INCLUSIVE FAMILY
If you plan to look outside of your child’s
current educational institution, Rup recom-
mends starting with school websites. They
are “chock full of information, but some-
times it can feel like drinking from a fire
hose!” Try zeroing in on the “at-a-glance”
or snapshot information. This strategy will
usually provide parents answers to a major-
ity of factors such as the size of the school or
type of applicants the school seeks.

“If the profile does not seem like a fit, you
can quickly move on. You want to focus your
time on those schools that are best able to
support your child,” she says.

Before the COVID-19 pandemic, Hoff-
man would recommend that parents spend
some time in their child’s classroom to gain an
up-close look at what is happening. If you are
working with an educational consultant, ide-
ally, this individual would observe the child
in the classroom as well. Hoffman notes that
whether parents get to see inside the classroom
or not, working closely with the child’s teacher
is paramount to gathering needed information.

The more data, the better
Other vital pieces of data can contribute to
making the best school decision for your
child. First, if the child has undergone a neu-
ropsychological assessment, the evaluating
psychologist can help to identify qualities
and supports that are critical for your child’s
success. Additionally, other related service
professionals, such as a speech therapist or
occupational therapist, can provide valuable
insights. Also consult with any current service
providers in the classroom, such as a school
counselor or a special education teacher.

Parents should bring their own informa-
tion about their child to the table as well. Ask
a lot of questions about a potential school
generally integrated into the daily schedule.

Specialized schools will differ depending on
their mission and target population.

Public schools offer various levels of service
within the general education setting. Services
can range from plug-in and pull-out services
to a self-contained classroom. All teachers,
both general and special educators, in a pub-
lic school setting have to be certified by the
state in which they teach. Public schools are
required to follow the procedures set forth in
the Individuals with Disabilities Act (IDEA)
and Section 504. Hoffman notes that any
school, public or private, that takes federal
funding is required to participate in the Indi-
vidualized Education Program (IEP) process
Public versus private
When debating public versus private schools, under IDEA.

don’t automatically assume that one is a bet-
ter fit for your child than the other without Don’t forget the power
looking over their individual services.

of emotions
Obviously, the student-to-teacher ratio is Hoffman notes that while data plays a large
usually smaller at a private school, and the factor in choosing a school, an undeniable emo-
facilities and enrichment activities are often tional factor exists behind school placement.

more robust. However, that does not mean Therefore, visit a school you are considering
that the private school necessarily offers the whenever possible and talk with faculty such
emotional and educational services that are as the admissions team, learning specialist or
best for your child.

head of school. When an in-person visit is not
Some private schools offer learning spe- possible, arrange for digital meet-and-greets
cialists on faculty to consult with teachers and tours of the physical space. In addition,
to address the identified needs for specific talk with currently enrolled families to get a
students or work directly with identified stu- better sense of the school culture.

dents. However, these learning specialists
Plus, allow your children to have a voice in
may not be certified special educators—as it the decision.

is not required.

“This means letting them know you are
However, specialized private schools considering having them look at new schools
exist. At these schools, all or most of the fac- and responding to their questions about it,”
ulty includes skillful learning specialists and Rup says. “You get to make the decision, but
special educators engaged in regular profes- your child has to live the choice on a daily
sional development and implementation of basis. Establishing open communication will
evidence-based interventions. In these spe- make the transition experience better for
cialized school settings, related services are them and for you.” T
when meeting with admissions staff or fac-
ulty members.

“At AIM, many of our applicant families are
learning about a newly diagnosed learning
difference at the same time they are looking
for a new school to support their child. It’s
natural to have questions,” she says. “Admis-
sions folks are not there to judge. They are
there to educate, and chances are that they
have answered any question you have a num-
ber of times before. A positive home-school
relationship is critical to student success,
and asking for clarification is a great way to
feel involved and informed.”
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