School Personnel

 

We like to start by saying, all teachers and special education providers often see themselves as advocates. Teachers, administrators, and school staff often provide support to children and their families. But because they are employed by school districts, school personnel are limited in their ability to advocate for children with disabilities without endangering their jobs.

 

What does your special education advocate do?

 

Special education advocates work to improve the lives of children with disabilities and their families.

Gather Information

Advocates gather facts and information. As they gather information and organize documents, they learn about the child’s disability and educational history. Advocates use facts and independent documentation to resolve disagreements and disputes with the school.

 

Learn the Rules of the Game

 

Advocates educate themselves about their local school district. They know how decisions are made and by whom.

Advocates know about legal rights. They know that a child with a disability is entitled to an “appropriate” education, not the “best” education, nor an education that “maximizes the child’s potential.” They understand that “best” is a four-letter word that cannot be used by parents or advocates.

Advocates know the procedures that parents must follow to protect their rights and the child’s rights.

 

Plan and Prepare

 

Advocates know that planning prevents problems. Advocates do not expect school personnel to tell them about rights and responsibilities. Advocates read special education laws, regulations, and cases to get answers to their questions.

Advocates learn how to use test scores to monitor a child’s progress in special education.

They prepare for meetings, create agendas, write objectives, and use meeting worksheets and follow-up letters to clarify problems and nail down agreements.

 

Keep Written Records

 

Because documents are often the keys to success, advocates keep written records. They know that if a statement is not written down, it was not said. They make requests in writing and write polite follow-up letters to document events, discussions, and meetings.

 

Ask Questions, Listen to Answers

 

Advocates are not afraid to ask questions. When they ask questions, they listen carefully to answers. Advocates know how to use “Who, What, Why, Where, When, How, and Explain Questions” (5 Ws + H + E) to discover the true reasons for positions.

Identify Problems

Advocates learn to define and describe problems from all angles. They use their knowledge of interests, fears, and positions to develop strategies. Advocates are problem solvers. They do not waste valuable time and energy looking for people to blame.

 

Propose Solutions

 

Advocates know that parents negotiate with schools for special education services. As negotiators, advocates discuss issues and make offers or proposals. They seek “win-win” solutions that will satisfy the interests of parents and schools.

 

Here at CHC we provide the following services:

 

Lay Advocates

 

Lay advocates use specialized knowledge and expertise to help parents resolve problems with schools. When lay advocates attend meetings, write letters, and negotiate for services, they are acting on the child’s behalf. Most lay advocates are knowledgeable about legal rights and responsibilities. In some states, lay advocates represent parents in special education due process hearings.

 

Educational Advocates

 

Educational advocates evaluate children with disabilities and make recommendations about services, supports and special education programs. When educational advocates go to eligibility and IEP meetings, they are acting on the child’s behalf. Some educational advocates negotiate for services. Others are less knowledgeable about special education law and how to use tactics and strategies.

 

Parents the Number "1" Advocate

 

Parents are natural advocates for their children. Who is your child’s first teacher? You are. Who is your child’s most important role model? You are. Who is responsible for your child’s welfare? You are. Who has your child’s best interests at heart? You do.

You know your child better than anyone else. The school has been involved with your child for a few years. You are involved with your child for their entire life to date. You should play an active role in planning your child’s education.

The law gives you the power to make educational decisions for your child. Do not be afraid to use your power. Use it wisely. A good education is the most important gift you can give to your child.

As the parent of a child with a disability, you have two goals:

To ensure that the school provides your child with a “free appropriate public education” that includes “specially designed instruction . . . to meet the [child’s] unique needs . . .” (20 U.S.C. §1401)
To build a healthy working relationship with the school.

 

Plan for the Future

 

What are your long-term goals for your child? What do you envision for your child in the future?

If you are like most parents, you are focused on the present. You haven’t given much thought to the future.

Do you expect your child to be an independent, self-sufficient member of the community? Although some children with disabilities will require assistance as adults, most will grow up to be adults who hold jobs, get married, and live independently.

If you have a vision about what you want for your child in the future, you are more likely to achieve your goals.

If you believe others will make long-term plans for your child and provide your child with the necessary skills to be an independent, self sufficient member of society, you are likely to be disappointed.

 

Answer Questions

 

What do you want for your child? What are your goals for your child's future? Do you have a master plan for your child's education?

If you want your child to grow up to be an independent adult, what does your child need to learn before he or she leaves the public school system?

What do you want?

 

Develop a Master Plan

 

If you are like many parents, you don't have a master plan. You don't know where you are, where you need to go, or how to get there. Do not expect school personnel to make long-term plans for your child -- this is your responsibility. Here at CHC we will assist you and your child with their long –term plans.

 

What to Expect in CHC Advocate Program:

 

When a student comes into our Advocate program they will be sent to the facility for assessment which will establish baselines on the student IQ, desires, things they would like to do, places they might like to go and where they might like to work.

 

After the counseling, we might recommend counseling with the foster parent to help with the transition of the student and there care provider home.

 

Counseling will be once a week for students, and once a week for biological parent. At a well-established time, as their counseling progress, we will bring student into joint counseling with the biological parents. 

 

 

Our plans are customized  and talored to meet the needs of the students.

 

Our prices are also customize to best meet the need of the student depending on funding resources.

 

Contact us for a qoute