Enrolling in School: Where to Start?
Starting school for the first time is scary for any parent, especially a parent of a child who needs accommodations. Who do I talk to? Where do I start? What do I ask for? etc. This is a step by step guide for enrolling your child in school and making sure they get all of the support they need, from IEPs to Special Education.
Contact Your Local School District
Even if your child isn’t quite school-aged yet, start here. Call the district’s Special Education office or the main enrollment office and say something like:
“My child has Autism and I would like to begin the process of enrolling them in school and exploring eligibility for special education services.”
They will guide on enrollment and next steps specific to your area.
2. Officially Enroll Your Child
Even if your child has known needs, they must be formally enrolled. Be prepared to provide:
Birth Certificate
Proof of Residence
Immunization Records
Any existing medical or diagnostic records (like an Autism diagnosis or developmental evaluation)
3. Request a Special Education Evaluation
Even though your child already has a Diagnostic Evaluation completed for the formal Autism/ADHD/ADD, etc. diagnosis, the school system requires their own evaluation to be completed to qualify for Special Education Services. This is key to starting the IEP (Individualized Education Plan) process. You can—and you should— make a written request for an evaluation. It might sound like:
“I am requesting a full Special Education Evaluation to determine if my child is eligible for services under IDEA”.
IDEA stands for Individuals with Disabilities Education Act, which is a federal law that ensures children with disabilities have access to appropriate public education that meets their unique needs.
The school district is legally required to respond to your request—typically within 15 business days, depending on your state.
4. Evaluation Process Begins
If the school agrees to evaluate:
A team (Psychologist, Speech Therapist, Special Ed. Teacher, etc.) will assess your child in all areas of suspected need.
You’ll be asked to give informed consent before testing begins
5. IEP Meeting Is Held
IEP stands for (Individualized Education Plan) this is a legal document created that outlines modifications or accommodations to your child’s school days that may be needed. They will also outline specific individual goals that will be reported on throughout the school year (similar to a modified/individualized report card). If your child qualifies under one or more of the 13 IDEA disability categories (autism being one), the school will schedule an IEP meeting.
At this meeting:
· Goals will be set
· Services will be discussed that the school may also offer (speech, OT, behavioral support, etc.)
· Placement (where and how they’ll be educated) is decided. This could include time in and out of the classroom. For example they may suggest your child remain in the general education classroom but then be pulled out for individual instruction during reading and writing time to help support those needs.
Bonus! If your child currently has other providers like a BCBA from ABA therapy, an outside Speech Therapist or Occupational Therapist, they can also attend IEP meetings to report on goals worked on in those therapies and overall progress and collaboration.
6. Services Begin
Once the IEP is signed and in place, your child will start receiving the agreed-upon services, and the plan will be reviewed at least annually. (Typically around October and May). However, you are legally allowed to request an IEP meeting at ANY time and can request modifications be made if something is not working. The school team will help to guide you if you are unsure and so can your others providers!
BONUS SECTION: IEP Breakdown
As mentioned above, an IEP or Individualized Education Plan is a student specific set of goals to work toward throughout the course of the school year. Think of it as a “customized curriculum”. This can cover a variety of needs.
For example, if the student is in first grade but are delayed in reading and writing skills, the IEP might outline some prerequisite reading goals. Your student’s customized reading goals might be something like “the student will label all 26 letters in upper case and lower case when asked” to target those foundational skills even if the goal of first grade reading is to be able to read short sentences. The IEP is in place to meet the student where they are at instead of pushing them to be at the same level of their peers (if they aren’t ready yet).
IEP documents can also outline supports needed in the classroom. An IEP might have some accommodations listed that include things like:
allowing more time for test taking
allowing sensory breaks throughout the day
allowing notes to be used during tests
allowing time outside of the classroom for regulation
being in a separate room for individualized lessons
Headphones, fidgets, specialized chairs, etc will be available for the student when needed
These are just some examples of what can be listed in an IEP. Remember, this is a legal document that has to be followed by the school personnel. If supports are needed and not being met, you are allowed to request an IEP team meeting at any time to reevaluate.
This is YOUR document and should be created to meet the students specific needs. Don’t be afraid to ask for and advocate for those accommodations, supports, or individualized goals. The IEP team that is present will help guide you in these areas as well!
