They show that they have developed an inclusive file on the child and education issues. They often bring a picture of the child to meetings involving bureaucrats who do not know the child. They will present a holistic view of the child, describing strengths and areas of need. If necessary, meetings will go longer than scheduled. Some community supports may be more helpful than others.
Parents find it helpful to speak to other parents about what worked for their family.
If the child is entering the elementary school from a preschool setting, it is often helpful for the preschool staff to meet with the school staff to share information and strategies before school begins. If possible, the school staff could visit the child at the preschool. Having that person there, one who is familiar with the child's needs and all the technical language around special needs, can make the parent feel more comfortable and more in control. The successful advocate records all conversations including names, dates and times, develops contact lists of the names, phone numbers, e-mail addresses, etc., takes notes at all meetings, gives the impression of being prepared, and asks for copies of meeting minutes. Most parents find it useful to develop a profile of the child for different professionals.