advocacyfortheuniq

Introduction When families raise concerns about their child’s academic performance, they often hear a reassuring response: “He’s passing.” “She’s getting by.” “Her grades are fine.” At first glance, this sounds like good news. Passing grades suggest stability. They imply that the student is moving forward. But what schools rarely clarify is this: passing is not the legal standard for special education. Under federal law, the question is not whether a student is failing. The question is...

Introduction Families advocating for their children often hear a reassuring response when they raise concerns: “We’ll take care of it.” “We can adjust that internally.” “There’s no need to reconvene the team.” These statements are usually delivered in a calm and cooperative tone. They may even feel supportive. But what schools rarely explain is this: when changes affect services, accommodations, goals, or placement, those changes belong in the formal IEP process, not in informal side...

Introduction Families navigating special education often hear a phrase that sounds final and unquestionable: “We don’t do that here.” It may refer to a service, an accommodation, or a type of support the family believes their child needs. Because it is usually delivered calmly, and sometimes sympathetically, many parents assume the discussion is over. In reality, this phrase has no legal authority. School or district policy cannot override a student’s federally protected rights. This essay...