Prior Written Notice

This blog post was written by Dr. Frank Del Rio, Psy.D., LPC, CART

One of the issues I often receive calls about involve problems with the school disagreeing with parents on what services their child should receive. Parents often request services only to be denied for a variety of reasons.

Before I get into what to do about these disagreements, I feel it is only fair to state I strongly feel the majority of administrators, teachers and paraprofessionals do want to help their students. No one chooses a career in special education because they want to refuse to help students with disabilities and their families. There are a variety of reasons these disagreements occur. However, every parent should feel comfortable demanding every service their child is entitled to receive.

Near the end of this, I will write a sample “end of the meeting” letter you can use to follow up with the school after every meeting. It summarizes your understanding of the meeting and gives you a paper trail of what has occurred you can refer to in the future. This is extremely important so please don’t skip it.

How many times have you heard phrases like these, at Individualized Education Program (IEP) meetings, when you’ve suggested something?

• “I don’t think he/she needs that”.

• “Why don’t we ‘wait and see’ and talk about it in a few months”?

• “I have to discuss this with {someone with more authority} and then I’ll get back to you.” (and they don’t)

• “Why don’t we table that until next fall/summer/the end of days?”

Sound familiar? Despite your best efforts and taking recommendations from other parents or advocates, you’re still being told no. What if I told you that there is a tool built into the IEP process that can help you with this?

Enter the PWN. Prior Written Notice.

It’s going to happen, sooner or later you will be at an impasse in the IEP process.

I’ve always said, the IEP is not one document or one meeting, it’s a process. 

At every step in the process, you have a decision to make.

• “They still won’t put my parental concerns in full in the IEP.”

• “They still won’t agree to a 1:1.”

• “They still said no to ESY.”

You submitted your data, you have your ducks in a row, they still said no.

Yes, it happens and will happen. That’s just how it is. The special education system is not always fair and often feels like the IEP process is stacked against parents.

However, there is one tool in place to use. It is the most effective and most underused (by parents) tool in the IEP process. Say hello to your new BFF, the PWN.

What is PWN/Prior Written Notice?

The word prior can be confusing. Parents often mistakenly think that this means prior to the IEP meeting. It doesn’t. It means prior to a change.

Although the term prior written notice sometimes leads people to believe it is a document provided before a meeting, similar to a meeting notice, it is to be provided after a decision is made but before it is implemented.

Under the Individuals with Disabilities Education Act (IDEA), parents have the right to receive prior written notice from the school each time that the school proposes to take (or refuses to take) certain actions with respect to your child. Specifically, the school must provide parents with prior written notice each time that it:

• proposes to initiate or change the identification (as a child with a disability), evaluation, or educational placement of your child

• proposes to initiate or change the provision of FAPE to your child (their free and appropriate education)

• refuses to initiate or change the identification, evaluation, or educational placement of your child

• refuses to initiate or change the provision of FAPE to your child

I bolded those last two because those are the two that I find I am telling parents most often. So, if as part of your parent concerns you wish to discuss at the IEP meeting, you asked for a different placement or more evaluations (or something else), if they refuse, they have to give you written notice as to why.

Now, are the light bulbs going off? Are you having that “a-ha!” moment, if you didn’t know what PWN is before now?

The next time you get a “no” in any form, just send an email with “OK, I understand, please send that to me on a Prior Written Notice form, thanks.” If they don’t/won’t, call Texas Education Authority (TEA) or the US Dept of Education and ask about compliance complaints about not following IDEA. I don’t pretend to know everything about PWN so here is the information direct from the  federal government:

When is a PWN required?

A Prior Written Notice (PWN) is required in the IEP process when a school district proposes or refuses to initiate or change:

• The identification of a child as having a disability

• The evaluation of the child

• The educational placement of the child

• The provision of a Free Appropriate Public Education (FAPE)

The school must provide a PWN anytime they deny a parent’s request or make changes to a child’s IEP without agreement. This notice must include:

1. What the school is proposing or refusing

2. Why they are making this decision

3. The data or information used to make the decision

4. A statement that parents have rights under IDEA

5. Resources for parents to understand their rights

6. Other options considered and why they were rejected

7. Other relevant factors in the decision

This is your paper trail—it helps document disagreements, and you can use it to challenge decisions if needed. If a school denies a request and does not provide a PWN, ask for one in writing! Schools are legally required to give it.

PWN is HUGE when used properly, and not enough parents use it. Huge, life-changing. You either get what you ask for or you get the written documentation that you asked for it, were denied, and the reasons that the district denied it.

You have documentation to use if you end up in Due Process, mediation or other methods of resolving problems.

When is a PWN not required?

A Prior Written Notice (PWN) is not required in the IEP process for routine actions that do not significantly affect a child’s special education services. Here are some common situations where a school does not have to provide a PWN:

Routine Progress Reports: Schools are required to provide progress reports, but they don’t have to issue a PWN each time a report is sent home.

General School Communications: If the school informs parents about general policies, upcoming events, or routine classroom matters, a PWN is unnecessary.

The key takeaway? If the school is refusing or changing something significant about your child’s special education plan, a PWN is required. If they say “no” to your request and don’t provide a PWN, ask for one in writing.

The PWN may not be a separate form.

No, a Prior Written Notice (PWN) is not always a separate form. It just has to be in writing and include all the required elements under IDEA (34 CFR § 300.503).

Where You Might “See” the PWN

✔️ A separate document labeled “Prior Written Notice” – This is the most common way schools provide PWN.
✔️ Within the IEP itself – Some schools include the PWN at the end of the IEP document, summarizing changes or refusals.
✔️ In an email or letter from the school – If an email from the school clearly explains a refusal, the reasoning, and the data used, it may count as a PWN.

However……

The format doesn’t matter as much as whether it includes all legally required elements:
🔹 What the school is proposing or refusing
🔹 Why they are making this decision
🔹 Data or reports they used
🔹 Other options considered and why they were rejected
🔹 Parents’ rights under IDEA

If You’re Unsure If Something Counts as a PWN:

✅ Compare it to the legal requirements
✅ Ask the school directly: “Is this document considered my Prior Written Notice?”
✅ If it’s missing required elements, request a proper PWN in writing

Sometimes, schools embed the PWN within the IEP document instead of providing a separate form. This often appears at the end of the IEP under sections like “Team Response to Parent Requests” or “Prior Written Notice.” If the school makes any changes to the IEP (or refuses a request), they must include a compliant PWN within the document.

However, don’t assume it’s there—always review your IEP carefully to make sure the PWN includes all the legally required elements. If it’s missing information or doesn’t fully explain the school’s decision, request a proper PWN in writing.

Incorrect Prior Written Notice Forms

If the Prior Written Notice (PWN) you receive is incorrect or missing information, here’s what you should do:

1. Respond in Writing

Send an email or letter to the school stating that the PWN is incomplete or inaccurate and request a corrected version. Be specific about what’s missing or incorrect. Example:

“I received the Prior Written Notice dated [date], but it does not include the reason my request was denied, nor does it list the data used to make this decision. IDEA requires that all PWN include this information. Please provide a revised PWN with the missing details.”

2. Reference IDEA Requirements

Schools are required to provide a complete PWN under 34 CFR § 300.503 of the IDEA. If they fail to do so, they are out of compliance.

3. Attach Documentation

If the PWN misrepresents what was discussed or decided, attach emails, meeting notes, or other documentation proving the error. This is why the after the IEP meeting e-mail is essential (and one should be done after every meeting to keep your paper trail). 

4. Escalate if Necessary

If the school refuses to correct the PWN, you may:

• Request mediation

• File a state complaint for non-compliance

• Include the issue in a due process complaint if needed

5. Keep Everything

A faulty PWN is a weak legal defense for the school if you later challenge their decisions. Keep all records—emails, meeting notes, and the original PWN.

Extremely Important “After the Meeting” E-mail

There is one super important, the necessary thing that EVERY PARENT MUST DO after their IEP meeting. You should do this after every meeting you have with your child’s team.

This way, there are no surprises when you receive the final IEP.

You MUST do this 24-48 hours after your IEP meeting (while it is fresh on your mind). Write your “after the meeting” e-mail to summarize what you believe was decided in the meeting. Following is an example you can use as a template: 

Dear {special ed team leader},

I want to thank you and the team for meeting with us today to discuss my child {name}. A lot of information was tossed around, so I want to make sure that I have everything correct. As I recall, we discussed:

• and list what you discussed

• every.single.item

• yes, really

• bullet point them for simplicity

• even items you are not happy with “we discussed the possibility of getting Jacob a 1:1, which most of the team disagreed with, but I still feel he needs.”

• items you are unsure about “we discussed increasing his OT from once per week to twice per week, but we did not discuss when that will begin. Please make sure that is clarified on the IEP.”

“Please let me know if I have forgotten anything or misunderstood anything. I will look for my finalized copy of the IEP and the PWN within the next week or so.”

Simple. It puts the ball in their court. If they do not refute anything that you have said, in the eyes of the law, it stands as truth. You have let them know that you expect a PWN with all of the items on it, and you were not confrontational about it.

Should your IEP arrive with missing items, or items on it that are different than what was discussed, you have some data to refute it.

If you need further assistance, you can contact Partner Resource Network in your area (prntexas.org). They are fantastic at sitting down with you, discussing your concerns and assisting in planning what action to take on school related disability issues.

As always, you can also contact The Arc of Wichita County for further assistance as well.

Intellectual and Developmental Disabilities and Self-Advocacy (How to Teach Kids to Speak Up for Themselves, and Why It Matters)

When a child has an intellectual or developmental disability (IDD), parents are typically their first advocates, working with schools to get the services their kids need to thrive. A child with IDD may have difficulty learning primary skills such as reading, writing, or math. They often need extra support, explicit teaching of skills, and school accommodations to succeed.

But because learning disabilities are often invisible, and parents aren’t always around to speak up for them, it’s especially important that kids with IDD learn how to advocate for themselves to the best of their ability. Students who struggle with IDD are often just as capable of learning as other kids, but can be mistaken for lazy or defiant when they struggle to do things that come easily to other students. Being outspoken can help prevent or clear up any confusion.

What is Self-Advocacy?

Self-advocacy is the ability to speak up for yourself to get what you need to succeed. In the context of kids with IDD, it means being able to explain their disability (i.e., how they learn differently than other kids and what their strengths and weaknesses as learners are). It also means being able to assert themselves in an appropriate way, usually to adults, about what supports they need and why.

Self-advocacy is a skill that’s part of self-determination, which is the idea that you are in charge and in control of your own life.

This can look like a student reminding a teacher that, because they have dyslexia, they are entitled to extra time on a test or asking if they can type rather than take notes by hand, since dysgraphia makes that difficult for them. A student with dyscalculia, a math learning disability, might ask to use a calculator. It can also mean being comfortable asking for help more generally or starting a conversation about their struggles. The idea is to empower students to feel confident, rather than ashamed, about what they need.

It Starts with Self-Knowledge

Before you can advocate for yourself, you need to have a clear understanding of what you are advocating for. Some parents find it uncomfortable to tell their child about their diagnosis, but hiding the information doesn’t shield them. They know they are struggling and having a hard time doing things that other kids find easy. It’s very important for them to understand why that is. When kids realize that everyone has strengths and challenges, it can be both a relief and a confidence boost.

Even early elementary students are able to have this conversation, and it should include what they’re good at, as well as what they’re struggling with.

Some kids may need more help than others understanding their learning profile. Learning about how you learn, what experts call metacognition, is an important part of the process. It’s all key to developing a growth mindset, which is based on the understanding that intelligence and ability are not fixed but rather based on effort, experience, and a willingness to learn from mistakes.

Understanding Their Rights

Once kids know what they need, it’s time to give them a sense of what they are entitled to. Kids in fifth grade and up are especially ready for these conversations because they are so justice-oriented and interested in what is fair. But even younger kids can and should have a basic understanding of what tools are available.

Emphasize that it’s not cheating to get the support you need. Accommodations are a legal right; students with disabilities are entitled to a free, appropriate public education (FAPE) under the Individuals with Disabilities Education Act (IDEA).

To help understand this concept, consider wearing glasses. Glasses are an accommodation that help people who have vision challenges level the playing field. No one would say that wearing glasses gives someone an unfair advantage. It’s the same thing for kids with learning challenges.

All kids will benefit from a general understanding of what tools are at their disposal and how they can use them. Tools might include access to a learning center, one-on-one interventions, untimed testing, audiobooks, the ability to record lectures, noise-canceling headphones, and more. Kids can learn about what specific resources are available to them and where they can go for help. If they have an IEP or 504 plan, let them know what accommodations are outlined and what their rights as a student are.

Communicating Their Needs

Learning how to communicate needs and rights is where self-advocacy gets put into practice. Students need to know who to go to and how to effectively and respectfully get their point across.

Kids may feel shame or stigma when it comes to calling attention to their learning differences, or may just be nervous about speaking up to adults. Scripts, practice, and role-playing in a safe space can be helpful.

Self-advocacy can take place outside the classroom as well, so it’s worth covering a range of scenarios, from summer camp to social situations, in which kids may need to speak up for themselves. Often it can be as simple as saying, “Hey, I have a learning disability that makes this tricky for me.” They don’t need to divulge more details than are necessary but can let friends or counselors know what might make things easier for them, whether that’s making plans by text rather than phone calls or learning the rules to a new game ahead of time.

Family Support

While a lot of self-advocacy takes place at school, it starts at home. Parents and caretakers can model what it looks like, both for themselves and their children. And they can reinforce the message that it’s important to stick up for yourself to access the tools you need to succeed. This can look like a parent telling a story about requesting an accommodation for themselves at work, commenting on a relevant storyline in a book or movie, or standing up for their kid at school and fighting for what they need.

Rinse and Repeat

Self-advocacy isn’t a skill that is taught once and that’s it. It takes time, so some kids get there and then they hit a new developmental stage in their teens and we do it all again. Sometimes the teaching and work happens many times as the kid grows and changes.

Like so many things, it’s a process, and what self-advocacy looks like for a six-year-old will be different for a tween, teen, or adult. For little kids, learning when to verbalize that something is hard and knowing when to ask for help can be enough. Older kids, meanwhile, can play a bigger role in determining and expressing what they need. When kids feel understood, they’re more likely to feel encouraged to succeed.

Leadership Skills

Besides learning to stick up for themselves, once kids get comfortable with self-advocacy, it often leads to advocacy more broadly. Kids who advocate turn into leaders. They look around and stand up for others, they share their knowledge of the tools, and they want to talk to school officials about making things better.

When kids understand that everyone is different and each student has their own individual challenges and needs, it can be empowering on both a personal and societal level. It has the potential to create more inclusive spaces in which kids stand up for, rather than bully, one another.

At The Arc of Wichita County, we serve as advocates for all individuals with intellectual and developmental disabilities and their families by providing programs and services that enable adults and children.

The People First Self-Advocacy group is designed for adults with IDD to learn the skills to advocate for themselves and other people with IDD. If you are interested in more information about this program or have any questions regarding advocacy, please contact us at (940) 642-4493.

Ways to Make the Holidays IDD Friendly

Ways to Make the Holidays IDD Friendly

This blog post was written by Dr. Frank Del Rio, Psy.D., LPC, CART

From Thanksgiving to New Year’s, expectations run high for holiday celebrations and cherished family traditions. But all that excitement and the break from routines may overwhelm some individuals, including those who have sensory challenges, Autism, ADHD or anxiety. Making celebrations IDD-friendly can take some adjustments.

For parents of individuals with behavioral challenges, there’s another layer of holiday stress on top of the decorating, cooking, and shopping. During this time, I hear more often from parents who are struggling with setting limits and seeing more behavioral difficulties. The “most wonderful time of the year” unsettles individuals for a variety of reasons. Large gatherings tend to overwhelm those with autism and social anxiety. Bright lights, dressy clothes, and loud music can feel intolerable for individuals with sensory processing issues. And a long winter recess from school upsets students who crave routine and structure. Add to that uncommon foods from cooks who don’t take “no thanks” for an answer, and it’s a recipe for a meltdown.

For each of these stressful holiday situations and others, there are tips to make life easier for everyone. Even though the seasonal festivities with individuals who have challenges may look different than the glamorized versions on your Instagram feed, they can be every bit as joyful.

Interrupted routines

My child lives for their routine, but we’ve got a two-week winter break coming up. How are we going to survive?

Plan in advance. Think about how you can add a sense of structure to the break. For instance, you could research what programs are offered in your area during holiday break and sign up for one that works for your schedule and interests. Local libraries, museums, gymnastic centers, youth theaters and other places may offer an interest-specific day-camp option, while those at the local YMCA tend to keep kids busy all day long with a variety of activities ranging from sports to crafts. Going to the playground or taking a walk around at a certain time every day also helps fulfill the desire for structure.

Give a heads-up. Don’t wait until the first day of break to tell your child that school will be closed for the next two weeks. And you definitely don’t want them hearing it for the first time at school when their teachers say, “See you next year!” Around the second week of December, explain when and why school is closed in a way that is most developmentally appropriate to your child — and some of your holiday stress may be prevented.

Create a written or visual schedule for break. Share it with your child multiple times. You want to be sure they understand and are prepared for any plan you might have made. While some kids may enjoy surprises (“Guess what, we’re seeing the lights at MSU tonight!”), those with autism can react poorly when activities are sprung on them. As a constant reminder of what’s coming up, you can post a schedule on the fridge so individuals can refer to it anytime.

Stick with school bedtimes as much as possible. Eventually, break is going to be over, and it will be more difficult to get back in the groove if the kids have been consistently going to bed several hours later than usual. Of course, there can be one-time exceptions, like staying up until midnight on New Year’s Eve.

Anxiety around extended family and visitors

Example: I’m worried that my child is going to have a meltdown during a holiday gathering at a relative’s house — it’s happened before, and I felt judged.

Give your kids home field advantage. After some trial and error (with the emphasis on error), many families find that it is easier to host Thanksgiving than travel for it. Sure it can literally be days of nonstop cooking, but you know what your individuals will eat and they’d have safe spaces in the house to hang out at when they felt overwhelmed. To trim prep time, assign guests a dish to bring or order some premade sides from a supermarket or restaurant.

Plan ahead. Find creative ways to visit friends and family for more casual post-Christmas festivities. Tell the host ahead of time, even when you’re accepting the invitation, that your individual get easily overwhelmed and burned out, and ask where in their house they can retreat to if they’re feeling that way. Then, of course, alert the individual to where the safe spot is. 

Time it right. Don’t arrive at a gathering immediately after a long car ride. Instead, research a nearby park where individuals can stretch their legs for 30 minutes or so, and then make your entrance when they are more refreshed.

Discuss expectations with individuals,  Whether you’re having company or visiting, tell individuals what you expect from them based on their capabilities. You might tell an older individual, for instance, that you’d like them to visit with guests for 30 minutes and then they can feel free to do their own thing. If some kids can only muster a “hi” and “bye,” that’s OK, too.

Give time to warm up. Especially if children with social anxiety aren’t on their own turf, allow them to settle in (and hang onto their toy or tablet) before they’re thrust into greetings from relatives that they haven’t seen in a year.  Also, don’t require your child to hug relatives if they don’t feel comfortable doing so. A high five, fist bump, or wave acknowledges the family member, too.

Build in time between visits. If one day is very active with lots of company or visiting, make sure the next day is restful and quiet, especially for kids with autism. Their brains can get overwhelmed and cause autistic burnout, when they withdraw completely, and it can take several days to recover.

Picky eaters

Loop in family members.  Tell the host and some guests in advance that your child has eating challenges, and you’re working on them. Doing so will hopefully make them supporters and reduce the likelihood of insensitive, hurtful comments. Many individuals, including nonverbal ones, are aware when relatives are talking about them, so shut down any conversation at the get-together about your individual’s eating habits.

Bring your child’s food. A gracious host may offer to make something special for your picky eater (“No problem, I could bake a mac ‘n cheese!”), but feel free to turn down the offer if it won’t work (“Thank you! But he really only likes a certain brand, so if we could just use the microwave to heat up a dish I bring, I’d appreciate it!”) A box filled with finger foods, like crackers, cheese cubes, and grapes, works particularly well to bring to a guest’s house. If you live nearby, feeding picky eaters at home first is another friendly holiday strategy. Consider it a win (and praise them) if they nibble on anything else, even if they didn’t like it. (“I’m proud that you tasted your aunt’s pumpkin bread, even though you didn’t like it this time.”)

Give kids a comfortable space. Being squished at a noisy Thanksgiving table makes some individuals with challenges too uncomfortable to eat or engage in any way. Set up a table with fidget toys and favors. You could also consider bringing your individual’s favorite plate and cup.

Traveling with kids

Most of our family and friends live out of town, so we’re going to be traveling a bunch this year. I’m worried it’s going to be a nightmare.

Drive when you can. For individuals with challenges, particularly autism and sensory sensitivities, a 10-hour drive is usually better than a 90-minute plane ride, especially if the drive is broken up into two days. Individuals with autism typically do surprisingly well in the car because they don’t mind boring, repetitive tasks. Planes are more challenging because there’s a lot of waiting, transitioning, and unfamiliar noises. 

Look for bonding moments. If you’re driving together for a long period, use it as an opportunity to create traditions. Mutually agree on a car game to play before you leave. For instance, you could create a visual scavenger hunt game card (or find a printable online) with items like an inflatable snowman, bakery, car with antlers, and other holiday-themed objects you might encounter on the road.

Pack distractions and favorite snacks. For each individual, pack crayons, coloring books, mini action figures or dolls, and other small fun toys or items they enjoy in a bucket that they can easily reach. It’s also fine to relax screen-time rules for these special occasions. While some kids may be happiest watching their favorite movie over and over, you can download something new for them to enjoy.

Extend bathroom breaks. Allow kids to run around a safe grassy area at rest stops to blow off some steam before the next leg of the journey.

Giving gifts

My child never has that jumping-for-joy, viral video reaction to gifts. Sometimes they don’t even care to open them, other times they’ll tell the gift giver it’s not what they wanted or liked.

Role-play opening presents. For individuals who are into gifts, role-play saying “thank you” to the gift giver, even if it’s not what they hoped for. Tell the individuals that if they receive something that they don’t want, they can discuss it with you privately at home.

Guide relatives to preferences. Telling grandparents to buy “something soccer-related” isn’t enough to go on. Parents reported that relatives appreciated a specific link to an item that your individual may have seen at the store or in a catalog rather than general preferences. 

Please contact us at The Arc of Wichita County if you would like more information and have a safe and wonderful Holiday Season!!!

Preparing Children with IDD for the New School Year

This blog post was written by Dr. Frank Del Rio, Psy.D., LPC, CART

Would you rather listen than read? Check out the “All Things IDD” podcast episode where Dr. Frank Del Rio discusses each of these tips! Click HERE to listen!

Preparing for a New School Year

A new school year means a new grade, new teachers, new goals, and maybe even a new school! In order to help you and your child with special needs be as successful as you can be, I have some helpful back-to-school tips that I hope will make the transition into a new school year a little easier for you and your child.

Relieve back-to-school jitters
Just talking about the upcoming year and changes can help reduce some of that back-to-school anxiety! Talk to your child about exciting new classes, activities, and events that they can participate in during the new school year. If attending a new school, try to schedule a visit before the first day. With older students, it is sometimes helpful to explain the services and accommodations in their IEP so that they know what to expect when school begins.

Doing a walk-through of the school before the school year starts will reduce a child's anxiety. Locate her classroom and look over the desk arrangement. Find the bathrooms, auditorium, nurse’s office, and gym. If your child travels from class to class, walk her through her schedule.

Organize all of that paperwork
In the world of special education, there are lots of meetings, paperwork, and documentation to keep track of. Try to keep a family calendar of school events, meetings, conferences, etc. Setting up a binder or folder to keep your child's special education documentation, meeting notices, and IEPs in sequential order can also help you stay organized.

Start a communication log
Keeping track of all phone calls, e-mails, notes home, meetings, and conferences is important. Create a "communication log" for yourself in a notebook that is easily accessible. Be sure to note the dates, times, and nature of the communications you have.

Review your child's current IEP
The Individualized Education Program (IEP) is the cornerstone of your child's educational program, so it's important that you have a clear understanding of it. Note when the IEP expires and if your child is up for reevaluation this year. Most importantly, be sure that this IEP still "fits" your child's needs! If you're unsure, contact the school about holding an IEP review meeting.

Usually, Individualized Education Programs (IEPs) are written in the spring. Your child’s new teacher this fall may have no idea which learning goals are priorities for the coming year. Before school starts, read through the IEP to refresh your own memory. Talk over the learning goals with your child, especially those old enough to advocate for themselves. Then make sure each classroom teacher working with your child has a copy and understands the IEP’s intent. An IEP’s strength lies in the parents’ and teachers’ understanding of it and the active participation in implementing it.

Don't assume that anyone from last year has shared anything with this year's group. Instead, be proactive and do it yourself!

Start a School Routine
It's important that a routine will happen once school starts. You can even begin practicing your new schedule, focusing on morning and evening routines, and begin implementing them well in advance of the first day of school.

Attend school events
Take advantage of Open House, Back-to-School Night, and parent-teacher conferences to help you and your child get a feel for the school and meet the teachers, other staff, students, and families. Share the positives about working with your child, and let the teacher know about changes, events, or IEP concerns that should be considered for your child in special education.

Build Relationships
If challenges arise during the school year, it is helpful to know you have others you can turn to. Now is the time to nurture alliances with teachers, support staff, parents, students, and others who impact you and your child. Call or send a thank you note to those who provided “bright spots” during the previous year. Mention how you appreciated their involvement and how you look forward to their future support. Contact others you would like to include among your supporters in the coming year and let them know the important impact they can have in your lives. Be sure to offer your support for their cause in return.

Most importantly, let everyone know that you are available to talk, willing to consider options, and eager to be included in your child's educational experience. Hand out your email address or phone number so you can be easily reached, and ask about the best way to connect with them.

Create a “Positive” Portfolio
All parents should consider creating a “What Works” portfolio. It can be used to create a smooth transition for each new school year. The portfolio should contain positive descriptions of your child. Include a profile describing your child’s strengths, interests, favorite activities, and learning priorities for the year. Include tips about physical assistance or communication with your child if these are needs. Describe behavioral supports that work or ways to structure situations to avoid behavioral challenges. Make a list of tasks, roles, and responsibilities for a teacher’s assistant, if applicable. Also, describe classroom arrangements that help support your child (i.e., seating and positioning needs, noise-level tolerance, climate comfort levels, etc.). Try and include samples of your child’s work and describe any accommodations or modifications that were made to the original assignment to accommodate your child. Share the names of students who are friends with your child and give tips on facilitating connections with other students. Finally, include a photo or brief video showing your child participating with other students and being supported successfully in class.

Request a Meeting
Call your child’s teacher and request a meeting to share insights and information about your child. This is your chance to begin developing a positive relationship with your child’s teacher and to establish yourself as an active team member in your child’s education. This is a great time to review your child’s IEP and portfolio. Most teachers will appreciate your involvement and the knowledge you can share about how your child learns best. Consider this initial meeting as a “marketing” opportunity for your child. End the meeting with plans for ongoing communication with the teacher. Will you make contact daily, weekly, or only “as needed?” Will you communicate using notes, telephone, email, or in person? Establishing this routine reinforces your involvement.

Stay Involved
After laying the groundwork, you can help ensure your child’s success by being involved at school throughout the year. Consider joining the PTA, volunteering in the classroom, helping in the lunchroom or library, or assisting with special events. The more active you are, the more impact you can have on your child’s school, the people who work there, and the education your child is receiving.

Continue Your Own Education
Because you are your child’s most important ally, it is essential that you develop the skills to help your child create a rich and meaningful life. Maybe you would like to learn more about your child’s developmental and educational needs, how to write and implement a good IEP, or how to advocate for your child.

Partners Resource Network (940) 435-1222 offers a variety of resources to assist parents to increase their knowledge and skills. Consider attending a PRN workshop or clinic, or call a PRN Regional Coordinator for free one-on-one advice. They do IEP clinics (learn about the ARD process, review IEPs, determine what you want for your child and how to achieve it, etc.).

Be Sure Agreed-Upon Accommodations Are in Place
You might assume, that everything described in the IEP will be put in place and will be set up for your child when they arrive for their first day of school.

But of course, assumptions can be wrong.

School administrators have hundreds of children to think about, and teachers have many kids to plan for. Only you have the capacity to keep your child's best interests at the top of your list.

Before heading back to school, check in with your child’s team. Double check on critical accommodations, and be sure that any agreed-upon supports are ready to go. If there are issues, it's better to know about them in advance, and there's a good chance that small problems can be addressed before your child steps foot in school.

Establish an Easy, Reliable Communication Checklist
Even after you've given everyone a warm assurance that you're available and easy to work with, there is a good chance you won't hear a peep from anyone at your child's school until report card time (unless there's a serious problem to address). But of course, you want to know how things are going, so you can talk with your child about the day and also so you can address issues before they become a real problem. The easiest way to do this is to provide a quick checklist in a binder that goes back and forth every day. Ask quick yes/no or short-answer questions that the teacher or aide can answer while your child gets ready to go home. For example:

Malik ate his lunch: Yes/No

Johnny earned stickers for good behavior in _________

Sue had trouble with _____________

Collect Information About Extracurricular Options and Events
Your child may have trouble remembering announcements or sharing information about extracurricular activities or special school events. But often these non-academic programs are the best place for your child to explore strengths, meet friends, and start to enjoy the school experience. It may be up to you to get on the right lists, pick up fliers and brochures, check bulletin boards, and make connections on your child's behalf.

If you have concerns about whether or how your child can be included in a particular program, email or call the contact person and ask. There's a good chance that they can accommodate your child's needs.

You may even be able to enroll your child in an appropriate after-school activity that they are open to participating in before the school year begins.

Prep Your Child's New Clothes, Shoes, and Other Items
Many special needs children have a tough time saying goodbye to old items and an equally hard time getting used to new things. Clothes and shoes can create sensory issues, and emotional attachments can be hard to break. As early as possible (at least a few weeks before school starts), begin the process of sorting through older items and buying any necessary clothes and backpacks for the upcoming school year.

Create a "New School Year" Calendar and Schedule for Your Child
Most people are less anxious when they know what to expect; children are no exception. In fact, many special needs children really need schedules to lower anxiety and prepare for transitions. While some schools do provide such schedules to kids, many don't (or do so verbally, which is little help!). Depending on your child's age and ability, you'll need to create a daily schedule to help your child acclimate to the new year and look ahead to events, vacations, etc.

Address Potential Challenges Ahead of Time
If your child is moving from school to school, or from elementary to middle school, they may have a number of new challenges to handle. The more you know about these challenges, the better able you'll be to help them before a problem arises. Here are just a few of the challenges you might want to tackle in summer rather than waiting for the school year to start:

Locks and lockers: Some kids with disabilities have a tough time with typical padlocks. Instead of using the school's typical "turn to the right and left" locks, consider purchasing a lock that uses rolling numbers or buttons. These are usually easier to manipulate. Alternatively, ask the school if your child can use an unlocked cubby rather than a locker (for non-valuable items).

Gym clothes and lockers: Some schools require kids to keep special gym clothes in lockers at school. If this is the case, be sure your child can manage the locks, tie the sneakers, and otherwise manage their gym things. If necessary, consider providing your child with their own lock, velcro sneakers, and pull-on gym shorts.

Computer-based assignments: These days, teachers tend to provide homework assignments, texts, and even grades via computer. They may use school-oriented software or something like Google Drive to communicate with students. Your student may have a hard time knowing exactly how to access a password, get online, and save their work. If your child is old enough for this type of challenge, you'll need to familiarize yourself with the system in order to help them.

Organize School Systems Together
Determine your child's biggest organizational challenges and come up with solutions before classes begin. Visit an office supply store and check out the materials designed for organizing papers, supplies, and time. Choose systems that will be easy enough for your child to manage at school and at home. For example, if you know he loses his homework, buy pocket folders and label them for work to be completed on the left, and finished work on the right. If he can't find books in his locker, buy a locker shelf and encourage him to organize books according to his daily class schedule.

Create a Home Staging Area
Choose an area near the door and equip it with open cubbies/shelving, baskets, and/or hooks. Make this the home for books, homework, backpack, notes, sports bag, keys, lunches, and other school-related articles. Hang a large whiteboard to help her remember tasks and items. An alarm clock or timer will help her get out the door in time.

Find a Tutor or Homework Helper
If you feel that your child might benefit from homework help, find some now. Try out several candidates for personality fit and skill level, and let your child make the final decision.

Review Your Child's Medication
Was your child off medication during the summer? If so, you may want to restart it a week or two before school begins. Ask your doctor and, while you are there, discuss whether medication changes are needed given puberty or increased demands at school.

I hope everyone has a great year of school.

Please contact The Arc if you need any assistance!

Partner’s Resource Network
940-435-1222
www.prntexas.org