A child must be evaluated and found eligible for special education services. Parents can request an evaluation from their child’s public school at any time.
Submit a written request to your child’s school describing your concerns and asking for a special education evaluation.
If the school refuses to evaluate your child, it must provide written notice explaining the decision and the reasons for it.
Child Find is the school district’s responsibility to identify, locate, and evaluate children who may have disabilities and may need special education services.
Response to Intervention (RTI) is a process schools use to provide academic or behavioral supports and monitor student progress.
No. A school cannot require a child to complete RTI before considering a special education evaluation.
The process typically includes referral, evaluation, eligibility determination, IEP development, services, and progress monitoring.
The school reviews evaluation data to determine whether your child meets eligibility criteria and needs specially designed instruction.
No. A medical diagnosis alone does not automatically qualify a child for special education services.
No. Eligibility is based on whether the child meets disability criteria and needs specially designed instruction, not on intelligence alone.
FAPE stands for Free Appropriate Public Education. Students with disabilities who qualify for special education are entitled to special education and related services designed to meet their unique needs at no cost to families.
An IEP provides specialized instruction and related services. A 504 Plan provides accommodations and supports for students with disabilities who do not need special education.
Contact your child’s school and request a meeting to discuss whether your child may qualify for a 504 Plan based on a disability that substantially limits a major life activity.
Students who receive services through an IEP generally do not need a separate 504 Plan because accommodations can be included in the IEP.
Least Restrictive Environment (LRE) means students with disabilities should be educated with their nondisabled peers to the maximum extent appropriate. The IEP team determines the educational setting based on the student’s individual needs.
Prior Written Notice (PWN) is a written explanation provided by the school when it proposes or refuses to initiate or change a child’s identification, evaluation, educational placement, or services.
Accommodations change how a student learns or demonstrates knowledge. Modifications change what a student is expected to learn or do.
Progress is measured using the goals in the IEP. Schools must provide periodic progress reports.
Yes. Parents may request an IEP meeting at any time to discuss concerns about their child’s program or services.
Parents are members of the IEP team and must be given an opportunity to participate in decisions about their child’s IEP.
Share your concerns with the IEP team and request a meeting if needed. Parents have the right to participate in IEP decisions and explore dispute resolution options if disagreements remain.
Start by discussing your concerns with the school team. If concerns continue, you may request an IEP meeting or explore dispute resolution options.
An IEP must be reviewed at least once a year. Parents or schools may request a meeting sooner if concerns arise.
A reevaluation reviews updated information to determine whether a child continues to qualify for special education services and whether changes are needed.
You can ask questions, request additional information, or request an Independent Educational Evaluation (IEE).
An IEE is an evaluation conducted by a qualified examiner who is not employed by the school district.
Schools should consider information provided by parents, including outside evaluations and diagnoses, when making educational decisions.
An aide is not based on a diagnosis alone. The IEP team must determine that an aide is necessary for the child to receive a Free Appropriate Public Education (FAPE).
Possibly. The IEP team determines whether speech-language services are needed based on evaluation data and educational needs.
School-based therapy services may be provided if the IEP team determines they are necessary for the child to benefit from special education.
Services are determined by the IEP team based on the child’s individual needs and may include specialized instruction, speech therapy, behavioral supports, occupational therapy, social skills support, and other services.
ESY services are special education services provided beyond the regular school year when necessary for a child to receive a Free Appropriate Public Education (FAPE).
An FBA is a process used to identify why a behavior is occurring and what supports may help address it.
A BIP is a written plan that outlines strategies and supports to address challenging behaviors.
A manifestation determination is a meeting held when certain disciplinary removals occur to determine whether the behavior was related to the child’s disability.
Students with disabilities can be disciplined, but additional protections may apply depending on the circumstances.
Report the bullying to school staff and request assistance if needed. Schools must address bullying and ensure students with disabilities continue to have access to their education.
A transition plan is part of the IEP that helps prepare students for life after high school, including education, employment, and independent living.
In Tennessee, transition planning must be included in the IEP by age 14 and reviewed annually thereafter.
Yes. In Tennessee, transition planning begins by age 14 and may begin earlier if appropriate.
Transition plans should include the student’s goals for life after high school and the services, activities, and supports needed to help reach those goals.
Students should be invited to participate in IEP meetings when transition planning is discussed.
A student’s IEP ends when they graduate with a regular high school diploma or age out of special education eligibility.
Yes. Many students with disabilities attend college, technical school, trade school, or other postsecondary programs.
No. Colleges do not provide IEPs. Students may request accommodations through the college’s disability services office.
Accommodations may include extended time on tests, note-taking assistance, accessible materials, housing accommodations, and other supports based on documented needs.
Educational rights generally transfer from the parent to the student at age 18 unless another legal arrangement is in place.
Not necessarily. Some families explore alternatives such as supported decision-making, powers of attorney, or conservatorship depending on the individual’s needs.
Students who have not earned a regular high school diploma may continue receiving special education services through the end of the school year in which they turn 22.
Vocational rehabilitation helps individuals with disabilities prepare for, obtain, maintain, or advance in employment.
Yes. Transition services may include job exploration, work-based learning experiences, employment training, and other activities designed to prepare students for life after high school.
Yes. Schools, vocational rehabilitation agencies, and community organizations may provide job exploration, work-based learning experiences, job coaching, and employment supports.
Supported employment provides ongoing assistance to help individuals with disabilities obtain and maintain competitive employment.
Independent living focuses on skills needed for daily life, such as managing money, transportation, healthcare, housing, and community participation.
Encourage self-advocacy, involve your child in IEP meetings, explore career interests, build independent living skills, and connect with community resources early.
Yes. Depending on eligibility and needs, students may receive services through agencies such as vocational rehabilitation, disability services, Medicaid programs, or other community resources.
The new district must provide comparable services until it adopts the existing IEP or develops a new one.
Possibly. Enrollment options vary by district and may depend on district policies, available programs, and state law.
Service options vary by district and individual circumstances. Contact your local school district to learn what services may be available.
Students enrolled in private schools may be eligible for certain services through the public school district, but the services available may differ from those provided to students enrolled in public schools.
Early Intervention provides services and supports for infants and toddlers with developmental delays or disabilities, generally from birth through age three.
Children receiving Early Intervention services may transition to preschool special education services through their local school district.
Ask the school to explain why your child was found ineligible and review the evaluation results with you. If you still disagree, you may request an Independent Educational Evaluation (IEE) or learn more about your dispute resolution options.
Start by sharing your concerns with the school and asking about available supports. You may also request an evaluation if you suspect a disability.
Tennessee law requires schools to identify students who need additional support in reading. Promotion to fourth grade may depend on a student’s reading performance and other factors outlined in state law.
Possibly. Some students with disabilities may qualify for exemptions or alternative pathways based on state law. Families should discuss their child’s individual circumstances with the school.
Talk with your child’s school as soon as possible about available supports, intervention options, tutoring opportunities, summer learning programs, and any pathways that may apply under state law.
