When your young child learns differently, navigating preschool can be challenging. Whether your child has Attention Deficit Hyperactivity Disorder (ADHD), an autism spectrum condition, or an as-yet undiagnosed behavior issue, every call from or visit to the school can feel fraught with judgment — especially if you’re not yet sure what the root cause of your child’s behavior is. If you’re not quite sure how to handle a meeting with your child’s teachers to discuss his or her special needs, here are some tips to remember to get the best possible outcomes for your child:
1. Know Your Legal Rights
Remember that your child has the legal right to be educated in the “least restrictive environment” possible. That means that, whenever possible, your child should be kept in the classroom with developmentally typical peers. It’s common for over-taxed teachers to assume that your child needs a special placement (i.e., a special school or classroom), but this should be the last resort. You’re perfectly within your rights to request that classroom staff be trained about your child’s condition to better understand how to work with him or her. Accommodations should be tried and assessed for effectiveness before placement changes are considered.
2. Understand That Behavior Problems Often Stem From Physical Needs
Behavior issues can be tricky to diagnose in young children, especially because the common assumption is that parents aren’t employing appropriate discipline methods. In reality, preschool students with behavioral challenges need a thorough assessment done by a developmental pediatrician or clinical psychologist. There may be other professionals that your child’s pediatrician recommends. A specialist trained to recognize Sensory Processing Disorder (SPD) and can suggest the right therapy services during the school day.
In many cases, students with SPD act out in order to have their sensory needs met. For example, a student who is bothered by loud sounds could act out until he or she is removed from the noisy setting. Unfortunately, maladaptive behaviors like screaming or having a tantrum are rewarding the child; he gets what he needs by being removed from the sensory-overload situation. If maladaptive behaviors have set in at preschool, your child may require the services of a behaviorist as well.
3. Request a Consultative Service Delivery Model
The most common services included in an Individualized Education Plan (IEP), the legal document that outlines which special educational services the school must provide to your child, are “pull-out services.” These are times during the school day when your child works in a therapy room with a specialist instead of learning in the regular education classroom. This isn’t enough to properly deal with behavioral issues, though. A consultative model that allows the regular education teacher to text or email the specialist frequently is much more effective, as your child’s behavior — and effective ways to deal with it — will be properly interpreted by an expert. If the frequency and type of consultation service delivery isn’t spelled out in the IEP, it’s unlikely to happen at all, due to time constraints. It’s definitely worthwhile to advocate for consultation services when the IEP is being written.
Remember: You are your child’s best advocate, and you should never hesitate to insist on the best educational services possible. Working with a professional behaviorist or therapist can make a huge difference in academic outcomes, and you’re also within your rights to bring your own experts to the school to discuss your child’s unique and important needs.
