Special Education » School Districts

How to Reach All of Your Students During Your First Year

admin — Tue, 02 Feb 2010 08:58:11 +0000

As a first year teacher, you will be faced with a diverse learning community in your classroom. Most likely you will have students from different ethnic, cultural, and social backgrounds which impacts the way they learn. Chances are you will also have students with special needs that are mainstreamed into the classroom. In addition, the classrooms in some school districts are overcrowded with up to 40 students grouped together in a single classroom.

So, how does a first year teacher reach tackle the sea of diversity that awaits them in their new classroom?

The first step is to learn everything you can about the students that will be present in your classroom. Learn about their backgrounds, academic achievement, and conduct in the school environment. For the special needs students, learn exactly what their special needs are, as well as their academic progress up to the point where they will enter your classroom. You can achieve this by talking to school officials as well as staff members in the district who have worked closely with these students.

When it comes to reaching all of your students, you can begin by focusing on two strategies:

Learning in the Traditional Classroom Environment

Taking everything you have learned about your students, you will need to design lessons that will adapt to every learning style that exists in your classroom. The lessons should be designed to indicate an outcome which will enable you to assess the progress of the students. It will tell you who is grasping the knowledge and who will need your help and assistance. It will also serve as an indicator of learning styles and provide you with the information your need to adapt the lesson to the student’s learning styles.

Integrate activities into the lessons that encourage all students to interact. You can do this by creating different scenarios and asking students to apply what they have learned to various real-life situations. Students like to know why they are learning a particular skill and applying it to everyday life sends the message that the skill is important and useful.

Vary the lesson by adapting the materials to your student’s individual experiences with learning. You can do this by asking the student to apply the lesson to another learning experience they have had in the past and ask them to compare the experiences. This will tell you a lot about the manner in which the student identifies with learning. In addition, the more you integrate the learning with the student’s individual experiences, the more likely they are to absorb the material being taught.

Learning in the Technology-Infused Classroom

Technology has changed the face of education and provides teachers with innovative tools for reaching students of all learning styles and abilities. Some students learn visually and technology is a really great way to engage these students by teaching through graphics and imaging with programs such as Microsoft PowerPoint among many others.

In addition, technology provides the teachers with the tools they need for a classroom of diverse learning and allows the students to learn at different speeds in a single classroom environment. This is a blessing to the educational system, especially in school districts with classrooms that are crowded with a diversity of learning, not to mention being able to reach special needs students through the invention of assistive technology.

If your student teaching experience did not prepare you to teach with technology, there are a host of instructional technology workshops and classes available to help teachers integrate technology into the classroom. Not only does technology improve learning, it also prepares the students with the necessary skills to survive in the world beyond public school education.

By: J.C. Sprenger

5 IDEA Requirements for Independent Evaluations at Public Expense

admin — Sat, 16 Jan 2010 18:20:09 +0000

Are you the parent of a child with autism or a learning disability that needs an Independent Educational Evaluation (IEE), to determine their educational needs or services? Have you heard that parents can ask special education personnel in their school district to pay for an IEE at public expense? This article will discuss the 5 IDEA (the Individuals with Disabilities Education Act) requirements for an IEE at public expense.

1. IDEA 300.502 under (b) (1) states that parents “Have the right under this part to obtain an independent educational evaluation at public expense if the parent disagrees with the evaluation obtained by the public agency.”

2. Special education personnel may ask why you disagree with their evaluation, but they cannot require you to give an explanation of what you disagree with. In fact I recommend not telling them what you disagree with, because they may try and limit the IEE.

3. IDEA 300.502 (b) (2) states “that if a parent requests an independent educational evaluation at public expense, the public agency must without unnecessary delay either; 1. File for a due process hearing to show that its evaluation is appropriate, or 2. Ensure that an independent educational evaluation is provided at public expense. . .”

4. IDEA 300.502 (5) (e) states “If an IEE is at public expense, the criteria under which the evaluation is obtained, including the location of the evaluation and the qualifications of the examiner, must be the same as the criteria that the public agency uses when it initiates an evaluation, to the extent those criteria are consistent with the parent’s right to an IEE.” Many school districts try and put a lot of criteria on parents for IEE’s at public expense. For Example: geographic, cost, name of evaluator must be on a list etc.

5. Except for the criteria in 4 above, school districts may not impose other conditions or timelines on the IEE at public expense.

The Office of Special Education Programs (OSEP) has stated, that school districts may develop criteria for IEE’s at public expense; with these two exceptions.

a. The school district cannot make criteria, that prevent the parent from getting an IEE at public expense. For Example: If you live in a small town, with no available evaluators, and your district states that the evaluation must be done within 30 miles; it would be impossible for you to find an evaluator. Or the special education personnel make the cost so low that you cannot find anyone to evaluate your child. This may prevent you from getting the IEE at public expense, so stand up to special education personnel.

b. School districts must allow parents, to prove that their child’s circumstances are unique, and require a waiver of the criteria. For Example: If you feel that your child needs to be seen by a Clinical Psychologist, the cost is probably going to be more than a psychologist would charge. If you can prove unique circumstances, why your child needs to be evaluated by a Clinical Psychologist, then the school district is supposed to pay for the Clinical Psychologist. Whether a school district is willing to do that, without a due process hearing, depends on your school district.

Remember any criteria that a school district makes for an IEE at public expense must not prevent the parent from getting the IEE; and they must allow for waiver of criteria if the child’s circumstances require it. A good independent evaluation can benefit your child by determining their disabilities or educational and related service needs.

By: JoAnn Collins

Could the Boder Test of Reading Spelling Patterns Help Determine If My Child Has Dyslexia?

admin — Sun, 03 Jan 2010 14:20:21 +0000

Do you have a child who is in first grade who receives special education services but is already struggling with reading? Have you been told by special education personnel that you are worrying too soon, and that your child does not have dyslexia? Many school districts have a very narrow view of dyslexia which is harming many children all over the USA! This article will discuss definition of Dyslexia as well as a tool called the Boder Test of Reading Spelling Patterns; that may be used as part of an evaluation, to determine if your child has dyslexia.

The International Dyslezia Association defines dyslexia as: A specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and/or fluent work recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities, and the provision of effective classroom instruction.

Many school districts do not define dyslexia this way, and many children go undiagnosed, which harms children. Why is this harmful? Because children are not able to get the special education services they need for their dyslexia, if they are not diagnosed properly.

A tool developed in the 1980’s called the Boder Test of Reading Spelling Patterns was designed to specifically aid in the diagnosis of dyslexia. The test is recommended to be included as part of a comprehensive (psychological) educational evaluation.

The test was developed to differentiate between the four subtypes of reading problems; one unspecific reading disability and to classify the three types of dyslexia. The three types of dyslexia are called: dysphonetic dyslexia, dyseidetic dyslexia and mixed dypsonetic/dyseidetic. Dysphonetic dyslexia means auditory dyslexia and Dyseidetic means visual dyslexia, and mixed dypsonetic/dyseidetic means both. Another article stated that this test is also used to provide guidelines for the remediation of all subtypes of dyslexia. This would be extremely helpful to parents and special education personnel.

As part of a comprehensive psychological evaluation the Boder test is helpful in determining if a child has dyslexia. A standardized achievement test like the Weschler Individual Achievement Test including the reading comprehension subtest, requires that the child engage in higher level comprehension, which could also show difficulties in reading. Also testing in the areas of: Speech/Language (receptive and expressive), visual and auditory perception, sensory integration, visual spatial, visual motor integration, occupational therapy, phonological awareness, phonological memory, rapid naming, work finding ability, nonsense word ability, reading comprehension, spelling and written expression will be needed.

All of this information can be used by the IEP team to help determine if your child has dyslexia, and determine type of remediation given. Research has shown that children with dyslexia need a multisensory reading and spelling program that uses a synthetic code emphasis approach. A few names of these types of programs are: Orton-Gillingham, Wilson, and Lindamood Bell, though you may find more by using a search engine such as Google.

Recommend this test to your school district as well as testing in the areas recommended above. You will well be on your way to helping your child learn to read and enriching the rest of their life. Good Luck!

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

9 Things to Know About Use of Restraint and Seclusion For Children in Special Education

admin — Sat, 12 Dec 2009 21:20:48 +0000

Are you the parent of a child with autism or another disability that has behavioral issues, especially at school? Are you concerned about what how special education personnel are handling the behavioral issues? Has your child told you that “so and so hurt me today?” This article will be discussing 9 things that every parent must know about the use of restraint and seclusion in school settings.

Here are 9 things that you need to know about the use of restraint and seclusion in school districts:

1. Definition of A restraint is–Any manual method, physical or mechanical device, material, or equipment that immobilizes or reduces the ability of an individual.

2. Definition of Seclusion is–The involuntary confinement of an individual alone in a room or area from which the individual is physically prevented from leaving.The involuntary confinement of an individual alone in a room or area, from which the individual is physically prevented from leaving. Seclusion should only be used for the management of violent or self-destructive behavior.

3. The Alliance to Prevent Restraint, Aversive Interventions and Seclusion (APRAIS) has stated that: Aversives, restraints, and seclusion can cause emotional, psychological, and/or physical damage as well as death.” The most dangerous practice which causes the most injury and death; is of prone restraints which has the child face down! They cannot breath, and some children have died as a result of this barbaric method!

4. The National Education Association has issued guidelines that discuss restraint or seclusion of violent students, stating that physical restraint should be used with a student only when there is an imminent risk either of harm to a person or property damage.

5. Parents, community members, and professionals have had concerns about the length of time, that students are in time-out, as well as the supervision and safety of students in seclusionary time-out settings.

6. National Disability Rights Network examined all state laws, policies and guidelines. Including the District of Columbia shows that, of the 56 states and territories in the United States:

Forty-one percent (41%) have no laws, policies or guidelines concerning restraint or seclusion use in

schools;

Almost ninety percent (90%) still allow prone restraints;

Only forty-five percent (45%) require or recommend that schools

Automatically notify parents or guardians of restraint/seclusion use.

7. The Office of Special Education Programs (OSEP) in the United States Department of Education oversees the enforcement of IDEA. OSEP has funded a technical assistance project – one focused specifically on positive behavioral interventions and supports and of best practices, including behavioral supports. Because of its emphasis on positive behavioral intervention and supports, you would expect OSEP to be supportive of alternatives and against the violent and abusive practice of restraint or seclusion, but they are not!

8. OSEP has done little, if anything, over the past 33 years to protect children with disabilities, from the use of restraint or seclusion. The most unfortunate outcome of OSEP’s lack of back bone is that these procedures continue to be used causing injury, emotional difficulty, and death!

9. Best Practices: IDEA recommends that students with behavioral challenges receive a system of positive behavioral interventions and supports. Positive behavioral interventions and supports is a research-based method for improving student behavior and creating a safe and productive school climate. The practice of positive behavioral interventions and supports is: proactive, comprehensive and data driven. It should be noted that this approach has been shown to significantly reduce problem behaviors, disciplinary referrals, and suspensions.

By having this information you will be able to fight for your child, so that they are not injured or killed, by the dangerous practices of restraint and seclusion. Also by knowing what best practices are, you may be able to advocate that these are carried out for your child. This will help your child be safe and also be in an environment where they can learn!

By: JoAnn Collins

6 Important Things to Know About Special Education – Independent Evaluations at Public Expense

admin — Sat, 21 Nov 2009 06:19:37 +0000

Are you the parent of a young child that you believe may have autism, but special education personnel disagree? Was your child recently tested, by school personnel and you disagree with the test results? Parents are entitled to an Independent Educational Evaluation (IEE’s) at Public expense, under certain circumstances. This article will discuss 6 things that you need to know about IEE’s at public expense.

An IEE is an Independent Educational Evaluation that is conducted by a qualified person who does not work for your school district.

Below are the 6 things that you must know about IEE’s at public Expense;

1. Parents are entitled to an IEE at public expense if they disagree with the school districts evaluation. You may disagree with the tests, how the tests were conducted, the results of the tests, or how the results of the tests were interpreted. If your child was tested and you believe that they have an undiagnosed disability, such as autism, then you would be entitled to an IEE at public expense.

Several areas of disagreement may be included in one IEE at public expense. For Example: If your child needs testing by a Neuro psychologist and an occupational therapy evaluation, these can be handled at the same time, though by different personnel.

2. School personnel may ask you what you disagree with, but they can not require you to answer.

3. If you ask for an IEE at public expense the school district has two choices; either pay for the evaluation, or file for a due process hearing to prove that their evaluation is correct. The problem is, that most states do not state how long special education personnel have to decide, which course they are going to take. If you feel that your school district is taking too much time making a decision, try filing a state complaint with your state special education department.

4. If special education personnel in your district, agree to pay for the IEE at public expense, they must pay for the entire evaluation.

5. In your request for an IEE at public expense include the qualifications that you want the evaluator to have. This is especially critical if you believe that your child needs to be seen by a Neuro psychologist; due to the cost of the evaluation.

Also include in the request the areas that you want tested. IDEA states that school personnel and parents must agree on areas to be tested, but does not state that they must agree on the tests. If the areas to be tested cannot be agreed upon, the school district should file for a due process hearing.

For Example: Because my child’s IQ dropped 40 points I am asking for a comprehensive independent evaluation conducted by a Neuro psychologist to include: testing for any undiagnosed disabilities or neurological problems, IQ testing, academic and functional level testing, adaptive behavior testing. I am also asking for an evaluation with a Registered Occupational Therapist because I disagree with the school’s evaluation.

6. School districts can make criteria for IEE’s at public expense but only under 2 circumstances. A. They must allow for parents to ask for a waiver of criteria if the situation warrants, and B. The criteria must not prevent the parent from getting an IEE at public expense.

An IEE at public expense can help diagnose undiagnosed disabilities, help you figure out what special education and related services your child needs, help you with placement recommendations etc. By knowing these important things about IEE’s at public expense, you will be able to help your child get the services that they need and deserve.

By: JoAnn Collins

5 Reasons Why your Child in Special Education May Not be Getting FAPE, and How You Can Help

admin — Wed, 18 Nov 2009 23:46:53 +0000

Does your child receive special education services and you wonder if
they are receiving an appropriate education? This article, will
discuss 5 reasons why your child may not be receiving a free
appropriate public education. And also, what can you do about it?
There is a lot that you can do to ensure a free appropriate public
education for your child.

Reason 1: Many special education personnel have extremely low
expectations, for children with disabilities. You must have high
expectations for your child, just because they are not learning, does
not mean that they can’t. They may need to be taught a different way.

Reason 2: Some special education personnel limit or refuse to provide,
educational and related services that children with disabilities need.
Some special education personnel will even deny that a child has
autism, so that they do not have to provide more intense special
education services. It is your job as a parent to fight for the
services that your child requires. Try to meet other parents, of
children with disabilities, in your school district. Help each other
advocate, and attend each other’s IEP meetings. Together you will be a
strong group.

Reason 3: The curriculums, that some school districts use to teach
children with disabilities, do not work. Special education personnel
are often reluctant to change methodology, even if the child is not
learning. Investigate different curriculums, for your child’s
disability. Join disability organizations and meet other parents. This
will allow you to share information with each other, what works.

Reason 4: Parents, are often forced to pay for independent
educational evaluations (IEE’s), to prove that their child needs
certain special education services. If a parent must pay for an IEE,
to ensure that their child receives a free and appropriate public
education, then the education is no longer free. If your school
district evaluates your child, and you disagree with the evaluation
(or the way it is interpreted), then the Individuals with Disabilities
Education Act (IDEA), gives you the right to have an Independent
Evaluation at Public Expense. My book Disability Deception has an
entire chapter on IEE’s that will give you more information on this
subject.

Reason 5: Many school districts suspend children with disabilities,
for behavior that is part of their disability. Educate yourself on
what IDEA requires as far as behavior/discipline. Special education
personnel can suspend a child up to 10 days.

Within 10 days of a decision to change a child’s placement they must
convene a manifestation determination meeting. This meeting is being
held to determine if the behavior is part of your child’s disability.
If it is, they must do certain things to include developing a positive
behavior plan. If they determine that the behavior is not part of your
child’s disability, then they can discipline them as they would a non
disabled child. You can file for a due process hearing, if you
disagree with the school districts manifestation determination
decision.

By knowing why most children do not receive FAPE, you can advocate
hard for your child. They are depending on you, because they may not
be able to stand up for themselves.

By: JoAnn Collins

Special Need Children and Their Education – What You Need to Know About the IEP

admin — Sat, 07 Nov 2009 03:31:00 +0000

Kids with a Sensory Integration and/or PDD conditions have very unique needs when it comes to education. Whether you are seeking a specialized school, considering home schooling, or finding resources for your child within the local public school system; medical professionals agree that parents need to set realistic goals for their special needs child. These goals should include both academic and social goals, in addition to addressing any maladaptive behaviors they may be displaying. It’s important when setting specific goals in these areas to realize that every child’s condition is unique, and that what you are dealing with is a spectrum disorder. For example, a child who is high functioning from an academic standpoint, but suffers from social impairment behavior should and will have different goals from a child who is dealing with limited or no speech capability. It is exactly for this reason, that schools have developed the Individualized Education Program, or IEP, for students with special education needs.

Most school districts will design an IEP for each special needs student which is reviewed at least yearly. The IEP sets specific goals for the student, which generally include language as well as social interaction goals. Most medical professionals suggest that the majority of IEP goals for children with PDD be focused in the social arena, because lack of social skills is a hallmark of PDD. These goals are generally related to the student’s ability to respond appropriately to the classroom environment as well as their classmates. Goals dealing with speech issues are generally handled with a trained speech therapist.

As time passes, the entire IEP will need to be reviewed, and the goals re-examined. Usually, input is taken from a number of the school’s resources, such as the school speech therapist, the child’s teachers, and of course the child’s parents. In most cases, realistic goals can be set for the upcoming year, and as the child progresses, it’s comforting to review the goals that he/she has accomplished. If your child has yet to enter school, call to your public school district and find out what resources are available. Getting your child evaluated early will allow you to take advantage of the many programs offered by the school system even before they are “school age”.

In the United States, every child has a right to an appropriate public education. As a parent, make it a priority to research ALL of your options. Don’t be afraid to ask questions or get an independent a second opinion.

By: Deborah Woodward

Criteria For IEE’s at Public Expense – Can Special Education Personnel Do That?

admin — Wed, 04 Nov 2009 20:03:39 +0000

Are you a parent who is interested in what criteria special education personnel can use for an Independent Educational Evaluation at Public Expense? Have you been denied an IEE at public expense, because you refuse to go along with strict criteria set by your school district? This article will discuss what criteria special education personnel are allowed to set for IEE’s at public expense.

The Office of Special Education Programs does allow school districts to make criteria for IEE’s at public expense if:

a. Parents are allowed to ask for a waiver of the criteria if their child’s disability warrants it, or
b. The criteria do not prevent the parent from getting the IEE at public expense.

Below is a discussion of the criteria that school districts are allowed to set: (Just remember that the criteria cannot prevent the parent from getting the IEE at public expense)

1. Professional qualifications; An independent evaluator must be at least as qualified, as special education personnel, who do the testing in the school district. If you want an independent evaluator who is more qualified than school person, you must put that in your initial request for an IEE at public expense.

A lot of conflict often occurs because parents want their child tested by a Clinical psychologist not a School psychologist; which increases the cost.

If you can prove, that unique circumstances require a clinical psychologist, then your school district may agree. If they do not, they should file for a due process hearing.

2. Cost; A lot of school districts, place very low cost on independent educational evaluations at public expense. A good qualified independent evaluator is going to cost quite a bit, depending on the profession and location. If the evaluation that you want is going to cost more than the amount stated by your school district, tell them that you are asking for a cost waiver because of unique circumstances. They may ask you to list the unique circumstances, which is allowed.

Another issue is that school personnel cannot prevent you from getting an IEE at public expense. If they make the cost too low, then you will not be able to get the evaluation.

3. Geographical; Some school districts want you to stay within a certain geographic area. Again they can do it, if it does not prevent you from getting the evaluation.

Below is criteria school districts are not allowed to set:

1. Pick from this list of Evaluators: This is not allowed by the Office of Special Education Programs which is part of the Department of Education.

2. We will pay but we get to pick the evaluator: Also not allowed by OSEP. On February 20, 2004 OSEP published a policy letter regarding IEE’s at public expense. In this letter OSEP states: It is the parent, not the district, who has the right to choose which evaluator. . .will conduct the evaluation.

3. If you want an IEE at public expense you must file for a due process hearing. The Individuals with Disabilities Education Act (IDEA) is clear; either school districts pay for the evaluation of they file for a due process hearing to prove that their evaluation is correct. This is important because in some states the burden of proof at due process rests on the party that files.

4. We want to determine specifically what tests are done. IDEA states that parents and school districts must agree on areas to be tested, not on the tests themselves. If an agreement cannot be reached then special education personnel must file for a due process hearing.

By understanding what criteria special education personnel can make for an IEE at public expense, you will be in a better position to get an IEE at public expense for your child.

By: JoAnn Collins

6 Ways to Improve Special Education For All Children With Special Needs!

admin — Sun, 25 Oct 2009 07:48:12 +0000

Are you the parent of a child with autism or another disability that is frustrated by the special education system? More than 6 million students with disabilities receive special education services in federally funded special education programs. This is about 9% of the country’s school age population. This is a lot of children who depend on the Individuals with Disabilities Education Act (IDEA), to help them get the services that they need to live a fulfilled life. As any parent of a child with a disability knows much improvement needs to be made to the special education system. This article will discuss 6 ways to improve the special education system.

Needed to improve the special education system:

1. More available parent training and more resources to pay for the training! Parent trainings are available but in most cases do cost, which prevents some parents from attending. Parents must understand their rights under IDEA in order to be effective advocates for their child.

2. More effective enforcement of IDEA, to include the withholding of funds from states and school districts, who are continually non compliant! The enforcement of IDEA basically does not exist. It is the federal governments responsibility to enforce IDEA to the states, and it is the states responsibility to enforce IDEA of local school districts. Neither one does very much in this area. Enforcement without withholding of funds will not work. In my experience it will not take many states losing their IDEA funding, before major positive changes will occur.

3. Improved diagnosis of disabilities and an easier eligibility process! Many children with disabilities throughout the US are told that they do not have a disability, therefore are not eligible for special education services. This reality hurts children with disabilities and may forever ruin their lives! Parents often do not even know that they can disagree with the schools opinion! The eligibility process needs to be made more child friendly!

4. Special education personnel must set realistic high expectations for all children with disabilities! Congress has said from the beginning that school districts expectations of children with disabilities are too low. School personnel and parents must believe that children can be successful in their education and lives, if given an appropriate education, and keep expectations high.

5. Focus on outcomes of special education so that all children will be ready for post school learning and independent living! For the year 2005-2006 55% of children with disabilities graduated from high school, in comparison to a little over 70% of children without disabilities graduated from high school. This will limit the children’s ability to go to college or get a job, which will affect the rest of their lives!

6. Improve the federal funding of IDEA! The current estimates are that the federal government only pays about 17% of per pupil costs for special education. The federal government needs to put their money where there mouth is, and fund IDEA fully!

All parents can be involved in advocating for systemic special education improvements. Notify your state and federal representatives and see how they are willing to get involved, in this process. Children with disabilities deserve to receive an appropriate education and live their lives to the fullest!

By: JoAnn Collins