MORE ON SPECIAL EDUCATION MEDIATION

After a recent post on special education mediation, I’ve received several questions asking for more information.

To be eligible for special education services the child must be identified by a team of professionals as having a disability that adversely affects academic performance. Federal legislation has defined thirteen categories: autism, deaf-blindness, deafness, emotional disturbance, hearing impairment, intellectual disability, multiple disabilities, orthopedic impairment, other health impairment, specific learning disability, speech or language impairment, traumatic brain injury and visual impairment.

In the academic year 2018-2019, 7.1 million children, ages 3 to 21, received special education services under the Individuals with Disabilities Education Act. That represents 14 percent of all public school students.

The purpose of the act was not only to provide free appropriate public education to these children, but also to insure that parents have a voice in their child’s education. 

Parents sometimes disagree with school officials assessment of the services and placement their child should receive. One of the options parents have is to request mediation, which is voluntary. So, not only must the parent be willing to participate, but so must the school district.

It’s worth noting that when mediation is selected, The Center for Appropriate Dispute Resolution in Special Education reports that the agreement rate is consistently higher when compared to other resolution meetings between parents and school representatives.