It’s not unusual for a child with learning differences to eventually want to leave behind the resource room and Special Education services. As a parent, you may be sympathetic to their desire, especially if it coincides with the transition to high school, as is often the case. But, regardless of when the discussion arises, it’s not a decision to be made lightly.

Once your child withdraws from the program, they’re no longer eligible for Special Ed services. If it doesn’t work out, they can’t simply change their mind. To be readmitted to the program, they would have to go through a full evaluation, just as they did originally, which could take months.

If their desire to exit the program coincides with freshman year, counsel them to postpone the decision for at least a semester while they get used to a more rigorous curricula.

Furthermore, one could argue that high school may be the exact wrong time to forego supports, particularly if your child has plans for higher education. While college admission depends on many variables, an applicant’s high school academic performance plays an outsized role, which is another reason why foregoing supports that help them succeed when it counts most may not serve your child’s future interests.

A Reasonable Compromise

Rather than exit the program, the more sensible option may be to take a measured approach:

• First, try cutting back the services your child is receiving. After a reasonable amount of time, evaluate if they’re succeeding with less oversight.
• If they’re handling learning independently, they can then request to go on observation. This allows them to access services should they need them without having to reapply to the program.
• If they do well on observation, they can move to Section 504 status, which provides for accommodations, but not for Special Ed services.

Following these steps affords you and your child time to carefully evaluate their readiness to exit Special Ed without the negative repercussions that might occur with a more rash decision.