Your daughter's grades are fine. Her teacher says she is bright. But homework that takes her classmates twenty minutes takes her two hours, and she cries before every writing assignment. Nobody has said the word "evaluation." You wonder whether you can ask, or whether you have to wait for the school to notice.
The law has an answer, and it starts with a duty that sits on the school, not the family. This guide explains child find, who it covers, and who can start the process. It is general information, not legal advice, and states add their own details.
What child find means
Section 300.111 requires each state to have policies and procedures that make sure children with disabilities who live in the state and need special education and related services are identified, located, and evaluated, regardless of the severity of their disability. It also requires a practical method to determine which of those children are actually receiving the services they need.
Put simply, finding children is the school system's job. Parents do not have to prove a disability exists before the school has a duty to look.
Which children it covers
| Group | Notes |
|---|---|
| Children with disabilities who need special education | Regardless of the severity of the disability |
| Children who are homeless or wards of the State | Named in the rule |
| Children attending private schools | Named in the rule |
| Highly mobile children, including migrant children | Named in the rule |
| Children suspected of having a disability who need special education | Even though they are advancing from grade to grade |
The last row matters for children who are quietly struggling. Good marks do not end the question. A child can be working much harder than classmates to get them.
Who can ask
Section 300.301 says either a parent of a child or a public agency can initiate a request for an initial evaluation to determine whether the child is a child with a disability. So there are two doors: yours and the school's.
A teacher or school staff member may raise a concern with you, or refer a child through the school's process. A doctor, therapist, or tutor can share information. But the request that starts the legal process comes from you or from the agency. If you share a teacher's concern, you can make the request yourself.
You can ask at any time, including when your child is doing well in some areas. And you do not have to be sure what the problem is. The evaluation is how the school finds out.
What "evaluation" is for
The rule says the evaluation must determine whether the child is a child with a disability, and identify the child's educational needs. It is a full and individual evaluation, done before a child first receives special education and related services. See how to read an IEP evaluation report for what the results look like.
An outside diagnosis can be part of the picture, but it is not a gate. If you have one, share it. If you do not, you can still ask.
Consent and the 60-day clock
Before the school evaluates, it must give notice and get your informed written consent. See parental consent in special education. Once you have given consent, the evaluation must be completed within 60 days, or within your state's timeline if it has one. There are limited exceptions, such as when a parent repeatedly fails or refuses to bring the child for evaluation, or when a child moves to a new school district during the process and the two sides agree on a completion date. How long an IEP evaluation takes goes through the clocks.
What to write down
Before you ask, a short list helps.
| What | Examples |
|---|---|
| What you see at home | Homework time, avoiding certain tasks, tears or anger, stress, sleep |
| What the teacher has said | A date and a short quote from a note, email, or conference |
| What the school has tried | Extra help, a seat change, tutoring, with dates |
| Any outside information | A doctor's note, a private evaluation, a report from a tutor |
| Your question | What you want to know: "Does my child have a disability that needs special education?" |
You do not have to prove anything. The list is just to make your request clear.
Making the request
Put it in writing, date it, and keep a copy. The details are in what to include in an evaluation request letter.
If the school says no
If the school refuses to evaluate, the rule requires written notice that explains the refusal. See what is prior written notice. Your options after a refusal are in what to do if the school denies an evaluation.
Younger children and older ones
Child find is not only for the early grades. A preschooler with a speech delay, a fourth grader who cannot keep up with writing, and a high school student whose anxiety is blocking school are all examples of children a parent might ask about. The details of which ages and programs apply come from your state. If your child is under school age, ask your school district or your state's early childhood program how evaluations for young children are arranged where you live, since the starting point can differ by state.
What happens if you do not ask
Nothing stops you from asking later, but time matters. A child who is struggling and unsupported can fall further behind each term, and some difficulties are easier to address early. If you are unsure, writing a request is a low-risk step: it starts a record, and it makes the school say yes or explain its no. You can always change your mind and withdraw a request, whereas a missed term cannot be recovered.
Child-find mix-ups
- Waiting for a diagnosis. The rule does not require one to start.
- Waiting for grades to drop. Children who advance from grade to grade are still covered if suspected of having a disability.
- Assuming only teachers can start it. A parent can, in writing.
- Asking aloud only. A written request has a date and a record.
- Forgetting the clock starts at consent. Return the consent form promptly.
Terms are in the glossary.