We all want what's best for our child. We want the school to do what's necessary to create a perfect learning environment. And chances are, you've heard an administrator promise regular-education parents the best and the perfect and the ideal when it comes to their children's educations. But when you're sitting in a meeting seeking a particular placement, therapy, accommodation, or modification for your child in special education, "best" and "perfect" and "ideal" are the last words you want to use.
The Individuals With Disabilities Education Act, the law that governs special education, promises students with special needs a free and appropriate public education (FAPA). It says nothing about "best." That may seem like just a matter of semantics, but you'll want to think about it seriously when you're going into a meeting with school personnel. Though you may feel like yelling about the fact that nobody's interested in making things perfect for your kid, you'll get much farther by thinking about how to make a case that what you want is what's appropriate.
If what you're requesting is what works best for those with your child's disability, then it's appropriate, so call it that. If what you're requesting is something with a proven track record for your child, then it's appropriate, so call it that. If what you're requesting saves time and trouble for teachers or therapists, or keeps your child safe, or keeps your child out of the principal's office, then it's appropriate, so call it that. You wouldn't be asking for anything inappropriate, would you? Use the word that makes the, well, best case.
