Archive for the ‘Special Needs Students’ Category

Why We Started Celebrating Presidents Day

Monday, February 21st, 2011

Presidents Day was never a particularly major holiday in my book. There were enough fun holidays during the years to get involved with, holidays with built-in entertainment (Easter egg hunts, Valentine’s Day cards, Halloween costumes, etc). Pretty much the only thought I gave to Presidents Day was, “Oh, they don’t have school on Monday? Well, at least I don’t have to make lunches.”

And then everything changed.

My son is on the autism spectrum. From very early on, he liked looking at and drawing and thinking about organized groups of people, arrays of faces that were similar but different. The Greek gods were one passion. The Beatles were another. And the presidents of the United States were maybe his most super favorite set of similar individuals.

I don’t even remember how it began. Maybe a teacher had a poster of the presidents on a wall. Maybe we bought him a book. Maybe he studied them in class. For whatever reason, at a very young age he became fascinated with the American presidents and since we were always looking for things to engage him, to keep him from zoning out and self-stimming, we bought book after book after book about them. Mostly picture books.

His memory is astonishing. One day, we asked him some question about the presidents and he proceeded to list all forty-one (it was a while ago) of them. In chronological order. He was tiny (it was probably first grade) and still struggling with conversational speech, taking hours of speech therapy every week, but the kid could list every single United States president in ORDER. He also knew most of their vice-presidents and wives.

One of the most important lessons I’d learned from working with Dr. Lynn Kern Koegel (of the Koegel Autism Center at the University of California, Santa Barbara) was that the best way to help a kid with autism socially is to find a socially acceptable way to let him display his natural skills and talents so that others can admire and even try to emulate them.

Suddenly Presidents Day took on new meaning.

We let our son’s teachers know (more…)

IEP’s to Meet the Needs of Special Education Kids — Part 3

Tuesday, February 1st, 2011

In part one of this series, I explained in detail that an Individual Education Program (IEP) is a special education plan for students who fall under the Individuals with Disabilities Education Act (IDEA). At the end of the article, I explained how to go about having your child evaluated to see if they qualify.

In part two if the series, I explained exactly what the IEP should include and who would be part of the team in creating and administering the plan.

Now I am going to answer some frequently asked questions:

Is it legal for our school district to withhold services because I won’t put my child in a contained classroom?
The IDEA does not require that the services listed in the IEP must be provided by a special ed teacher. If you feel that your child will succeed in a general education environment, the school district must offer therapy and access at your child’s home school.

Our neighborhood school does not have a wheelchair ramp. Can I force the school to put one in to accommodate my child?
The ADA (Americans with Disabilities Act) has a grandfathering clause that exempts structures built before a certain date from modifications if the changes are unreasonably costly. Your child will be bussed to the nearest school with ADA accessibility.

Can the school use an IEP to force my child into Special Education?
No. Special education evaluations require parent approval. However, if your child has a (more…)

Section 504 Plans for Special Needs Kids — Part 2

Thursday, January 13th, 2011

In part 1 of the series, we explained that a Section 504 Plan is an individualized plan to meet the needs of students who are not actually learning disabled per the IDEA guidelines, but still have special needs.  We explained what kinds of needs are covered and how to go about requesting a 504 Plan to be created for your child.

So… your student has been deemed eligible for accommodations under Section 504 of the Rehabilitation Act of 1973. This means that they have a physical or mental impairment that substantially limits a major life activity that interferes with their school experience. It’s now time to create the action plan.

The ideal Section 504 plan writing process involves a team of school staff and you. Commonly, the 504 plan consists of the school guidance counselor, school nurse, classroom teacher and you. Unlike Individual Education Plans (IEP), there are no specific timelines for Section 504 planning. The U.S. Department of Education has suggested to state superintendents of public instruction that it would be best to set Section 504 timelines to the same as IEPs for consistency.

Keep in mind that Section 504 do not require parental consent for evaluation. If a classroom teacher is having difficulties with your student, she or he may establish an intervention plan that leads to the creation of the Section 504. This stipulation is in place for the uncommon case that the parents of the students choose to not be involved. It is safe to assume that a school district is going to err on the side of caution and exhaust every means of notification before taking this route. They understand that it is in the student’s best interest to have parents involved.

Guidance counselors and school nurses are typically the staff that are the most familiar with Section 504 regulations and related school district policy and procedures. The school nurse will explain the nature of your student’s disability or medical problems, including effects of medications to the other team members. Students with life threatening medical conditions will need documentation from their treating physician for their plan. The school nurse will instruct you as to the information needed to create an Individual Healthcare Plan (IHP) and an Individual Emergency Healthcare Plan (IEHP).

If your school district does not mail a copy of the Section 504 plan to your home before your appointment, (more…)

IEP’s to Meet the Needs of Special Education Kids — Part 2

Wednesday, January 12th, 2011

In part one of this series, I explained in detail that an Individual Education Program (IEP) is a special education plan for students who fall under the Individuals with Disabilities Education Act (IDEA). At the end of the article, I explained how to go about having your child evaluated to see if they qualify.

So, your child has been evaluated and does indeed qualify for special services. An initial IEP has been written explaining what the school should do to help meet your child’s needs. What now? The IEP development process requires a team. Parents are an important part of the team; the parents know the child best. Getting to know the members of this team will make the upcoming years as a special education family more pleasant.

Your school district’s special services department will set an appointment to review the initial IEP. This appointment will take approximately an hour. Your student’s IEP team will include the classroom teacher, school administrator, school psychologist, and all therapeutic staff to be involved in treatment. If applicable, the district’s teacher for the blind will attend.

Many school districts mail a copy of the IEP to your home before your appointment. If your student is considered multiply disabled (“multi-dis”), the IEP packet will be very thick. Read every paragraph. If your child is in outpatient therapy, it is advisable to have the therapists comment on the goals. They will be knowledgeable in IDEA treatment limitations. It also helps the outpatient therapist modify your child’s outpatient goals. Write down all of your questions on the copy or use sticky notes to have them ready as the plan is reviewed.

The IEP should include:

  • Date of implementation, date of placement, effective date.
  • Parent signature, student signature if child is considered competent.
  • Qualifying motor skill, vision and learning deviations from standardized assessment results.
  • Health issues, if applicable.
  • Equipment that is required for the student to function and use on a regular basis. Equipment that the family does not provide will be listed in a separate section.
  • Modifications and/or accommodations to curriculum
  • Support and individual therapy time will be itemized. Goals and performance standards will be detailed and include the student’s strengths and needs.
  • Therapeutic progress monitoring methods and coordination plans with teaching staff.
  • Functional academic level with the standardized test used to determine level and date of test. Subject areas requiring modifications and additional support will be detailed. If your student is working at age-appropriate grade level except math, it will be noted in the IEP.
  • Strategies for how the student will achieve the goals or expectations must also be very clearly stated.

These goals may seem very ambitious. Remember, (more…)

The Cost of a Notebook: 99c; Information: Priceless

Wednesday, December 15th, 2010

They’re stuffed into a drawer upstairs. Bundles of small lined notebooks, filled with dates and page after page of handwriting. I can’t throw them out, because they’re such a perfect encapsulation of a time in our lives that was intense and difficult and overwhelming. But I can’t bear to look through them either–because they’re such a perfect encapsulation of a time in our lives that was intense and difficult and overwhelming.

When my oldest son went off to elementary school, he was assigned a one-on-one aide. He had autism and, while we wanted him fully included in a regular classroom, we knew he’d need some extra support, mostly with social skills—in preschool, he’d ignore the other kids and dart around the yard during recess, chanting to himself and making hand puppets.

The principal of our small local public school informed us that she’d just hired an aide for our son who had never done this kind of work before. We were wary. We had been hoping for someone experienced. But we got something much better: we got someone who was naturally gifted and also willing to learn.

From the very beginning, Dawn got that the best thing she could do for our socially withdrawn son was to attract other kids to come play during recess, so she made sure he always found himself in a circle of happy, chattering peers. She was pitch perfect in the classroom too, moving back to let him work unimpeded and take instructions from the teacher, until and unless he seemed confused, in which case she would materialize at his side and get him on track, fading back again as soon as possible.
But every once in a while, something would come up that she wasn’t sure how she should handle—a voice modulation issue, say, or a worrisome interaction with a peer.

And that’s where those little notebooks came in.

At the end of the each school day, (more…)