Are you the parent of a child with autism or another disability, that thinks your child should be in another placement, other than a regular classroom. Have you been told by special education personnel, that they only offer inclusion for children, and you feel that your child needs more intense special education services? This article will explain continuum of placement options, which is part of the Individuals with Disabilities Education Act (IDEA). By knowing the law, you will be able to more effectively advocate for your child’s education.
Continuum of placement option is in IDEA at 300.115 This section “Requires each public agency to ensure that a continuum of alternative placements (including instruction in regular classes, special classes, special schools, home instruction, and instruction in hospitals and institutions), is available to meet the needs of children with disabilities for special education and related services.”
This means that school districts can not only offer inclusion, to children with disabilities. If your child needs more intense educational services, they must offer those also. The continuum could mean more “supplementary aids and services in the regular education environment,” more resource help, special education classroom, special education school etc.
Some school districts use a cooperative type system, where several school districts go together to provide special education services. The bottom line is, that special education personnel are responsible for giving your child a free appropriate public education (FAPE).
If your school district is not giving, your child FAPE, there is a provision in IDEA to place your child in a private school, and seek reimbursement. IDEA requirements are very strict in this area, if you do not follow them, you may lose reimbursement. Make sure you understand what the law says, before you remove your child and place them in private school. The school district will probably file for a due process hearing, to prove to a hearing officer that they are giving your child FAPE. If you are able to prove your case, the hearing officer will require the school district to reimburse you for the private school costs.
School districts are required to give children with disabilities a continuum of placement options to meet their unique educational needs. By understanding this concept you can fight for the education that your child needs, and deserves.
By: JoAnn Collins
Posts Tagged ‘Appropriate Public Education’
Importance of Vocational Skills and How to Get Them For Your Child
December 17th, 2009
Does your child have a moderate to severe disability? Are you concerned about your child with autism’s life after school? Would you like your child to receive vocational services so that they may be employed as an adult? This article will discuss importance of vocational skills for all children with disabilities, so that they can be employed as an adult.
The Individuals with Disabilities Education Act (IDEA) states that the purpose of IDEA is to: ensure that all children with disabilities have available to them a free appropriate public education, that emphasizes special education and related services, designed to meet their unique needs and prepare them for further education, employment and independent living.
So according to IDEA it requires that students be given services that will prepare them for…employment. As an advocate for over 15 years I have had many special education personnel deny children vocational services, that I was advocating for. I have also heard from many other parents whose child was also denied vocational services.
The first place to start is to request, in writing, a Functional Vocational Assessment. This assessment will help to determine what particular skills that your child has, and how those skills can be used in a work setting. This assessment should be done by a person that has experience performing these assessment, and should have experience with children or adults with disabilities.
The information to be gathered is to include the child’s work and school history, learning style, work related skills, work endurance, academics, or functional academics, and the ability to follow directions. Information that is also important is your child’s communication skills, social skills, interaction skills, behavior difficulties, mobility, medical needs, fine and gross motor skills, transportation, and your child’s functional skills.
Another important area to be determined is your child’s preferences and strengths. You may have to figure out what your child enjoys, if they are not able to tell you themselves.
The information is received from as many different people as is possible, so that the assessment will be complete. The person performing the assessment should also observe your child in their school environment. This is to allow the person to get to know your child, and make their report more effective.
After the vocational assessment is complete, the person who conducted the evaluation should write a detailed report. Also, have the person participate in the Individual Educational Plan (IEP) meeting to discuss the results, by telephone. That way, you and the special education personnel can ask any questions to clarify what skills your child needs to be taught to be able to get a job.
At the IEP meeting you should write up specific Vocational services, that your child will receive to help them prepare for a job. Also to be discussed, is what skills your child has or needs to be taught, to be job ready. Don’t forget to write vocational goals also. The skills should be in writing, with goals on teaching the skills.
Remember to consider skills that your child already has. For example: If your child knows how to do some minor housework that can be used to get a job in a restaurant or hotel. My daughter Angelina was taught to fold towels, in her high school community based functional curriculum class. The next year she had a job folding towels in the high school pool area. Another student I know used to take out the garbage at home, and was given a job in the school emptying the garbage.
Vocational skills are critical for children with disabilities, no matter how severe the disability. Children or adults with job skills, can work in their community, as well as become an active member of that community. My daughter Angelina has a severe disability, and works at a local college part time. She loves her job, and the students at the college love her too! She is an active and happy member of our community.
By: JoAnn Collins
Qualities to Avoid in Choosing a Special Education Advocate
November 30th, 2009
Are you the parent of a child with autism or other disability that is considering finding an advocate to help you with your child’s education? Would you like a short list of qualities to avoid when choosing a special education advocate?
This article will help you avoid certain negative qualities in a prospective advocate, so that you can help your child receive a free appropriate public education.
Quality 1: Stay away from an advocate who has not received formal training in federal and state laws, and case law. Good advocates will have a working knowledge of the Individuals with Disabilities Education Act (federal law), and your state laws governing special education. Effective advocates do not have to memorize the law, but should know where to find any information that they need. Advocates must also know what due process hearings and court cases have already occurred, so that they can use the information to benefit your child.
Quality 2: Stay away from an advocate, who has little to no experience helping parents navigate the special education system. Unfortunately there are people who call themselves advocates, who do not have the experience that they need, to be effective. You do not want the advocate learning at the expense of your child’s education. Try finding an advocate at a disability organization like a Parent Information and Training Center (PTIC).
Quality 3: Stay away from an advocate, who guarantees you a certain outcome. While most advocates work hard and do their best, there are no guarantees in special education. You would rather work with an advocate, that has a realistic view of what can be accomplished for your child.
Quality 4: Stay away from an angry advocate, who seems to have there own agenda. I have heard of advocates that target certain school districts, due to their own anger. Every person including parents in special education, become angry at some point. But the important thing is that the advocate can continue to be professional, even if the school personnel are not.
Quality 5: Stay away from an advocate, that is not willing to challenge special education personnel, when the need arrives. Advocates must be willing to stand up to school personnel, for the good of the child, in an assertively persistent manner. This is the reason why it is so important to understand Federal and State special education law; you have the information you need to effectively stand up for the child.
Quality 6: Stay away from an advocate that does not promise you complete confidentiality! Advocates must not share any information that they learn about parents and their children; and unfortunately this does happen on occasion. You want your advocate to keep things you tell them confidential, as well as any strategies that they will be using.
Quality 7: Stay away from an advocate, that appears to be a know it all! No advocate including myself knows everything. You need an advocate, who is willing to find out the information that will help your child, if they do not know.
Advocacy is an art and involves trying different strategies to help the child receive a free appropriate public education (FAPE). By knowing what characteristics to avoid in an advocate, will help you make an informed decision about any advocate that works with you to help your child. Good luck!
By: JoAnn Collins
