Request a Language Evaluation

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If you are concerned about your child's language development — or if you simply want to know where your child stands — you have the right to request a language evaluation. You do not need to wait for a school or provider to suggest it first.

This page explains when to ask, what to request, and what your rights are.

Consider requesting a language evaluation if:

– Your child is missing developmental milestones. Language milestones include first signs or words, vocabulary growth, sentence use, and comprehension. If milestones are delayed, do not wait.

– You have a concern, even without a clear reason. Parent concern is a valid reason to request an evaluation under federal law. You do not need a referral or a specific symptom.

– Your child has not been assessed in ASL. If your child uses or is learning ASL, English-only testing does not give a complete picture of their language development.

– A previous evaluation felt incomplete. If prior testing did not include appropriate tools or was conducted without qualified evaluators, you can request a new or expanded evaluation.

When requesting a language evaluation, ask specifically for:

– An ASL language evaluation, if your child uses or is learning ASL — using tools such as the ASL-CDI or ASL-RST

– An English language evaluation, using age-appropriate standardized tools

– A qualified evaluator with documented experience assessing Deaf and hard-of-hearing children

– An interpreter if your family needs one to participate fully in the evaluation process

Put your request in writing. A written request creates a record and starts the formal response timeline.

Under the Individuals with Disabilities Education Act (IDEA):

– Parents have the right to request an evaluation for their child at any time.

– The school or early intervention program must respond in writing.

– If they agree to evaluate, they must complete the evaluation within specified timelines.

– If they decline, they must provide written notice explaining why and describe your right to challenge that decision.

– You have the right to an Independent Educational Evaluation (IEE) at public expense if you disagree with the school's evaluation, in many circumstances (34 CFR § 300.502).

For school-age children (IDEA Part B): Parents have the right to request an initial evaluation at any time (20 U.S.C. § 1414(a)(1)(B); 34 CFR § 300.301).

For children birth through age two (IDEA Part C): Families have the right to request an evaluation through the early intervention system (20 U.S.C. § 1435(a)(5); 34 CFR § 303.321).

– Follow up in writing after any verbal conversation. A paper trail protects your rights and ensures there is no confusion about what was requested or agreed to.

– Ask for the timeline. Federal regulations establish a 60-day default timeline for completing evaluations (34 CFR § 300.301(c)(1)), but states may set their own timelines under 34 CFR § 300.301(c)(2). Check what applies in your state.

– Ask about qualifications. It is reasonable to ask about an evaluator's experience with Deaf and hard-of-hearing children and their familiarity with ASL assessment tools.

– Review the results carefully. When you receive the report, ask for a meeting to go through it with the evaluator in plain language.

[Understand your test results → /language-testing/interpret-results/] [Learn about IEP meetings → /iep-meeting/] [Learn about IFSP meetings → /ifsp-meeting/] [Explore resources → /resources/]

Changes: Replaced [CITATION REQUIRED: Part B] with 20 U.S.C. § 1414(a)(1)(B); 34 CFR § 300.301. Replaced [CITATION REQUIRED: Part C] with 20 U.S.C. § 1435(a)(5); 34 CFR § 303.321. Added IEE citation (34 CFR § 300.502) inline. Added state-level qualification to timeline tip per 34 CFR § 300.301(c)(2). Confirmed accuracy of all rights descriptions.