As a parent, you are an advocate for your child and a critical member of the IEP team. Parents have rights under the IDEA act that include the right to ask for an evaluation or re-evaluation of their child and the right to contribute to the team that decides what special education services their child will receive. Being aware of your rights under the IDEA act will help you be the expert your child needs as decisions are made about how they should be served and supported. It is also critical that while ensuring that parents know their rights, teachers, and staff the serve students are aware of the regulations and policies associated with IDEA. It is difficult to support families if teachers are an able to articulate the IEP or 504 plans. Currently districts are navigating how to comply with IDEA regulations during COVID-19. Teachers and administrators are currently tasked with how to accommodate IEP and 504 plans virtually. This has been difficult for parents to manage especially with multiple children (L. Lester, personal communication, July 14, 2020).

Best Practices: 

·         Ensuring that IEP or 504 team members are properly trained in IDEA regulations. The team members meet monthly to ensure that proper protocols are in place in the classroom and how we can best ensure these procedures are done with fidelity (L. Lester, personal communication, July 14, 2020)

·         Parents must be given the opportunity to participate in some form with their students “identification, evaluation, educational placement, and the provision of a free appropriate public education (Patterson, 2001). 

·         The principal must act as the chief advocate for parents and students with disabilities. It is necessary that principal is aware of all student disabilities and accommodations. Principals will work closely with parents to create an action team for the student (Bateman & Bateman, 2014). 

References:

Bateman, D., & Bateman, C. F. (2014). A principal's guide to special education. Arlington, VA: Council for Exceptional Children

Individuals with Disabilities Education Act, Title 20 § 1414

L. Lester, personal communication, July 14, 2020

Patterson, J., Educational Research Service, A. V., & National Association of Elementary School Principals, A. V. (2001). School Leader’s Guide to Special Education. Essentials for Principals

Link: https://www.naset.org/fileadmin/USER_UPLOADS_PROTECTED/HOW_TO_Series/May_2014_-_how_to_discuss_a_parent_s_rights.pdf
The National Association of Special Education Teachers (2014) discusses the importance of parents and teachers knowing the rights regarding IDEA. The articles details what important information, rights and policies should be covered with parents. 

Reference: 

The National Association of Special Education Teachers. (2020, July 15). How to series: How to discuss a parent's rights [Web blog post]. Retrieved from https://www.naset.org/fileadmin/USER_UPLOADS_PROTECTED/HOW_TO_Series/May_2014_-_how_to_discuss_a_parent_s_rights.pdf

·         Occupational and Physical therapy that are entitled under IDEA will be suspended. 

·         Students with disabilities will receive meaningless work that does not accommodate their unique learning needs.

·         Some districts are encouraging parents to sign waivers that decline special education services related to their IEP or 504 plans. 

·         Districts cannot ensure confidentiality or privacy using electronic communications for  sensitive services such as counseling and are being forced to decline virtual learning plans. 

Link: https://www.propublica.org/article/families-of-special-needs-students-fear-theyll-lose-school-services-in-coronavirus-shutdown

Reference: Jodi S. Cohen, P. (2020, May 20). Families of Special Needs Students Fear They'll Lose School Services in Coronavirus Shutdown. Retrieved July 16, 2020, from https://www.propublica.org/article/families-of-special-needs-students-fear-theyll-lose-school-services-in-coronavirus-shutdown

·         No waivers will be provided to districts in regarding IDEA regulations

·         Parents have the right to file a grievance if they feel IEP and 504 Plans are not being implemented.

·         New financial flexibility would be implemented to help accommodate parents and teachers when meeting the needs of students. 

Ujuifusa (2020) discuss the worries of districts and special education teachers regarding: 

·         Concerns on regulations of how often IEP and 504 Plans are reviewed.

·         Violation of IDEA requirements during digital learning. 

·         How to accommodate parents and students’ rights during COVID-19. 

Link: https://blogs.edweek.org/edweek/campaign-k-12/2020/04/betsy-devos-special-education-no-reason-waive-core.html

Reference: Ujifusa, A. (2020, April 27). Betsy DeVos Sees 'No Reason' to Waive Core Elements of Special Education Law. Retrieved July 15, 2020, from https://blogs.edweek.org/edweek/campaign-k-12/2020/04/betsy-devos-special-education-no-reason-waive-core.html

Reference: Abilene ISD. 2019.School policies handbook for parents and students. Retrieved from https://www.abileneisd.org/wp-content/uploads/2018/08/Student-Parent-Handbook-2018-2019-2.pdf

Reference: Endrew F. v Douglas County School District, 137 S. Ct. 988 (2007).

Reference: Right to Information Concerning Special Education or Students with Learning Difficulties, Tex. Educ. Code § 26.0081

Reference: Individuals with Disabilities Education Act, Title 20 § 1414(d)(1)(A)

(Tex. Educ. Code § 29.01). Link to Law: https://statutes.capitol.texas.gov/Docs/ED/htm/ED.26.htm#26.0081

Reference: Special Education or Students with Learning Difficulties, Tex. Educ. Code § 29.01

Link: https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=7&ch=247&rl=2

Reference: Texas Administrative Code 19 § 247.2

Link: http://www.ascd.org/Publications/Books/Overview/A-Principals-Guide-to-Special-Education-3rd-Edition.aspx
Reference: Bateman, D., & Bateman, C. F. (2014). A principal's guide to special education. Arlington, VA: Council for Exceptional Children

·         Educational Leaders need to attentive and current to policies and procedures regarding students with disabilities. (Holler & Zirkel, 2019)

·         Create easy to navigate handouts for parents regarding IDEA regulations and local policies (L. Lester, personal communication, July 14, 2020)

·         Be visible to parents and have positive level of communication. 

·         Communicate with campus teachers the IDEA expectations regarding special education students in the classroom and parent rights.

·         Adhere to the local policies regarding IEP and 504 meetings. 

·         Be supportive of parents and teachers 

·         Be flexible (Help parents find a way to be involved in their students IEP or 504 meeting) 

References:
Holler, R., & Zirkel, P. (2019). Legally Best Practices in Section 504 Plans. Retrieved July 17, 2020, from https://www.aasa.org/SchoolAdministratorArticle.aspx?id=4926

L. Lester, personal communication, July 14, 2020