"When I learned this rule, I lost faith in the accommodations process as something I could trust the state to handle without me being hands-on. I pointed out that my intellectually gifted autistic child was managing only a C average-well below his academic potential. The committee told me that the school's job is only to ensure that my kid receives an "adequate" education, not to help him reach his potential."
"They were right, legally speaking. A 1982 Supreme Court case established that the Individuals with Disabilities Education Act (IDEA) "does not require a State to maximize the potential of each handicapped child." IDEA just gets our kids through the door, nothing more. So, come to IEP meetings knowing that schools are only required to provide 'free appropriate public education.' If you want more for your child-and you should-you'll need to fight for it explicitly."
IEP and 504 processes are confusing, emotionally draining, and frequently result in minimal compliance rather than individualized support. Schools are legally required to provide a free appropriate public education but are not obligated to maximize each child's potential. Parents can and should bring support people such as friends, advocates, or lawyers to meetings. Families have legal tools including outside evaluations, advocates, and recordings to protect their rights. Teachers may not consistently follow plans, so early preparation—testing and enlisting advocates a year ahead—improves the chance of better outcomes for neurodiverse children.
Read at Psychology Today
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