Special Education » Parenting Tips

Parenting Tips – 5 Skills That NCLB State Are Critical to Early Reading Success

admin — Fri, 19 Mar 2010 09:06:37 +0000

Are you the parent of a young child, who is receiving special education services, that is concerned about whether your child has the needed skills, to learn how to read? Are you a parent of an older child with autism or a learning disability, that is concerned about your child’s reading success. This article will discuss 5 skills that No Child Left Behind (NCLB) states, are identified by research as critical to early reading success. These skills were found in the No Child Left Behind parent Guide.

Skill 1: Phonemic Awareness: Is the ability to hear and identify sounds in spoken words.

Skill 2: Phonics: Is the relationship between the letters of written language and the sounds of spoken language.

Skill 3: Fluency: Is the capacity to read text accurately and quickly.

Skill 4: Vocabulary: Is the words students must know to communicate effectively.

Skill 5: Comprehension: Is the ability to understand and gain meaning from what has been read.

You should make sure, that any reading program that is used for your child with a disability, to teach them how to read, contain these 5 skills. No Child Left Behind requires that any educational program used should be scientifically research based. What this means is that the education program (reading program), must have research to show that the program is effective to teach children to read.

In 2000 the Report of the National Reading Program identified these 5 skills as critical to children learning to read early. In April 2000 these research findings were reported in the National Reading Panel, they have now been written into the NCLB law. Reading first is the program that was started under No Child Left Behind, to help school districts to improve reading achievement.

By making sure that your child’s reading program contains these five skills, you will be increasing your child’s chances of learning to read. You must be involved with your child’s education to ensure that the child continues to make academic progress, and learns to read. Reading gives children a chance at a fulfilled life!

By: JoAnn Collins

Parenting Tips – What is Applied Behavioral Analysis and Can it Treat My Child With Autism?

admin — Tue, 26 Jan 2010 19:26:04 +0000

Are you the parent of a young child with autism? Did you know that
there is a behavioral treatment for autism, called applied behavioral
analysis (ABA)? This article will educate you about ABA, so that you
can advocate special education personnel for this effective therapy.

Applied behavioral analysis is a well documented and effective
teaching method for many children with autism. This method involves 1
on 1 instructional sessions and utilizes educational tasks that have
been developed for autism.

This method was designed by O.I. Lovaas. His study in 1987, in
Journal of Consulting and Clinical Psychology showed “90% of children
substantially improved when utilizing the Lovaas Model of ABA compared
to the control. Close to half of the group attained a normal IQ and
tested with in the normal range on adaptive and social skills.”
Several follow up studies also showed major improvements in most
children with autism, that have received ABA.

For ABA to be most effective the child needs to start as close to age
3 as possible, or at least by age 5. The ABA program needs to be 1 on
one for 30-40 hours per week. The child should continue receiving the
intense ABA program, for at least 3-4 years. The cost is high,
$30-50,000 per year. This is why many parents set up the program at
home, and seek reimbursement from their school district. Check out ABA
caselaw at http://www.wrightslaw.com

While some states have passed autism specific private insurance
mandates, only three states specifically require payment for ABA.
These states are: South Carolina, Texas, and Indiana. Florida has
pending legislation as of April 24, 2008.

It is critical that the person that designs the program is a
professional in behavior analysis with a masters or doctorate degree.
This person should also have experience in working with children with
autism. This person is also responsible for supervising the teacher
assistants, training and meeting with them to go over your child’s
progress.

A wonderful book on ABA is “Behavior Intervention for Young Children
With Autism” which is edited by Catherine Maurice and Co edited by
Gina Green and Stephen C. Luce.

There are many organizations that have information on Autism and
Applied Behavioral Analysis. Some of these organizations are: Defeat
Autism Now, Cure Autism Now, and Autism Speaks.

By understanding what ABA is, how it can be used to treat children
with autism, the positive outcome for most children receiving it, you
will be able to advocate for your own child. It may be a fight with
special education personnel, but your child is worth it!

By: JoAnn Collins

6 Parenting Tips To Help You Assertively Participate In Your Child’s IEP

admin — Wed, 30 Dec 2009 15:21:45 +0000

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

3 Ways to Use Tape Recordings to Help Your Child in Special Education

admin — Tue, 29 Dec 2009 14:39:43 +0000

Are you the parent of a child with autism? Are you the parent of a
child receiving special education services? Would you like to learn
parenting tips that will help you become an equal participant in your
child’s Individual Education Plan (IEP) meeting? This article will
discuss 3 ways that tape recording can help you in advocating for an
appropriate education for your child with a disability

3 ways to use tape recording:

1. Tape recording can allow you to focus on what is happening during
the meeting, rather than focusing on taking notes. Listen to
everything that is going on, and do write down important things. Speak
up and give your opinion as often as you need to, for the benefit of
your child.

2. If an IEP meeting is tape recorded, you will be able to go over it
at a later time, and fill in your notes. It will also allow you to
remember things that may have happened that you missed. IEP meetings
can be adversarial. A tape recording allows you to listen to the
interactions in the privacy of your own home.

3. Tape recordings of IEP meetings can be used as evidence at a due
process hearing. In order to use a tape recording, as evidence, it
will have to be transcribed. Tape recorders should be digital, and
powerful enough to pick up several different people’s voices.

A lot of special education personnel become very resistant when
parents want to tape record IEP meetings. Below is an interpretation
of tape recording under IDEA, by the Office of Special Education
Programs (OSEP).

OSEP published its question #12 opinion in the Federal Register Volume
57, No. 183, Sept. 29, 1992 interpreting tape recording IEP meetings
and stated “that it is permissible to tape IEP meetings at the option
of either the parents or the agency.”

There have also been several law suits that have given parents the
right to tape record IEP meetings. One of these court cases in
Connecticut V.W. v. Favolise had the court reason that parents have a
statutory right, to attend and participate in IEP meetings, and the
district could not legally engage in an act to limit the parents
rights.

If special education personnel refuse to allow you to tape record,
because they say that they have a district policy, ask for a written
copy of the policy. OSEP in a memorandum 91-24 July 18, 1991 stated
“Thus any policy limiting or prohibiting a parent’s right to tape
record the proceedings at an IEP meeting must provide for exceptions
if they are necessary to ensure that the parent is able to understand
the proceedings at the IEP meeting. . .” Ask your school district for
an exception, so that you can understand the IEP meeting.

With the written policy in hand, cancel the IEP meeting, and send a
state complaint to your state department of education. Tell them that
you asked school personnel for an exception and they refused. The
state will have 60 days to resolve your complaint.

Tape recording can help you be an active participant in your child’s
IEP meeting. Your child is depending on your help, do not let them
down.

By: JoAnn Collins

Parenting Tips – 3 Tips On Finding An Independent Evaluator For Your Child With A Disability

admin — Tue, 29 Dec 2009 05:11:00 +0000

Are you the parent of a child with a disability, who would like to
have an independent educational evaluation (IEE) performed on your
child, but don’t know how to find an evaluator? Would you like to
learn about resources that can help you find a qualified independent
evaluator. This article will discuss 3 tips on finding a qualified
evaluator to perform an IEE on your child.

Tip 1: Ask other parents that have children with disabilities, if
they have any names of qualified evaluators. Make sure that the
evaluator is qualified, to test your child, in the areas that they
need to be tested. Parents often discuss various issues about special
education, including educational evaluators they have used. In my
state of Illinois parents often pass around names of evaluators that
are child and parent friendly. Try looking for parents that have
children with similar disabilities to your child. For example: if your
child has autism, ask other parents for evaluators that specialize in
children with autism. Large University hospitals often have clinics
for children with all autism spectrum disorders.

Tip 2: Try calling a Parent Training and Information Center (PTIC), or
a Center for Independent Living (CIL), and ask if they have a list of
qualified evaluators. A list of all PTIC’s in the USA can be found in
Appendix E of the book From Emotions to Advocacy by Pam and Peter
Wright. The book can be found at http://www.wrightslaw.com. A Center for
Independent Living in your area can be found at
http://www.virtualcil.net/cils. Most PTIC’s and CILS have people trained in
special education, to help parents.

Tip 3: Check out your state board of education’s Web site, and see if
they have a list of Independent Educational Evaluators. Be careful
though, because some of the names may be past school employees. If you
would like to use someone on the list, check with other parents to see
if they know them, and if they know whether they are willing to stand
up to school districts, for children with disabilities. In Illinois
where I live, many of the child and parent friendly evaluators are not
on the list. It is an option, though, to at least get a few names.

Since you have decided to get an Independent Educational Evaluation
for your child, the person you pick is critical. If you pick a person
that is not qualified to conduct the evaluation, then the evaluation
will not help your child. Also, if you pick an evaluator that is not
willing to stand up to special education personnel, this will not
benefit your child either. Take your time, and find an evaluator that
will help you determine what your child’s educational and related
service needs are. Your child is worth the time!

By: JoAnn Collins

Parenting Tips on Effective Record Storage For Your Child’s Special Education Records

admin — Mon, 14 Dec 2009 13:58:14 +0000

Does your child with autism have a massive amount of school records, and you are not sure what to do with them? Would you like a organized system, so that you can find important information at a moments notice? Then this article is for you; it will give you some parenting tips, on how to store your child’s special education records. Short and Long Term storage will be discussed.

Before you are ready to store your child’s records here are a few things to do first:

A. Get a complete copy of your child’s school record, from special education personnel, in your district. Put them in order, older records on the bottom, newer records on the top.

B. Number each document with a pencil. Do not write on original documents, use post it notes. That way, they can be copied later if needed.

C. Make a decision about how you want to keep the records; hanging files or in binders to put on a bookshelf.

D. Write or type a index for each binder or hanging file. Put the numbers of the documents, and also what is in the files. Be very specific, so that you can find what you need. For Example: Document 6, psychological from 04-11-07 includes academic testing, psychological testing, good statements about Bobbie’s educational needs. Social worker report includes great information about Bobbie’s adaptive skills.

Short Term Storage for current special educational records:

1. Go to an office supply store and buy clear Top Loading sheet protectors. You can buy them by the box. Also purchase a snap locking large ring binder, for short term storage of records.

2. Put each document in the protectors. This way they cannot be destroyed.

3. Put the current documents in a snap locking large ring binder, older documents on the bottom, newer documents on the top. Add the index to the front of the binder. If your child has a lot of current school records, you may need to purchase more than one binder.

Long Term Storage:

1. Go to an office supply store and buy clear top loading sheet protectors.

2. Also purchase Hanging storage binders or large 3 ring binders, whichever you have decided to use. If you choose 3 ring binders, make sure that the rings are large, so that they can fit more documents.

3. Place the records in the clear top loading sheet protectors, older on the bottom, and newer on the top. Then put in the binders.

4. Put an index in the beginning of each binder, and a date on each binder. You can separate the documents by years if you would like to.

5. Place the records in the binders. For the hanging storage binders you can put those in a file cabinet. The 3 ring binders can be put on a book shelf.

By knowing how to store your child’s school records, they will be organized and easy to find at a moments notice. Happy storing!

By: JoAnn Collins

4 Parenting Tips to Avoid School Districts Attorney at Special Education IEP Meetings

admin — Mon, 14 Dec 2009 03:11:06 +0000

Are you the parent of a child with autism or a learning disability? Are you a single parent who sometimes feels intimidated by special education personnel, at IEP meetings? Have school personnel told you that they will be bringing their attorney to your child’s next IEP meeting, and you are upset? Some special education personnel state that they want their attorneys at IEP meetings, to try and intimidate parents, and have them not ask for additional services. This article will give you 4 easy to use parenting tips, to help you prevent your school district, from bringing their attorney to your child’s IEP meeting.

The Individuals with Disabilities Education Act (IDEA) is silent, on any attorney’s at IEP meetings, parents or school districts. But if the school district has an attorney at an IEP meeting and the parents cannot afford an attorney, then the parent will not be able to be an equal participant in the IEP process.

Tip 1: Once you are notified that the school’s attorney is coming to your child’s IEP meeting, notify them in writing that you will be canceling the meeting. Also tell them your reason for canceling the meeting (cannot afford an attorney and feel that I would not be an equal participant), and that they do not have your permission to have the meeting without you. This last part is important, so that if they have the meeting, you can file a state complaint and ask that everything done at the meeting be thrown out, because the meeting was illegal.

Tip 2: After you have canceled the meeting, go to the Department of Educations Web site at ed.gov, and type in Special Education in the box. Once you get to special education, in the Search box put “OSEP policy letter to Hillary Clinton July 23, 2001.”

The letter was written by Hillary Clinton asking whether it is appropriate for a district to invite its attorney to IEP meetings. OSEP answered Hillary’s letter by stating that: School districts can invite people that have knowledge or special expertise regarding the child. However ever if the attorney possessed knowledge about the student, his or her presence would have the potential of creating an atmosphere that would not be in the child’s best interest. . .Therefore the best interest of the child compelled OSEP to strongly discourage attendance of attorneys for school districts at IEP meetings.

Tip 3: Write another letter to your school district and include copies of the Hillary Clinton Policy Letter on School Attorneys at IEP meetings. Ask them to reconsider their decision to bring their attorney to your child’s IEP meeting. If they will not reconsider go on to Tip 4.

Tip 4: File a state complaint with your state department of education, stating that your school district is violating IDEA, by not allowing you to be an equal participant in your child’s IEP. Special education personnel are doing this by inviting their attorney to your child’s IEP meeting. The state has 60 days to complete the complaint. Send in copies of all letters, to and from school personnel, as well as the Hillary Clinton Policy Letter with your complaint.

I actually had this happen to me several years ago. I told the special education person that I would be canceling the meeting. After thinking about it, the school district changed their mind about having their attorney come to my son’s IEP meeting. The meeting was held without the presence of an attorney.

By using these 4 easy to use tips, you will be able to advocate for your child to try and prevent the school district, from bringing their attorney to your child’s IEP meeting. Good Luck, the fight is worth it!

By: JoAnn Collins

6 Parenting Tips on Special Education Law and Transportation

admin — Tue, 24 Nov 2009 06:46:38 +0000

Are you the parent of a child with autism or a physical disability that needs transportation? Do you wonder what the Individuals with Disabilities Education Act (IDEA) states is the schools responsibility, to provide transportation for your child? This article will discuss what IDEA requires as far as transportation for your child with a disability. Also discussed are parenting tips that you can use, to help your child receive this important service.

Under IDEA transportation is considered a related service. A related service is transportation, developmental, corrective, and other services. . .as may be required to assist a child with a disability to benefit from special education. . .
What this means is that if your child requires transportation in order to benefit from their education, special education personnel are required to provide it.

Parenting Tips:

1. When advocating for your child, remember that; transportation not only means to and from school, but also in and around the school building, and any specialized equipment required by your child.

2. Section 504 of the Rehabilitation Act prevents discrimination on the basis of disability. The law reads: No qualified student shall on the basis of handicap, be excluded from participation in, be denied the benefits of, or otherwise be subjected to discrimination under any . . .transportation. . .or activity.

For Example: Your child with a physical disability is not allowed to go on a field trip, because the class cannot get the wheelchair bus. This would be a section 504 complaint, because your child is being discriminated against, on the basis of their disability. I have dealt with this situation, and the school district usually quickly fixes the transportation problem, if you tell them that you may file a Section 504 complaint. Section 504 is covered by the Office of Civil Rights in Washington, though each state has at least one office.

3. If your child requires an assistant in the classroom then you may be able to get a bus assistant, if your child’s disability requires it. The goal of transportation as a related service is to provide safe access to education. So if your child needs a bus assistant in order to get safely to school, school personnel are required to provide it.

4. If your school district is not providing needed transportation for your child, you can be reimbursed, for providing the transportation yourself. Make sure that your child’s IEP, states that they need transportation as a related service, and that you will be reimbursed.

A district may also be required to reimburse parents where:

A. Transportation is needed to provide FAPE and the district fails to meet its obligation.
B. The district doesn’t recognize the need for transportation.
C. The district makes inadequate provisions for transportation.

5. If your child’s extracurricular activity is related to their IEP goals and objectives, then transportation must be given. For Example: If your child has autism and needs to work on social skills, they can gain that from extra curricular activities. In that case transportation needs to be given by your school district.

6. School districts are not allowed to shorten your child’s school day due to transportation. Unfortunately it happens all the time, and you may have to stand up to special education personnel for the good of your child.

IDEA gives children with disabilities equal educational opportunity, which means a full school day. I have often said that if parents of children without disabilities found out there child was to leave school early for transportation, they would be outraged. But parents of special needs children are supposed to accept it. Do not accept it, stand up for your child.

This article has given you a lot of good information about transportation, that you can use to benefit your child’s education.

By: JoAnn Collins

4 Parenting Tips to Help You Enforce Special Education Law

admin — Thu, 12 Nov 2009 21:26:16 +0000

Do you have a child with a disability who is receiving special education services?

Are you frustrated because it is hard to get needed educational services, for your child? Would you like a few parenting tips, to help you make sure that special education personnel follow IDEA? This article will discuss 4 parenting tips, that will help you in enforcing, the Individuals with Disabilities Education Act (IDEA).

IDEA enforcement by law is to be the Office of Special Education Programs (OSEP), which is part of the Department of Education. They are responsible in making sure that states, are in compliance with special education law. States are responsible for making sure that individual school districts comply with IDEA.

The reality is that parents are the main enforcement mechanism of special education law. Below are 4 tips to help you ensure that your school district is complying with IDEA, for the benefit of your child.

1. Develop a working knowledge of the Individuals with Disabilities Education Act. By doing this, you will know where to look when you need a particular section of the law. For Example: If you would like to look at what is required for a free appropriate public education (FAPE), you would look under 300.101. Or Least Restrictive Environment (LRE) at 300.115.

2. Develop a working knowledge of your state regulations on special education (This is how the state is going to comply with IDEA). Some states regulations are actually better for children and parents, than federal law. By understanding these, you will be able to use them to ensure that your school district is complying with the educational law. You can get a copy of your state regulations from your state board of education.

3. Bring copies of the laws with you to any IEP meeting for your child, and place them on the table. You will be able to look up certain sections during the meeting, in case you need them.

By bringing up the special education laws that apply, you will make sure that you school district is following them. You also want to make sure, that the special education personnel in your district understand that you know the laws, and that you will be making sure that they follow them.

Also, when you write letters to school personnel, always quote IDEA or the state regulations, for special education when you can. This will help bolster your case, for whatever you are asking for.

For example: IDEA states, that my child has the right to a free appropriate public education, which I believe that she is not receiving at this time. In order for my child with a learning disability to receive FAPE, she must receive the appropriate amount of reading remediation, using simultaneous-multi sensory reading program such as Orton-Gillingham.

4. If your school district is in non compliance with the procedures of IDEA, consider filing a state complaint. The state complaint is filed with your state board of education; special education department.

The complaint should state the violation, the number in IDEA that is being violated, what your evidence is of the violation, and also the proposed resolution of the violation. Also, you can put more than one violation in a complaint, but number them for easier reading and tracking.

By doing these four things, you will be able to understand when special education personnel are not following special education law. It is sad that parents are the main enforcement arm of IDEA, but it is reality! Good luck, and stay focused, for the benefit of your child!

By: JoAnn Collins