Getting children reading assistance in our public schools that leads to meaningful improvement often requires that parents take on the role of an informed advocate.
This task can be truly daunting. Parents need help navigating the hurdles of getting help for their children – especially if their children are in the special education system.
Armed with the program contained in this book, parents can learn the 5 Steps of informed advocacy that can result in success for their children.
The most important piece of advice I can give to parents who suspect their child has a reading problem: Seek help as soon as you suspect a problem and don’t quit until you find a solution. Trust your instincts as a parent and act on your child’s behalf. Children do not just “outgrow” reading problems. Once children enter the fourth grade it is much more difficult to help them catch up.
Parents are sometimes confused about whether their child is reading at grade level and don’t know when they should act. The teacher advises them not to worry but parents see their child struggling. If you face this dilemma, you can try the following:
If you see that your child is having trouble by the end of the first grade, it is time to act!
You need a full and accurate understanding of your child’s academic needs. Information that is unbiased and free from the budgetary and personnel concerns of the school system is essential to developing an effective plan for getting help with reading. This information about your child’s needs is the backbone of your advocacy plan.
Schools are not diagnostic facilities and they generally lack the expertise needed to complete a comprehensive evaluation. Also, many schools have an inherent conflict of interest for providing appropriate recommendations. For example, a school will not recommend a specialized reading program designed for dyslexic students if they do not have a teacher trained in the use of the program. You want a complete understanding of your child’s strengths and weaknesses with recommendations based on your child’s needs.
A comprehensive individual diagnostic evaluation should include the following elements:
Parents cannot dictate to schools how they must teach their children or what tests they must administer as part of an evaluation. BUT parents can insist on progress.
Evaluating your child’s progress is critical. If you have questions about your child’s reading progress, you will need to have his or her progress monitored by an independent evaluator. Learn how to evaluate progress by comparing standard scores and percentile ranks of standardized tests.
Understanding test results is crucial if you are to have a voice in advocating for the services your child needs. You need to know enough about test scores so that you can understand your child’s evaluation reports.
When appropriately qualified teachers use evidence-based reading instruction, it is possible to teach nearly every child to read. You want to learn enough about the reading process to effectively advocate for the specific, evidence-based reading instruction that your child needs. You must be able to determine whether your child is receiving reading instruction that will result in his becoming a successful reader.
Most children who receive help with reading, receive that help through special education. To be effective, you need to know what the law says about your rights. The special education law (IDEA 2004) is a federal law that applies to ALL states. While states have each enacted their own version of IDEA 2004, all states are required to meet the standards of IDEA 2004. The purpose of the law is to provide children with disabilities a “free, appropriate public education” (FAPE).
The law establishes guidelines for educating children with disabilities and sets procedural safeguards for you and your child that schools are required to follow.
Unless a child has other disabilities that interfere with learning, students with reading disabilities are usually identified as having a “specific learning disability” for purposes of special education classification.
You must advocate for services for your child. Children whose parents advocate on their behalf receive more services and better services than children whose parents do not advocate for them.
Once you understand what your child needs and you know the critical elements of an effective reading program, you can use the information to advocate for your child. Armed with knowledge about your legal rights and a determination to see that your child learns to read, you can move ahead.
The law establishes guidelines for educating children with disabilities and sets procedural safeguards for you and your child that schools are required to follow.
Unless a child has other disabilities that interfere with learning, students with reading disabilities are usually identified as having a “specific learning disability” for purposes of special education classification.
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