How Do You Tell a Parent Their Child Has Special Needs?

Navigating parenthood is no easy journey, and every once in a while, we come face to face with situations that we’re not sure how to handle. When it comes to the intricate world of special needs education, every child is a unique puzzle, and every educator is a dedicated explorer seeking the keys to unlock their potential.

Today, we embark on a fascinating journey as we delve into the minds of these remarkable professionals. We’ve received a thought-provoking question from one of our readers, and we’ve asked Dr. Ira Canada, a seasoned special needs educator, for guidance.

Dear Dr. Canada,

I think one of my daughter’s friends from school may have some form of learning disability, but I’m not a professional and don’t have the tools to diagnose him. I’ve asked their teacher about it, and she sticks to her answer of “I don’t know” – partly because she’s also not an expert on this subject and partly because she doesn’t want to be accused of spreading misinformation by any parent. However, in class, the teachers give him extra assistance when it comes to eating and group activities, so I think they’ve noticed that he needs extra help but don’t label it.

Personally, I think it’s best for a kid to get the extra assistance they need as early as possible and for the parents to educate themselves on what type of help their kid will need, and as a friend, I’d like to help if they do need it. But it’s a touchy topic, especially for local Chinese families. In the past, I’ve had kindergarten teachers tell me they’d leave this topic alone on purpose and wait for the child’s parent to realize on their own.

What has your experience been with bringing up the topic of special needs testing for young kids to the parents, and what can I or their teacher help with?

Thanks,
Helpful Mom

Dear Helpful Mom,

As parents, we often involve ourselves in our children’s school activities, whether by attending school events or volunteering in the classroom. This naturally brings us into contact with our child’s peers, and it reminds me of a particular situation I encountered years ago. It was before I became an educator, during a period when I had taken on the role of a stay-at-home dad – fun!

In this role, I volunteered once a week in my youngest child’s kindergarten classroom during center time. It was enlightening to work directly with students and experience a taste of teaching, even if just for an hour each week. During this time, I noticed that one of my son’s classmates appeared to struggle with certain tasks. His verbal language development seemed slightly delayed, and he had particular difficulty using scissors – an activity commonly required during centers.

I shared my observations with the classroom teacher and asked if she had similar concerns regarding his apparent developmental delays. She acknowledged that she had noticed he functioned differently from the other students. Although she expressed concern, she was hesitant to initiate a conversation with the child’s parents due to her limited experience in addressing such issues. After my time as a classroom volunteer ended, I no longer spent time in the classroom, but I often wondered whether that student ever received the support he clearly needed.

Unfortunately, that type of situation occurs far too often. I believe that when teachers lack the training and resources to engage in these conversations with families, it can result in missed opportunities for early intervention. Families rely on educators’ expertise and trust that their child’s best interests are a priority.

Here is my advice for educators encountering a similar scenario:

1. Determine the Child’s Present Level of Performance
Gather data through informal assessments, classroom observations, and work samples. This information is essential when discussing concerns with families, especially if the student appears to exhibit academic or developmental delays. Keep in mind that documented difficulties do not necessarily indicate a disability; rather, they may reflect a different learning style that calls for instructional adjustments. When having this conversation with parents, report the student’s learning strengths and areas of concern. If the student requires additional support, share the level of support that you are currently providing to the student.

2. Monitor the Student’s Response to Intervention (RTI)
All students should have access to tiered supports within a Response to Intervention (RTI) or Multi-Tiered System of Support (MTSS) framework. These are data-driven models designed to identify and support students with academic and behavioral needs. The model includes:

Tier 1: High-quality, research-based instruction provided to all students in the general education classroom, along with regular screening.
Tier 2: Targeted interventions for students who are not responding adequately to Tier 1 supports, typically delivered in small groups.
Tier 3: Intensive, individualized interventions for students with persistent difficulties; may lead to an evaluation of individualized learning support services.

Progress is closely monitored, and instructional strategies are adjusted based on student response.

3. Consider a Psychoeducational Evaluation
A psychoeducational evaluation consists of a comprehensive battery of assessments that can help identify the root causes of a student’s learning challenges. These evaluations highlight learning strengths and weaknesses and can identify underlying issues such as attention deficits, which often manifest as academic struggles. A thorough evaluation provides valuable insight for both educators and families and helps determine the most appropriate support plan.

As educators, we have a responsibility not only to teach our students but also to empower families with the knowledge and tools they need to advocate for their children. Parents are their child’s first teachers, and it is our duty as professionals to support them in making informed decisions about their child’s education.

Sincerely,
Dr. Ira Canada

Dr. Ira Canada brings a wealth of expertise and experience in the field of education, with a particular focus on learning support and special educational needs. With over two decades of professional experience working with children, families, and schools across the United States, Dr. Canada has honed his skills and knowledge to address the unique needs of individuals with special needs.

He holds a doctorate in education with a specialization in autism, and his passion for this field has driven him to conduct extensive research on increasing awareness of autism spectrum disorder. Dr. Canada’s dedication to advancing the understanding of special education and promoting inclusive educational practices has been a central theme throughout his career.

Dr. Canada’s professional journey has encompassed a diverse range of roles, including serving as a special educator, early intervention specialist and behavior specialist. He has had the privilege of leading one of the largest early childhood special education programs in the United States, where he gained invaluable insights into effective strategies for supporting children with diverse learning needs.

Beyond his experiences in the United States, Dr. Canada has also had the opportunity to work internationally, serving as a learning support specialist, principal, and director of student support services in China and Thailand. During his time abroad, he had the honor of acting as a special education advisor to the US Embassy in Beijing and contributing to the Diversity and Inclusion Advisory Committee for the US Consulate General in Chiangmai, Thailand. These experiences enriched his perspective and allowed him to make meaningful contributions to global educational initiatives.

In addition to his professional pursuits, Dr. Canada is a published author of several children’s books, part of a series designed to address crucial topics such as social interactions, bullying, and self-regulation among early childhood students. These books reflect his commitment to empowering young learners with the skills they need to thrive in a diverse and inclusive world.