Transparency and communication. It is a necessity in Special Education. I keep in frequent contact with my client’s school districts. If a parent is denied a request, I will ask for the legal authority by which they made the decision.
As I have said in a previous post, I never take the school’s word for anything that is not explicitly addressed in the IDEA. I will write them emails and challenge their veracity. This is the only way I know to keep districts from taking advantage of parent’s naivete of the law.
Usually, by the time I am called in by parents, the school has already been brazenly lying and bending the truth beyond recognition to parents. So when I ask for verification of their claims, they get very upset and start doing some serious back peddling.
Often, they will say that my questions and requests for information are too many to respond to. They imply that I am trying to intimidate them by persistently asking questions (usually of their unreasonable statements to parents) until I get a REAL answer. I remind the school that parents of children with special needs have every right to communicate with their child’s district. And that by asking me to stop asking questions, the district diminishes parents ability to be full and equal members of the child’s PPT. That usually stops them from complaining more.
One time, a silly administrator thought she was being clever by turning this tactic around on me. She asked where I have the authority to “intimidate” her by asking so many questions. I told her that my obligation is to assure that my client is being treated as a full and equal member of her child’s PPT. The district has the obligation and responsibility to the parent. Not vice versa.
I don’t care how annoying or obnoxious they think I am. I refuse to let districts mislead parents about their child’s rights.