U.S. Department of State

First, get as accurate and thorough a picture as you can of your child's special needs.

The basic rule: develop for yourself a complete picture of your child's strengths and weaknesses, and the supports needed for him or her to be successful. Then, be up front with everyone - stateside and abroad - about your child and about your own expectations. Clear communication will lead to the healthiest situation for all concerned, especially for your child.

• Organize a portfolio for each of your children including, but not limited to, report cards and teacher comments, results of standardized testing, medical records, 504 agreements, brochures about the schools your child has attended, contact names at each school (including postal, telephone, e-mail addresses, and website, if available), out-of-school experiences (e.g., tutoring, summer programs, extracurricular activities), etc.
  
• If your child is in special education in the United States, be sure to secure copies of all reports from psychological and educational assessments and Individual Education Plans (IEP) to share with the school so that personnel can develop an effective educational program.
  
• Obtain an up-to-date comprehensive developmental assessment. Whether through the public school in which your child is currently enrolled or through private auspices, obtain current professional assessments of cognitive ability, school achievement, fine and gross motor skills, language, and whatever other areas you have concerns about, as well as in areas of your child's strengths. Be sure to obtain and share a copy of the full report - not just a summary of scores, but a description of your child's behavior, scores of all the subtests (parts of larger tests) administered, and the psychologist's interpretations and recommendations. If resources are not readily available in your community, contact the Office of Overseas Schools (A/OPR/OS) for the names of some assessment centers.
  
• Talk frankly with your child's current teacher and any specialists currently working with him/her. What progress do they see? What services do they see as essential to maintain his or her current developmental trajectory? What, if anything, could be dispensed with? What intervention is likely to make such a minor difference that it should not remain a major consideration? What interventions have worked in the past?
  
• If your child is receiving medication for a health problem, a behavioral problem, or attention deficit hyperactivity disorder, be sure that the dosage is up-to-date. Begin this process early so that you can arrange for continuity of medication when you go abroad, because even long-used medications here (such as Ritalin) may not be available overseas.
  
• If your child has been designated by your school district as "gifted", or you have other evidence that your child is significantly academically advanced, then develop a similar portfolio of assessments and accomplishments. Be sure to include assessments of cognitive ability and academic achievement as well as descriptions of any previous school accommodations or programs, talent-search information, awards, and/or special summer programs. In addition, it is often helpful to include a "snapshot" of what your child is doing, being as objective as you can. This kind of information lends credibility to your request for consideration of acceleration and/or enrichment, such as a request that a child be allowed to bypass a grade, secure single-subject advancement, or receive differentiated instruction in a regular grade. However, it is important to keep in mind that many of the schools overseas are known for their academic rigor, and your child may be significantly challenged in the regular curriculum without participating in a specific gifted program.
  
• Find out what allowances and services will be paid for by your employer (governmental or other). You may find that these are quite generous or that there will be services not covered that will affect your family's budget. Complete as much of this process as you can before you go, so that the school can be prepared to receive your child with services in place.
  
• Occasionally a child's home school district will be able to offer limited services while the child is overseas, particularly if the parents maintain a residence there. At a minimum, you can ask for interchange between the former teacher(s) and the new one(s) about what works with your child and what to avoid. The U.S.-based school district may also be able to offer assistive software for which they hold a license, specific books, etc.