TAPLINK

Support for
Pennsylvania
Adoptive & Foster Families

Taproot issue 42 - May 2002

In “Adoption and School Issues,” the National Adoption Information Clearinghouse reports that adopted children may be more likely than non-adopted children to have a learning disability. Although there are no known causes, there are theories for why this might be true:

 One theory points to the genetic component: that parents who choose to relinquish parental rights may also be more likely to have a learning disability.

 A detrimental prenatal environment that may have included alcohol drugs, cigarettes, or poor nutrition is certainly a risk factor for learning problems.

 An abusive or neglectful early relationship with a birth parent could cause emotional and neurological damage that in turn could produce learning disabilities.

 Another possible reason why more adopted children are diagnosed with disabilities is that their parents may tend to be overly observant and seek professional help right away.

Whatever the reasons for a learning disability diagnosis, many adoptive parents become the educational advocates for their children with special learning needs.

Parents must first request a special needs assessment from their child’s school. Once parents have signed the papers to initiate the referral, federal la requires the school district to make the assessment within a “reasonable amount of time.” This time limit varies from state to state. (In Minnesota, for example, districts allow 30 school days.) Likewise, each province in Canada may very somewhat on the allowed time. Check with your state or provincial education department for the guidelines in your area and learn about your child’s and your parental rights.

After a referral, an assessment team will come together and begin to evaluate the needs of the child. This team can include all or some of the following people: principal, psychologist, counselor, social worker, special education teacher, classroom teacher, speech pathologist, and physical therapist. Depending on the needs of the child, members of this team will administer appropriate standardized tests to obtain a measurable result. One of the members of this team will also interview the parents to get background information and discuss the child’s medical history.

If the child qualifies for special needs services, the parents and a team of specialists will determine the Individual Educational Plan or IEP for a child. The IEP can include a combination of academic, physical, social, and emotional goals that best meet the current needs of the child. The IEP is reviewed throughout the year by parents, the classroom teacher, and the team of specialist, and goals are continually evaluated.

Goals initially set too high may be made more realistic if the child becomes too frustrated and the outcome seems unattainable. Goals may also be upgraded and made more challenging when the child meets a desired outcome earlier than expected. If a child is older and received services from another state or country, the new school district may require an update on testing to make sure the IEP goals for the child are an accurate reflection of the child’s current needs.

All goals are in some way measurable so the child and parents can see when progress is made. Parents are an important part of this team and are the true experts regarding their child. They carry the knowledge of their children’s histories, and the witness daily the courage, strengths, and struggles inherent in their lives.

Questions for Parents to Ask Regarding Special Needs Service

 How will my child benefit by receiving special needs services?

 What academic, physical, social, and emotional concerns do the teachers and I have regarding my child?

 What kinds of tests will be administered to determine whether or not my child qualifies for services?

 What kind of help will my child receive? How often? From whom? In what way?

 How will my child’s school day schedule be affected in order to receive help?

 How will special needs services affect my child’s learning time with peers?

 Will we also discuss my child’s strengths and abilities, as well as concerns?

 What areas of learning will be focused on and how will growth be measured?

 How will we be involved in the IEP plan?

 How will we all know when progress is made?

 What will be expected at home and at school?

 How will we know if things are going well or not?

 How might the IEP change over time?

From the Adoptive Parent Leadership Network, March 2002