With the Fall school year ramping up; youth and families may be considering revisiting or requesting formal academic and social emotional support in school. For students in the public school system, many schools have shifted towards a model of Multi-Tiered Systems of Support (MTSS). Within this model students undergo universal testing at three points throughout the year to ensure they are meeting basic reading goals. If not, students receive more support based on their needs.
Other students may need formal support to reach their potential in the school setting. Formal supports in the public education system fall into two categories, Individualized Education Programs (IEPs) and 504 plans. IEPs are governed by a federal special education law, known as the Individuals with Disabilities Education Act (IDEA). For IEPs, schools must identify and track goals, and provide families with a written plan which includes information, such as provided services,accommodations,modifications,educationalplacement,and progress updates. On the other hand, 504 plans are not required to be written and are aimed at removing barriers for students with disabilities in education. 504 plans are protected under civil rights law known as the Rehabilitation Act of 1973. For more information on IEPs and 504s and who qualifys, see IEP vs. 504 plan.
For families who have existing formal support, it is recommended to schedule a school meeting to review support, discuss current needs, and speak with teachers. Here are two concrete resources which offer an introduction into requesting accommodations and templates: How Clinicians Can Partner with Schools to Support Pediatric Patients Sample Letters for Requesting Evaluations and Reports
For students transitioning to college, the same laws do not apply. Students must apply for supports through their school’s office that handles support for neurodiverse individuals. In college, it often becomes the student’s responsibility to notify professors of their accommodations. Self- advocacy skills are essential to help students effectively access and implement support and accommodations. Working with a therapist can help students further develop these skills.
Throughout this process, it is important to remember the ultimate goal of removing barriers to a student’s success. Formal support can be a helpful way to ensure that students have the tools they need to access education. Families and students are entitled to an advocate during IEP meetings. Therapists can fill this role. In addition to formal support, many ways exist to support students at home and outside of school, such as therapy. Self-care is imperative to help navigate this complex process. Therapy can help families manage potential stressors, provide coping skills, and support families during the decision making process.
