The National Center on Dispute Resolution in Special Education
"Encouraging the use of mediation and other collaborative strategies to resolve disagreements about special
education and early intervention programs."
CADRE Resources
This document does not offer formal policy guidance from the Office of Special Education Programs at the United States Department of Education.
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The following are items, based upon my experience in various situations, which both parties might consider with
regard to establishing a framework for them to cooperate in exchanging information relevant to evaluating, planning
and educating a student with disabilities:
1. One district staff person be designated as the contact person for the parent as well as any outside individuals or agency involved in providing services to the child. While the district has the right to name the person, hopefully such could be done on the basis of mutual agreement.
2. Have the parent consent to outside persons and agencies involved in evaluating or providing services to the child giving, and receiving, information to the district contact person (i.e., consents will need to be obtained from the parents for information to go both ways).
3. Establish some type of a periodic basis for such information to be exchanged as well as before IEP meetings or around any significant event which might potentially impact the service being provided by the other party (e.g., change in medications, incidents/change in mood at school, etc.).
4. Invite non-district service providers to participate in METs and IEP meetings or any other problem solving meetings which might be held within the district (and the reverse might be appropriate with regard to evaluations/planning meetings conducted by non-district persons/agencies).
5. Establish a joint school/home behavior support program through the district IEP meeting (and if appropriate non-district agency planning procedure) to provide consistency between home and school regarding addressing behavioral problems.
6. In the event medications are to be taken during school (whether administered by the student or by staff) and/or the child's performance in school (academically, behaviorally, or both) may be relevant to the physician administering the medication, establishment of some type of a medication program/approach/information exchange should be considered.
7. The retention of a mutually agreed upon consultant (typically a psychologist) to work with both parties in an attempt to improve their working relationship. I have used an individual who has worked with many districts and has the "approval" of parent advocacy groups. Initially, the consultant speaks with both parties and makes recommendations as to what he/she believes might be beneficial. Thereafter, the nature and extent of the consultant's activities must be mutually agreed
upon by the parties. The expense is solely the districts. I have preferred to avoid labeling this as "parent counseling" or "administrative counseling" but depending upon the situation, it may involve a little of both.
© 1999 Special Education Solutions, 2139 Commons Parkway, Okemos, MI 48864-3987, Telephone: (517) 381-8909
1. One district staff person be designated as the contact person for the parent as well as any outside individuals or agency involved in providing services to the child. While the district has the right to name the person, hopefully such could be done on the basis of mutual agreement.
2. Have the parent consent to outside persons and agencies involved in evaluating or providing services to the child giving, and receiving, information to the district contact person (i.e., consents will need to be obtained from the parents for information to go both ways).
3. Establish some type of a periodic basis for such information to be exchanged as well as before IEP meetings or around any significant event which might potentially impact the service being provided by the other party (e.g., change in medications, incidents/change in mood at school, etc.).
4. Invite non-district service providers to participate in METs and IEP meetings or any other problem solving meetings which might be held within the district (and the reverse might be appropriate with regard to evaluations/planning meetings conducted by non-district persons/agencies).
5. Establish a joint school/home behavior support program through the district IEP meeting (and if appropriate non-district agency planning procedure) to provide consistency between home and school regarding addressing behavioral problems.
6. In the event medications are to be taken during school (whether administered by the student or by staff) and/or the child's performance in school (academically, behaviorally, or both) may be relevant to the physician administering the medication, establishment of some type of a medication program/approach/information exchange should be considered.
7. The retention of a mutually agreed upon consultant (typically a psychologist) to work with both parties in an attempt to improve their working relationship. I have used an individual who has worked with many districts and has the "approval" of parent advocacy groups. Initially, the consultant speaks with both parties and makes recommendations as to what he/she believes might be beneficial. Thereafter, the nature and extent of the consultant's activities must be mutually agreed
upon by the parties. The expense is solely the districts. I have preferred to avoid labeling this as "parent counseling" or "administrative counseling" but depending upon the situation, it may involve a little of both.
© 1999 Special Education Solutions, 2139 Commons Parkway, Okemos, MI 48864-3987, Telephone: (517) 381-8909
