Students with disabilities have the right under the Americans with Disabilities Act and the Individuals with Disabilities Education Act to learn, make progress, and benefit from education on an equal basis with their peers. One of the most important parts of effective advocacy is recognizing when something is not right.

This page highlights common patterns and concerns regarding advocacy. These practices may limit progress, reduce services, or weaken access to education. When parents and advocates are able to recognize these issues as they occur or while they happen, they are better able to respond, advocate, and protect their child’s right to an appropriate education.

Although many of these issues are drawn from firsthand experience, this list is intended for informational purposes only. These situations are not meant to reflect practices across all school districts. 

When Parent Input Is Ignored or Limited  →

When Communication Is Controlled or Misleading  →

When Access to Educational Data is Limited  →

When Evaluations Are Delayed  →

When Consent to Evaluate Is Delayed or Conditioned   →

When the IEP Lacks Clear Data   →

When Services Aren’t Adjusted Despite Lack of Progress  →

When Parents Are Labeled “Difficult”  →

Access is not demonstrated by extensive documents or numerous meetings. It is demonstrated by data, progress, and effective instruction over time.