations. For example, tests and interviews must be given in the language (for example, Spanish, sign language) or communication mode (for example, Braille, using a picture board or an alternative augmentative communication device) that is most likely to yield accurate information about what your child knows or can do developmentally, functionally, and academically. The tests must also be given in a way that does not discriminate against your child because he or she has a disability or is from a different racial or cultural background.

IDEA states that schools may not decide a child's eligibility for special education based on the results of only one procedure such as a test or an observation. More than one procedure is needed to see where your child may be having difficulty and to identify his or her strengths and needs.

In some cases, schools will be able to conduct a child's entire evaluation within the school. In other cases, schools may not have the staff to do all of the evaluations needed. These schools will have to hire outside people or agencies to do some or all of the evaluation. If your child is evaluated outside of the school, the school must make the arrangements. The school will say in writing exactly what type of testing is to be done. All of these evaluation procedures are done at no cost to parents.

In some cases, once the evaluation has begun, the outside specialist may ask to do more testing. Make sure you tell the specialist to contact the school. If the testing is going beyond what the school originally asked for, the school needs to agree to pay for the extra testing.

Part II: Deciding Eligibility

7. What does the school do with these evaluation results?

The information gathered from the evaluation will be used to make important decisions about your child's education. All of the information about your child will be used:

to decide if your child is eligible for special education and related services; and

to help you and the school decide what your child needs educationally.

8. How is my child's eligibility for special education decided?

As was said earlier, the decision about your child's eligibility for services is based on whether your son or daughter has a disability that fits into one of the IDEA's 13 disability categories (see question #3) and meets any additional state or local criteria for eligibility. This decision will be made when the evaluation has been completed, and the results are available.

Parents are part of the team that decides a child's eligibility for special education. This team will look at all of the information gathered during the evaluation and decide if your child meets the definition of a "child with a disability." If so, your child will be eligible for special education and related services.

Under IDEA, a child may not be found eligible for services if the determining reason for thinking the child is eligible is that:

the child has limited English proficiency, or

the child has not had appropriate instruction in math or reading.

If your child is found eligible, you and the school will work together to design an individualized education program for your child. This process is described in detail in Part III.

The school will give you a copy of the evaluation report on your child and the paperwork about your child's eligibility for special education and related services. This documentation is provided at no cost to you.

9. What happens if my child is not eligible for special education?

If the eligibility team decides that your child is not eligible for special education, the school system must tell you this in writing and explain why your child has been found "not eligible." Under IDEA, you must also be given information about what you can do if you disagree with this decision.

Read the information the school system gives you. Make sure it includes information about how to appeal the school system's decision. If that information is not in the materials the school gives you, ask the school for it. IDEA includes many different mechanisms for resolving disagreements, including Mediation. The school is required to tell you what those mechanisms are and how to use them.

Also get in touch with your state's Parent Training and Information (PTI) center. The PTI can tell you what steps to take next. Visit Find Your Parent Center, at:
https://www.parentcenterhub.org/find-your-center

10. What happens if my child is found eligible for special education, but I do not agree?

If your child is found eligible for special education and related services and you disagree with that decision, or if you do not want your child to receive special education and related services, you have the right to decline these services for your child. The school may provide your child with special education and related services only if you agree. Also, you may cancel special education and related services for your child at any time.

It is important to note, however, that if you decline or cancel special education for your child and later change your mind, the evaluation process must be repeated.

Part III: Writing and Implementing an IEP

11. So my child has been found eligible for special education, and I agree. What's next?

The next step is to write and implement what is known as an Individualized Education Program -usually called an IEP. After a child is found eligible, a meeting must be held within 30 days to develop to the IEP.

12. What's an IEP?

The acronym IEP stands for Individualized Education Program. This is a written document that describes the educational program designed to meet a child's individual needs. Every child who receives special education must have an IEP.

The IEP has two general purposes: (1) to set learning goals for your child; and (2) to state the supports and services that the school district will provide for your child.

13. What type of information is included in an IEP?

According to IDEA, your child's IEP must include specific statements. These are listed below between the lines. Take a moment to read over this list.

__________________________
What Information is in Your Child's IEP?
Your child's IEP will contain the following statements:

Present levels of academic achievement and functional performance. This statement describes how your child is currently achieving in school. This includes how your child's disability affects his or her participation and progress in the general education curriculum.

Annual goals. The IEP must state annual goals for your child, what you and the school team think he or she can reasonably accomplish in a year. The goals must relate to meeting the needs that result from your child's disability. They must also help your son or daughter participate in and progress in the general education curriculum.

Special education and related services to be provided. The IEP must list the special education and related services to be provided to your child. This includes supplementary aids and services (e.g., preferential seating, a communication device, one-on-one tutor) that can increase your child's access to learning and his or her participation in school activities. It also includes changes to the program or supports for school personnel that will be provided for your child.

Participation with children without disabilities. The IEP must include an explanation that answers this question: How much of the school day will your child be educated separately from children without disabilities or not participate in extracurricular or other nonacademic activities such as lunch or clubs?

Dates and location. The IEP must state (a) when special education and related and supplementary aids and services will begin; (b) how often they will be provided; (c) where they will be provided; and (d) how long they will last.

Participation in state and district-wide assessments. Your state and district probably give tests of student achievement to children in certain grades or age groups. In order to participate in these tests, your child may need individual accommodations or changes in how the tests are administered. The IEP team must decide what accommodations your child needs and list them in the IEP. If your child will not be taking these tests, the IEP must include a statement as to why the tests are not appropriate for your child, how your child will be tested instead, and why the alternate assessment selected is appropriate for your child.

Transition services. By the time your child is 16 (or younger, if the IEP team finds it appropriate for your child), the IEP must include measurable postsecondary goals related to your child's training, education, employment, and (when appropriate) independent living skills. The IEP must also include the transition services needed to help your child reach those goals, including what your child should study.

Measuring progress. The IEP must state how school personnel will measure your child's progress toward the annual goals. It must also state when it will give you periodic reports on your child's progress.

__________________________

It is very important that children who receive special education participate in the general education curriculum as much as possible. That is, they should learn the same curriculum as children without disabilities-for example, reading, math, science, social studies, and physical education. In some cases, this curriculum may need to be adapted for your child to learn, but it should not be omitted. Participation in extracurricular activities and other nonacademic activities is also important. Your child's IEP needs to be written with this in mind.

For example, what special education and related services will help your child participate in the general education curriculum-in other words, to study what other students are studying? What special education, related services, or supports will help your child take part in extracurricular activities such as school clubs or sports? When your child's IEP is developed, an important part of the discussion will be how to support your child in regular education classes and activities in the school.

14. Who develops my child's IEP?

Many people come together to develop your child's IEP. This group is called the IEP team and includes most of the same types of individuals who were involved in your child's evaluation. Team members will include:

You, the parents

At least one regular education teacher, if your child is (or may be) participating in the regular education environment

At least one of your child's special education teachers or special education providers

A representative of the sch ool system who (a) is qualified to provide or supervise the provision of special education, (b) knows about the general education curriculum; and (c) knows about the resources the school system has available

An individual who can interpret the evaluatio n results and talk about what instruction may be necessary for your child

Your child, when appropriate

Other individuals (invited by you or the school) who have knowledge or special expertise about your child. For example, you may wish to invite a relative who is close to your child or a child care provider. The school may wish to invite a related services provider such as a speech therapist or a physical therapist.

With your consent, the school must also invite representatives from any other agencies that are likely to be responsible for paying for or providing transition services (if your child is 16 years old or, if appropriate, younger).

15. So I can help develop my child's IEP?

The law is very clear that parents have the right to participate in developing their child's IEP. In fact, your input is invaluable. You know your child so very well, and the school needs to know your insights and concerns. That's why IDEA makes parents equal members on the IEP team. (See Q&A on Parent Participation, available online at: https://www.parentcenterhub.org/qa2

The school staff will try to schedule the IEP meeting at a time that is convenient for all team members to attend. If the school suggests a time that is impossible for you, explain your schedule and needs. It's important that you attend this meeting and share your ideas about your child's needs and strengths. Often, another time or date can be arranged.

16. Can the meeting be held without the parents participating?

Yes. IDEA's regulations state that the school may hold the IEP meeting without you if it is unable to convince you that you, as parents, should attend. If neither parent can attend the IEP meeting, the school must use other methods to ensure your participation, including video conferences and individual or conference telephone calls.

If, however, you still can't attend or participate in the IEP meeting, the school may hold the IEP meeting without you-as long as it keeps a record of its efforts to arrange a mutually agreed-on time and place and the results of those efforts. This can be accomplished by keeping detailed records of:

telephone calls made or attempted and the results of those calls;

copies of correspondence sent to you and any responses received; and

detailed records of visits made to your home or work and the results of those visits.

If the school does hold the meeting without you, it must keep you informed about the meeting and any decisions made there. The school must also ask for (and receive) your written permission before special education and related services may be provided to your child for the first time.

17. What should I do before the IEP meeting?

The purpose of the IEP meeting is to develop your child's Individualized Education Program. You can prepare for this meeting by:

making a list of your child's strengths and needs;

talking to teachers and/or therapists and getting their thoughts about your child;

visiting your child's class and perhaps other classes that may be helpful to him or her; and

talking to your child about his or her feelings toward school.

It is a good idea to write down what you think your child can accomplish during the school year. Look at your state's standards for your child's grade level. It also helps to make notes about what you would like to say during the meeting.

18. What happens during an IEP meeting?

During the IEP meeting, the different members of the IEP team share their thoughts and suggestions. If this is the first IEP meeting after your child's evaluation, the team may go over the evaluation results, so your child's strengths and needs will be clear. These results will help the team decide what special help your child needs in school.

Remember that you are a very important part of the IEP team. You know your child. Don't be shy about speaking up, even though there may be many people at the meeting. Share what you know about your child and what you would like others to know.

After the various team members (including you, the parent) have shared their thoughts and concerns, the group will have a better idea of your child's strengths and needs. This will allow the team to discuss and decide:

the educational and other goals that are appropriate for your child; and

the type of special education services your child needs.

The IEP team will also talk about the related services your child may need to benefit from his or her special education. The IDEA lists many related services that schools must provide if eligible children need them. Examples of related services include:

occupational therapy, which can help a child develop or regain movement that he or she may have lost due to injury or illness; and

speech and language services, which can help children who have trouble speaking.

______________________________
IDEA's List of Related Services
Audiology

Counseling services (including rehabilitation counseling)

Early identification and assessment of disabilities in children

Interpreting services

Medical services for diagnostic or evaluation purposes

Occupational therapy

Orientation & mobility services

Parent counseling and training

Physical therapy

Psychological services

Recreation (including therapeutic recreation)

Speech-language pathology services

School health services and school nurse services

Social work services in schools

Transportation

____________________

This list does not include every related service a child might need or that a school system may offer. To learn more about these related services and how IDEA defines them, read this discussion of Related Services, available online at:
https://www.parentcenterhub.org/iep-relatedservices/

Supplementary aids and services can also play a pivotal role in supporting the education of children with disabilities in the general education classroom and their participation in a range of other school activities. That is also the intent of supplementary aids and services. Not surprisingly, these supports may be an important topic to discuss in the IEP meeting. Examples include but are not limited to:

Supports to address your child's environmental needs (e.g., preferential seating; altered physical room arrangement);

Levels of staff support needed (e.g., type of personnel support needed, such as behavior specialist, health care assistant, or instructional support assistant);

Specialized equipment needs that your child may have (e.g., wheelchair, computer, augmentative communication device);

Pacing of instruction needed (e.g., breaks, more time, home set of materials);

Presentation of subject matter needed (e.g., taped lectures, sign language, primary language); and

Assignment modification needed (e.g., shorter assignments, taped lessons, instructions broken down into steps).

Deciding which supplementary aids and services (if any) will support your child's access to the general education curriculum and participation in school activities will very much depend upon your child's disability and his or her needs. None may be needed. Or many. All are intended to enable your child to be educated with children without disabilities to the maximum extent appropriate.

Special factors. Depending on the needs of your child, the IEP team must also discuss these special factors:

If your child's behavior interferes with his or her learning or the learning of others: The IEP team will talk about strategies and supports to address your child's behavior.

If your child has limited proficiency in English: The IEP team will talk about your child's language needs as these needs relate to his or her IEP.

If your child is blind or visually impaired: The IEP team must provide for instruction in Braille or the use of Braille, unless it determines after an appropriate evaluation that your child does not need this instruction.

If your child has communication needs: The IEP team must consider those needs.

If your child is deaf or hard of hearing: The IEP team will consider your child's language and communication needs. This includes your child's opportunities to communicate directly with classmates and school staff in his or her usual method of communication (for example, sign language).

Assistive technology. The IEP team will also talk about whether your child needs any assistive technology devices or services. Assistive technology devices can help many children do certain activities. Examples include:

adapted furniture, tools, utensils, and other typically nonelectronic devices-which can help children with physical challenges; and

digital books, or devices that enlarge words on a computer screen or read them aloud-which can help children who do not see or read well.

Assistive technology services include evaluating your child to see if he or she could benefit from using an assistive device. These services also include providing the device and training your child to use it. If appropriate, your family and/or the professionals who work with your child may also receiving training in using the device.

To learn more about AT
Visit the Center on Technology and Disability at http://ctdinstitute.org/

Transition services. You may have noticed that one of the components of the IEP was transition services. We'd like to look more closely at this component now, because it's a very important time in your child's life-and an important part of the IEP when the time comes. Beginning when your child is age 16 (or younger, if appropriate), the IEP team will help your son or daughter plan ahead to life after high school and include statements in the IEP with respect to:

postsecondary annual goals for your child;

the transition services (including courses of study) needed to help your child reach those goals; and

the rights (if any) that will transfer from you to your child when he or she reaches the age of majority, and that your child and you have been notified of these.

IDEA defines transition services as a coordinated set of activities for a student with a disability that is designed within a results-oriented process focused on improving the student's academic and functional achievement and promoting the student's movement from school to post-school activities. These activities can include postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation. With respect to your child, this coordinated set of activities:

is based on your child's individual needs, taking into account his or her strengths, preferences, and interests; and

includes instruction; related services; community experiences; the development of employment and other post-school adult living objectives; and, if appropriate, the acquisition of daily living skills and functional vocational evaluation.

Transition services can be provided as special education if they are specially designed instruction or as a related service, if they are required for your child to benefit from special education.

To learn more about transition planning
Visit the National Secondary Transition Technical Assistance Center
www.nsttac.org/

As you can see, there are a lot of important matters to talk about in an IEP meeting. You may feel very emotional during the meeting, as everyone talks about your child's needs. Try to keep in mind that the other team members are all there to help your child. If you hear something about your child that surprises you, or that is different from the way you see your child, bring it to the attention of the other members of the team. In order to design a good program for your child, it is important for you to work closely with the other team members and share your feelings about your child's educational needs. Feel free to ask questions and offer opinions and suggestions.

Based on the above discussions, the IEP team will then write your child's IEP. This includes the services and supports the school will provide for your child. It will also include the location where particular services will be provided. Your child's placement (where the IEP will be carried out) will be determined every year, must be based on your child's IEP, and must be as close as possible to your child's home. The placement decision is made by a group of persons, including you, the parent, and others knowledgeable about your child, the meaning of the evaluation data, and the placement options. In some states, the IEP team makes the placement decision. In other states, the placement decision is made by another group of people. In all cases, you as parents have the right to be members of the group that makes decisions on the educational placement of your child.

Depending on the needs of your child and the services to be provided, your child's IEP could be carried out:

in regular education classes;

in special classes (where all the students are receiving special education services);

in special schools;

at home;

in hospitals and institutions; and

in other settings.

Which of these placements is most appropriate for your child? IDEA strongly prefers that children with disabilities be educated in the general education classroom, working and learning alongside their peers without disabilities. In fact, placement in the regular education classroom is the first option the IEP team should consider. With the support of supplementary aids and services, can your child be educated satisfactorily in that setting? If so, then the regular education classroom is your child's appropriate placement. If not, then the group deciding placement will look at other placements for your child.

19. Does the school need my consent to implement the IEP?

Yes , the school must obtain your informed written consent before the initial provision of special education and related services to your child and must make reasonable efforts to obtain that consent.

If you don't respond to the request for consent for the initial provision of special education and related services, or you refuse to give consent, the school system may not override your lack of consent and implement the IEP. The school system is not considered in violation of its requirement to make a free appropriate public education available to your child. Your lack of consent, however, means that your child will not receive special education and related services in school.

20. May I revoke my consent for special education and related services after initially giving it?

Yes. At any time after providing initial consent, you may revoke consent, in writing, for the continued provision of special education and related services. Once you revoke consent, the school system may no longer provide special education and related services to your child, and they may not use mediation or due process procedures to try to override your revocation of consent.

Once you revoke consent, your child will be no longer receive the services and supports that were included in his or her IEP. Additionally, there are also a number of other consequences that may arise, such as how your child may be disciplined.

Therefore, it is important for you to ask questions about how your child's education will be affected before revoking consent.

21. Can my child's IEP be changed?

Yes. At least once a year a meeting must be scheduled with you to review your child's progress and develop your child's new annual IEP. But you don't have to wait for this annual review. You (or any other team member) may ask to have your child's IEP reviewed or revised at any time.

The meeting to revise the IEP will be similar to the IEP meeting described above. The team will talk about:

your child's progress toward the goals in the current IEP;

what new goals should be added; and

whether any changes need to be made to the special education and related services your child receives.

This annual IEP meeting-or any periodic IEP review you might request-allows you and the school to review your child's educational program and change it as necessary.

22. Can the IEP be changed without holding an IEP meeting?

Yes. If you and the school want to change your child's IEP after the annual IEP meeting, you and the school may agree not to convene an IEP meeting. Instead, you and the school will develop a written document that will amend your child's IEP. If your child's IEP is changed, all IEP team members will be informed of the changes, and if you request it, the school must give you a copy of the revised IEP.

23. Does the IEP meeting have to be in person?

No. When holding an IEP meeting, you and the school may agree to use other means of participation. For example, some members may participate by video conference or conferences calls.
24. May a team member be excused from attending an IEP meeting?
Yes , under certain circumstances and only with the consent of both the school system and the parent. If the member's area of the curriculum or related service is not going to be discussed or modified at the meeting, then he or she may be excused if you, as parents, and the school system agree in writing. A member whose area of expertise is going to discussed or changed at the meeting may be excused-under two conditions:

You (in writing) and the school agree to excuse the member; and

The member gives written input about developing the IEP to you and the team before the meeting.

Part IV: Re-Evaluation

25. Will my child be re-evaluated?

Yes. Under IDEA, your child must be reevaluated at least every three years, unless you and the school agree that a reevaluation is not necessary. The purpose of this reevaluation is to find out:

if your child continues to be a "child with a disability," as defined within the law; and

your child's educational needs.

The reevaluation is similar to the initial evaluation. It begins by looking at the information already available about your child. More information is collected only if the IEP team determines that more information is needed or if you request it. If the group decides that additional assessments are needed, you must give your informed written permission before the school system may collect that information. The school system may only go ahead without your informed written permission if they have tried to get your permission and you did not respond.

Although the law requires that children with disabilities be re-evaluated at least every three years, your child may be re-evaluated more often if you or your child's teacher(s) request it. However, reevaluations may not occur more than once a year, unless you and the school system agree that a reevaluation is needed.

Part V: Resolving Disputes

26. What if I disagree with the school about what is right for my child?

You have the right to disagree with the school's decisions concerning your child. This includes decisions about:

your child's identification as a "child with a disability;"

his or her evaluation;

his or her educational placement; and

the special education and related services that the school provides to your child.

In all cases where the family and school disagree, it is important for both sides to first discuss their concerns and try to reach consensus. Decisions can be temporary. For example, you might agree to try out a particular plan of instruction or classroom placement for a certain period of time. At the end of that period, the school can check your child's progress. You and other members of your child's IEP team can then meet again, talk about how your child is doing, and decide what to do next. The trial period may help you and the school come to a comfortable agreement on how to help your child.

If you still cannot agree with the school, it's useful to know more about IDEA's protections for parents and children. The law and its regulations include ways for parents and schools to resolve disagreements. These include mediation, due process, and filing a complaint with the state educational agency. You also have the right to refuse consent for initial provision of special education and related services, or to cancel all special education and related services for your child without using mediation, due process, or filing a complaint.

There's a lot to know about each of these vehicles for resolving disputes. If you'd like to learn more:
Read more in https://www.parentcenterhub.org/disputes
Visit the CADRE, the National Center for Dispute Resolution
www.directionservice.org/cadre

You may also call the PTI center in your state. We've mentioned the PTI several times in this publication. PTIs are an excellent resource for parents to learn about special education. Find yours at: https://www.parentcenterhub.org/find-your-center

Always remember that you and the school will be making decisions together about your child's education for as long as your child goes to that school and continues to be eligible for special education and related services. A good working relationship with school staff is important now and in the future. Therefore, when disagreements arise, try to work them out within the IEP team before filing a complaint or requesting mediation or due process. Both you and the school want success for your child, and working together can make this happen.

**Highly Rated Resource! This resource was reviewed by 3-member panels of Parent Center staff working independently from one another to rate the quality, relevance, and usefulness of CPIR resources. This resource was found to be of "High Quality, High Relevance, High Usefulness" to Parent Centers.
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Questions Often Asked by Parents about Special Education Services

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Links updated, April 2019 En español | In Spanish Read This Publication If You Want to Know...

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A variety of professionals depending on the child's needs and goals.

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Akin, M. (2013). Effect of gymnastics training on dynamic balance abilities in 4-6 years of age children. International Journal of Academic Research, 5(2), 142-146. doi: 10.7813/2075-4124.2013/5-2/A.22

Božanić, A., Delaš Kalinski, S., & Žuvela, F. (2011). Changes in fundamental movement skills caused by a gymnastics treatment in preschoolers. In I. Prskalo & D.Novak (Eds.), 6th FIEP European Congress: Physical education, 89-94.

Gesell Program in Early Childhood. (n.d.). Gesell theory. Gesell at Yale. https://www.gesell-yale.org/pages/gesell-theory

School Specialty. (2019). The importance of early childhood activity. Schoolyard. https://blog.schoolspecialty.com/importance-early-childhood-activity/

Patel, D. R., Pratt, H. D., & Patel, N. D. (2008). Team processes and team care for children with developmental disabilities. Pediatric Clinics of North America, 55(6), 1375-1390. doi:10.1016/j.pcl.2008.09.002

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Children participating in the gymnastic's program will have their development monitored and formal testing from a qualified professional periodically using the Bayley-III Scales of Infant and Toddler Development.

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Caregivers will also be asked to fill out a short satisfaction survey to provide their feedback and input.