Helpful Websites for Sped Parents

[dihicks6]

Here are some websites that I've found helpful in the past when advocating for my dd.

This site lists the parent & training centers where you can get free advocacy:

www.parentcenterhub.org/find-your-center/

www.taalliance.org/centers/ (archived)

www.pacer.org/



Some sample letters when requesting services:

pub60.ezboard.com/fourchildrenleftbehindfrm25

Good site that explains what should go into developing an IEP:

www.ldonline.org/article/6398

A site that explains how 504 Plans work - FAQ:

www.ed.gov/about/offices/list/ocr/504faq.html#evaluation



This site lists other sites related to executive functioning - ADHD, ADD, etc:

www.nldline.com/executive_functioning.htm


And lastly, if you want a look at how teachers and administrators view sped, try reading through this chatboard:

teachers.net/mentors/special_education/posts.html?

[Mayleng]

Thanks di, I have put a sticky on this thread to keep it up where it will stay, so that people can easily find it.

From nichcy.org/ld-7-tips-for-teachers

LD in Your Classroom: 7 Tips for Teachers

by Kori Hamilton
National Dissemination Center for Children with Disabilities (NICHCY)

Profile of LD at School

Student has difficulty reading. Struggles to connect letters to sounds. May also have messy penmanship or a hard time spelling . Confuses math symbols. Mixes up details of a story, or the sequence of events. Cannot get organized. Has unexpected problems learning to read, speak, write, or do math.

Does this sound like someone in your class? If so, keep reading.

About LD

LD stands for learning disability. The above signs are often connected with learning disabilities, which can cause students to have trouble learning or using certain skills. Learning disability is a general term used to describe these challenges. Specific terms for learning disabilities you may also hear include:

dyslexia (which affects reading),
dysgraphia (which affects writing), and
dyscalculia (which affects math skills).

LD is one of the more common disabilities you’ll encounter in the classroom. Almost 1 million children (ages 6 through 21) have some form of a learning disability and receive special education in school. So it’s likely that you’ve worked with many students who have a specific learning disability.

Not every child who struggles with reading, writing, or math has a learning disability. However, it may be worthwhile to investigate, particularly if the student unexpectedly exhibits a combination of these symptoms, which in turn can hinder academic growth and affect school behavior. If you suspect that a student has a learning disability, it’s important to know that the school is required to evaluate the student and, if eligible, provide special education services.

Practical Tips

How do you address the learning needs of your students with LD? We’re pleased to offer 7 practical suggestions that you can use right away in your classroom.

Get informed. Learn about the different types of LD and how each affects individual learning and behavior. The more you know, the more effectively you can respond. Start with NICHCY’s fact sheet on LD. Dig deeper by visiting the organizations listed in the resources section of the fact sheet—there are several organizations that offer materials especially for teachers.
Be proactive and supportive. Recognize that you can make a real difference in this student’s school success! Find out what the student’s strengths and interests are and place emphasis on those areas and abilities. Understand that the student’s disability isn’t intentional and that you can do a lot to offset its impact on learning.
Make sure the student has AIM (if needed). AIM stands for accessible instructional materials. Students with reading difficulties especially need AIM, because then they can make full use of class materials, the textbook, and workbooks. AIM is so important for students with print disabilities, there’s a national center you can contact to find out more, including who to contact in your state. Visit the National AIM Center’s Teachers Page at: aim.cast.org/learn/stakeholder_focused/teachers
Make accommodations. Accommodations are small changes you can make to your instruction, assignments, and other classroom business that will help a student with LD learn and succeed in your class. Accommodations can be made in how instruction is presented, how students are expected to respond, the amount of time given to complete tests or assignments, or the setting itself. Examples of accommodations for students with LD include: breaking down tasks into smaller steps, extending time to finish assignments or tests, enabling the student to use AIM, letting a student borrow notes from another, and allowing the student to write on the computer rather than with pen to paper. Read more at: www.ldonline.org/article/8022/
Get that student organized! Teach your student the basics of organizational skills, study skills, and learning strategies, all of which help give the student an effective structure for learning. Give the student lots of opportunities to practice these skills, and provide positive feedback. Find out more about “what works” at: nichcy.org/schoolage/effective-practices/meta80resources
Help the student succeed on tests. There are different testing modifications that will allow the student with LD to showcase what he or she has learned. These tend to be the same as, or similar to, the accommodations provided in class (e.g., extra time to finish, allowing verbal responses). Find out the testing modifications that your state recommends and permits for students with LD, and provide them during testing. For more info, contact your State Department of Education or visit: www.cehd.umn.edu/nceo/TopicAreas/Accommodations/StatesAccomm.htm
Collaborate with parents. Work together with the student’s parents to create and implement an educational plan tailored to meet the student’s needs. Parents can also tell you a great deal about the student’s interests, difficulties, and skill areas. Regularly share information about how the student is doing at home and at school.

[suzanne86]

This is great thank you

[mom2xs]

Good stuff di, thanks.

[chriscnaz]

Great Links!

I have a resource for positive behavior supports and funtional assessments to add if you don't mind!

darkwing.uoregon.edu/~ttobin/

If you scroll down towards the bottom of the page there is info directed to parents and for parents to use with schools and others.

challengingbehavior.fmhi.usf.edu/pbs.html
The Center for Evidence-Based Practice: Young Children with Challenging Behavior is funded by the U.S. Department of Education, Office of Special Education Programs gives overview and examples of FBA and PBS

www.as.wvu.edu/wvpbs/myths.html
Myths about Positive behavior supports and functional behavior assessments

cecp.air.org/fba/problembehavior3/intro3.htm
Creating positive behavior support plans, I really like the obstacles to an effective plan, it describes most of the plans currently in place and then everyone wonders why they don't work!

I hope these are helpful!

[d]

Thanks Cris, I am a huge proponent of positive behavioral interventions.

Here are some more sites (many of them managed by schwabbies):

LD (and some ADHD):
www.ldonline.org/xarbb/?catid=769

Nethaven:
www.net-haven.net/

More ADHD & LD support:
adhdldsupport.proboards107.com/index.cgi

Math LD:
www.dyscalculiaforum.com/

NLD:
www.nldontheweb.org/NLD_forum.htm

Conduct disorders:
www.conductdisorders.com/forum/index.php

Tourettes: p069.ezboard.com/Tourette-Syndrome-Message-Boards/btourettesyndromenowwhat

Dyslexia:
www.interdys.org/forum/

LEP's Learning Nest:
learningnestofmaui.blogspot.com/

[d]

This yahoo group was started by NY sp ed att'y Andrew Cuddy:

groups.yahoo.com/group/special_education_battlefield/

[michellea]

In addition to these great sites, I frequent: www.concordspedpac.org

It's a site organized by parents. Has great information about the overall sped process, evluations, sample letters etc. Some of the info is Massachusetts specific, but most is applicable to everyone.

[Mayleng]

michellea, that is my all time favorite site, how could I not remember to add this.

BY the way, we do have a resource section, that holds alot of links to helpful site.

[chelseasmom]

I want to add this to the list and hope you don't mind.
With the way the economy is going right now, I think this may be helpful or benificial to parents who are struggling to make ends meet.
This is information on Social Security Disability benifits for children.
At least this will help point parents in the right direction for assistance financially.
Thanks.
www.socialsecurity.gov/disability/child_starterKit.pdf

[chelseasmom]

My book mark was outdated.
Anyways......I posted what I could from the pamplet I have saved. I must confess, I am not to computer literate. I do believe my kids know more then me!!!LOL

***What You Should Know Before You Apply for
SSI Disability Benefits for a Child.***
Children from birth up to age 18 may get Supplemental Security Income (SSI) benefits. They must be disabled and they must have little or no income and resources.
Here are answers to some questions people ask about applying for SSI for children.

1. How does Social Security decide if a child is disabled?
Social Security has a strict definition of disability for children.
• The child must have a physical or mental condition(s) that very seriously limits his or her activities; and
• The condition(s) must have lasted, or be expected to last, at least 1 year or result in death.
A state agency makes the disability decision. They review the information you give us. They will also ask for information from medical and school sources and other people who know
about the child. If the state agency needs more information, they will arrange an examination or test for the child,which we will pay for.

2. How can I get ready for the disability interview?
• Review this disability starter kit. It includes a checklist and a worksheet to help you gather the information you need. Have this information with you at the time of the interview.
*** If you have access to the Internet, you can complete an online Child Disability Report at www.socialsecurity.gov/childdisabilityreport. ***
• For more information, visit our website at www.socialsecurity.gov/disability/ or call toll-free
1-800-772-1213 (for the deaf or hard of hearing, call TTY 1-800-325-0778).

3. How does Social Security decide if a child can get SSI?
Children can get SSI if they meet Social Security’s definition of disability for children and if they have little or no income and resources. We also consider the family’s household income, resources and other personal information.

4. How will I know what Social Security has decided?
We will send you a letter. It can take 3 to 5 months to decide a child’s SSI disability claim. Let us know if your address or telephone number changes so that we can get in touch with you.

5. Will my personal information be kept safe?
Yes. Social Security protects the privacy of those we serve. As a federal agency, we are required by the Privacy Act of 1974 (5 U.S.C. 522a) to protect the information we get from you.

6. What if I am more comfortable speaking in a language other than English?
We provide free interpreter services to help you conduct your Social Security business.

***What You Should Know Before You Apply for SSI Disability Benefits for a Child.***

1. What You Should Know Before You Apply for SSI Disability Benefits for a Child and Other Important Information.
SSI is not a medical assistance program. Your state Medicaid agency, local health department, social services office or hospital can help you find your nearest health care agencies. Your Social
Security office can also help you find health care agencies.

1. Medicaid.
Medicaid is a health care program for people with low incomes and limited resources. In most states, children who get SSI benefits can also get Medicaid. Even if the child cannot get SSI, he or she may be able to get Medicaid. Your state Medicaid agency, Social Security office or your state or county social
services office can give you more information.

2. State Children’s Health Insurance Program (SCHIP).
Children may be able to get health insurance from SCHIP even if they do not get SSI. SCHIP provides health insurance to children from working families with incomes too high to get Medicaid,
but who cannot afford private health insurance. SCHIP provides insurance for prescription drugs and for vision, hearing and mental health services in all 50 states and the District of Columbia. Your state Medicaid agency can provide more information about SCHIP. You can also go to www.insurekidsnow.gov/ or call toll free 1-877-KIDS-NOW
(1-877-543-7669) for more information on your state’s program.

3. Other Health Care Services
If the child is under age 16 and we decide he or she is disabled and can get SSI, we will refer him or her to your state children’s agencies for social, developmental, educational and medical services. Even if the child cannot get SSI, these state agencies may be able to help him or her.

4. Work Opportunities for Young People Who Are Getting SSI.
Many young people who get SSI disability benefits want to work. The following information may be helpful.
• We do not count most of a child’s earnings when we figure the SSI payment. We count even less of a child’s earnings if the child is a student.
• We subtract the cost of certain items and services that a child needs to work from his or her earnings in figuring the SSI payment.
• If a child is age 15 or older, he or she can establish a Plan to Achieve Self-Support (PASS). With a PASS, a child can set aside income for a work goal. We will not count this income when we figure the SSI payment.
• A child’s Medicaid coverage can continue even if his or her earnings are high enough to stop SSI payment, as long as the earnings are under a certain amount. Social Security has two programs that can assist young people who get SSI disability benefits and want to go to work:

A. Benefits Planning, Assistance and Outreach (BPAO) program, and
B. Protection and Advocacy for Beneficiaries of Social Security (PABSS) program.
Your local Social Security office can provide more information about these programs. You can also
find more information on our Work website, www.socialsecurity.gov/work/. or
www.socialsecurity.gov


***Checklist – Childhood Disability Interview***

You should have as much of the following information as possible ready for your interview. This is in addition to the items requested in the enclosed appointment letter. Be ready to give us your observations about the child’s daily activities. Keep your appointment, even if you do not have all of the information. We will help you get any missing information.

.. Check off the items below as you get them together for your interview.
1. Medical information
.. Name, address, and phone number of every doctor, therapist, hospital and clinic that has seen or treated the child for at least the last year.
.. Any medical records you already have, including the dates the child was seen or treated and the child’s patient ID number(s), if known.
.. Medication(s) the child is taking. These can be found on the medicine containers.
.. Child’s medical assistance number, if any.
2. Names, addresses and phone numbers of any schools the child attended in the past 12 months,
including the names of teachers, psychologists, counselors, speech and other therapists who
have seen or treated the child.
3. The child’s Individualized Family Service Plan (IFSP) or Individualized Education Program (IEP), if the child has one; and any other school records that you may have.
4. Names, addresses and phone numbers of any social service programs and the name of caseworkers that have information about the child.
5. Name, address and phone number of another adult who helps care for the child and can help us
get information, if necessary.
6. Names, addresses and phone numbers of any employers the child has had.
7. An original or certified copy of the child’s birth certificate. If the child was born in another country, we also need proof of U.S. citizenship or legal residency.
8. Names and Social Security Numbers for all the children and adults who live in the household.
9. Proof of current income for the child and family members living in the household (for example, pay stubs, self-employment tax returns, unemployment or other program benefits, child
support).
10. Proof of resources for the child and parents living in the household (for example, bank account statements, life insurance policies, certificates of deposit, stocks or bonds).

The enclosed Worksheet will help you collect the information you need for your interview.

MEDICAL AND SCHOOL WORKSHEET - CHILD

Completing this worksheet will help you get ready for the interview. It will also speed up the interview. We may ask for additional information. If you need more space, use blank sheets of paper.

A. Child's height and weight.
B. Name, address, phone number, and relationship of another adult who helps care for the
child and can help us get information about the child if necessary.
C. The child's illnesses, injuries, or conditions.
D. When the child's condition(s) began.
E. How they affect the child's activities.
F. The child's current grade, if in school.
G. Schools or preschools the child is currently attending, and any other schools he or she
attended in the last 12 months.
ADDRESS, ZIP CODE, and DATES KIND(S) OF SPECIAL ED.
NAMEPHONE NUMBER ATTENDED SERVICES (if any)
H. Current teacher's name(s) and school.
I. School testing the child has had, such as tests for behavior or learning problems.
NAME OR KIND OF TEST DATE(S) NAME OF SCHOOL
J. Name of any school therapist the child is seeing or has seen (for example, speech, physical,
or occupational) and the school name.
K. Hospitals, clinics, doctors, or therapists that have seen the child within at least the last 12 months.
NAME
ADDRESS, ZIP CODE, and
PHONE NUMBER
PATIENT I.D.
NUMBER
DATE FIRST SEEN
DATE LAST SEEN
L. Other agencies or programs that tested or examined the child, or that provided services (such as Headstart, Public or Community Health or Education Department, Welfare or Social Service Agency, Mental Health/Mental Retardation Center).
NAME
ADDRESS, ZIP CODE, and
PHONE NUMBER
KIND OF TEST OR SERVICE DATE(S)
M. Medicine(s) the child takes, and the doctor's name.
N. All medical tests the child had or will have for his or her illnesses, injuries or conditions. (For example, hearing test, vision test, IQ testing, blood tests, breathing tests, x-rays.)

NAME OF TEST DATE(S), WHERE DONE, WHO SENT CHILD FOR TEST?

If this helps even one person, I am glad!

[sld123]

groups.yahoo.com/group/IEP_guide/links

[sharie001]

Here is a pile of links full of info and past discussions in other forums:

!!!!!!!! What every Parent and/or Advocate needs to know !!!!!!!!!!!!
community.greatschools.net/groups/11554/discussion/169210?cpage=1#comment_173239

Rights of Students with Hidden Disabilities
community.greatschools.net/advice/225/Rights-of-Students-with-Hidden-Disabilities

How to request the district to evaluate (not screen) your child...
community.greatschools.net/groups/11554/discussion/168190?cpage=1#comment_169799

Section 504 vs Special Ed (IDEA) Similarities and Differences
community.greatschools.net/advice/217/Section-504-vs-Special-Ed--IDEA--Similarities-and-Differences?cpage=1#comment_190731

How parents/advocates can respond:
community.greatschools.net/advice/266/How-parents-advocates-can-respond-?cpage=1#comment_187223

Regs and requirements governing Non-public (Private) school state approval
community.greatschools.net/advice/256/Regs-and-requirements-governing-Non-public--Private--school-state-approval-

Change of Placement & LRE
community.greatschools.net/advice/279/Spec-Ed-Change-of-Placement---LRE

You have legal rights, use them.
community.greatschools.net/groups/11554/discussion/184086?cpage=1#comment_184157

What you don't know can hurt you, your child, & your community
community.greatschools.net/advice/275/What-you-don-t-know-can-hurt-you--your-child----your-community?cpage=1#comment_199788

Evaluation test instruments
community.greatschools.net/groups/11554/discussion/197598?cpage=1#comment_198161

Facilitated IEP Meetings
community.greatschools.net/advice/286/Facilitated-IEP-Meetings

Accommodations in College
community.greatschools.net/advice/253/Accommodations-in-College

Unconventional ways to earn college credit
community.greatschools.net/advice/249/Unconventional-ways-to-earn-college-credit

Dyslexia & Related Disorders
community.greatschools.net/advice/248/Dyslexia---Related-Disorders

Characteristics of Learning Disabilities and Gifted
community.greatschools.net/advice/247/Characteristics-of-Learning-Disabilities-and-Gifted

How to locate tutoring in your state under No Child Left Behind
community.greatschools.net/advice/243/How-to-locate-tutoring-in-your-state-under-No-Child-Left-Behind

What information can be found on your state dept of education's site?
community.greatschools.net/advice/242/What-information-can-be-found-on-your-state-dept-of-education-s-site-

How to get what your child needs to learn via Special Education
community.greatschools.net/groups/11554/discussion/174821

Identifying disabilities that affect learning & eligibility under 504/special ed
community.greatschools.net/groups/11554/discussion/173811?cpage=1#comment_174195

[sharie001]

Changes in ID, FAPE, Placement, or Dismissal from Spec Ed
The following info taken from this thread:
www.schwablearning.org/message_boards/view_discussion.aspx?thread=20798

www.firn.edu/doe/commhome/pdf/y2001-10.pdf
Change in Identification, FAPE (Free Appropriate Public Education), Placement, or Dismissal from Special Education

This "Technical Assistance Paper" is for Florida, but it cites FEDERAL LAWS under IDEA, therefore it applies to ALL states.


3. What constitutes a change in FAPE or placement?
FAPE is considered changed when services provided to a student significantly change. Simply changing IEP goals and objectives or benchmarks is not considered a change in FAPE. However, a change in supplementary aides or services such as the addition or deletion of a related service, a change in counseling services from three times a week to once a month, or the provision of an aide for the student are examples of a change in FAPE.

These changes may or may not result in a change in the time the student spends with non-disabled peers (change in placement). A student's placement is considered changed when the IEP team significantly changes the amount of time the student will be separated from his/her non-disabled peers for the purpose of providing special education services as stated below. An example is a change from a regular classroom to a resource room. Parents must participate in the decision making through the IEP process and receive prior written notice of a change in placement before this change occurs.

The amount of time is 'significantly' changed when a student's educational placement falls within a different category as defined in the U.S. Department of Education, Office of Special Education Programs' Annual Data Report.

The categories of educational placement of children with disabilities, ages 6-21, are as follows:

>> special education and related services outside regular class less than 21 percent of day (e.g., regular class with inclusion or pull-out services)

>> special education and related services outside regular class at least 21 percent of day and no more than 60 percent of the school day (e.g., resource room)

>> special education and related services outside regular class more than 60 percent of the day (e.g., self-contained special classes)

>> special education and related services for greater than 50 percent of the school day in public separate facilities (e.g., public day school)

>> special education and related services, at public expense, for greater than 50 percent of the school day in private separate facilities (e.g., private day schools)

>> special education and related services for greater than 50 percent of the school day in public residential facilities (e.g., public residential schools)

>> special education and related services, at public expense, for greater than 50 percent of the school day in private residential facilities (e.g., private residential schools)

>> special education and related services in hospital programs or homebound programs

Except for a public separate day school, juvenile justice facility, or residential placement, a change of placement does not typically equate to the physical location where the student receives special education services. Placement has not changed when a student's identification changes and the total amount of time defined by the placement
category remains the same.

4. Is graduation with a standard high school diploma or a State high school diploma a change in FAPE?
Yes. The federal regulations, 34 CFR 300.122(a)(3)(iii), state that 'Graduation from high school with a regular diploma constitutes a change in placement, requiring written prior notice in accordance with 300.503.'

5. Is graduation with a special diploma a change in FAPE?
Yes. If a student graduates with a special diploma before the age of 22 and the student and parents have decided that the student will not continue to receive special education or related services, the parents and student must be provided with written notice of a change in FAPE. Even if the student continues in school, a notice of change of placement or
FAPE may be required if the services that will be delivered to the student will change significantly.

6. Must an IEP meeting be convened to address the change in FAPE due to graduation?
No. However, the parents and student must be provided written notice prior to graduation. If it is likely that the student will graduate, this notice should be provided at the IEP meeting conducted closest to the time of the anticipated graduation date. Please note that graduation should be discussed frequently during the student's IEP meeting from grades 9'12.

All public schools/districts are required under IDEA and Section 504 to provide; a "Continuum of alternative placements" to meet the needs of children with disabilities in the "Least Restrictive Environment". So if your district (LEA) says, "Oh, we don't have/offer that" or "if they take special ed classes or recieve too many accomodations they won't recieve credit towards graduation with a regular diploma", you can cite the law of the land to them.
www.schwablearning.org/message_boards/view_messages.asp?thread=18967

Removal from special ed is considered a "Change of Placement" according to IDEA (the Individual's w/ disabilities education act, which is federal law) The following laws cited are under IDEA.

www.firn.edu/doe/commhome/pdf/y2001-10.pdf

See page 6 number 15

15. May a student be dismissed from special education based solely upon parent request?

No. It is the school district's responsibility to ensure that the student receives a free appropriate public education (FAPE). If a parent requests that the student be dismissed, the IEP team should meet to discuss this request and determine the need for further evaluation information to determine the student's need for special education services. If the IEP team denies the parent's request to dismiss their child from special education, the district must provide the parent with a written notice of refusal that contains all the required information (Section 34 CFR 300.503). Parents or the school district may request mediation or a due process hearing if they are unable to reach an agreement concerning the student's dismissal. A parent may request that a district pay for an independent educational evaluation if they disagree with an evaluation obtained by the school district.





Also see :
PRIOR WRITTEN NOTICE 34 CFR '300.503
PARENTAL CONSENT - DEFINITION 34 CFR '300.9
PARENTAL CONSENT 34 CFR '300.300

§300.300(b)
The IDEA stay-put regulation, which implements IDEA section 615(j), was added to ... C.F.R. §303.518(c) on the stay put provision relieves states in the Third ...
ed.gov/policy/speced/.../2007-1/zahorchak020207placement1q2007.doc


IDEA REAUTHORIZATION 2004
“STAY PUT”
www.tsa-usa.org/educ_advoc/IDEA_1204_RE_AUTH.htm

IDEA 2004
idea.ed.gov/explore/view/p/%2Croot%2Cdynamic%2CTopicalArea%2C12%2C

change placement
idea.ed.gov/explore/search

[sld123]

groups.yahoo.com/group/IEP_guide/links/Sample_Letters_000984765994/

[sharie001]

Helping Parents and Advocates Improve
Educational Results for Children with Disabilities
www.fape.org/


School Accommodations and Modifications
www.fape.org/pubs/FAPE-27.pdf


National Association of State Directors of Special Education, Inc.
Response to Intervention Blue Prints For Implementation; District Level
www.nasdse.org/Portals/0/DISTRICT.pdf



National Association of State Directors of Special Education, Inc.
www.nasdse.org/


NASDSE Resource Links
www.nasdse.org/ResourceLinks/tabid/59/Default.aspx




Publications
These publications are available in PDF format, most are also available in other languages.
www.fape.org/pubs/index.htm

.........................................................
IDEA 2004

>ALLIANCE ACTion Information Sheets

>Family-friendly handouts prepared by the Technical Assistance ALLIANCE for Parent Centers on IDEA 2004 and other related topics.

>IDEA 2004 Fact Sheets

>Fact sheets highlighting 2004 reauthorization changes to the Individuals with Disabilities Education Act.



.............................................................
IDEA 1997

>A History of the Families and Advocates Partnership for Education Project (FAPE)
English-Hmong Dictionary of Special Education
Special Education Evaluation

>Special Education Re-Evaluation

>Understanding the Special Education Process

>Assistive Technology for Infants and Toddlers

>1997 Individuals With Disabilities Education Act Amendments Increase Access to Technology for Students

>Facts-on-Hand Acronyms and Special Education

>Facts-on-Hand Acronyms and Agencies

>Facts-on-Hand Acronyms and Agencies - Spanish

>Facts-on-Hand Acronyms and the Law

>Research Brief Regional Intervention Program

>Promising Practices Teaching Students to Self-Manage Their Behavior

>Research Brief: School Wide Behavior Programs

>Facts-on-Hand Informed Parent Consent for Pre-School and School-Aged Children with Disabilities

>Facts-on-Hand Prior Written Notice

>Planning Your Child 's Individualized Education Program (IEP):Some Suggestions to Consider

>Research Brief Students ' Perceptions of Instruction in Inclusion Classrooms: Implications for Students with Learning Disabilities

>School Accommodations and Modifications

>Facts-on-Hand Third Party Payments

>Facts-on-Hand Related Services

>Facts-on-Hand Transportation

>Promising Practices Helping Your Child with Mnemonics

>Promising Practices Fluency: Helping Your Child Read and Understand

>Facts-on-Hand IEP Goals and Objectives

>Evaluation: What Does it Mean for Your Child?

>Simple, Inexpensive Devices Can Assist in Communication

>How Will I Know If My Child is Making Progress?

>Functional Behavioral Assessment and Positive Interventions: What Parents Need to Know

[sisdparent]

I dug up this link this morning.

School Culture and the Alessi Study
www.wrightslaw.com/advoc/articles/ALESSI1.html

[sharie001]

idea.ed.gov/explore/view/p/,root,dynamic,QaCorner,7,


Question A-4: Under 34 CFR §300.534(b), a public agency is deemed to have knowledge that a child is a child with a disability if a parent expressed in writing a concern that their child needs special education and related services. What if a parent is unable to express this concern in writing?

Answer: The requirement that a parent express his or her concern in writing is taken directly from the Act. However, there is nothing in the Act or regulations that would prevent a parent from requesting assistance to communicate his or her concerns in writing. The Department funds State-based Parent Training and Information Centers (PTIs) and Community Parent Resource Centers (CPRCs) to assist parents of students with disabilities. Information about the PTIs and CPRCs is found at www.taalliance.org/.


Question A-6: If a teacher or other school personnel has concerns that a child may need special education and related services, must this concern be made in writing to school officials in order for the public agency to be deemed to have knowledge that the child is a child with a disability?

Answer: No. Teachers or other LEA personnel are not required to submit a written statement expressing concerns about a pattern of behavior demonstrated by the child under 34 CFR §300.534(b)(3); however, State child find policies may provide guidelines regarding how teachers and other school personnel should relate their concerns regarding a child’s need for special education and related services. The Department encourages those States and LEAs whose child find or referral processes do not permit teachers to express specific concerns directly to the director of special education of such agency, or to other supervisory personnel of the agency, to change these processes to meet this requirement. (Analysis of Comments and Changes 46727.)


E. Functional Behavior Assessments (FBA) and Behavioral Intervention Plans (BIP)

Question E-1: Was the requirement for a “positive behavioral intervention plan” removed from the discipline regulations?

Answer: No. Under 34 CFR §300.324(a)(2)(i), the use of positive behavioral interventions and supports must be considered in the case of a child whose behavior impedes his or her learning or that of others. The requirement that a child with a disability receive, as appropriate, a functional behavioral assessment and a behavioral intervention plan and modifications designed to address the child’s behavior now only applies to students whose behavior is a manifestation of their disability as determined by the LEA, the parent, and the relevant members of the child’s IEP Team under 34 CFR §300.530(e). As noted in the Analysis of Comments and Changes (46721) accompanying the final regulations:

Congress specifically removed from the Act a requirement to conduct a functional behavioral assessment or review and modify an existing behavioral intervention plan for all children within 10 days of a disciplinary removal, regardless of whether the behavior was a manifestation or not.


Question E-2: Under what circumstances must an IEP Team use functional behavior assessments (FBAs) and behavioral intervention plans (BIPs)?

Answer: As noted above, pursuant to 34 CFR §300.530(f), FBAs and BIPs are required when the LEA, the parent, and the relevant members of the child’s IEP Team determine that a student’s conduct was a manifestation of his or her disability under 34 CFR §300.530(e). Under 34 CFR §300.324(a)(2), in developing an IEP for a student whose behavior impedes his or her learning or that of others, the IEP Team must consider the use of positive behavioral interventions and supports, and other strategies, to address the behavior. As part of this determination, an IEP Team may decide that an FBA and BIP are appropriate interventions and supports. Nothing in these regulations prohibits an IEP Team from determining, in other situations, that an FBA or BIP is appropriate for a child.


PROCEDURAL SAFEGUARDS NOTICE
idea.ed.gov/download/modelform3_Procedural_Safeguards_Notice.pdf


community.greatschools.net/groups/11554/discussion/236271?cpage=1&cpn=Com_ImmediateNote#comment_236663


www.schwablearning.org/message_boards/view_discussion.aspx?thread=6939
"The IEP serves as a blueprint for the child's special education needs and any related services. The IEP team consists of the parent(s), the student (if appropriate), at least one of the child’s regular classroom education teachers, at least one of the child's special education teachers, and a qualified representative of the public agency.

If the parent and the local school district staff cannot agree on the content of the IEP, the parent can ask for a due process hearing, and an impartial hearing officer can make an independent decision in order to resolve any disagreements. A mediation process must be available when a due process hearing is requested.

Prior written notice would apply if they refused or proposed a change. From what I am understanding you to say,they have done neither. You could certainly request an IEP meeting and request that they consider using wilson reading,but as an equal member you can bring this up as a team member. The district must consider you views,wishes,concerns,but they do not have to follow your demands strictly.

The IEP team requirments? The parent was present at the meeting,or at least was given notice that the meeting was taking place. Not sure about if all the player's were there,but again this is taking a leap.

Failure to adhere to IEP requirments,as long as they allowed the parent participation at the meeting,and it sounds like they did,along with discussing evaluations results,whether how bad the eval was or not,they are going to still be in compliance.

Failure to revise IEP. Again if they agreed to meet everytime the parent requsted a meeting,then where is the violation?

B2004,I provided a link below of very comprehensive paper detailing the requirments of the district and the parent in regards to the IEP process. Appendix A in IDEA question #9 gives a very good answer in regards to how far the parental rights go regarding whether they agree with the IEP or not.


9. What is a public agency's responsibility if it is not possible to reach consensus on what services should be included in a child's IEP?

The IEP meeting serves as a communication vehicle between parents and school personnel, and enables them, as equal participants, to make joint, informed decisions regarding the (1) child's needs and appropriate goals; (2) extent to which the child will be involved in the general curriculum and participate in the regular education environment and State and district- wide assessments; and (3) services needed to support that involvement and participation and to achieve agreed-upon goals. Parents are considered equal partners with school personnel in making these decisions, and the IEP team must consider the parents' concerns and the information that they provide regarding their child in developing, reviewing, and revising IEPs (Secs. 300.343 (c)(iii) and 300.346(a)(1) and (b)).

The IEP team should work toward consensus, but the public agency has ultimate responsibility to ensure that the IEP includes the services that the child needs in order to receive FAPE. It is not appropriate to make IEP decisions based upon a majority "vote." If the team cannot reach consensus, the public agency must provide the parents with prior written notice of the agency's proposals or refusals, or both, regarding the child's educational program, and the parents have the right to seek resolution of any disagreements by initiating an impartial due process hearing.

Every effort should be made to resolve differences between parents and school staff through voluntary mediation or some other informal step, without resort to a due process hearing. However, mediation or other informal procedures may not be used to deny or delay a parent's right to a due process hearing, or to deny any other rights afforded under Part B.


www.nichcy.org/pubs/ideapubs/lg2txt.htm "

[sharie001]

Facilitator Handbook
idea.ed.gov/download/facilitator.pdf

[dihicks6]

Found another one that explains and lists accommodations and modifications and the difference:

www.spedlawyers.com/information_on_modifications_and_adaptations.htm

[sharie001]

DYSLEXIA TEACHER
www.dyslexia-teacher.com/index.htm


Dyslexia Parents Resource
www.dyslexia-parent.com/

[cnoe]

Kids as Self Advocates (KASA)

New Materials to Help Youth Develop Leadership Skills- These materials are now available on the KASA website - www.fvkasa.org. KASA has developed 16 new materials to help empower youth to learn how to advocate for themselves and others through better knowledge of health care, school, work, technology, and other current issues.

"Self-Advocacy for Students with Learning Disabilities" - www.qualitymall.org/products/prod1.asp?prodid=4773

[zippity]

www.law.georgetown.edu/archiveada/documents/DifferencesbetweenADAandADAAA.pdf
Kids with 504s might need this.
compares the ADA with ADAAA and how the courts use to construe "substantially limiting" was being used too harshly. Good one for the IEPs or request for accommodations.

[sld123]

www.nichcy.org/Laws/IDEA/Pages/PartB.aspx

[mamak]

www.osepideasthatwork.org/toolkit/accommodations_manual.asp

Above is a link to OSEP ACCOMMODATION MANUAL

[dihicks6]

Mamak -- great resource!

[sharie001]

Cumulative list of links to old threads good info
millermom.proboards.com/index.cgi?action=display&board=Education&thread=10392&page=1

[dhfl143]

Thanks mamak! -- I'll bet using that one as she enters high school.

To everyone else -- thanks for all of these links -- such a great repository of information.

[hope4all]

Could I add another link on Attachment Disorders an Intro by drjohnson

millermom.proboards.com/index.cgi?board=Parenting&action=display&thread=9976

I hope it is ok if I re-post this information from Great Schools here. I wanted to re-post it word for word and not just set up a link. Since GS keeps changing things and as it is now not all the posts to this thread could be found.... I wanted another place to link to from other forums. I revisit this info many times and want to share with others who could benefit from it.

drjohnson January 31, 2009

Attachment Disorder



Please remember that I am not a doctor. I am a mom who's unfortunately had reason to investigate this subject.



Attachment disorder is frequently associated with children who have been adopted from institutions or abusive settings. They have not formed a trusting bond with any particular caregiver, and therefore don't really know how to trust their new parents. These children will appear loving and charming to outsiders, yet continually reject or misbehave for their parents, particularly their mothers. (no, it's not your imagination!) Mothers are threatening because of the intensity of the relationship.



Children with these problems vary considerably. Different professionals have different classifications and ideas for treatment. Some of these ideas are quite controversial.



I think that the safest course is to try to avoid punishments that could appear rejecting and instead institute consequences the require more time be spent working on chores with the parents. Also, regress your treatment of the child so that you provide more snuggling and intimate moments like bed-time stories, even for teens.



APA American Psychiatric Associaton position statement on RAD





www.psych.org/Departments/EDU/Library/APAOfficialDocumentsandRelated/PositionStatements/200205.aspx





Types of Attachment
disorders:





www.radkid.org/types_of_attachment.html





www.psychnet-uk.com/dsm_iv/attachment_disorder.htm





Bonding and Attachment




www.attachmentdisordermaryland.com/right.htm



When Adopted Toddlers Reject Their Parents




www.perspectivespress.com/todreject.html



"Neither punishment or ignoring are effective ways to react to a child’s rejecting behaviors. Time-out or other forms of isolation only confirm the child’s sense of rejection. Punishment teaches that aggression is appropriate and traps both children and parents in an escalating power struggle. Empathy and restraint however, are appropriate. While a toddler, especially one who does not yet speak the same language as the parent, can not literally comprehend parental expressions of empathy, he can discern the difference between speech that is calm, accepting, and supportive and a voice that is reproachful and angry. Young children should never be left alone with their rage."



But beware of aggressive "holding":





www.aacap.org/cs/root/member_information/practice_information/jan/feb_2005_seclusion_restraint_is_therapeutic_holdin g_dead





An interesting suggestion to use laughter to form attachment.





www.pactadopt.org/press/articles/laughter.html





How to use paradox to curtail raging behavior.





www.deborahhage.com/articles/paradoxicaltechnqs3.html





Here are two books that I have read:



 Attaching in Adoption: Practical Tools for Today's Parents by Deborah D. Gray



 Building the Bonds of Attachment: Awakening Love in Deeply Troubled Children by Daniel A. Hughes




vacekd1001 July 29, 2009
Report it

I thought I would post this info here since it is something I have struggled with in regards to my son. Is he oppositional or is he afraid?

The Connected Child by Purvis
Page 47 and 48

[An example six year old Janey had a major meltdown because her mother would not give her a snack bar 10 mins. before dinner.] pg. 47 and 48.

"... past traumas encoded within their brains are easily reactivated. Hunger abuse or abandonment that occurred months or even years ago can still trigger terror... Parents might easily confuse fear based outbursts with willful disobedience..." pg. 48

Also from "The Connected Child", by Purvis tells why it is important to spend as much time with your adopted child as possible.

pg 5 "...Imagine that you raised your own biological child in a loving home until he was four. Then somebody kid napped him and you didn't know if he was dead or alive for three long years.
During those years your baby boy was starved and abused. When he is finally, mercifully returned to you at the age of seven, he is more like a wild and frightened animal than the curious and playful little boy you knew. Grateful to have him back and sensitive to his suffering, you focus on doing whatever he needs to heal from his trauma. You don't take him to an amusement park on his first day home, or bundle him off to daycare within a week. You know that he needs weeks and months of daily nurturing and retraining to comfort guide and heal him from that harmful experience.
Although the scenario we described may sound extreme, adoptive and foster children deserve similar compassion...."

I am vacekd1001.

[healthy11]

from vp4: ezinearticles.com/?expert=JoAnn_Collins

It does seem like some good information is shared at the site: Her "bio" says JoAnn Collins is the mother of two adults with disabilities and has been an educational advocate for over 20 years. She has succesfully helped hundreds of parents navigigate the special education system and get entitled services that their child needed. She is the author of Disability Deception; Lies Disability Educators Tell and How Parents Can Beat Them at Their Own Game! JoAnn is also the author of an E book on behavior entitled: Behavioral Basics; 6 Easy Steps to Improving Your Child's School behavior! She is pasionate about children with disabilities receiving an appropriate education so that they can live a fulfilled and happy life. She is also a presenter and has been a disability advocate for many years fighting for community services and placement.

Judging from what I saw, I'm guessing at least one of her chidren is on the spectrum, because she shares several autism-related resources in addition to other general special ed parenting info.