Being knowledgeable about the process and rights for assessing a child for possible learning disabilities is the one thing that can insure the success in that assessment, and consequent placement if that is determined to be warranted.

Before a child is ever evaluated, the parent's signature must be obtained to begin looking at possible assessment. After obtaining the parent signature, the student is given a series of interventions that are determined by the building-based student support team (often called the BBSST). This team may vary some from district to district, but must include the principal or assistant principal, a special education teacher, the general education teacher who has the student, the school counselor, and others determined to have knowledge of the student and of the programs and interventions that might be used.

The interventions to be used are determined by examining teacher narratives of the child's difficulties, as well as looking at specific work samples, both ones that the child did well and ones that they had trouble with. The general education is responsible for initiating the interventions, checking with the BBSST team and the special education teacher for suggestions as needed. This intervention usually goes on for six weeks. If the student's performance improves with the interventions, then it is determined to continue with the general education program and the interventions to see if the student remains successful. If so, no further assessment is needed. If little or no improvement is noted, then the assessment process begins.

The most important thing to know before your child is ever evaluated is that each child has the right to an appropriate education, based on their special needs. If your child is not succeeding in the general education classroom, then they have a right to be evaluated for possible learning disabilities and consequently any remedial help needed to help them be successful to the best of their ability.

Another thing to be aware of is that the decision to evaluate your child, or your decision to allow that evaluation, does not mean there is something "wrong" with your child. Many parents resist having their child tested because they think that is admitting that there is something wrong with their child. It merely means they learn at a different rate and in a different way that most other children. They may need more individual instruction to understand, or they may need longer time to complete

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