OSEP Letters: A Key Tool for your Advocacy Tool Kit
One of my favorite tools for any advocate's toolkit is the OSEP letters. When I first embarked on my advocacy journey for my son, who has dyslexia, I quickly found myself in IEP meetings where the term "dyslexia" felt like a forbidden word—akin to saying Voldemort's name. Each time I brought it up, I was met with silence or discomfort. This puzzled me deeply. After all, how can we effectively individualize an education plan if we can't even name the disability we're addressing?
Understanding and naming a disability is crucial for tailoring the educational interventions that meet a child's specific needs. Knowing what we’re dealing with allows us to implement evidence-based strategies and anticipate any comorbidities that might arise. It became clear to me that addressing dyslexia openly was essential to ensuring my son received the education he legally deserved.
The Power of OSEP Letters
Enter the OSEP letters—guidance from the federal Office of Special Education Programs that can clarify many misconceptions in the realm of special education. In the midst of advocating for my own son, I discovered a particular OSEP letter that explicitly affirmed that yes, we can say “dyslexia” in IEP meetings. It was a game-changer.
Here’s a quote from that letter: “The use of specific terms such as ‘dyslexia’ is not only permissible but necessary for appropriate educational planning.” Armed with this knowledge, I brought the letter to my next IEP meeting. The shift was palpable; I was no longer corrected when I mentioned dyslexia. Knowing the law empowered me and informed the entire team about what IDEA truly entails.
My Top Three OSEP Letters
While there are hundreds of OSEP letters available, here are three of my favorites:
Can I Say Dyslexia?
This letter provides clear guidance on the importance of naming disabilities like dyslexia in educational settings. It reinforces the idea that specificity is essential for effective advocacy.Can RTI Be Used to Delay an Evaluation for Special Education?
This letter addresses a common concern: schools often want to collect 12 weeks of data through Response to Intervention (RTI) before considering an evaluation. However, federal law mandates that if a disability is suspected, an evaluation must occur immediately. This letter provides vital clarity on the limits of RTI in the evaluation process.What Does the Enders Case Mean for FAPE?
This ruling emphasizes that educational goals and services must be ambitious and tailored to the individual’s needs. It raises the bar for what is considered adequate support, moving beyond the bare minimum.
Explore Further
There are many more OSEP letters that offer crucial insights into special education law and practices. You can explore the entire collection here.
I’d love to hear about your experiences and any favorite OSEP letters you have. Together, we can build a stronger advocacy toolkit for all our children, ensuring they receive the education they deserve.