Creating a strong bond between school and home is important to most administrators. Schools recognize that when teachers and administrators have a good relationship with families, that students benefit with better academics, attendance, attitudes, and motivation. This doesn't diminish with families of special needs students, in fact the need for a strong bond between school and home is even stronger for families of special needs students, as usually those families are under more stress and need more support than others.
Parent-School Collaboration: Schools provide opportunities for collaboration with families throughout the year including parent teacher conferences, volunteer opportunities, school performances, etc. The parents of special needs students also have the opportunities to collaborate with the school in referral and assessment meetings as well as at least annual IEP meetings, in addition to any other meetings that the special education team might call in order to better help the student. Parents are legally required to be involved in meetings and decisions regarding their special needs students. However, it is also simply the best practice because schools should recognize that parents play a vital role in the education of the student and that their opinion needs to be heard (Smith, 2016).
Legal Rights of Parents: Parents of special needs students have many rights since the implementation of Section 504 and IDEA. Parents have the right to be notified before any assessments and any change of service or placement for their student. Parents also must give their consent before their student is assessed or any service changes are made. Parents must be provided with a copy of their parent rights and/or procedural safeguards during the initial referral or request for evaluation, at any time they request an additional copy, and at least once a year. "Parent rights in the procedural safeguards include: the opportunity for independent, education evaluation, prior written notice, parental consent, access to educational records, opportunity to present and resolve complaints, time period to make the complaint, opportunity of agency to resolve complaint, the availability of a mediator, assurances about the child's placement during the process proceedings, procedures related to an interim alternative educational placement, requirements for unilateral placements by parents a public expense, due process hearings, state level appeals, opportunity for civil action, and rules regarding the payment of parents' attorney fees (Smith, 2016). "
Family Involvement in the Special Education Process: Parents of special needs students are provided with many rights, but they are also expected to be a responsible part of the special education process as well. As the parents of special needs students, they are responsible for responding to school requests for participation, attending meetings, responding to requests for consent, engaginh in the full process, asking questions, expressing concerns, supporting the goals and interventions agreed upon, and engaging in the conflict resolution process if a disagreement arrises (Smith, 2016).
Parent-School Collaboration: Schools provide opportunities for collaboration with families throughout the year including parent teacher conferences, volunteer opportunities, school performances, etc. The parents of special needs students also have the opportunities to collaborate with the school in referral and assessment meetings as well as at least annual IEP meetings, in addition to any other meetings that the special education team might call in order to better help the student. Parents are legally required to be involved in meetings and decisions regarding their special needs students. However, it is also simply the best practice because schools should recognize that parents play a vital role in the education of the student and that their opinion needs to be heard (Smith, 2016).
Legal Rights of Parents: Parents of special needs students have many rights since the implementation of Section 504 and IDEA. Parents have the right to be notified before any assessments and any change of service or placement for their student. Parents also must give their consent before their student is assessed or any service changes are made. Parents must be provided with a copy of their parent rights and/or procedural safeguards during the initial referral or request for evaluation, at any time they request an additional copy, and at least once a year. "Parent rights in the procedural safeguards include: the opportunity for independent, education evaluation, prior written notice, parental consent, access to educational records, opportunity to present and resolve complaints, time period to make the complaint, opportunity of agency to resolve complaint, the availability of a mediator, assurances about the child's placement during the process proceedings, procedures related to an interim alternative educational placement, requirements for unilateral placements by parents a public expense, due process hearings, state level appeals, opportunity for civil action, and rules regarding the payment of parents' attorney fees (Smith, 2016). "
Family Involvement in the Special Education Process: Parents of special needs students are provided with many rights, but they are also expected to be a responsible part of the special education process as well. As the parents of special needs students, they are responsible for responding to school requests for participation, attending meetings, responding to requests for consent, engaginh in the full process, asking questions, expressing concerns, supporting the goals and interventions agreed upon, and engaging in the conflict resolution process if a disagreement arrises (Smith, 2016).