How to Navigate the First Few Weeks and Ensure Your Child’s Support is On Track
It’s been about six weeks since school started, and for many of us navigating IEPs (Individualized Education Programs) or 504 plans, it can feel like walking a tightrope. We’re constantly watching, waiting, and wondering if our child’s support team is implementing everything as they should. I understand—there’s a lot riding on these documents, and we hope for a smooth start from day one. However, this process demands patience—not just from us and our kids, but from the entire educational team.
The first weeks of school offer a period of adjustment for everyone. Teachers, therapists, aides, and support staff all work to meet our kids’ needs. While it may seem like they should already have everything figured out, especially since the IEP or 504 plan was set up last year or over the summer, the reality is that the beginning of the school year is when they truly figure out how to implement those plans.
Give time for adjustment.
Teachers and therapists juggle multiple students, each with unique needs. They work to figure out what best supports your child and how to deliver those supports in real-time. They also manage many other responsibilities. Their priority is your child’s success, but they need time to observe, adjust, and find their groove.
As parents, it’s natural to react when we notice something isn’t working perfectly. Maybe your child isn’t receiving enough sensory breaks or their communication device isn’t used enough. It’s easy to get frustrated, but before reacting, take a moment to pause.
Start with a conversation.
While it’s valid to feel concerned, it’s important to first open a dialogue with the team. Schedule a meeting with the teacher or therapist involved. Share your observations, and listen to their perspective. What challenges are they facing? They may already know about the issue and are working on a solution, but they need more time to fully implement it.
Choose collaboration over confrontation.
The best results for your child come when the entire team is aligned. A calm, solution-focused conversation will always be more productive than a confrontational one. You want to build bridges, not walls. If you approach the team with a collaborative mindset, the conversation will be much more productive.
This doesn’t mean you should ignore issues or let things slide. However, before escalating the situation, allow the team time to adjust and adapt. They care about your child’s success as much as you do, but it may take some trial and error to get things right.
IEPs and 504 Plans: A team effort.
Supporting a child with an IEP or 504 plan requires teamwork. While we know our children best, teachers and therapists spend their days learning how to support them in a school setting. Patience, trust, and open communication are necessary to make this process work. When we approach our child’s team with the spirit of partnership, we set everyone up for success.
Advocating with patience.
It’s natural to feel protective when things seem to go wrong, but advocating for your child doesn’t mean being on the offensive. Advocacy requires thoughtfulness, persistence, and patience. It’s a marathon, not a sprint. Sometimes, the best way to advocate is by stepping back and allowing the team to do their job—while ensuring they know you are ready to work with them, not against them.
As we move deeper into the school year, take a deep breath. If something seems off, start the conversation. Trust that with patience and open communication, things will come together. You’ve got this, and so does your child’s support team.