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to Ask Questions, Get Services
I began to advocate for my daughter, I felt insecure when I requested
services or supports for her.
I was surprised to find that the "powers that be" would not provide the services and supports that I requested for my daugher.
How Do They Perceive Me?
was I having this problem? What could I do?
Now when I go to an IEP meeting, I have a mental list of the accommodations my child needs. What took me so long to do to ask for what my child needs I NEVER do! Now I ask questions so the educators come up with the desired solution, NOT me.
Strategies: Asking Questions to Identify Solutions
My child Susie has a hearing loss. I want Susie to sit near the teacher OR have a speakerphone in the classroom. I won't ask that Susie sit near the teacher or have a speakerphone.
Instead, I will say, "Gee, Susie really loves her teacher, Mrs. Smith. Its sad that Susie can't hear much that Mrs. Smith says. You know Susie has a hearing loss? (submit medical report) Susie really wants to do well on the new state tests. I wonder what we can do . . .
At this point, someone is likely to say, "Let's have her sit by the teacher" or "Let's get a speakerphone for her."
I say, "That's a wonderful idea. I'm so glad you thought of it."
Strategies: Saying "Thank You"
I thank the team members for letting Susie sit near Mrs. Smith, the teacher she likes so much. I know this sounds crazy but I found it works most of the time. Educators/experts are happy when THEY come up with the way to meet the childs needs! Sometimes, they have ideas that I had not considered either!
I decided it doesnt matter who comes up with the solution as long as my child's needs are met!
Last year, we moved to a new school district in a different part of the state. We had a "clean slate." I had a chance to try out my techniques with a new group of educators. I gave them my childs IEP and told them about the equipment our former school used (the former school was willing to sell the stuff to them).
could tell them everything they needed to know about my daughter but
until they met her and got to know her for themselves, I was just another
IEP Day: My Child Has Many Advocates
When IEP day came, more people were advocating for my daughter than I could imagine. I sat there feeling stunned, not saying much.
heard, "We need to base her services on what she needs, NOT the
availability of a TVI (Teacher of the Visually Impaired)" and "We
need to have some training in this area" and "We must order
these Braille books immediately."
When I meet or talk with school staff, I explain that my daughter needs access to the general curriculum. She must have instructional materials in Braille, services from a teacher of the visually impaired, and orientation and mobility instruction.
I also explain that she wants to be like other kids. I do not expect the school to cartwheels just for her! When they realized that I do not want to break their budget or create unnecessary extra work for them, theyve been great. I can honestly say that I don't feel that I'm an at odds with them! (But I still dont let down my guard.)
I look at it this way: If an educator came into my home and told me how to decorate the rooms and what color to paint my walls, I would not be very happy!
cant say that everything has been smooth sailing we have
had some glitches and are getting some things in place for next year.
I think this is the case whenever people with different interests work
together for a common goal.
It's sort of silly when you think about it -- like a game!
you struck out, you spent time thinking about the meetings. You thought
about how you were perceived by school people (a Know-it-All or "yappy
parent). You understood that if you took over the role of "Expert,"
you would leave no role for the educators.
Many parents do not understand these issues. Since many parents feel insecure in their dealings with school people, it's hard for them to put their egos on the back burner.
In our new book, Wrightslaw: From Emotions to Advocacy, we describe these issues and provide strategies to deal with them.
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