Building a special ed case: MN parents learn the IEP ropes

This is the first in a two-part series from Minnesota News Connection on the complex and sometimes challenging path for parents when seeking special education services for their child. Read part two here.

With a new school year here, roughly 150,000 Minnesota K-12 students are receiving special education services.

Districts are mandated to craft learning plans for kids with disabilities, but for parents, requests can sometimes involve a maze of phone calls, documents and meetings. State data show growth in families asking for support, like Individualized Education Programs.

The demand comes amid greater awareness of neurological disorders, including autism. Advocates said after a diagnosis, parents encounter a process where school staff want to ensure the child's needs meet certain criteria before an IEP is put in place.

Beth James, parent trainer and advocate for the PACER Center, assists families.

"That line is not super clear, and that's what makes it really difficult because it's so highly individualized," James explained. "However, a student does have to demonstrate educational need in order to be eligible for those special education services."

It means the school has to see evidence of the disability affecting a student's learning. If staff believe the time is not right for an IEP, parents have options, including an evaluation done by the school. If there is no resolution, they can seek a formal conference with the district, and possible mediation facilitated by the state.

PACER encourages parents to connect with an advocate, get everything in writing, and if successful, prepare to have their plan reviewed each year.

Megan Selly, a parent from Becker, has navigated challenges for her 14-year-old daughter, who was first diagnosed with autism and later an autoimmune disorder. She said her school district started off with sensory accommodations through what's known as a 504 plan. However, she found getting more specialized help through an IEP has been a struggle.

"I spent hours and hours – I can't tell you how many hours – looking at the special education laws and what is the school held to, and things like that," Selly recounted.

Selly believes school staff were doing the best they could, but also described communication gaps because of the many educators involved. In their quest for a suitable IEP, the family now awaits the results of a complaint filed with the state. Selly is optimistic about this year in a new school setting but at times, she added the process left her worried her daughter's needs were not being met.

"It's like going into an ocean and you have nothing," Selly stressed.

Becker Public Schools said its goal is to ensure families feel informed and supported over the course of an evaluation. Meanwhile, the PACER Center said the dispute and resolution process may not be perfect, but it generally has positive outcomes.