Skip to content
  • There are no suggestions because the search field is empty.

The "Good Student" Trap: How to Get More Services When Grades Are High

It is a common misconception that if a child is passing math and reading, they don't need significant Special Education support. This is false. The law (IDEA) guarantees a Free Appropriate Public Education (FAPE) that covers academic AND functional performance.

Your son is falling into the "Good Student Trap." Because he is obedient and smart, his severe functional and social deficits are being overlooked. Here is how to frame your request to get the increase in OT, Speech, and Feeding support he needs.

1. Justifying the Speech Increase (30 → 60 mins)

You need to pivot the conversation from "Articulation" (how clearly he speaks) to "Pragmatic Language" (social use of language).

  • The Argument: While he has a large vocabulary, his inability to initiate communication, describe safety needs, or engage in reciprocal conversation means he has a severe pragmatic deficit.

  • The Goal: Request that the additional 30 minutes be dedicated specifically to "Social Thinking" or "Pragmatic Skills" in a small group setting to practice peer interaction, not just 1:1 with the therapist.

2. Justifying the OT Increase (15 → 30 mins)

15 minutes a week is a "consult" level, not an intervention level. For a 2nd grader who cannot meet bathroom needs or tie shoes, this is insufficient.

  • The Argument: Use the term "Activities of Daily Living (ADLs)." In 2nd grade, social stigma begins. If he cannot button his pants or tie his shoes, he is at risk for bullying and social isolation. This is a dignity and safety issue, not just a "motor skill" issue.

3. Can You Request Feeding Therapy?

Yes, but frame it carefully. Schools often reject "feeding therapy" because they claim it is a medical issue. To get it approved in school, you must tie it to education and independence.

  • If it's motor based (can't hold spoon/chew): This falls under Occupational Therapy. Request an "Assistive Technology Evaluation" for adaptive utensils or specific OT goals for "self-feeding."

  • If it's anxiety/allergy based: This falls under Counseling or Health Plan. If he is isolating himself due to fear of anaphylaxis, he needs a "Self-Advocacy" goal to learn how to check ingredients or ask adults for help, rather than hiding.

Sample Email to Case Manager:

"Dear [Case Manager],

I am requesting an IEP amendment meeting to discuss increasing [Child's Name]'s services. While we are thrilled with his academic progress, we are concerned that his functional and social development is significantly delayed compared to his peers, which is impacting his ability to access the school environment independently.

1. Speech/Language: He cannot initiate safety requests or engage in reciprocal play. We request an increase to 60 minutes/week to focus specifically on Pragmatic Language and social reciprocity. 2. Occupational Therapy: He currently requires adult assistance for toileting and clothing management. 15 minutes is insufficient to remediate these deficits. We request an increase to 30 minutes/week to focus on ADLs and independence. 3. Feeding/Lunch: He is currently unable to eat independently and isolates himself due to anxiety. We are requesting an evaluation to determine if this requires OT support (for motor skills) or counseling support (for anxiety), as he is currently excluded from the social environment of the cafeteria.

We look forward to meeting to discuss these necessary supports."

VillageED’s special education services page offers guidance for requesting evaluations and service increases: https://www.villageed.org/sped-services.