Getting Started: Assessment and Making a Plan

If your child does not have a diagnosis yet, an important step in ensuring their best education is to get a diagnosis and start intervention as early as possible. You can get a free assessment from your local school district. The Milestones First Diagnosis Tool Kit provides more information about diagnosis and interventions.

Request a Multi-Factored Evaluation (MFE) from your school district, which is an assessment of your child’s skills and needs. Your child may qualify for an Individualized Education Plan (IEP) or a 504 Plan. These are two different options that can give your child accommodations through your school district.

An IEP is the legal document that sets your child’s yearly educational goals. It is designed to meet the educational needs for a child who may have a disability. It is drafted by a team including school staff and a parent/guardian to provide the best educational support for the child.

A 504 Plan provides a child equal access to education and may include accommodations. It is part of the Rehabilitation Act and the Americans with Disabilities Act. A 504 offers fewer rights and benefits than an IEP and does not need to be a written document.

For more information about the difference between an IEP and a 504, read the Milestones School Tool Kit (see FAQ #5), this Wrightslaw page and these Understood.org articles on What Is a 504 Plan and The Difference Between IEPs and 504 Plans.

In addition, schedule an appointment with someone who can evaluate and diagnose your child. A pediatric neurologist, child psychologist, child psychiatrist, or developmental pediatrician can evaluate and diagnose. See our Resource Center for some names of local specialists or contact the Milestones free autism Helpdesk for support.

Trust your instincts, ask your doctor to assess your child. If you are not satisfied with your doctor or school’s assessment you have the right to get a second opinion from another medical specialist. The Milestones Helpdesk can connect you with resources.

More about IEPs

Your child’s IEP may list accommodations and services appropriate for their needs, level of functioning and to help them succeed and reach their IEP goals. Examples of accommodations are having an aide, scheduled breaks throughout the day, adjusted/reduced homework, and extended time for taking tests.

After the initial IEP, an annual meeting is held to assess goals, progress and that your child still qualifies for an IEP. It’s important to reflect on and propose what you think are highest priority goals and accommodations for your child each year.

Your child can be present in their IEP meeting initially just to listen till they grow more skills and are able to participate. Having your child there makes them a part of the process even if their engagement looks different.

An IEP isn’t only for education, it is also for anything that prepares your child for the real world, such as as social communication, requesting to go to the bathroom, teaching who they can go home with especially if allowed normally to leave school without supervision, or school bus safety.

We provide tips and strategies for preparing for and who attends your child’s IEP meeting on our IEPs web page.

If You Have Concerns about Your Child's IEP

Learn what your rights are and what to do if you disagree with the IEP. It is very important to know that you do not have to sign the IEP during the meeting if you are uncomfortable, disagree or just want to think about it more. Your child will still receive services even if you wait to sign the IEP. Milestones can help you navigate that conversation.

If you are feeling nervous by this IEP process or have questions, you can turn to the Milestones Helpdesk, a nonprofit in your state like the Ohio Coalition for the Education of Children with Disabilities (OCECD), or your school district may have a parent mentor, whose job is to help parents of children with special needs.

If English isn’t your first language, you can request a translator from your school. If you contact your school and there is not a clear way to get a translator, you may be able to get help from a parent mentor organization such as OCECD in Ohio.

You have the right to ask for an additional IEP meeting or just to meet informally with your child’s interventionist or other school staff during the year if you have special concerns.