|
| Letter Writing |
The Mindset: Writing Defensively and Proactively
Writing defensively is much like what you were taught in driver’s education, to drive defensively. In other words, be prepared with the thought that someone is going to run over you. With this thought in mind, you must write in a manner which describes the events and the impact those events created by the school system has had on your child.
Writing proactively means being diplomatic, writing in a manner that is business-like, addresses possible problems in a manner that encourages the reader to respond in a positive way, thus leaving the door open for the appropriately desired results.
So how do you accomplish that?
Keep in mind this thought, you need to capture your reader's attention and draw them in, not repel them. If you repel them, you have shut the door on positive collaboration on your child's IEP.
As mentioned previously on this site, keep your anger out of your letters. I know it is difficult not to vent on paper, but you will be doing your mission of getting an appropriate education for your child harm if you do vent your anger.
Imagine in your mind this scenario: You receive a letter in the mail from someone you know, and the first thing they do is blast and "unbless you out" and continue to insult and throw accusations at you throughout the letter. Bits and pieces of what they are so mad about are interspersed throughout the letter. What is your initial reaction? How do you feel like responding to this person? Okay, we are all humans, so imagine how school personnel will react to that kind of letter?
Now imagine this scenario: You receive a letter in the mail from someone you know. The letter contains a civil greeting, compliments some of your aspects and past or recent actions, then proceeds to outline a event or action that took place in detail. Something in which you were involved. They then describe the impact that event had on them, what resulted from the event, how it made them feel, etc. They then suggest recommendations or ideas to remedy the problem and then thank you for your cooperation and being willing to work the situation out. What is your initial reaction? How do you feel like responding to this person?
I think you get the picture. I also realize how hard it is many times to find something positive about something the school or certain personnel have done when you are fuming about what isn't being done. It doesn't have to be a big thing and you may have to dig real hard to find the littlest positive thing. But always start your letters either on a positive note or at least on a neutral one and end it on a positive note.
The Importance of Documentation
We cannot overemphasize the importance of documenting every interaction, whether it be a parent/teacher meeting, IEP meeting, or any other meeting you have with school staff. This also applies to any observations you make whenever you visit your child's classroom or school environment that concern you. Anything said in any of your meetings must be documented in letter form. Why is this so important? The written word containing the facts about what you are told or observe first-hand speaks louder than any verbal interaction, arguing or verbal wrangling ever will. The letters you write concerning the facts and things you are told, stand as a permanent record of what is going on and can be used as evidence in a court of law. The school system cannot argue with a letter and the facts that are stated within it.
The Result of Good Documentation
Want to know if letter writing is really effective? We have compiled a few real life scenarios in which properly documented letter writing got the parent what was needed for their child. We have taken out the names of the students, parents, schools and school staff personnel and just present a brief description of what was going on, what the parent wanted, and a sample of the letter(s) that were sent to the school. We also present the outcome or result that those letters brought about. We also want you to refer to the wrightslaw.com web site for very helpful information and instructions on creating effective letters.
Keep in mind that just one letter probably won't get you what you want. You may have to write two or three to many letters until you get what your child needs. Don't give up. You must keep the letter writing process going until the school system, after being confronted with the facts, give in to what your child needs in the way of an accurate up-to-date IEP and the appropriate Matrix of Service Funding points. Think of it as a process of building evidence; evidence that is based on facts concerning each interaction or situation that occurs. Each letter is a glaring reminder of where the school system has failed in their responsiblity to appropriately educate your child.
IDEA '2004 (Individuals with Disabilities Education Act of 2004) was written to protect and ensure that your disabled child will receive a Free Appropriate Public Education. But it is the parents who hold school systems accountable to follow the law. Your letters are what will bring them into accountability for their actions and decisions.
Sample scenarios will be added to this web site as soon as possible.
|
|
|
