Are you the parent of a child with a disability in special education,
who would like parenting tips on how to be an equal participant
in your child’s Individual Education Plan (IEP) development? Are
you afraid to give your opinion, because you are not a professional?
Then this article is for you; learn 6 easy to use tips that will help
you assertively participate in the process, for the good of your
child.
Tip 1: Ask a lot of questions. The process can be overwhelming;
The IEP meeting usually has 5-10 disability educators plus the
parents. Ask questions whenever you need to, so that you can
understand what is being said, by school personnel.
Tip 2: Ask the disability educator to slow down, and explain
something that you do not understand. Sometimes school personnel
speak very fast, and do not stop to explain what they are
talking about. This is especially true, when they are giving parents
results of a psychological evaluation. You should ask them to show
you the results of the tests and explain what the scores mean.
Tip 3: Bring a written list of items that you would like to discuss at
the meeting; it can be hand written or typed. Check off each item
as it is discussed. Leave space at the bottom of the list to handwrite
any new issues that come up at the meeting.
Tip 4: Consider bringing a parent input statement to your child’s IEP
meeting. A parent input statement is a one page document that states
what you believe your child’s needs are, and what special education
services your child needs. It should be typed, if possible, and ask
that it be attached to your child’s IEP.
Tip 5: Use the Individuals with Disabilities Education Act (IDEA) to
support your position. Peter and Pam Wright have written several
books including Special Education Law; second addition. This book is
easy to read, and use as a reference at any school meetings.The book
can be purchased at http://www.wrightslaw.com.
Tip 6: Read the IEP document before you leave the meeting. What was
said at the meeting is not important, what is important is what is
written in the document. Make sure that any important discussions
about your child are included in the meeting notes, and that all
educational services promised are listed.
With these 6 tips, you are well on your way to learning to assertively
participate in your child’s IEP meeting. You know your child better
than school personnel, so you have a lot of valuable
information to share with the team. Good luck in your advocacy
journey!
By: JoAnn Collins
Posts Tagged ‘Disabilities Education Act’
6 Parenting Tips To Help You Assertively Participate In Your Child’s IEP
December 30th, 2009What You Need to Know About Functional Skills and Transition in Special Education
December 29th, 2009
Is your child with autism in high school and facing transition, within the next few years? Are you concerned that your child, has not received functional skills to help them with the rest of their life? This article will be discussing transition from high school to adult hood, and what you need to know about functional skills for your child.
Many children with disabilities do not receive an appropriate amount of functional skills training throughout their school years. The Individuals with Disabilities Education Act of 2004, requires school districts to give present levels of functional performance, on your child’s IEP. If your child tests below age level in functional skills, ask for functional skill training.
IDEA 2004 also states that the purpose of the act is to prepare children with disabilities for independent living.
A wonderful book entitled: Functional Curriculum for Elementary, Middle and Secondary Age Students With Special Needs, has a lot of information about functional skills. This book is edited by Paul Wehman and John Kregal. This book states that critical areas of independent living are: Career Education and Work, community living, safety, transportation, home living skills, activities of daily living, financial planning and management, and recreation.
In planning for your child’s transition these are the things to keep in mind:
Mild Disability: Child needs some extra help to get to the same level with others in most academic areas. 1. The child may need significant planning time with school counselor, on options for schooling beyond high school. 2. Planned extended community college experience. 3. Part time employment before leaving school. 4. Some volunteer experiences.
Moderate Disability: Child needs more substantial help in one or more academic area. May need help with behavioral issues also. 1. Focused efforts on career/trade/skill training. 2. Work experience at different work sites. 3. Part time employment in place before leaving school. 4. Any supports for employment should be in place also, to prevent the child from losing their job.
Severe Disability: Child needs support most of time to complete any area of life skills. 1. Much time should be spent receiving training in community sites, 2. Functional skill training should also be given. 3. Work experience in community. 4. Job in community before graduation. 5. Supports for the job in the community before graduation. 6. Links to adult services in the community should be in place before graduation.
An important thing to keep in mind about functional skills, is how important it is that the skills are trained on a daily basis in the places, where they occur. This is why it is important to include community training in any functional skill curriculum.
For Example: Tooth brushing could be taught after lunch, in school or in the community. Money skills could be taught at a grocery store or department store. Learning how to use the bus would be taught on your community bus system.
Children with moderate to severe disabilities should also be given recreation options in the community.
By learning what you need to know about transition and functional skills training, you will be able to help your child.
By: JoAnn Collins
