Your first step is to learn about your IEP. This stands for Individualized Education Program. Your IEP is a written plan made after you were tested for special education. It lists your educational needs and outlines a plan for meeting those needs. Throughout your time at school, there will likely be several meetings of people involved with your IEP. One or both of your parents will attend these meetings, as well as a general education teacher and a special education teacher. Many times you may see the principal, counselor, school psychologist, or other related people attend the meeting. In some cases, you (the student) will also attend the IEP meeting. This would be a good place for you to ask questions about moving out of special education.
FAPE stands for “Free Appropriate Public Education”. It is a right that applies to every kid in every state in the United States, as part of the Individuals with Disabilities Education Act (IDEA). [2] X Research source FAPE says that you should get an education that will meet your needs. That means if you have been diagnosed with a learning disability (LD), the school needs to find a way to teach you effectively. Sometimes that means getting lessons outside of the regular classroom.
Special education is not necessarily a place, but rather a set of services. That means that you might spend parts of your day in different classrooms in the school, or just meeting with a different teacher. It’s not about going to one special classroom, but about getting help to learn in a way that helps you to do well. The school needs to figure out the best way to meet your needs while you are alongside students without additional needs. If that can’t be done, you may be “pulled out” of the classroom to meet with a special education teacher. Your IEP team is in charge of determining your LRE. They will decide where you need extra help outside of the regular classroom, or if you can just get help in your normal classes.
Each state has different laws about at what age you are considered a legal adult. In most states, you are legally an adult when you turn 18. You can check the website Sex, Etc. to find out the rules about the age of majority in your state. [5] X Research source If you are 18 or older, you can legally be in charge of decisions regarding your education. You will still need to talk to your IEP team about making changes.
The school district cannot test you or place you in special education without your parent’s permission. Your parents have more legal authority over your education than your school’s administration. In most school districts, your parents must set a meeting to speak with your school’s administration to begin the process of removing you from special education services. Your school may advise against this, but they do not have the legal authority to override your parent’s request. Each school district follows its own rules and policies. Ask your IEP team if there is a special form that your parents must fill out in order to stop giving permission.
When you are thinking about trying to get out of special education, think about the ways that it is useful to be there. Try making a list. Write down the good things. For example, you might say, “It is great to be in a smaller classroom. There is always a teacher available to answer my questions. " You might also think about how your needs are being met. For example, you might say, “I know I sometimes have trouble concentrating. It’s nice to have a teacher who understands how to help me focus. " Remember that being tested and placed in special education is a lengthy process. If you decide to leave the program, you might not be able to easily get back in.
Before you talk to your parents, think carefully about your reasons for wanting to leave special education. Try making a list of your reasons. Think about what you like and dislike about school. Use these preferences and feelings to help explain why you don’t want to be in special education. Write down your feelings. For example, you could write, “I feel like I am doing better work in the general classroom. " Maybe you are thinking about your future. For example, you could write, “I want to prepare myself for college. I think I can do that better outside of special education. "
Preparing to talk to your parents about your education can make you feel less nervous. It’s a good idea to take some time to plan in advance what you want to say. Write down your main points. You can use your list of feelings and ideas from before. You can say, “I want to get the best education possible, and I feel like that will be in the general classroom. " Practice what you want to say. Talk to yourself in the mirror or ask a friend to listen to you practice your argument.
Be respectful. Try saying, “Mr. Smith, I want to talk to you about the classes I’m in. Can I make an appointment to speak to you?” Be honest. You can say, “Mr. Smith, I feel like it would benefit me to leave the special education program. " Ask questions. Ask for specific information. For example, you can say, “What do I need to do to be moved out of special education?” You can also ask for support. Try saying, “Would you be willing to talk to my parents on my behalf?”
Choose a good time. Try saying, “Mom, I have something I’d like to discuss with you. Do you have time to talk after dinner?” Try not to be emotional. This is obviously a really important conversation, but if you stay calm and clear-headed, your parents will be more likely to listen to you. Explain your point of view. You can say, “Dad, I feel like I will learn a lot more in the general classroom. It’s something I would like you to consider letting me try. " Avoid yelling or getting upset if you don’t get the answer you want. This won’t make your parent or guardian think that you should be in general education classes.
Be prepared. Whenever you are having an important conversation, it is helpful to figure out what you want to say. Don’t be afraid to carry some notes with you. Use non-verbal cues. You can show people that you are engaged in the conversation by maintaining eye contact and using facial expressions. If making eye contact is difficult for you, try faking eye contact by looking at another feature on the person’s face, such as their nose or their chin. Listen carefully. You want to show respect by listening to what your parents and teachers have to say. Feel free to ask questions if you don’t understand their points.
Co-Teaching is when two teachers, one general education and one special education work as partners where the general education teacher is the main teacher while the special education teacher will serve as an assistant to the general education instructor. You will learn in a general education classroom and in the general education curriculum where the class capacity is much larger. Your classmates consist of mostly peers without learning disabilities, and a few peers also in the IEP program with you. In Co-Teaching, only your general education and special education teachers will know you have an IEP. They are strictly prohibited by both the law and the school district from telling your classmates you have an IEP as that is considered personal. Mainstreaming is when you will learn in a General education classroom and curriculum with only one teacher, who is, of course, a general education instructor. Like Co-Teaching, the classroom capacity will be bigger but the only difference is you’ll be the only student with an IEP. The rest of your peers will not have learning disabilities. However, it is possible to have some classmates who also have IEPs learn in the same classroom with you, but the number of students with disabilities is very little. Your general education teacher will not disclose your IEP to any peers as it is not allowed by law or your school district. The benefit of enrolling in either program is you will still have testing accommodations in either setting. This means when you’ll take a test, you will have extended time to finish, and your teacher can read you a question upon asking. You may also choose to take the test in a different classroom where there is no distraction.
Keep your grades high. Aim to get As and Bs in your class or classes. If your grades are Cs or lower, the school may not want to put you in regular education because they’re worried that you’ll fail. Participate in class activities. Don’t sit grumpily at your desk if you’re doing a subject you don’t want to do. Participate in the activity - raise your hand, ask questions, and work with your classmates when allowed. This will show your teacher that you’re able to work well in the classes that you have already. Don’t goof around! If you spend more time passing notes or making silly faces at your classmates than working, you’re more likely to be viewed as a distraction to your classmates than as a student who should be in general education.
You want to let them know that you are serious about improving your education. Show your parents and teachers that you can take responsibility for your learning. Write down a schedule. Block out specific times of the day when you will study. Try studying in small blocks of time. For example, work on your Biology homework for half an hour. Then take a break before you come back to your Spanish homework.
Read things that you enjoy. For example, if you are learning about the Civil War in school, ask your librarian to help you find a novel about that time period. It’s possible that learning might be hard for you. If that’s the case, practice will help. Devote some time each day to reading. This will help show your parents that you are serious about learning.
For example, if you’re autistic, notice what things will overstimulate you. Do crowded rooms cause you to have a meltdown because of all the people around you? Does the sound of the school bell upset you and make you start crying? Learn what will trigger a meltdown or shutdown for you and find ways to avoid it or cope with it - for example, don’t go to large school assemblies, or bring earplugs and your stim toy to school with you for when the bell rings. If you have emotional problems, try to figure out what triggers them. When someone yells, for example, do you start yelling back? Watch for warning signs that you’re getting angry or upset, and use coping strategies (such as focusing on something else, deep breathing, or meditating) to calm yourself down.
When you’re given a group project or activity, try to work with everyone else and do your part. Talk to your fellow group mates and try to get everyone working together. This can be tough for some people, though, so don’t worry if you have trouble with working with people; Consider trying to help other students. Listen closely to your teachers’ directions so you can follow them, and try to get your classmates to follow them, too. Be supportive and helpful to others. One of the best ways to show you know something is to teach it to someone else. However, be careful with how you do this. If someone asks a question, don’t spring out of your chair and start blurting out the answer - that won’t make your teacher happy with you! Socialize outside of the classroom if you can. Talk to people at lunch and outside of your lessons. This is a great way to show you’re a team player, but the benefits of making friends go beyond the classroom. Making friends will help you build a support system, too. Don’t react strongly to bullying. Unfortunately, there are mean people in school, both in and out of special education classes. Special education students are more likely to be picked on by bullies,[12] X Trustworthy Source StopBullying. gov Website run by the U. S. Department of Health and Human Services providing information related to identifying and preventing bullying Go to source but how you react to someone bullying you may be thought about by the IEP team. If somebody calls you a name or takes away your things, hitting them is a bad way of dealing with bullying. Instead, walk away, even if you’re upset, and tell the teacher that someone is bothering you. Don’t worry about being a “tattletale” - it doesn’t matter who you are, bullying is never okay, and telling someone about bullying isn’t “tattling”.
Talk to the guidance counselor at your school. They might be able to help you deal with your feelings. Have fun with your friends. When you are frustrated, you might feel better if you do something fun with people you enjoy. Talk to a family member. If you’re having trouble getting through to your parents, try asking an aunt or uncle to help you talk to them.
