What to Do If Your Child's Teacher Recommends You Ask for a Special Education Evaluation
- Kathy Cousineau
- Feb 3
- 8 min read
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It often happens quietly. A conference ends. An email comes through. A teacher pauses and says something like, “We’ve noticed some ongoing challenges, and we think it might be helpful for you to ask for a special education evaluation.”
For many parents, that moment brings a rush of emotions and questions. You might find yourself thinking, Is something seriously wrong? Did I miss something earlier? What does this mean for my child?
If you are here, you are not alone. Most parents have never been through this process before, and the words "special education evaluation" can feel heavy even when the recommendation is made with care.
Often, a teacher is not saying something must happen right away. They are simply encouraging you to start the conversation and consider whether you want to request an evaluation.
Let’s slow it down and talk through what this really means. This article walks through how the evaluation process works and how an evaluation to determine next steps can give you clearer answers.
Why Teachers Recommend Evaluations
When a teacher suggests asking about a special education evaluation, it is rarely a sudden thought. It usually comes after time spent trying different classroom strategies, watching how a student responds, and thinking carefully about what else might help.
In most schools, this work happens within a framework called multi-tiered systems of support (MTSS). Teachers use MTSS to provide extra help, monitor progress, and see whether students make gains with targeted supports. Many students respond well to these interventions. Some continue to struggle even with that help.
When challenges continue, schools use this same MTSS framework to decide what to try next. For teachers, this often means continuing to review data, adjust interventions, and follow school procedures before a formal referral is considered.
Parents should also know that they do not have to wait for this entire process to finish to ask for an evaluation. When a parent makes a written request for a special education evaluation, the school is required to move forward without undue delay. The school cannot require MTSS to be completed before starting the evaluation.
At the same time, MTSS does not stop. Classroom supports and progress monitoring continue while the evaluation is happening. This allows the team to gather a fuller picture of what has been tried, what is helping, and where a child may still need support.
Because of how this system works, and especially as spring conferences approach and the school year begins to wind down, teachers may be very aware of how limited time can feel. In that context, a teacher may suggest that a parent ask about an evaluation as a way to begin gathering additional information while supports continue.
An evaluation is not about blame or labels. It is about answering questions, such as:
Why does this learning challenge keep showing up?
Are there underlying needs we have not identified yet?
What kind of support would actually help this child learn more comfortably?
What a Special Education Evaluation Actually Is
A special education evaluation is a process used to gather information about how a child learns and functions at school. The goal is understanding, not placement. This initial evaluation for special education helps explore whether learning challenges may be connected to a disability and what supports might help the student be more successful.
Depending on the concerns, an evaluation may look at areas like:
Reading, writing, or math skills.
Attention and executive functioning
Speech and language development
Social, emotional, or behavioral skills
In some cases, the evaluation helps determine whether a child with a disability may qualify for specially designed instruction (instruction that is tailored to a particular student) or related services such as speech and language or occupational therapy.
The evaluation helps the team understand your child’s strengths as well as the areas where they may need a different type of instruction or support. It is often the first step in determining whether a child may be eligible for special education services or whether their needs can be supported in the general education setting.
What Parents Often Worry About
Many parents who first hear the words "special education evaluation" from their child's teacher share the same quiet fears.
Will this label my child forever?
Will this define my child’s future?
Does agreeing to the evaluation mean they will automatically be placed in special education?
The answer to all three is no.
An evaluation does not force services. It does not guarantee eligibility. It does not change your child’s classroom placement on its own. What it does is give you information. Information gives parents power.
In some cases, the evaluation may show that a child has a disability, and in other cases, it may not. The purpose of an evaluation is to better understand your child’s needs and, if needed, help determine eligibility for additional support, not to jump to conclusions.
What to Do First When an Evaluation Is Suggested
Before responding right away, it can help to pause. Remember, the teacher is offering a recommendation, not making a decision for you.
Take a moment to reflect on what you see at home. Is homework unusually hard? Does your child avoid reading or writing? Are there signs of frustration, anxiety, or fatigue around schoolwork?
Gather what you already have. This might include work samples, report cards, teacher notes, or your own observations.
If you decide to move forward, you should request an evaluation in writing. For many families, requesting an initial evaluation feels big, but it is simply a way to start gathering information.
You do not need to decide everything at once. This is a process, not a single moment.
How the Evaluation Process Helps Your Child
When used well, evaluations protect students. They help ensure concerns are looked at carefully and from multiple angles, making it more likely the information gathered is thorough, fair, and truly reflects your child’s needs.
Even if a child doesn’t qualify for special education services, the insights gained can still help schools adjust instruction and supports.
If a child is found eligible, the school can provide special education services based on those needs.
Working With the School as a Parent
You do not need to be a special education expert to be an effective advocate. When parents understand the evaluation process, conversations with schools tend to feel more collaborative and less overwhelming.
You are an important part of the evaluation team and, later, if needed, the IEP Team (Individualized Education Program Team). Your perspective matters.
Together, the Team looks at information to decide whether a student is eligible for special education services. If a child is found eligible, they may be found eligible for special education and related services that match their specific needs. Even when a team develops an IEP and proposes services, parents are not required to accept the plan or initiate services unless they agree it is appropriate for their child. Parents have the right to ask questions, take time to review recommendations, and decide what they believe is in their child’s best interest.
Navigating these decisions can feel overwhelming, especially if this is your first time encountering the special education process.
A Few Words from Kathy
As a mother, an educator, and owner and CEO of My Happy Teacher LD Tutoring Group, I have sat on many sides of this conversation. I have worked with teachers who care deeply about their students and want to see them succeed. I have met with families who feel worried, confused, and unsure about what a recommendation for a special education evaluation really means. And I have seen how powerful it can be when schools and families approach this process together.
I believe evaluations are most helpful when they are viewed as a tool for understanding, not as a verdict or a label. They can open the door to better conversations, clearer information, and more thoughtful support. I also believe parents know their children best. Your questions, observations, and instincts matter. You deserve to feel informed and respected every step of the way.
Over the years, I noticed that many families were asking the same questions about timelines, next steps, and what their rights are when an evaluation is discussed. That is what led me to create the Roadmap to an Initial Evaluation, a resource designed to walk parents through the process in a clear, step-by-step, and approachable way.
My hope is that both this article and the Roadmap help make an unfamiliar process feel a little less intimidating and a little more manageable. You are not alone in this, and you do not have to have all the answers right now.
A Helpful Resource for Parents
If you are feeling unsure about what comes next or how to prepare, you may find the Roadmap to an Initial Evaluation from My Happy Teacher helpful. It walks families through the evaluation process step by step, from early concerns to understanding timelines and next steps, in clear and parent-friendly language.
Many parents use it as a way to organize their thoughts and feel more confident when communicating with the school.
Frequently Asked Questions
Does agreeing to an evaluation mean my child will be placed in special education?
No. An evaluation only determines whether your child qualifies for services. Many children are evaluated and do not qualify. Others qualify for specific supports. The evaluation itself does not place your child anywhere. Even if a child is found eligible, services cannot begin without parental consent.
Can I request an evaluation even if the school has not suggested one?
Yes. Parents have the right to request an evaluation if they suspect a disability may be affecting their child’s learning or development.
How long does the evaluation process take?
Timelines vary by state, but once written consent is provided, schools must complete the evaluation within a legally defined timeframe. You can ask your child's school or reach out to your state's Center for Parent Information.
What if I disagree with the evaluation results?
You have options. You can ask questions, request additional assessments, or pursue an independent evaluation. Understanding your rights helps you navigate these conversations with confidence.
What should I do before responding to the school?
Many parents find it helpful to reflect on concerns, gather information, and learn about the evaluation process before responding. Taking time can reduce stress and lead to better decisions.
A Final Thought
Hearing that your child may need an evaluation does not mean something has gone wrong.
It means adults are paying attention and trying to understand how to support your child more effectively.
You are allowed to take this one step at a time.
You are allowed to ask questions.
And you are allowed to trust your instincts as you move forward.
With the right information and support, this moment can become the start of greater clarity, stronger advocacy, and a clearer path for your child’s learning.
HOW WE CAN HELP
Take our Understanding YOUR Child’s Learning Challenges Quiz 📋 to gain insight into where they may need support and whether an evaluation could be beneficial.
My Happy Teacher 👩🏼🏫 provides 1:1 instruction for students with learning differences, offering structured, evidence-based reading instruction (such as Wilson and OG) tailored to each learner’s needs.
Tutoring families can access our Parent Support Coaching Program 🤝🏼 for supportive guidance in navigating school services and advocating for their child.
