1. "Your child doesn't qualify for special education services."
Response: Request a detailed explanation of the eligibility criteria and ask for clarification on how your child's needs are being addressed. Submit private evaluations to provide additional evidence of your child’s needs and then ask the school district to pay for them (unless your insurance covered it).
2. "We don't have the resources to provide the requested services."
Response: Inquire about alternative solutions, explore available community resources, grants, or funding options and ask the team to collaborate in finding creative ways to support your child's needs. If they school says that your child needs OT, but their OT is out on leave, or if they are trying to hire someone, then request that the school funds a private person. If your child misses services, then ask for compensatory services. Also, document that statement. The District is required to provide FAPE, Free Appropriate Public Education, not “what we can afford” or “what we have the staff for.”
3. "Your concerns are outside the scope of our responsibilities."
Response: Advocate for the relevance of your concerns to your child's education, provide supporting evidence or documentation, and emphasize the importance of addressing their specific needs. Collaborate with the team to find mutually agreeable solutions that address both your concerns and the school's responsibilities.
4. "Your child has made minimal progress despite our efforts."
Response: Request a review of the strategies and interventions being used, propose alternative approaches or assessments, and collaborate with the team to explore new avenues for supporting your child's progress. Consider obtaining an independent evaluation to gain additional insights and recommendations. Collaborate with the team to develop a revised plan that targets your child's specific needs.
5. "We cannot implement the recommended accommodations or modifications."
Response: Seek clarification on the reasons behind the decision, provide additional information or professional recommendations, and advocate for the importance of the requested supports in facilitating your child's access to education.
6. "We are recommending a more restrictive placement for your child."
Response: Express your preference for inclusive settings and highlight the benefits your child has experienced in an inclusive environment. Also highlight the benefits that the typical students have received in inclusive classes. Request a discussion to explore additional supports or strategies that can help your child thrive in an inclusive setting while addressing their specific needs. Ask what supports and accommodations, and supplemental aids and services are needed so your child can be successful. Understand your rights under IDEA 2004 under Least Restrictive Environment (LRE).
7. "We are not able to meet your child's individualized needs."
Response: Discuss the specific areas of concern and request an explanation of why the needs cannot be met. Collaborate with the team to brainstorm alternative solutions or explore outside resources, such as community programs or therapeutic services, that may be able to provide additional support. Stay open to outplacement and visit schools that your District may want to send your child to. Do your homework and find schools that your District did not mention.
8. "Your child's progress is below expectations."
Response: Seek clarification on the specific areas where progress is lacking. Discuss the factors contributing to the challenges and work together with the team to develop a revised plan that targets the identified areas for improvement. Consider seeking additional supports, such as tutoring or specialized interventions, outside of the school if necessary.
9. "We cannot provide the related services your child requires."
Response: Request a clear explanation for the decision and inquire about alternative resources or service providers that may be available. Explore community organizations, support groups, or local agencies that offer services aligned with your child's needs. Consider seeking advice from disability advocacy groups or reaching out to your local Department of Education for guidance.
10. "We have reached the maximum level of support we can offer."
Response: Discuss your concerns about the adequacy of the current support level. Share any information or research supporting the need for additional support. Explore options for augmenting school-based services with external supports, such as private therapies or educational programs, to provide the comprehensive assistance your child requires.
11. "Your child's goals and objectives are unrealistic."
Response: Ugh – the soft bigotry of low expectations for students with disabilities. Engage in a discussion about the specific goals and objectives, provide evidence or professional opinions supporting their attainability, and seek agreement on goals that challenge but also support your child's growth.
12. "We don't have the time or capacity to address all of your concerns."
Response: Prioritize your concerns based on their impact on your child's education and well-being. Request a follow-up meeting to address the most critical concerns first. Explore ways to collaborate more efficiently within the available resources, such as scheduling regular check-ins or utilizing technology for virtual meetings to streamline communication and decision-making processes. Remember that at an IEP meeting, the parent concerns MUST be considered. Before the IEP meeting, consider sending in your written concerns prior to the meeting and ask that they be attached to the IEP.
13. "Your involvement in the decision-making process is not necessary."
Response: Assert your legal right to be actively involved in the decision-making process regarding your child's education. Highlight the valuable insights and unique knowledge you have as the parent. Advocate for open communication, shared decision-making, and a collaborative approach that includes your perspectives and concerns.
14. "Your child's disability is not severe enough to warrant additional support."
Response: Request a thorough explanation of the criteria used to determine the level of support, provide any supporting documentation or professional opinions, and discuss the impact of the disability on your child's educational progress and participation.
15. "We cannot provide the requested assistive technology or accommodations due to cost limitations."
Response: Inquire about available funding options or grants that could support the acquisition of the needed assistive technology or accommodations. Discuss alternative, cost-effective solutions and highlight the potential positive impact these supports could have on your child's learning and participation. Ask for an Assistive Technology evaluation to determine what technology does your child need to meaningfully access their education. Document the school’s statement as they are obligated to provide “an appropriate education,” not “the cheapest education.”
16. "Your child's behavior is disruptive, and we are considering disciplinary action."
Response: When behavior affects the learning of the student, or the learning of others, that student is entitled to supports and services in their IEP. Advocate for a functional behavior assessment to understand the underlying reasons for the behavior. Request the implementation of positive behavior support strategies and collaborate on an individualized behavior plan that addresses your child's needs while promoting a positive and inclusive learning environment.
17. "Your child's academic performance is not a priority for us."
Response: Express your concerns about the importance of academic progress for your child's future success. Provide evidence of the impact of education on their overall well-being and advocate for appropriate support and resources to foster their academic growth. If their priority is behaviors, please know that you can work on positive social and emotional goals without sacrificing academics.
18. "We are not able to provide the necessary support for your child's social and emotional needs."
Response: Discuss the specific social and emotional needs that are not being addressed and emphasize their significance in your child's development and overall educational experience. Collaborate with the team to explore alternative strategies or resources that can support their social and emotional well-being. If the school is not able to provide the supports, ask for an independent evaluation to see if they can suggest services and strategies to educate your child. Consider the possibility that maybe your child has needs that cannot be met in the public school. Look around to see what private schools are offering.
19. "We cannot accommodate your request for an independent educational evaluation (IEE)."
Response: Familiarize yourself with the rights and procedures regarding independent educational evaluations. They are part of your procedural safeguards. Share information about the reasons why you believe an IEE is necessary and advocate for your right to obtain an unbiased assessment from an independent professional. If you ask for an IEE, the school must either take you to Due Process to prove that their evaluation was appropriate, or they must agree to the IEE.
20. "We cannot provide the necessary staff training to meet your child's needs."
Response: Emphasize the importance of staff training in effectively supporting your child's educational needs and ensuring a positive learning environment. Request information about available professional development opportunities or suggest external resources that could assist in enhancing staff expertise.
Remember, when responding to these statements, it's important to maintain open communication, assert your rights as a parent, and work collaboratively with the school team. If necessary, seek support from advocates or professionals experienced in special education to ensure that your child's needs are properly addressed.
