Parental Concerns

Question #1: What is the difference between cognitive and achievement tests? Answer: Cognitive tests are basically IQ tests. These tests are used to assess a student’s intelligence level. This is based on a scale, where a score of 100 is the average. Students with very low IQ’s may be having a cognitive disability. Students with a very high IQ may be considered to be gifted. Achievement testing is not used to test your child’s intelligence level; it is used to test their skills and knowledge to date. These tests may specifically target reading, spelling or math depending on the student. By taking an achievement test, it will show where your child’s areas of strengths are and areas which may need more attention. If the student being tested has a normal IQ (cognitive testing), but an area of their achievement test that is significantly lower than other subjects, they may need further testing to looking into learning disabilities. Question #2: How can my child have a learning disability if he is only failing in one subject area? Answer: First of all, it is normal for all people to excel in some areas and need to work harder in others. Your child can achieve just as much as any other student; he just has difficulties in that one area. A learning disability does not mean that your son is not intelligent; it is a difference in achievement. Where he might have a lot of success in reading, math may be more difficult for him to understand, or vice versa. A learning disability is found in children who have normal intelligence levels, but need support in some areas. If you want more information on how we can work together to help your son, I have many resources that I can give you.

Question #3: What is considered an average IQ? Above average range? Below average range? Does an IQ determine achievement? Should my child know his IQ? Answer:

An average IQ is around 100. There is also the possibility for a standard deviation of 15 points. The term standard deviation means that 15 points above and below 100 is considered normal. Therefore, an average IQ is from 85-115. When a student has an above average IQ, they may be considered to be intellectually advanced, but that does not secure lifelong achievement. Even though, the higher the IQ scores, the more intellectual they may be. When students have an IQ that is lower than average, they may be considered less intelligent and may have a cognitive disorder. Cognitive disorders may be from birth, traumatic brain injury, fetal alcohol syndrome, Down’s syndrome, etc. These disorders are related to the term mental disability. IQ does not determine a student’s achievement level. While sometimes a student with a lower or higher IQ may require specific supports, their IQ cannot define their possible accomplishments in life. With encouragement, positive supports and academic help, all students can find success. In terms of allowing your child to know his IQ, that decision is your own. Yet, please understand that your student’s success is not dependent on their IQ score. In my personal opinion, students do not need to get hung up on a number that does not determine their fate. Knowing their IQ does not make the child achieve any more. Question #4: What should I do if it’s determined that my child needs special services, but she is embarrassed to be labeled “special ed”? Answer: I understand that in peer groups it may be hard to have a label like “special ed”. Yet, I feel that the benefits of being supported and involved with this program will be very valuable to your daughter. I would sit down with her, possibly include the special education team, and talk about what our goals are and get her input on this plan. Within the school atmosphere, we try to place the students in the least restrictive environment for their learning. We will try our best to keep your daughter in her general education classroom with her peers. Lastly, I would tell your daughter that her services and paperwork are confidential. We are here to help and support her in any way possible. I hope that both you and your daughter feel that we are a team you can come to with any further concerns.

Question #5: How can I help my child socially when his self-esteem is affected by his problems at school? Answer: Spend time working with your child, and praising him in a job well done. Read together, work on homework together, and be encouraging about his education. Even if he is making small strides academically, tell him you are proud of him and make it known that you care about his success, even if it is just a little bit. Possibly ask the teacher what extra things you could be doing at home to help prepare him to come to class. If he is better prepared in his natural environment, he may participate in class and increase his confidence. Also, get your child involved in activities that he excels at and enjoys. This may be an athletic team, after school club, or a community program like Boy’s and Girl’s Club. These are outside resources that may boost your child’s self-esteem outside the classroom. Above all, remember to be a positive influence in your child’s life. Question #6: How can I tell whether my child needs special services or supplemental help, as in after school tutoring? Answer: The best way to know if this would be beneficial is to ask yourself, ask your child, and you child’s teacher. By talking with your child and the school you will have a chance to see what your child’s needs are. If his needs require after school tutoring, that would be a possible route. Within our community and school there are many options for extra help. If your son/daughter is in need of a program which is more intensive than supplemental help, I would recommend that you speak with the school psychologist or the special education teacher. We are here to make sure that each student achieves academic success through whatever means possible. Question #7: What is the least restrictive environment? Why is it always best? Answer: The least restrictive environment, also known as LRE is a movement towards placing students identified with disabilities with general education students. Within the general education

classroom, all possible modifications and supports are explored to make sure that this environment will be positive for the student with a disability. In the past, students who had disabilities may have been segregated from the rest of their peers. With LRE, the student is able to be in the classroom, involved with peers, develop social skills, and take part in the general education curriculum. LRE is best when it is possible to meet that child’s individual needs. If it is not able to support the child as needed, other options may be looked at. Question #8: What is a parent advocate? How do I know if I need one? How do I contact one? What is the difference between a parent advocate versus an attorney? Answer: A parent advocate can either be a parent of a child who has a disability, or an alternative person who protects your child’s rights. This advocate is there to give information and support, but they are not licensed attorneys. While some may work with an attorney and may give legal advice, they are not licensed law professionals. If a dispute were to reach a due process hearing, you may need to contact an attorney. An advocate is there to make sure that your child is receiving all necessary accommodations, and that the school is following all laws in reference to Section 504 laws and the Individuals with Disabilities Education Act, or IDEA. If your child is receiving special education services and you do not know very much about the process or the laws and have reason to be concerned, it is to your benefit to contact an advocate. If nothing else, they are a world of information. More extensively, the advocate can come with you to IEP meetings and assist you in decision making. To contact one, you can talk to your school, or contact an organization like COPAA (Council of Parent Attorney’s and Advocates) which can give you names of advocates in your state. Question #9: What is a Section 504 plan? How is it different from services provided through IDEA legislation? Answer: All students identified with a disability are guaranteed a Free and Appropriate Public Education, but the flexibility of the students plan depends on Section 504 and IDEA. Section 504 is less monitored and more flexible. A 504 plan makes sure that the student cannot be

discriminated against and must stay included in programs and activities throughout their lifetime. Section 504 laws are usually used for students who do not have as severe needs as a student who would have an education plan through IDEA. If the student is serviced through IDEA, there are specific qualifications and requirements the student must meet between the ages of 3 and 21. In order to have services through IDEA, the issue must have a significant impact on the child’s academic success. However, Section 504 laws protect anyone with a disability. Question #10: What criteria determine whether my child has a disability? Where can I find that criteria? Answer: There is not a single test that can determine whether your child has a disability or not. To determine if a child has a disability a team of teachers and professionals look at many aspects of the child’s home and academic life. They may look at your family history, medical history, talk to your child’s previous teachers, and assess the student in various ways. The school psychologist may use an IQ test or an achievement test to evaluate the academic side of your child’s life. Also, professionals may observe the child in their classroom or with peers to watch him interact. While many of these procedures are widely used, it is best to call your child’s school special education department and ask what specific criteria they will use to determine your child’s needs. Lastly, the state and federal education laws are available for anyone to read. I encourage you to know the law, your rights as a parent and your child’s rights. If you need clarification in the law, please contact a school professional or a child’s advocate.