The Children and Family Services Coordinator is available to work with parents, families, and students navigating their school’s special education system. The coordinator can answer questions, provide information and referrals, and attend Individualized Education Plan (IEP) meetings with families.
The coordinator can also talk with teachers, administrators, nurses, and other school personnel who are members of a student’s IEP team to answer their questions about epilepsy and the potential academic impact of a student’s seizures.
Families and school personnel are encouraged to call the Foundation’s offices with any questions or concerns they may have regarding epilepsy and special education.
Several federal laws protect the rights of individuals with disabilities. These laws are in place to ensure that students with disabilities receive all of the supportive services and programs they may need to succeed academically.
We recognize that each student’s academic needs are unique, and different laws may be applicable in different situations. For information particular to your family’s needs, please contact the EFWCP office closest to you.
The federal government monitors public school systems’ special education services through the provisions of the IDEA. Children who qualify for special education services will have an Individualized Education Plan (IEP) prepared for them by a team consisting of school personnel, their parents, and other professionals whose expertise in particular areas may help the team develop the most complete and supportive plan possible. Students can also be members of their IEP development team, and student participation, if appropriate, should be encouraged.
The IEP should outline the student’s yearly educational goals and the services, programs, accommodations and modifications required of the school to help the student achieve those goals. The IEP goals must enable the student to participate in the general education curriculum to the largest extent possible.
The ADA is a federal law ensuring that public entities (including schools) cannot discriminate against an individual because of a handicapping condition that impairs one or more major life functions.
Section 504 of the Rehabilitation Act protects the student’s right to participate fully in school activities unless her education cannot be achieved in this way. The student’s school is also required to take all necessary steps to make sure that the student is receiving an appropriate education, including making accommodations within the classroom. Some examples of 504 accommodations include allowing the student more time to take tests and having a student give oral rather than written responses to test questions. These accommodations can help a student succeed scholastically without making the student overly dependent and without lowering academic standards and expectations.
Other organizations to contact for information on special education concerns are: