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As we begin to talk about the “s” word again ("school"), you may be weighing some options for your kids coming into the fall. If you have a toddler at home, you may also be entertaining the idea of preschool to help get your little one reintroduced to the world, interacting with peers — as well as adults other than your immediate family — and just beginning to develop social skills again as we emerge from our homes. [Related: What to look for in a therapeutic preschool] While preschool is not a requirement or necessary for later success in school, experts agree it provides an environment for children to explore, play with peers, build self-confidence, and strengthen their social and emotional development, all while having fun and learning routines. If you’re ready to send them off for more of these social experiences, you’ve likely fallen into a lot of options in Chicago for early learning. One factor to also consider in your search is whether your child would be appropriate for a “standard” preschool or a “therapeutic” preschool. It's a good idea to explore some differences in choosing a preschool or a therapeutic preschool for your youngster, as there are several distinctions that separate these two early learning options. Ratios In Illinois, preschools and daycares are mandated to follow predetermined adult-to-child ratio guidelines. Most stick to these minimum recommendations, which is a great question to inquire about when doing your research! These ratios are as follows: • For 2-year-olds a 1:8 ratio, with a maximum group size of 16 • For 3- to 5-year-olds, 1:10 ratio, with a maximum group size of 20 • For children 5 and above, 1:20, with a maximum group size of 30 In a therapeutic preschool setting, most classrooms are much smaller than the recommended maximums. Ratios are also much lower. A typical therapeutic preschool has a class size of 6-8 children, with ratios of adult support anywhere from 1:1 to 1:3. [Related: Preschool vs pre-k: What's the difference?] Therapy If your child receives speech, feeding, occupational, physical and/or behavioral therapy, a therapeutic preschool might be the way to go. This environment has these specialized therapists guiding interventions, providing individual therapy sessions, and helping to generalize different skills among peers. For example, a speech therapist may work individually with a child on answering questions or forming multiple word responses, and then bring the child back to the classroom to practice this new skill with their friends. Naps Here’s where therapeutic preschools may fall short. Therapeutic preschools are very therapy driven and most do not allow for a 2-hour mid-day nap, as a preschool or daycare set up would offer. If your little one is a power napper, a full day program at a therapeutic preschool may not be the best option for them. Diapers Some Early Learning programs require enrolled children to be fully toilet trained. This can be a real limitation for some families who feel their children are ready for the social and emotional benefits of preschool, but are not quite ready to spend the day in undies. At a therapeutic preschool, there are potty training programs implemented with each child, as this is a skill most are able to work on because of the low teacher to student ratios they maintain. Communication Both a preschool and a therapeutic preschool likely offer a lot of great communication options between the teachers and families. Notes going home, apps to receive updates, and face to face interactions help parents feel in touch and in the know about the day to day events with their children. However, if your child’s communication seems to be behind their age-matched peers, this can be a high frustration level for many toddlers who have a good understanding of what’s being discussed, but aren’t quite able to get their thoughts and feelings out effectively yet. A preschool classroom can be a frustrating experience when there are challenges expressing your wants and needs, or advocating for yourself. Important questions to consider: Is my child easy to understand? Can they ask for help when they need it? Are they able to speak up to advocate for themselves? Am I the only one who can understand my child? Reflecting on some of these questions may help lead you to the proper enrollment for your child. Enrollment Every child can be assessed and receive an IEP (individualized educational plan) at age three in order to have recommendations for placement at a CPS preschool. But did you know that your IEP is good for three years, and you are not required to join a CPS preschool at that time? Students in Illinois are not even required by law to attend kindergarten; however, they must be enrolled in either a home schooling program or a school district by age 6. Therefore, many families opt to pause enrollment from CPS to join a therapeutic preschool and reap the benefits of intensive therapeutic intervention, low student to teacher ratios, and engaging social and peer interactions. But don’t worry: Whether they graduate from preschool or therapeutic preschool, they can still join their peers in either a kindergarten or first grade classroom when they are ready! Making a Switch There are a handful of preschools in Chicago that enroll in the fall for the entirety of the year. Some have more strict guidelines on classroom placement based on birth date and ability level. However, many allow for enrollment throughout the school year, depending on birth date, availability and current ratios in their classrooms. Most therapeutic preschools enroll throughout the entire school year, and base these enrollments on the needs of the children and their families. So, if you are on the fence about what is most appropriate for your child, ask about enrollment commitments or cancellation fees, should you opt to enroll in a more therapeutic setting later in the year. Having this option may make enrollment in either program an easier commitment. Regardless of what you choose for your child, you want this early learning experience to be positive for everyone involved. Ask lots of questions, explore every option, and don’t limit yourself to only your neighborhood school. There may be a better fit for your child and their developmental needs that can get them well prepared to be independent little learners! Photo by Aaron Burden on Unsplash

Photo by Jan Kopřiva on Unsplash They aren’t usually learned from a textbook, but social and emotional learning skills (SEL) are still critical to your child’s fulfillment and success. To learn more about SEL and how parents support their children’s development of these skills, we talked to Amanda Moreno, an SEL expert and associate professor at Erikson Institute. What is social and emotional learning when it comes to children?  What skills does it help children develop? There are several ways of defining SEL but in short, it covers non-academic skills that are needed to live a productive, fulfilling life connected to other people. SEL includes skills like emotional regulation, collaboration, social problem solving, kindness, and resilience. [RELATED: Why kids lie, and why it's okay] Why is SEL important? How does it benefit young children, both in the short and long term? SEL skills used to be referred to as “soft skills." That term is being used less, however, because it makes them sound "touchy-feely” when they are actually the foundation for academic skills. Just imagine how hard it would be to successfully engage in school, work and relationships without SEL skills. Parents usually understand that their children need both book and people smarts, but some SEL skills are less obvious than others. One example is that of a growth mindset. When someone with a growth mindset encounters a task that’s difficult for them, they assume that they just need to learn more and keep trying. They also recognize that everyone feels that tasks are too hard for them sometimes. In contrast, someone without a growth mindset will assume that they are incapable of completing the task, and always will be — and thus give up. Through SEL, parents can cultivate their child’s growth mindset by focusing more on process than outcome, and complimenting their efforts rather than static traits such as “smart.” For example, instead of waiting for your child to complete a puzzle or sand castle and then saying “good job,” you can say something like, “Wow, I notice how you keep turning the pieces in different ways,” or, “I see, when the walls of the castle cave in, you dig deeper for more wet sand to keep it in place.” What strategies can I use to increase my child’s SEL in everyday activities, especially now as life begins to return to normal? I am not someone who believes that children have dramatically lost skills in quarantine. Sure, they may be a bit rusty when it comes to interacting in larger groups (aren’t we all?), but it will just take some practice and confidence to get comfortable again. For children to regain their confidence in social interactions, they mostly need trust from their parents. Children use “social referencing” in challenging situations: If they look at you during their baseball game and you look nervous, they’ll be nervous, too. We need to find ways to manage our own anxiety and model resiliency. Doing so will help our children build their own. [RELATED: 10 tips to move your child from fear and anxiety to bravery] As my child grows, what behaviors signify developmentally on-track SEL skills? I love this question, because I think that due to our natural tendency to focus on the negative, it can be hard for parents to recognize growth in SEL skills. For example, we might think that after seeing gains in our child’s frustration tolerance, one big tantrum means all was lost. Instead of focusing on the tantrum, focus on the small wins. Sure, he had a tantrum, but has the amount of time between tantrums increased? Has the length of them decreased? Have certain things that used to be a trigger become easier? SEL development is not a smooth upward path, so be sure to notice the baby steps even when there are bumps in the road. Are there any resources in the community or classroom that I can access to help my child with SEL? Most schools do some form of SEL programming nowadays, and it is a good idea to find out what your child’s school is doing and get involved. Most programs have parent resources associated with them, which can help with consistent messaging across school and home. There are also many great resources online such as Zero to Three, CASEL, and Edutopia. Amanda Moreno, Ph.D. is an associate professor at Erikson Institute where she conducts research, designs and teaches graduate programs, and delivers professional development training on the intersection between emotions and learning.

It’s a night to be supported, to ask questions and share resources, and to be with other parents who get what it’s like to deal with special challenges for their kids. Parents of kids with all types of developmental differences welcome (sensory processing disorder, autism, ADD/ADHD, PDD-NOS, mixed receptive-expressive language disorder, Down syndrome, physical disabilities, medical issues, etc.). Parents/family only, please (no therapists, students or business owners). The Zoom link will be sent out about 2 hours before the meeting.

It’s a night to be supported, to ask questions and share resources, and to be with other parents who get what it’s like to deal with special challenges for their kids. Parents of kids with all types of developmental differences welcome (sensory processing disorder, autism, ADD/ADHD, PDD-NOS, mixed receptive-expressive language disorder, Down syndrome, physical disabilities, medical issues, etc.). Parents/family only, please (no therapists, students or business owners). The Zoom link will be sent out about 2 hours before the meeting.

It’s a night to be supported, to ask questions and share resources, and to be with other parents who get what it’s like to deal with special challenges for their kids. Parents of kids with all types of developmental differences welcome (sensory processing disorder, autism, ADD/ADHD, PDD-NOS, mixed receptive-expressive language disorder, Down syndrome, physical disabilities, medical issues, etc.). Parents/family only, please (no therapists, students or business owners). 👉 This month's meeting will feature a special topic! Feel free to discuss this topic or just talk about what’s on your mind as usual. October’s discussion topic is Developmental Differences and Extended Families: how having a child(ren) with special needs has affected our relationship with our (usually well-meaning😏) extended family members. The Zoom link will be sent out about 2 hours before the meeting.

It’s a night to be supported, to ask questions and share resources, and to be with other parents who get what it’s like to deal with special challenges for their kids. Parents of kids with all types of developmental differences welcome (sensory processing disorder, autism, ADD/ADHD, PDD-NOS, mixed receptive-expressive language disorder, Down syndrome, physical disabilities, medical issues, etc.). Parents/family only, please (no therapists, students or business owners). The Zoom link will be sent out about 2 hours before the meeting.

It’s a night to be supported, to ask questions and share resources, and to be with other parents who get what it’s like to deal with special challenges for their kids. Parents of kids with all types of developmental differences welcome (sensory processing disorder, autism, ADD/ADHD, PDD-NOS, mixed receptive-expressive language disorder, Down syndrome, physical disabilities, medical issues, etc.). Parents/family only, please (no therapists, students or business owners). The Zoom link will be sent out about 2 hours before the meeting. Questions about this event? Email laura@npnparents.org. 👉 New! Use our Developmental Differences Resources Directory to find doctors, schools, therapy providers and more.

It’s a night to be supported, to ask questions and share resources, and to be with other parents who get what it’s like to deal with special challenges for their kids. Parents of kids with all types of developmental differences welcome (sensory processing disorder, autism, ADD/ADHD, PDD-NOS, mixed receptive-expressive language disorder, Down syndrome, physical disabilities, medical issues, etc.). Parents/family only, please (no therapists, students or business owners). The Zoom link will be sent out about 2 hours before the meeting.

It’s a night to be supported, to ask questions and share resources, and to be with other parents who get what it’s like to deal with special challenges for their kids. Parents of kids with all types of developmental differences welcome (sensory processing disorder, autism, ADD/ADHD, PDD-NOS, mixed receptive-expressive language disorder, Down syndrome, physical disabilities, medical issues, etc.). Parents/family only, please (no therapists, students or business owners). Note: The July meeting is in person at Gigi's Playhouse, 3948 N. Lincoln Ave. Because many of our kids are medically compromised, we request that only parents/caregivers who are fully vaccinated against Covid-19 attend. The August meeting will return to Zoom.

It’s a night to be supported, to ask questions and share resources, and to be with other parents who get what it’s like to deal with special challenges for their kids. Parents of kids with all types of developmental differences welcome (sensory processing disorder, autism, ADD/ADHD, PDD-NOS, mixed receptive-expressive language disorder, Down syndrome, physical disabilities, medical issues, etc.). Parents/family only, please (no therapists, students or business owners). The Zoom link will be sent out about 2 hours before the meeting.

It’s a night to be supported, to ask questions and share resources, and to be with other parents who get what it’s like to deal with special challenges for their kids. Parents of kids with all types of developmental differences welcome (sensory processing disorder, autism, ADD/ADHD, PDD-NOS, mixed receptive-expressive language disorder, Down syndrome, physical disabilities, medical issues, etc.). Parents/family only, please (no therapists, students or business owners). The Zoom link will be sent out about an hour before the meeting.

As the doctor held up our firstborn, the feeling of joy and overwhelming love was quickly followed by a heavy pit in our stomachs. My husband and I looked at each other and without words, we both had the same feelings and thoughts: While we were so happy, we also knew that raising a Black boy in America is a daunting task. Fast-forward two years and the words, “We recommend your child receive the diagnosis of Autism,” shattered our world. All of a sudden, we now had to raise a Black autistic boy in America. My husband and I were emotionally ill for weeks. My husband, especially, had a hard time accepting our new reality. His first reaction was to not follow through with the diagnosis. As a Black man, he had first-hand experience of the stereotypes and challenges our son would face. He knew that the world may never see him for who he is as a person; he knew he would be judged by the color of his skin and his diagnosis. He knew, because of this, people may give up on him or put him in a box and never give him a chance to show how great he really is. Ultimately, we followed through with the diagnosis because, without it, our son would not get the intervention he needed. We knew that without OT, speech, or ABA therapy our son’s development could stagnate and, as an adult, this would be more harmful. It’s an important reminder: Do not let fear stop you from making the hard — yet right — decision for your child. [Related: How to be an anti-racist parent] “The Talk” Every Black person in America knows what “the talk” is. It is not about sex. “The talk” has been something parents in the Black community have been doing for years. During “the talk,” we learn about our history; we learn some people still see us as inferior, some people hate us, and some people may use their power and position to hinder us from achieving our goals. We learn that the educational, financial, and housing systems in this country were set up to keep us out of the American dream. We learn that some community helpers, like police, overreach their power and sometimes hurt or kill us. So, we wondered: should we have “the talk” with our son? He has been taught to see the police as helpers, who will be kind to him if he gets lost or is in danger. The reality is, some police officers may see the color of his skin first and view him as a threat. The reality is, as our son gets older his meltdowns will probably be misunderstood. My husband and I decided to have “the talk” in phases. We took into account our son’s developmental understanding of social dynamics. We have talked about slavery, we have talked about the Civil Rights movement, and we have talked about racism. We have chosen to leave out certain details because ultimately it may be more confusing and traumatizing. We still need him to seek out the help of a police officer if he is ever lost or in danger, so we decided to be proactive and not reactive. At age 10, we took our son to our local CAPS meetings and introduced him to some of the officers present. We have also taken him down to the local precinct and introduced him to officers, as well. Our hope is that proactively communicating his diagnosis will help just in case, God forbid, our son ever has an encounter with police. [Related: Chicago venues that cater to kids with special needs] Angry Black Parent vs. Advocating Parent One of the nuances of raising Black children in America is that as parents, we have to fight stereotypes as well. Every single ER visit, we have been met with the questions, “Does Dad live in the home?” and “Do you have the same last name?” Our answer, which is “yes” to both, has always been met with surprise and sometimes shock. I even had a nurse say out loud, “Wow, that’s a first!” We have also shocked hospital staff with our organized documentation of our son’s medical history, our knowledge of his rights as a patient, and his benefits under his insurance plans. This is very important; we never want to be in a position in which racial stereotypes prevent our son from receiving the best healthcare. Make sure you are always prepared; do your due diligence. In addition, our approach when advocating for our son has always been from a place of knowledge. Our goal is that we, as parents, can avoid being racially stereotyped as the angry Black parents and change the narrative to “strong parent advocates.” My husband and I use this approach in other aspects of our son’s life as well. Raising children is hard; raising a Black autistic boy in America is even harder. My husband and I do not have all the answers, and we take each situation as it comes. Yes, we get angry and scared. Yes, it sometimes feels overwhelming. Yes, we have shed many tears. However, no matter how disheartening, exhausting, and stressful the journey may be, we never lose hope.

Whether you are just starting to consider an IEP for your child or your child has had one for a few years, it is important to understand the terms, organize your documents and know how to advocate for your child. NPN has teamed up with autism expert and special education advocate Mo Buti to educate parents on the ins and outs of the IEP process.

Whether you are just starting to consider an IEP for your child or your child has had one for a few years, it is important to understand the terms, organize your documents, and know how to advocate for your child. NPN has teamed up with autism expert and special education advocate Mo Buti, to educate parents on the ins and outs of the IEP process. Your child has been evaluated and found eligible for special education services. Now, you will be attending your first Individualized Education Program (IEP) meeting. During this webinar, autism and special education advocate Mo Buti discusses what to expect during an IEP meeting, how to prepare for the meeting and key points in the IEP document.

Whether you are just starting to consider an IEP for your child or your child has had one for a few years, it is important to understand the terms, organize your documents, and know how to advocate for your child. NPN has teamed up with autism expert and special education advocate Mo Buti, to educate parents on the ins and outs of the IEP process. This 20-minute webinar will help parents of children with and without an Individualized Education Program (IEP) navigate what to do with reports obtained outside of school. Whether you have an assessment, a tutor's progress report, a doctor's report, or other forms of documentation, this webinar will inform you how to use this information to assist the school in determining appropriate services for your child. You will learn tools you can use right away including: Types of reports that can be used to obtain an IEP or used for appropriate modifications to an existing IEP Sample emails to school administrators The time frame schools legally have to respond to your requests How to be an advocate for your child with special needs

Whether you are just starting to consider an IEP for your child or your child has had one for a few years, it is important to understand the terms, organize your documents, and know how to advocate for your child. NPN has teamed up with autism expert and special education advocate Mo Buti, to educate parents on the ins and outs of the IEP process. If your child has an Individualized Education Program (IEP) and you have found yourself wondering if the IEP actually meets your child's needs, then this webinar is for you! Special education advocate Mo Buti joins us for the second installment of NPN's IEP series with My IEP: Red Flags. You will learn about some possible "red flags," learn how to identify them and then what to do to resolve these concerns in a proactive way. This webinar will help you address what to do when there is: No homework Feedback on benchmarks Lack of communication And, much more!

As a parent, you want to ensure that your child receives every opportunity to thrive and reach their full potential. Preschool can play a significant role in achieving these goals. For children who may not fit into a standard preschool setting because of a disorder, diagnosis, or disability, a therapeutic preschool program can be life-changing. If your child would benefit from a therapeutic preschool, it is critical that you do your research. In my own experience, I found the following factors incredibly important. [Related: How to advocate for your special-needs child in CPS] Your goals as a parent A therapeutic preschool can provide support by meeting critical developmental milestones in areas such as speech and language, social skills, feeding, expanded gross and fine motor skills, and more. It is important that the program meets the unique goals you have in mind for your child. Flexibility of the program The more flexible a program is, the more it will meet your child’s needs. Does the program require you to make a year commitment or allow month-to-month? Does it offer both morning and afternoon sessions? Are you able to start at two days a week and increase if it is going well? Rigid rules and policies may not fit your child’s specific needs. Well-educated and experienced staff Top therapeutic programs tend to employ individuals with a bachelor’s or master’s degree. This additional education will manifest itself in better outcomes for your child. A multidisciplinary team This means a team of professionals with expertise in speech-language pathology, occupational therapy, feeding therapy, ABA therapy, and more. This diverse team allows children to receive the most well-rounded and comprehensive care and allows a program to treat the whole child. Student-to-teacher ratio A program with a low student-to-teacher ratio can provide more personalized care. A standard preschool program may have 8 to 10 children for just one teacher, while a good therapeutic program may have just 3 or 4 students per teacher. [Related: IEP 101 (video)] Reviews and results In my time as a speech-language pathologist, I have had a front-row seat in observing therapeutic services for children with a wide range of developmental delays. I have discovered that the gains children make vary greatly from program to program. The progress your child makes in a therapeutic program is a direct result of the effectiveness of the clinicians. Look for online reviews and references from satisfied parents so you know that your child is receiving the best care possible. Open-door policy The best therapeutic programs want parents involved in their child’s progress. An open-door policy that allows parents to drop in to observe their child’s day (such as through a two-way mirror) is the hallmark of a quality program. The results of a therapeutic preschool program can be truly transformative for your child. Ask questions. Ask around. Look online for reviews. Doing your research will pay off, as you will find the right program to become your “partner” in helping your child reach their full potential.

This 45-minute webinar offers information and resources about the special education process once your child enters school. Parents will learn special needs laws, terms and acronyms, timelines and strategies for advocating for your child. Watch the above video. Whether your child is in Head Start, Pre-K or Kindergarten, you'll benefit from this overview of the processes and procedures necessary for your child’s education. Topics include parent rights and responsibilities, the special education process, special education options, and where to find resources and support.

For most parents, back-to-school time means buying the kids a new backpack and shoes, and maybe taking them for a haircut. For parents of kids with special needs, however, going back-to-school can be much more stressful for both them and their children than just a shopping trip to the mall. Children who are not successful in school, either for emotional/behavioral or academic reasons, often feel happier and calmer over the summer break when they are not dealing with the demands of school. If this is your family’s situation, there are several things you can do to try to minimize the stress of back-to-school for you and your child. Review your child’s IEP Whether the IEP was drafted six months ago or just prior to summer break, it is helpful to refamiliarize yourself with the services and accommodations your child will be receiving in the upcoming school year. Check to make sure that the IEP still reflects your child’s needs or whether some aspects need to be modified due to changes over the past few months. Under the Individuals with Disabilities Education Act (IDEA), an IEP meeting to review the IEP can be requested at any time during the school year. You do not need to wait until annual review time. Organize your child’s school records If you child has been in special education for more than a few years, chances are you have a lot of paperwork accumulated from the school and outside providers. Summer break is a great time to review your documentation and develop an organizational system. I use an accordian file for my own child, but many of my clients prefer a three-ring binder. Not unlike tax documents, we recommend that you maintain your child’s special education documents during the length of time they are in school. While a parent has a right to request a copy of their child’s educational records at any time under the Illinois School Student Records Act (ISSRA), it is still a good idea to maintain your own copy for comparison and easy access. Request a back-to-school IEP for the beginning of the year For both my own daughter and many of my clients, I frequently request that an IEP meeting be scheduled approximately 3-5 weeks into the school year to ensure that the services are being implemented smoothly and to review and tweak the IEP. For children undergoing a significant transition (e.g., to a new school or new placement), I would not hesitate to request a meeting to review that transition. Ideally, we recommend that this type of back-to-school meeting be included as a necessary accommodation in your child’s IEP, especially when experiencing a significant transition, but if that is not the case you can also simply contact your special education administrator and request it at the start of the school year. Schedule a special back-to-school meet-and-greet/tour for your child prior to the first day of school Many children with special needs need prior exposure to new experiences to help ease their anxiety. If this sounds like your child, we recommend reaching out the school to request a special meeting and/or tour with your child’s LBS and/or classroom teacher. This is especially important if s/he is undergoing a significant transition. However, for many kids, it is necessary even if they are just moving up a grade into a new classroom. Most Illinois school districts implement several days of institute training for school staff prior to the first day of school and it is simple for them to schedule time for your child to visit. As with the back-to school IEP meeting, it is recommended that you include this special meeting/tour in your child’s IEP accommodations in their IEP every year.

As special education attorneys, we frequently receive calls from parents who want to know whether their children with special needs are entitled to any services or accommodations at private schools. Unlike students in public schools, students with disabilities in private schools are generally not entitled to an IEP under the Individuals with Disabilities Education Act (IDEA), however, there are a few options available that parents may want to explore. Individual Service Plans: The IDEA does establish a “proportionate share” arrangement between school districts and private schools. This means that public school districts must utilize a certain share of their funding for children attending private schools within the district’s boundaries. Through the proportionate share arrangement, private schools and the local districts conduct annual meetings and discussions regarding what types of special education and/or related services they will provide. The local school district will then draft an “individual service plan” or “ISP” for the child. An ISP is less detailed than an IEP, but will document the types of service provided, as well as the location and frequency of the service. To find out what type of service a school district will be providing to a private school student, a parent should contact the district administrative office of the school district in which the private school is located. If your child is not yet eligible for special education, the district in which the private school is located is also responsible for conducting the initial case study evaluation for potential eligibility. Part-Time Attendance: In Illinois, we have a unique section of our School Code, 105 ILCS 5/14-6.01, which allows students with disabilities in private schools to also enroll part-time in their local school district of residence to receive special education services. A request for part-time attendance must be submitted by a parent to the school district where the child resides. If a parent chooses part-time attendance, the resident district of the student is responsible for all evaluations and IEP services. However, the actual IEP services depend on the amount of time the student attends the public school and is generally determined by the public school, in conjunction with the IEP team. For example, if the child needs a specialized reading class for a learning disability, the public school has the discretion to determine what class the child will attend. The public school is not required to create special classes or services to accommodate the part-time attendance schedule. Section 504/ADA Accommodations/Services: Children with disabilities in private schools are entitled to receive reasonable accommodations/ modifications through Section 504 of the Rehabilitation Act of 1973, if the school receives federal funding, and under the Americans with Disabilities Amendments Act (ADA) even if the school receives no federal funding. While many private schools may also offer special services for children with disabilities, to attract new families and keep families together, they are not required to provide actual services under Section 504 or the ADA, just accommodations/modifications. Some private schools will create an “accommodations plan” for the child to document the accommodations, however they are not required to do so. Lara Cleary and Jennifer Hansen are partners with the law firm of Hansen & Cleary, LLC, a boutique law practice focusing on the representation of children and families, individuals with disabilities, medical and mental health practitioners, private schools, and other non-profit agencies in Chicagoland and throughout Illinois.