top of page

Special Education Abuse: The Silent Masses and the Cost of Inaction

  • 9 min read

Most of us love a good hero story. We root for the underdogs who rise against insurmountable odds, the warriors who fight against evil, and the brave voices who speak bold truth to power in the face of injustice. We imagine ourselves in the hero’s shoes, believing we would act if confronted with wrongdoing. We would do something.



But in every story, the hero is the minority. The villain’s power goes unchecked, fueling the hero’s fight. However, another group exists—larger than the hero’s allies or the villain’s forces combined: the silent masses. They look away, justify inaction, or protect the oppressors instead of the victims.


Even in real-world atrocities, history asks: how did this happen? Where was everyone? The silent masses enable injustice, choosing comfort over action. They are bystanders who fail to intervene, convincing themselves, “It’s not my problem,” or “Someone else will step up.” Their silence isn’t always from malice but often from fear, discomfort, or indifference.


Ironically, this group holds the most power. The moment they act, everything changes. Until then, abuse persists, and oppressors remain unchecked.


This isn’t just a trope—it’s happening in Wake County and across North Carolina. When schools fail to report abuse, when officials choose silence over action, they allow children with disabilities to continue suffering.



A National Crisis

Across the U.S., children with disabilities are particularly vulnerable to abuse. Studies show they are three times more likely to experience maltreatment than their non-disabled peers. The statistics are staggering:


  • 1 in 4 children with disabilities will experience some form of maltreatment before age 18. (Child Welfare Information Gateway)


  • Nearly 1 in 10 students with disabilities were physically restrained during the 2017-2018 school year, often in harmful ways. (U.S. Department of Education)


  • Students with disabilities face disproportionate rates of bullying, exclusion, and mistreatment in schools, with abuse often going unnoticed or unreported. (Pacer Center)


This is not an isolated issue—it’s a national crisis made worse by systemic failures. Schools repeatedly fail to protect their most vulnerable students, covering up abuse instead of addressing it.



The Crisis in North Carolina

In North Carolina, the abuse of students with disabilities is a systemic crisis spanning decades. The reported cases are horrifying, but they represent only a fraction of what happens behind closed doors. The state leads the nation in suspending students with disabilities at disproportionate rates, treating them as burdens instead of ensuring their rights and needs are met.

Worse still, there is little accountability. Schools and state officials ignore or suppress cases of abuse, allowing perpetrators to continue harming children. The case of James Rencher in Wake County is just one example, exposing a culture of silence where multiple officials knew about abuse but did nothing.



What Happened in Wake County


In November 2024, James Rencher, a former East Wake High School teacher, was convicted on six counts of assaulting nonverbal students with disabilities. These children depended on him for care, yet he inflicted pain and suffering. The abuse lasted over a year before it was reported—600 days of silence.

Despite multiple reports from staff, Wake County Schools officials allowed Rencher to continue teaching. Instead of protecting children, they protected the abuser, even transferring him to another school.

At least ten Wake County employees knew about the abuse and failed to report it to law enforcement. Under North Carolina law, mandated reporters are required to alert authorities, not just school HR or administrators. Their inaction is a criminal failure.



What Needs to Change

The abuse of students with disabilities is a state and national issue. We must demand systemic change to protect these children.

✅ Classify the abuse of children with disabilities as a hate crime. These children are targeted because of their vulnerabilities. This is a civil rights violation.

✅ Hold school staff criminally accountable for failing to report abuse. Silence is complicity. Those who fail to act should face felony charges.

✅ Create a public registry of convicted abusive educators. No abuser should be able to move to another district and continue harming children.

✅ Ensure law enforcement investigates abuse claims—not just school administrators. Schools have a history of covering up incidents. Reports should go directly to law enforcement.

✅ Launch a full investigation into the NC Department of Public Instruction and local school systems. The public deserves transparency and accountability.


Don't Stay Silent: Take Action

If you remain silent, you are part of the problem. Now that you know, will you still do nothing? The time for silence is over. These children need justice. 📢 Sign the petition at Change.org 📢 Email the Wake County school board (email template below) 📢 Contact the Attorney General (form submission template below) 📢 Share this blog and spread awareness.



Email the Wake County School Board

Dear Wake County School Board Members,

I am writing to demand accountability for the failure to protect students with disabilities in Wake County Schools. In November 2024, former East Wake High School teacher James Rencher was convicted on six counts of assaulting nonverbal students. Despite multiple witness reports, school officials knowingly allowed Rencher to continue teaching and abusing students for over a year.

At least ten high-ranking employees failed to report the abuse to law enforcement, violating their duty as mandated reporters. These individuals must be held accountable and removed from their positions immediately:

  • Superintendent Robert Taylor

  • East Wake Principal Stacey Alston

  • Assistant Superintendent Mark Savage

  • Assistant Superintendent Anthony Muttillo

  • Senior Administrator Perry Aaron

  • Assistant Principal Katonia Ford

  • District Administrator Peter Vierno

  • Others identified in WRAL's investigation

This district has shown no intention of taking meaningful action. The abuse was only reported to authorities after WRAL’s investigative journalism brought it to light—600 days after the first reports. Meanwhile, a principal involved in covering up the abuse was reassigned to a central office position with a six-figure salary. How many other children are currently suffering abuse that staff know about but refuse to report?

I urge you to take immediate action to remove these individuals from their positions. Our community will not tolerate the continued failure to protect our most vulnerable students.



Contact the N.C. Attorney General


Form Submission Link: https://ncdoj.gov/contact-doj/ Subject: Urgent Action Needed to Address Abuse of Students with Disabilities in North Carolina Schools

I am writing to bring urgent attention to the systemic abuse of students with disabilities in North Carolina’s public schools and to call for immediate action to hold those responsible accountable. The recent and historical cases of abuse—many of which have been covered up or ignored—demonstrate a disturbing pattern of neglect and misconduct that can no longer be tolerated.


While your office has advocated for the constitutional right of all students to receive a sound, basic education, that right is being denied to students with disabilities who are subjected to physical and emotional abuse by those entrusted with their care. This is not just a failure of individual schools—it is a statewide crisis that demands meaningful reform and accountability.


There is an active Change.org petition demanding justice for a case in Wake County, where 10 district employees knowingly failed to report child abuse by a teacher for over 18 months. Despite their inaction, not a single one has been charged, and they continue to work within the school system.


How can the public trust that these individuals are not shielding other abusers right now? Their silence and inaction enabled the abuse of a vulnerable child, and yet there have been no consequences. This is unacceptable.


We demand immediate action on this petition, including criminal charges for those who covered up the abuse. But this is not just about one case—this is a systemic failure, and the following reforms are necessary to ensure children with disabilities are truly protected.

 

We are asking the North Carolina Department of Justice to take the following actions:


  1. Classify the abuse of children with disabilities as a hate crime. These students are targeted because of their disabilities, making this not just an issue of misconduct but one of discrimination and civil rights violations. The state must acknowledge and address this as a hate crime to ensure stronger protections and harsher penalties for perpetrators.

  2. Enforce stricter penalties for school staff who fail to report abuse. Too often, school administrators treat reports of abuse as human resources issues rather than crimes. Employees who fail to report abuse or attempt to cover it up must be held accountable, including felony charges for obstruction of justice and failure to report child abuse.

  3. Create a public registry of convicted abusive educators. Teachers and staff who are convicted of abusing students with disabilities should not be allowed to move to another school or district and continue working with children. A statewide database must be established to prevent these individuals from continuing to harm students elsewhere.

  4. Expand state outreach on reporting procedures and strengthen partnerships between schools, parents, and law enforcement. Parents need to know how to report educators when they suspect abuse, yet many find their concerns dismissed or buried by school administrators. The state must provide direct numbers for reporting abuse and ensure that law enforcement, rather than school officials alone, are involved in investigating allegations.

  5. Launch a full investigation into DPI and North Carolina school systems regarding the abuse of students with disabilities. This investigation must include an analysis of emails and complaints sent to DPI and school districts that were ignored or not acted upon. Those found guilty of protecting abusers or obstructing investigations should be held fully accountable. Systemic failures that allow abuse to continue unchecked must be exposed and addressed.


The cases that have come to public attention are only a fraction of what is happening behind closed doors. Below is a list of reported cases in North Carolina, spanning nearly a decade, that illustrate the severity of this crisis. These cases are not isolated incidents—they reveal a pattern of negligence, cover-ups, and failures to protect our most vulnerable students.

 

Addendum: Documented Cases of Abuse Against Students with Disabilities in North Carolina Schools


1. Durham – November 2024 School Employees Indicted for Child Abuse. Three employees at Research Triangle Charter Academy were indicted following the abuse of a student with a disability. One employee faced felony child abuse charges, aggravated assault on an individual with a disability, misdemeanor child abuse, and assault on a child under 12. Two others were charged with felony obstruction of justice and failure to report child abuse. Read more

2. Wendell (Wake County) – 2024 Special Programs Teacher Charged with Child Abuse. Lori Miller Holland, a special programs teacher at Carver Elementary School, was charged with misdemeanor child abuse and assault after allegedly dragging a student with disabilities down a hallway. Read more

3. Alamance County – 2024 Teacher Accused of Assaulting Students with Disabilities. Jessica Edwards, a teacher at Andrews Elementary School, was charged with four counts of assault on individuals with disabilities including ​​pinching, biting, and kicking students as well as shoving one to the ground and causing a head injury. Two of the students were five and six years old. Read more


4. Wake County – 2024 Teacher Guilty on Six Counts of Assaulting Students with Disabilities. James Rencher, a teacher in Wake County schools, dragged, choked, and pushed students under his care at two separate schools. More than ten Wake County district personnel were aware of the abuse and hid it for about 18 months. The abuse was only reported when the media began to investigate. Read more


5. Cabarrus County – 2024 Teacher Arrested for Assaulting Student with Autism. A teacher was arrested for assaulting a student with autism by sitting on him, forcefully restraining him in a chair, choking him, and leaving more than 15 bruises on his body. Read more


6. Wake County – 2024 Legal Aid Prompts State Investigation into Isolation Practices. Legal Aid of North Carolina filed a complaint leading to a state investigation into the Wake County Public School System's treatment of students with disabilities. The complaint highlighted that students with emotional disabilities were frequently confined to a “behavior stabilization” room, isolated from educational opportunities and peer interaction. Read more

7. Wake County – 2023 School System Ordered to Increase Transparency After Settlement. Wake County school staff restrained a fourth grader with speech and learning disabilities inside a cafeteria and moments later forced the child into a closet and barricaded them there by the weight of school staff for 14 minutes. The child would later be placed in two dozen “timeouts” at the school. Following a lawsuit regarding the restraint and seclusion of a student with disabilities, Wake County schools were ordered to be more transparent in their practices.  Read more


8. North Carolina – 2023 State Leads Nation in Suspending Students with Disabilities. Investigations revealed that North Carolina suspends and expels students with disabilities at a higher rate per capita than any other state, highlighting systemic issues in handling disciplinary actions involving these students. Read more

9. Wake County – 2020 Family Reaches Settlement After Child's Abuse. A family reached a $450,000 settlement after their child, a student with disabilities, was physically restrained and secluded by a teacher, leading to significant trauma. The special education teacher forced students into a storage room and began to improperly restrain, isolate, and use aversive measures on them. Staff who reported the teacher’s abuse were disciplined by the principal.


10. Wake County – 2019 Settlement to Improve Services for Students with Disabilities. A case was filed on behalf of seven students with disabilities ​​whose rights were violated by Wake County schools alleging the district suspended students without holding the legally required manifestation determination review meetings, failed to timely provide students with transportation to alternative placements, held IEP meetings without the proper team members present, failed to provide educational services after the 11th cumulative day of suspension, as required by law, and placed students in segregated settings without appropriate behavioral interventions in place that may keep them in less-restrictive environments. Read more


11. Wake County – 2008 Lawsuit Filed Over Abuse of Students with Disabilities. Disability Rights North Carolina filed a lawsuit against Wake County Schools after students with disabilities were reportedly placed in handcuffs, physically restrained, and left with bruises. Read more


These cases highlight a persistent and troubling pattern of abuse and neglect toward students with disabilities within North Carolina's education system. Immediate and comprehensive action is essential to protect these vulnerable students and prevent future incidents.



The U.S. Department of Education’s Role in Special Education

  • 8 min read

Accountability and the Need for Reform


The debate surrounding the future of the U.S. Department of Education (DoE) is intensifying, with a growing divide between those advocating for its elimination and those defending its role as critical to educational equality. The problem is being framed as an us vs. them battle, where one side must be completely right and the other completely wrong.


But, as with many complex issues, the reality is more nuanced. The truth often lies somewhere in the middle, where the DoE’s impact is both incredibly positive and also in desperate need of improvements.



My Personal Story: The Fight for My Son’s Rights


Why should I speak on this issue? Because I am a mother to a child with disabilities, and I have been on the front lines of advocating for his rights. As a special education advocate, I’ve seen firsthand both the strengths and the failings of the U.S. Department of Education (DoE). 


In 2015, I found myself battling my local school district for something as basic as feeding therapy for my son. The district denied it outright. When I reached out to the state agency for support, a contractor—who had no relevant qualifications and never even reviewed my son's records—dismissed my request as “not educational.” As I researched special education law and the obligation to provide feeding therapy, I found overwhelming evidence that it was not only educational but also legally required based on my son’s needs. Still, the state agency and my local district continued to ignore, harass, and deny my son the services he was entitled to.


I fought back—filing a lawsuit against the school district and submitting a civil rights complaint to the U.S. Department of Education. After 18 months of relentless effort, I won. The victory wasn’t just for my son—it set a precedent that benefited countless other children. But I want to be clear: it took 18 months of exhausting work. The system was designed to discourage families like mine. Despite the DoE’s critical role in turning the tides, their involvement was minimal during the fight.


I recount this journey in my book, Unwanted: Fighting to Belong, where I take a deeper dive into the struggle for disability rights in public education and the role of the DoE. It’s a personal story of how families must fight tooth and nail for protection, and it shines a light on both the positive and flawed aspects of the DoE. I encourage you to read it to understand the realities of navigating the system from someone who’s been there.




The Role and Necessity of the U.S. Department of Education


Established in 1979 under President Jimmy Carter, the U.S. Department of Education (DoE) plays a critical role in ensuring educational equity, especially for students with disabilities. Without federal oversight, many states could revert to the days when children with disabilities were routinely denied access to education. Before key laws were enacted, some states, including North Carolina, had laws that outright prohibited the education of students with disabilities.


One pivotal piece of legislation that changed the landscape for students with disabilities was the Education for All Handicapped Children Act, passed by Congress in 1975. This law mandated that states provide a Free Appropriate Public Education (FAPE) to all students with disabilities. FAPE is the right to receive an education that meets the individual needs of students with disabilities at no cost to their families. The law not only ensured education access but also set the foundation for future protections for students with disabilities.


Key laws like the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act (ADA) all work together to safeguard the rights of students with disabilities. The Department of Education is responsible for ensuring compliance with these laws and providing oversight to make sure that children’s rights are upheld. Some of the DoE’s primary functions include:


  1. Issuing Policy and Guidance: The DoE clarifies legal obligations under the Individuals with Disabilities Education Act (IDEA), Section 504, and other civil rights laws. IDEA mandates special education and related services for eligible children with disabilities, Section 504 protects against discrimination in programs receiving federal funds, and the ADA ensures equal access for people with disabilities.


  2. Monitoring State Compliance: The DoE ensures that states uphold their responsibilities under IDEA and other disability-related laws. This includes monitoring state compliance and imposing funding consequences when states fail to meet legal requirements.


  3. Investigating Civil Rights Violations: The DoE's Office for Civil Rights investigates systemic violations of civil rights, particularly in the realm of special education. The DoE steps in when students with disabilities are denied their rights, as seen in cases involving systemic failures in states like Texas, North Carolina, Florida, California, New York, Virginia, and others.


  4. Providing Special Education Grants: The DoE allocates federal funds to support services under IDEA, from birth through high school. These grants help states offer special education services tailored to the needs of individual students, ensuring that those with disabilities receive the education they deserve.



Through these actions, the U.S. Department of Education is a non-negotiable safeguard for students with disabilities, helping to ensure that they receive the education and protections they are entitled to by law.



Thousands of Open Investigations into Special Education Violations


Right now, thousands of investigations into special education violations are ongoing across the country, conducted by the U.S. Department of Education’s Office for Civil Rights (OCR). Schools are failing students with disabilities at an alarming rate, and without federal oversight, there would be no system in place to hold them accountable.


Here’s a snapshot of just a few categories related to students with disabilities where complaints have been filed against local and state educational agencies seeking help and relief from the Department of Education:


  • 1,894 cases of denial of Free Appropriate Public Education (FAPE)

  • 538 cases of disability harassment

  • 657 cases of denial of benefits

  • 182 cases related to discipline


These numbers reflect only violations in elementary and secondary education. They do not include cases in postsecondary institutions. The full list of schools and districts currently under investigation is available, but what it reveals is deeply concerning: these issues are widespread.


In addition to special education violations, the OCR investigates other forms of discrimination under Title IX (which covers sex-based discrimination, including sexual harassment) and Title VI (which covers race, color, and national origin discrimination). Institutions named on the publicly available list are under investigation for failing to uphold these federal education protections.


The OCR’s 2023 annual report shows that they received 19,201 complaints—the highest number in their history. The majority of these complaints involved allegations of sex-based discrimination, followed by disability-based discrimination, and issues related to race and national origin. This overwhelming volume of complaints raises serious concerns about the OCR’s ability to effectively manage caseloads, pointing to staffing challenges and an understaffed system trying to address systemic failures. More importantly, it highlights the consistent, widespread failure of local and state agencies to follow the law in providing equal access to education.



Consider this: if control were handed entirely over to state and local agencies by eliminating federal oversight from the Department of Education, the outcomes would be disastrous for students with disabilities. The evidence is clear. States and local districts are already flouting federal law by denying children their rights and access to a Free Appropriate Public Education—rights that are mandated by federal law. The DoE, along with media scrutiny, remains the only counterbalance to hold them accountable. If the federal role is removed, parents will have nothing to turn to in the fight for their children’s rights. Without the DoE’s involvement, there would be even fewer safeguards for students, and the lawlessness we already see would become even more entrenched.



Specific Reforms Needed for the U.S. DoE


Rather than eliminating the DoE, we must focus on critical reforms to make it more effective, accountable, and responsive to the needs of students and families. Here are some key areas of reform:


1. Stronger Enforcement of IDEA & Civil Rights Protections


  • The DoE must take a more aggressive approach in holding states and districts accountable for violations of the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act, and the Americans with Disabilities Act (ADA).

  • Currently, even when states are found noncompliant, enforcement is weak, and consequences are minimal. The DoE must impose real penalties for noncompliance, including withholding federal funds when necessary.

  • Expand the Office for Civil Rights (OCR) investigative team and shorten investigation timelines. Many complaints remain open for years, leaving students without immediate relief. We need investigators to have boots on the ground in our schools - not simply reviewing documents in Washington, D.C.


2. Increased Funding and Removal of Special Education Funding Caps


  • Congress must increase funding for IDEA to fulfill the federal government’s original promise to cover 40% of the cost of special education services (currently funded at less than 15%).

  • State-imposed caps on special education funding—like those in North Carolina and Texas—must be eliminated to ensure students receive services based on need, not arbitrary budget constraints.


3. Transparent & Public Accountability Measures


  • Require states to publicly report on their compliance with IDEA and Section 504, including a breakdown of special education complaints, denied services, and state enforcement actions.

  • Increase transparency around how special education funds are used by school districts, ensuring they are allocated directly to student services rather than administrative overhead.


4. Improved Parent Support & Legal Recourse


  • Parents should not have to go through years of litigation just to secure basic services for their children. The DoE should establish an independent special education ombudsman office to provide direct assistance to parents navigating disputes.

  • Reduce the burden on parents in due process hearings by ensuring districts must prove they are providing a Free Appropriate Public Education (FAPE), rather than placing the burden on families to prove they are not.


5. More Inclusive Educational Options & School Choice for Students with Disabilities


  • Expand access to public and private school choice options specifically designed for students with disabilities.

  • Ensure private school choice programs uphold federal disability protections, so students do not lose their IDEA rights if they use scholarships or vouchers to attend private institutions.


By implementing these reforms, the Department of Education could fulfill its mission of protecting students with disabilities and ensuring equal access to education. Eliminating the DoE would only make things worse—reform is the solution.



A Call to Action: Reform, Not Elimination


The Department of Education is flawed. But eliminating it would leave children like mine, and millions of others, with even fewer protections. Instead of tearing it down, we must demand real reform. If you believe in protecting students with disabilities, use the email template below to contact your congressional representative.



Email Template to Send to Your Congressional Representative


Subject: Urgent Need for Special Education Reform & DoE Accountability


Dear [Representative’s Name],


As your constituent and a parent of a child with disabilities, I am deeply concerned about the current state of special education in our country. Thousands of students are being denied their legal right to a Free Appropriate Public Education (FAPE), and many families are left fighting an uphill battle to secure even the most basic services.


While some have called for the elimination of the U.S. Department of Education, I urge you to support meaningful reforms instead. Eliminating the DoE would remove the only federal oversight holding states and school districts accountable for serving students with disabilities. Instead, we need stronger enforcement, increased funding, and more transparency to ensure every child receives the education they are legally entitled to.


I ask you to advocate for the following critical reforms:


  • Stronger IDEA Enforcement – Ensure states face real consequences for failing to provide appropriate services to students with disabilities. OCR investigations must be resolved more quickly to provide relief to families in need.

  • Increased Special Education Funding – Congress must fulfill its promise to fund 40% of IDEA costs and remove state-imposed funding caps that limit services.

  • Transparency & Accountability – Require public reporting of special education compliance data and ensure funding is used for direct student support, not administrative costs.

  • Improved Parent Support & Legal Recourse – Establish an independent ombudsman for special education disputes and shift the burden of proof in due process hearings to school districts.

  • School Choice Protections – Expand options for students with disabilities while ensuring that private school choice programs uphold federal disability rights.


I urge you to take immediate action to strengthen oversight and protect the educational rights of students with disabilities. Families like mine should not have to fight for years just to access the services that are already guaranteed under the law.


Thank you for your time and your commitment to ensuring all students receive the education they deserve. I would welcome the opportunity to discuss this issue further. Please let me know how I can support legislative efforts in this area.


Sincerely,


[Your Name]


[Your City/State]


[Your Email]




Essential IEP Communication for Child-Centered Partnerships

  • 5 min read

Students with disabilities spend much of their waking hours at school, not only learning academic content but also receiving therapies like speech, occupational, and physical therapy. Their education often includes modifications and accommodations to help them access the curriculum. However, when it comes to reporting progress through an IEP, the focus tends to be on numerical percentages—60% progress toward one goal, 80% toward another—leaving out the deeper picture of what a child is truly experiencing and learning.


For many children with disabilities, it’s difficult to articulate how their day went. That’s why it’s essential for parents and school teams to establish ongoing, meaningful communication to ensure that the child’s needs are met and progress continues smoothly.




Communication vs. Reporting: What’s the Difference?


So, what does meaningful communication look like for an IEP team?


Many teams rely on daily or weekly communication sheets, which typically include checkmarks or brief notes to indicate which therapies were received, a color-coded behavior report, or a quick activity update. These sheets often become a log of "problematic" behaviors—avoiding challenging tasks, being silly, not wanting to end a preferred activity, or struggling during transitions—without providing a full picture of the child’s day.


While these behaviors can and should be addressed with appropriate interventions, the tendency to focus only on what went “wrong” can skew the overall perspective of the child. If all that’s reported are challenges, it’s easy for adults to form a negative view of the child’s experience at school. Unfortunately, these reports are rarely balanced or comprehensive.


Checklists and color-coded marks aren’t real communication. They don’t offer insights into the child’s lived experience or how best to support them across different environments. There’s a significant difference between just reporting on activities and engaging in genuine communication that supports the child’s growth.


Effective communication follows the 7 C's, which help ensure that messages are clear, respectful, and actionable:


  • Clear: Focus on the goal—supporting the child’s well-being and success both at school and at home.

  • Concise: Keep messages brief and to the point; for complex issues, a meeting or phone call is better.

  • Concrete: Provide specific examples to make the information more actionable.

  • Correct: Ensure the information is accurate and directly from the source.

  • Coherent: Present information logically to avoid confusion.

  • Complete: Include all relevant details so the receiver can fully understand the situation.

  • Courteous: Be polite and mindful that the child’s well-being is the center of the conversation.


Meaningful communication goes beyond checklists—it’s about fostering a shared understanding that helps all involved better support the child’s growth and development.




What should go into an IEP communication plan?


An IEP communication plan is a tool designed to provide ongoing updates about a child’s progress in key areas like cognitive, functional, and behavioral development, focusing on details that aren’t typically included in formal reports. It helps ensure alignment between school teams and parents by sharing information about strategies, challenges, successes, and next steps.


While it plays a crucial role in supporting a child’s educational journey, it’s important to remember that the communication plan is not a replacement for data collection on specific goals or parent-teacher conferences. Instead, it fills in the gaps by capturing the day-to-day moments that matter, such as how a child is doing during general education, how they’re using accommodations, or if they had an “off” day. It can also highlight positive moments, like breakthroughs in learning or heartwarming experiences on the playground.


The Individuals with Disabilities Education Act (IDEA) underscores the importance of assessing a range of factors—cognitive, functional, developmental, and behavioral—when determining the needs of a child with a disability. However, this assessment should not be a one-time event; it needs to be an ongoing process. As children grow, they continue to evolve in these areas, making it important to regularly update communication about their progress. Keeping this information current helps ensure that everyone involved in the child's education—teachers, specialists, and parents—remains aligned and well-informed. Consistent tracking of these factors is key to planning effectively and ensuring that the child’s needs are being met.



Want to improve communication with your child’s IEP team? Get your FREE communication log here and follow the steps below to see how it can help you stay connected and support your child’s progress.




Step-by-Step Guide for Using the IEP Communication Log Template


Step 1: Get started by making a copy.


  • Click on the provided link to open the communication log template. You will see a “View Only” version. Follow the instructions to make a copy of the log to your own Google Drive or computer.


Step 2: Access the communication log.


  • Select a month tab from the bottom of the sheet to access a blank template. 




Step 3: Be specific about who is communicating and when.


  • In the first column, note the name of the adult (teacher, paraprofessional, related service provider, etc.) who is sharing the information.

  • Underneath the name, enter the date the communication is being shared. This helps track when updates are made and how often.


Step 4: Select the educational domains being addressed in the communication.


  • Click on the relevant field (cognitive, functional, or behavioral) and a menu of pre-filled options will appear. You can select multiple options and customize the domains as needed using the provided instructions in the getting started tab.


    • Cognitive: Note any changes or observations related to academics or cognitive functions such as problem-solving abilities, attention and focus, working memory, and more.

    • Functional: Track updates from related service providers and other daily task skills, such as communication, toileting, feeding, and more.

    • Behavioral: Select behaviors that impact the child’s learning and social interactions, including interpersonal skills, self-regulation, attending to tasks, eloping, and more.


*Note: Developmental factors are often absorbed within these three domains and don’t need to be tracked separately.



Step 5: Provide clarity and context to the domains selected with staff comments.


  • Type-in information such as notes on academic content, classroom routines, accommodations being used, or any notable events (like a breakthrough or challenging moment).


Quick Tip:

Keep your notes clear, concise, and actionable to ensure understanding.



Step 6: Offer perspective by sharing both challenges and successes directly related to the information being conveyed.


  • Challenges: Record any struggles the child is facing—whether it's with certain tasks, behaviors, or social situations.

  • Successes: Celebrate victories, big or small, like improvements in behavior, learning, or social skills.


Quick Tip:

Be sure to balance both challenges and successes, offering a full picture of the child’s educational experience.



Step 7: Establish consistency by gathering input and alignment with parents.


  • Encourage parents to share:

    • Observations about the child’s behavior or progress at home.

    • Concerns or updates that may be helpful for the school team to know.


This ensures that everyone is aligned on the child’s needs and provides important context for classroom strategies.



Step 8: Follow through with clear next steps so everyone knows what actions to take moving forward.


  • What’s working? Decide whether any changes to the current strategies or accommodations are needed.

  • What’s new? If necessary, discuss new interventions, strategies, or adjustments to try.




Building Child-Centered Partnerships


Effective communication for children with disabilities is about more than just tracking goals and progress—it's about creating a shared understanding between parents and school teams to support a child's growth and development.


By using tools like a shared communication log, teams can build an ongoing dialogue that creates a more complete picture of the child’s needs and ensures everyone is aligned on the best ways to support their progress.


With consistent communication, we can make sure that children with disabilities receive the tailored support they need to thrive both in and out of the classroom.




© 2024, Mary Beth Moore. All Rights Reserved.
bottom of page