Under the Individuals with Disabilities Education Act (IDEA), school districts have an ongoing responsibility to identify children who may have disabilities and need special education and related services. This responsibility applies to children who are: - Enrolled in public school - Attending private school - Being homeschooled - Highly mobile or experiencing homelessness - Wards of the state - Migrant students - Advancing from grade to grade but may still have a disability Child Find is important because a child does not have to be failing every class or falling far behind academically before the school district has a responsibility to consider whether the child may need special education.

“Child Find” What Every Parent Should Know

Q: What Does This Mean for Parents?

If a school district knows or has reason to suspect that a child may have a disability and may need special education services, the district has a responsibility to take appropriate steps.

kimcooke3

Aug 24

3 min read

Many parents know if their child is struggling in school. You may notice difficulties with reading, writing, math, communication, behavior, attention, or social skills. Sometimes parents repeatedly ask for help but are told to “wait and see” or they simply need more time.

This is where Child Find becomes important.

Child Find is a legal obligation that requires school districts to identify, locate, and evaluate children who may have a disability and who may need special education services.

What Is Child Find?

Under the Individuals with Disabilities Education Act (IDEA), school districts have an ongoing responsibility to identify children who may have disabilities and need special education and related services.

This responsibility applies to children who are:

Enrolled in public school
Attending private school
Being homeschooled
Highly mobile or experiencing homelessness
Wards of the state
Migrant students
Advancing from grade to grade but may still have a disability

Child Find is important because a child does not have to be failing every class or falling far behind academically before the school district has a responsibility to consider whether the child may need special education.

What Does This Mean for Parents?

If a school district knows or has reason to suspect that a child may have a disability and may need special education services, the district has a responsibility to take appropriate steps.

What if the school says, “Your child is passing”?

One of the biggest misconceptions about special education is that a child must be failing in order to qualify for an Psychoeducational Assessment.

A student may earn passing grades while still struggling significantly. For example, a child may be:

Working twice as hard as their peers
Receiving extensive help from parents at home
Being heavily accommodated by teachers
Avoiding difficult assignments
Struggling in only one area, such as reading or writing
Experiencing significant anxiety related to school
Advancing from grade to grade without mastering important skills

Grades are only one piece of information. Schools should consider the child's overall educational performance and whether there is a suspected disability that may be affecting their ability to access and benefit from their education.

What If the School Says, “Let's Wait and See”?

Sometimes schools may want to provide general education interventions before moving forward with an assessment. Interventions and supports can be helpful and appropriate.

However, a school district should not use interventions as a reason to unnecessarily delay an evaluation when there is already sufficient reason to suspect that a child may have a disability and need special education.

If you are concerned about your child's progress, it is important to ask questions such as:

What interventions are currently being provided?
How often are they being provided?
Who is providing the intervention?
What data is being collected?
Is my child making meaningful progress?
What specific concerns does the school have about my child's learning or development?

Data can help parents and school teams determine whether a child is responding to interventions or whether a comprehensive Psychoeducational Assessment should be considered.

How Can a Parent Request an Evaluation?

Parents have the right to request an assessment.

Make your request in writing. In your letter or email, clearly explain your concerns and request that the school district assess your child in all areas of suspected disability. Clearly state the data that supports your request.

What Happens After a Parent Requests an Assessment?

Once a parent makes a written request for assessment, the school district must respond within the timelines required by applicable federal and state law.

The district may propose an assessment and provide an assessment plan for the parent's review and consent. If the district does not believe an assessment is warranted, parents may have the right to receive Prior Written Notice (PWN), explaining the district's decision and the basis for that decision.

Most importantly, remember that you know your child best.

Child Find exists to help ensure that children with disabilities are identified and given the opportunity to receive the educational support.

Early identification can be important, but it is never “too late” to ask questions about your child's progress. If you are seeing ongoing struggles, a lack of meaningful progress, or concerns that are not being addressed, it may be time to ask whether a special education evaluation is appropriate.

Advocates for the Whole Child is here to help families navigate the special education process and better understand their child's educational rights and needs.

We are here to empower you!