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Frequently Asked Questions
Is your child having difficulty reading and you suspect they may have Dyslexia?
Dyslexia is a complex Specific Learning Disability and your child may be entitled to services under Federal and State law. Request an Initial Evaluation for Special Education Eligibility. The District is required to assess all areas of suspected disability. In 2021, Massachusetts introduced its Dyslexia Guidelines to assist schools and districts in effectively addressing literacy for young children. It's important to note that your child may also experience learning disabilities in writing (Dysgraphia) and math (Dyscalculia). Clearly communicate with the school district, emphasizing the distinction between a struggling reader and a child with a specific learning disorder. Additionally, obtaining an independent neuropsychological evaluation is recommended.
Is your child experiencing ongoing behavioral challenges that disrupt their learning environment and lead to disciplinary consequences?
Your child might have a diagnosis in ASD, ADHD, ODD, RAD, and/or Anxiety, and it's common for children to have multiple diagnoses. They may require accommodations or services for skill-building in executive functioning, organization, transitions, task completion, problem-solving, self-regulation, self-confidence, or sensory processing. Addressing these challenges can enable your child to concentrate better on learning. Be aware that school Codes of Conduct and disciplinary policies can sometimes be unfair to children with disabilities. If you have questions or concerns regarding your child, consider consulting with an attorney.
Is your child at least 14 years old with an active IEP? If so, has the school initiated transition planning?
Under the Individuals with Disabilities Education Act (IDEA), students on IEPs from age 14 until they graduate with a diploma or turn 22, must receive a "coordinated set of activities ... designed to be within a results oriented process, ... to facilitate the student's movement from school to post-school activities." Transition services are individualized and are aimed at post-secondary education, future employment, and independent living after high school. This process is tailored to your child's specific goals and aspirations, so ensure that the updated DESE IEP Form's "Student Vision" is current and substantive. Chapter 688 Transition Referral Forms must be submitted at least two years prior to graduation, or two years prior to the student turning 22.
Does your child require Assistive Technology (AT) due to a disability, but you are unable to afford it or lack the knowledge to utilize it effectively?
The Department of Elementary and Secondary Education (DESE) has acknowledged that assistive technology and accessible instructional materials significantly enhance the lives of many students with disabilities in Massachusetts, expanding their learning opportunities, personalizing instructional approaches, and facilitating participation in school activities alongside their non-disabled peers. If an assessment has not yet been conducted, you may request an AT evaluation from the school district. If your child meets the criteria, the school will provide AT for your child. The new DESE IEP Form includes several opportunities to integrate AT. Additionally, if you are unfamiliar with the AT, you can include AT training in the A Grid of your child's IEP Service Delivery Grid, ensuring that both you and the educators are adequately prepared. This training is appropriate for the A Grid because it is regarded as a "related service" for your child.
What's the difference between an IEP and a 504?
An IEP, or Individualized Education Program, provides special education services, accommodations, and modifications tailored to your child's disabilities as defined by the Individuals with Disabilities Education Act (IDEA). An IEP includes individualized goals and benchmarks which are tracked and measured for progress. You are a vital member of the IEP Team and are entitled to meaningful participation in the IEP process, and your child is entitled to a free appropriate public education (FAPE) in the least restrictive environment. An IEP team determines whether a child is eligible for special education and/or services under the IDEA.
A 504 is a plan that includes accommodations (and in some cases can include services, which are not tracked and measured for progress), and it falls under the civil rights law of the Rehabilitation Act of 1973 which prohibits discrimination against individuals with disabilities. It is important to note that Section 504 does not confer the same entitlements as an IEP under IDEA, although both frameworks ensure that your child is entitled to FAPE. A 504 team makes the decision whether a student is eligible for a 504 Plan using a three-pronged approach.
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