Dear Jane Jarrow,

I can empathize and shed some light on your current situation because I also have a
daughter with a disability. My daughter Bella is visually impaired and has a learning
disability in reading. Bella is also applying to attend college next year so you letter has truly
opened my eyes and helped me to begin understanding my role as her mother much better.
Preparing to begin the application process and enroll Bella in college is very scary to me
because it is new and Im feeling uneasy about what may be expected of her. Since Early
Intervention, my Bella has had an implemented IEP due to her specific physical and
educational needs. Because of this, Bella has never qualified for a 504 Plan. A 504 Plan is a
plan developed to ensure that a student with a disability is identified under the law
and is attending either an elementary or secondary educational institute. This
document ensures that student receives appropriate accommodations that ensure
academic success and access to the learning environment best suited for his/her.
In her secondary education, Bella received transition services, which provided her
with opportunities in post-secondary education. As parents of children with disabilities,
it is important for us to understand the transitional planning requirements IDEA that
help to work with the students IEP team in planning appropriate transition goals.
Transition planning is necessary if the student turns 14 years of age during the year
of the IEP. Post-secondary education could include job opportunities, trade schools, and
colleges/universities. For Bella, we were pursuing her options for college. She wants to be a
teacher! Bella had opportunities to job shadow a few of her teachers and we even were able
to observe a visually impaired college professor. This job shadow, set up by her high school,
really gave her a large boost of confidence before taking the next steps in applying for
college to do something she loves. Transition services are the activities that prepare
students with disabilities to move from school to post-school life. These transition
activities must be based on the students specific and unique needs, preferences, and
interests that include needed activities in educational instruction. Once Bella does
begin this college journey, we will be meeting as an IEP team to discuss her post-secondary
transition goals. Disabilities differ in post-secondary education. For example, a student
with a behavioral problem that causes learning disabilities may be eligible for special
education services K-12. Post-secondary services support students with disabilities
in their post-secondary lives, for example independent living, college or university
opportunities, or job searches.
Beginning in EI like I mentioned, and continuing up until her senior year now, Bellas
placement or educational setting has changed. Placement is the act of putting a student
in a particular place. In special education, placement refers to where the student with
special education is placed (itinerant, supplemental, full-time learning support,
autistic support, etc.) In regards to Bellas unique needs involving her vision and learning
disability in reading, she required SDIs to help her to thrive in her LRE or Least Restrictive
Environment. One support that was extremely beneficial to Bella was the use of assistive
technology or AT. The school district provided Bella with an iPad to use a communication
device and recording device, among a list of many of benefits. The school district always
took responsibility for any undue burden. An undue burden is an obstacle that is
intentionally and unfairly put in the way of a student or students parent(s) seeking
rights by law.
In order for Bella to graduate from high school and be able to pursue her dream of being a
teacher in college, Bella must fulfill all of her graduation requirements. Graduation
requirements and alternative diplomas need to be understood well by the students
and their families. In response to NCLB and increased accountability, there are
increased academic standards for all students, state and local testing, development of
exit exams linked to a students eligibility to receive a diploma, and a focus on
increasing student graduation rates. Moving forward, past graduation, I still have many
worries regarding Bella attending college. One of the biggest obstacles I could see occurring
in university classes is Bellas professor not fully understanding her disabilities and
therefore not being able to meet her needs adequately. The legal case of Collins V. School
Board is an example of a case that discusses how a substitute allowed dreadful things
to occur in the classroom because they were unaware of how to deal with the
students disabilities. However, colleges do provide disability services in which Bella
will qualify for. Under these disability services, Bella will be able to receive all the
supports she needs to succeed in college and no issues, such as those brought to
attention in the above mentioned court case, shall occur. In the case that something
may go wrong, parents and their children can be eligible to receive compensatory relief.
Compensatory relief acts in response to compensatory damages which are sums of
money that are awarded to a party for compensation due to an injury, damage to
property, or other loss. The two types of damages that can be awarded by courts are
compensatory and punitive.
In conclusion, I am very happy to have been given the chance to read your letter and share
this one in return regarding our children. I am excited for what is to come in my Bellas
educational future, whether it turn out as college or university, a job placement, or trade
school. We are so blessed with the amazing, and resilient children (not for much longer)
that we have the privilege to raise. Thanks for all your help and best of luck on the rest of
your journey as well.
Sincerely,
Melanie Dean

1. Placement- Placement is the act of putting a student in a particular place. In special

education, placement refers to where the student with special education is placed
(itinerant, supplemental, full-time learning support, autistic support, etc.)

2. Undue burden- An undue burden is an obstacle that is intentionally and unfairly

put in the way of a student or students parent(s) seeking rights by law.

3. 504 Plans- The 504 Plan is a plan developed to ensure that a student with a
disability is identified under the law and is attending either an elementary or
secondary educational institute. This document ensures that student receives
 appropriate accommodations that ensure academic success and access to the
learning environment best suited for his/her.

4. Transition plan regulations- A parent a child with a disability must understand

the transitional planning requirements IDEA that help to work with the students
IEP team in planning appropriate transition goals. Transition planning is necessary
if the student turns 14 years of age during the year of the IEP.

5. Transition services- Transition services are the activities that prepare students
with disabilities to move from school to post-school life. These transition activities
must be based on the students specific and unique needs, preferences, and interests
that include needed activities in educational instruction.

6. Graduation requirements- Graduation requirements and alternative diploma need

to be understood well by the students and their families. In response to NCLB and
increased accountability, there are increased academic standards for all students,
state and local testing, development of exit exams linked to a students eligibility to
receive a diploma, and a focus on increasing student graduation rates.

7. Compensatory relief- Compensatory relief acts in response to compensatory

damages which are sums of money that are awarded to a party for compensation
due to an injury, damage to property, or other loss. The two types of damages that
can be awarded by courts are compensatory and punitive.

8. Post-secondary services- Disabilities differ in post-secondary education. For

example, a student with a behavioral problem that causes learning disabilities may
be eligible for special education services K-12. Post-secondary services support
students with disabilities in their post-secondary lives, for example independent
living, college or university opportunities, or job searches.

Response #1:

Dustin, Your post really opened my eyes even further to the struggle these parents
of children with disabilities may go through. The parent I portrayed in my post has a
very similar passion and heart behind supporting their children. Being an advocate
for a child is a parent and teachers most important job in ensuring children with
disabilities succeeds in public school systems under FAPE. Your post really brought
 to light the struggles that parents go through and I learned a lot by reading it. Great
post!

Response #2:

Alicia, I enjoyed reading your post because it was very similar to my post as in the
way we addressed issues students may face and suggested or recommended
possible solutions for them, based on what has worked with us in the past. It is nice
to see that more parents are experiencing and going through the same thing so
something like this is excellent because it's giving parents a healthy outlet, a
resource, a shoulder to cry on, a buddy to celebrate with, and someone to vent to.
Great post!