This poll shows what parents are actually struggling with in the IEP process. You’re not alone—and your response helps us focus on what matters most.

✅ FBA = Functional Behavior Assessment Purpose: figure out WHY a behavior is happening. An FBA looks at: - what happens before the behavior (triggers) - the behavior itself - what happens after (what the student gets/avoids) - patterns in time, environment, staff, peers Goal: find the function of the behavior so the school can design a BIP (Behavior Intervention Plan) based on data—NOT guesses. ✅ FIE = Full Individual Evaluation Purpose: assess all suspected areas of disability to determine eligibility and services under IDEA. An FIE can include: - cognitive testing - academic achievement - speech/language - occupational therapy - social-emotional - adaptive behavior - health/vision/hearing - parent/teacher input - classroom observations Goal: determine whether the student qualifies for special education and what supports, goals, placement, and services are appropriate. Key Differences in one sentence - FBA looks at why the student behaves a certain way to guide behavior support. - FIE looks at whether the student needs special education and what services they need. When to request which? Request an FBA when: - there are behavior issues - suspensions/expulsions - the school keeps complaining without solutions - behaviors interfere with learning (own or peers) Request an FIE when: - this is an initial evaluation - you suspect additional disabilities - new concerns appear - progress stalls - transition evaluations are needed Why parents confuse them 👇 Because both involve observation and data—but they have different outcomes: EvaluationAnswersLeads toFBAWhy is the behavior happening?BIP, positive supportsFIEDoes the student qualify and what do they need?IEP eligibility + services If you want I can:✔ write a letter requesting an FBA or FIE✔ explain how to use both strategically in an IEP meeting✔ show what red flags indicate to request one✔ help you respond if the school refuses Just tell me what you need next 💛

what if the school is using the bathroom as s discipline room. This is not just inappropriate — it is ILLEGAL, unsafe, and a serious civil rights violation.If a school is using a bathroom as a discipline room, here is exactly what it means legally and what you must do next. 🚨 1. Using a bathroom as discipline is PROHIBITED under federal law Schools cannot use: ❌ bathrooms ❌ closets ❌ storage rooms ❌ isolated spaces without supervision ❌ any room not designed for instruction …as discipline, seclusion, or time-out. This violates: ✔ IDEA (if the child has an IEP) — Unsafe placement— Failure to provide FAPE— Inappropriate behavior intervention— Untrained staff practices ✔ Section 504 & ADA (ALL students) — Discrimination— Unsafe, humiliating punishment ✔ Civil Rights Law — Emotional harm— Unsafe confinement ✔ OSERS/DOE federal guidance — Schools CANNOT use seclusion in non-educational rooms.— Seclusion rooms MUST meet safety guidelines. 🚨 2. This is considered: ✔ Seclusion ✔ Unlawful confinement ✔ Humiliation-based discipline ✔ Psychological harm ✔ Denial of FAPE ✔ Possible child endangerment ⭐ 3. States explicitly forbid this practice Most states—including South Carolina—prohibit: - restraining or isolating a child in a location where they cannot be safely supervised - using bathrooms as discipline - using locked or unsecured isolated spaces South Carolina policy states students must never be placed in unsafe, unsupervised, or inappropriate rooms for discipline. ⭐ 4. What you should immediately ask the school (copy/paste) Email Subject: Urgent Concern—Improper Use of Bathroom for Discipline Hello,It has come to my attention that my child was placed in a bathroom as a disciplinary measure. Bathrooms are not legal seclusion or time-out locations and do not meet state or federal safety guidelines. I am requesting: 1. A written explanation of the incident. 2. The name of the staff who directed or implemented this practice. 3. A copy of the school/district behavior policy on seclusion and time-out. 4. Documentation of all behavior interventions attempted. 5. Assurance this will never occur again.

This is the biggest misconception. The Army does NOT ask: ❌ “Did you have an IEP?” ❌ “Were you in special education?” ❌ “Did you have extended time in school?” ❌ “Were you in a resource room or self-contained?” What they care about is: ✔ current functioning ✔ medical/psychological history ✔ behavior ✔ physical health ✔ academic readiness ✔ ASVAB performance So simply having an IEP in the past = NOT a barrier. What CAN impact eligibility? Eligibility is based on diagnoses and current symptoms, NOT the IEP label. These conditions may require a waiver or may disqualify if severe: - ADHD (only if currently medicated or diagnosed past age 14) - ASD (especially Autism Level 2/3; Level 1 is sometimes waived) - Severe learning disorders (if currently impacting functioning) - Emotional/behavior disorders - Intellectual disability - Severe anxiety/depression - Certain physical disabilities But many people with learning disabilities or past IEPs join with no issues. Army requirements related to IEP/504 areas ✔ ADHD - Must be off medication for 12 months - Must be functioning well in school/work without accommodations ✔ Autism - ASD Level 1 may be waivable - ASD Level 2 or 3 usually disqualifies without waiver ✔ Specific Learning Disabilities (dyslexia, SLD) - Often accepted if the person passes the ASVAB - No current special accommodations needed ✔ Speech or communication disorders - Must be resolved or mild - Must not impact ability to follow commands or communicate clearly ✔ Emotional/behavior disabilities - Typically need stability for 1–2 years - No hospitalizations or major behavioral incidents What the ASVAB has to do with it The ASVAB is the Army entrance exam. If a student had a learning disability but can: ✔ pass the ASVAB ✔ function without accommodations ✔ demonstrate readiness …they can qualify. The Army does not provide extended time or IEP accommodations on the ASVAB.

A Functional Behavioral Assessment (FBA) is a special evaluation the school does to figure out why a child is having certain behaviors and what the child is trying to communicate through those behaviors. It is NOT a punishment. It is NOT just watching your child once. It is NOT the same thing as discipline. An FBA is a legal, formal evaluation under IDEA. Think of an FBA like detective work The school becomes a detective and asks: 1. What exactly is the behavior? (ex: leaving seat, hurting others, shutting down, meltdowns, running away, refusal, eating non-food items like crayons) 2. When does it happen? (classroom, transitions, recess, lunch, independent work) 3. Why is the behavior happening? Kids don’t act out for “no reason.” Behavior ALWAYS has a purpose. The FBA finds out whether the behavior is happening because the child wants: ⭐ Attention ⭐ Escape (to avoid a task or environment) ⭐ Sensory input (stimming, seeking pressure, chewing) ⭐ Access to something (tablet, toys, food) What does an FBA include? A proper FBA includes: ✔ Observations in multiple settings ✔ Interviews with parent, teacher, and staff ✔ Data collection (how often, what triggers it, what happens after) ✔ Review of work, IEP, discipline records ✔ A written report ✔ Recommendations for supports and interventions Why is an FBA important? Because it tells the school: 👉 What is causing the behavior 👉 What the child needs 👉 What supports, accommodations, and teaching strategies will help 👉 What changes are needed in the environment It leads to a Behavior Intervention Plan (BIP)—a legal plan that tells the school exactly how to support your child.