Husky Special Ed Discussion

Man runs Great Wall of China to raise money for people with disabilities

2009-05-09T10:30:00.002-04:00

Raul Saldivar of Omaha is training to run a marathon that goes up, across and down the Great Wall of China to raise money for a local organization.

In 2007 he raised nearly $20,ooo by climbing Mt. Kilimanjaro.

Read the whole story here.

NJ to close 18 regional day schools for disabled and troubled kids

2009-05-09T10:27:00.001-04:00

Article from the Gloucester County Times about the closing of regional day schools that serve kids with disabilities.

Woman in NJ uses phony credentials to get spec ed job

2009-05-09T10:19:00.002-04:00

Article from Times of Trenton Regional News about a woman in the East Windsor Regional School District who faked credentials to work with special needs children. Morgan E. Lang worked as a LDTC for five months as a member of a child study team. The faked credentials went undiscovered until the woman applied for a job in the Perth Amboy school district, who notified East Windsor, who in tern notified the county prosecutor's office.

The woman got 5 years probation and and is barred from ever holding public employment in NJ.

Love Notes for Special Parents

2009-05-09T10:11:00.003-04:00

About.com has a special feature: Printable "love notes" for parents of kids with special needs. They are printable for framing or giving away. Great way to remind yourself (or someone you love) that "You Are a Good Parent", "You Make A Difference", or a reminder that "You are Blessed". Find them here.

Here you can also find all the "love notes" put into a calendar, ready for printing for yourself or someone else.

Young Man with Autism Gets Degree from University of Tennessee

2009-05-09T10:07:00.002-04:00

Great story of a young man that was diagnosed with autism at the age of three who went on to get a degree at the University of Tennessee.

Possible Tax Credit Available

2009-02-24T14:52:00.000-05:00

A special tax credit is available to some families raising children with disabilities.

Get the details here.

Prior Written Notice

2009-02-24T06:48:00.000-05:00

The School Psychologist Blog Files has an explanation of Prior Written Notice and when it should be given.

Read about it here.

Kids with Eczema more likely to have ADHD?

2009-02-23T15:46:00.000-05:00

Seems that kids with eczema or other allergies seem to have more instances of ADHD. A strange connection.

Read the entire article here.

NH School keeps kids in district

2009-02-23T10:44:00.001-05:00

A new program in a school in NH is keeping kids in their neighborhood schools, and cutting the costs of out-of-district placements.

Seems our district could learn a lesson.

Read the article here.

Parents of Children with Disabilities Have More Stress

2009-02-19T06:49:00.001-05:00

I'm sure this comes as no surprise to many of us.

Read the entire article here.

Article about College and Intellectual Disabilities

2009-02-18T15:35:00.000-05:00

A great article can be found here about a student with Down Syndrome going to college. There is much information included about new legislation helping young adults with disabilities go on to higher education.

There will be an actual race!

2009-02-17T15:25:00.000-05:00

Looks like there will be a real race for the board of education seats in the next election! Joey Warren announced recently that he will be running for a seat, along with Liz Loud-Hayward. Mr. Warren might be better known to you as his watch-dog alter ego, The Aberdeener.

This should make for a spirited election! Good luck to all those who are running!

10 year old with autism arrested

2009-02-17T15:15:00.000-05:00

A ten year old autistic boy in Florida was arrested for having a melt down in school. The boy has had tantrums at school before, but this time, the school called the police. This is a story I will be watching to see how it ends.

Read the rest of the story here.

2009-02-17T14:39:00.000-05:00

Helping families of special needs children understand their legal rights is the topic of New Jersey Center for Tourette Syndrome’s latest Wednesday Webinar. Attorney Rebecca Spar will discuss “Special Education and the Law,” during a free webinar which is open to all families, educators and health professionals.

This webinar will focus on how school-age children with Tourette Syndrome (and associated conditions like obsessive-compulsive and attention deficit disorders, learning disabilities, anxiety, depression and rage) may be eligible for services under the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act. Ms. Spar will also discuss modifications that can be made to your child’s education program.

Wednesday Webinar: “Special Education and the Law”
February 25, 2009
7:30-8:30 p.m. Eastern
Register at: njcts.org/witsd-seminar-sign-up.php

All participants must have simultaneous access to the Internet and a phone. The audio portion will be available by dialing a toll-free number while the visuals will be presented online. There will be an opportunity to ask questions of the presenter. To register, or to learn more about Tourette Syndrome, please visit njcts.org.

New Jersey Center for Tourette Syndrome and Associated Disorders is collaboration among the Tourette Syndrome Association of New Jersey, Rutgers University and health professionals throughout New Jersey. Tourette Syndrome is a neurological disorder which typically manifests through involuntary movements or vocalizations known as tics. TS affects as many as 1 in every 200 children- 28,000 in New Jersey alone. Tourette Syndrome is often accompanied by other conditions like obsessive-compulsive and attention deficit disorders.

Article on Strategies to Facilitate Math Concepts

2009-02-13T08:59:00.000-05:00

If you have a child that struggles with math, here's an article for you. I believe this is a very important article to read, especially if you have a child in the older grades, where word problems and abstract concepts become more prevalent. The article is here, at LD OnLine.

Brain Controlled Robots Might Help

2009-02-13T08:56:00.000-05:00

Here is an interesting article about how brain controlled robots might be the new wave of helping those with physical disabilities.

Video Self Monitoring for help with social skills

2009-02-13T06:04:00.000-05:00

A new program is using video of children with autism learn social cues visually, the way many with autism find it easiest to learn. Using a camera and simple editing, children are learning social skills by watching themselves on tv.

Read more about this program here.

Tax Breaks

2009-02-12T10:43:00.000-05:00

If you have a child with a severe learning disability (LD), you may qualify for valuable tax benefits. If your child has AD/HD or other physical, mental or emotional impairments, you may also qualify for tax benefits.

Read more on this subject at the Great Schools website.

More on the Gardasil Vaccine Discussion

2009-02-12T10:37:00.000-05:00

Over at the Vaccine Awakening blog, there is a post about the Gardasil vaccine, with all the numbers on the girls and young women who have been reported damaged by this vaccine. If you are thinking of vaccinating your daughter, make sure you read it!

Report on Social Skills Groups and their effectiveness

2009-02-12T10:27:00.000-05:00

The Interactive Autism Network has put out a preliminary report on the effectiveness of social skills groups at therapy. Though it is an interesting read, I do not see, right off, any actual number of how many children were studied. The finding have also not been peer reviewed. So read it for the info, but know that the findings are somewhat questionable.

Analysis of Eight Informal Reading Inventories

2009-02-12T10:18:00.000-05:00

Reading Rockets has put out a great article on Informal Reading Inventories (individually administered diagnostic assessments designed to evaluate a number of different aspects of students' reading performance).

The article explains what the assessments are, how they are analyzed and how they are chosen. A lengthy article, but well worth the read.

I found this article through a great blog called Dyslexia Tutor.

LD OnLine Article: Helping kids take high stakes tests

2009-02-12T09:04:00.002-05:00

In a district with no so great results on state testing, this may be an article that not only parents want to read, but also teachers, CST members, and administrators. It's all about helping kids with disabilities do better on high-stakes testing, such as state tests.

Included in the article is a suggestion of using a computer with spell check for written answers. I've personally never heard of such a thing being used in our district. Has anyone else? How big of a help would that be to our students who suffer from dyslexia, processing disorders, etc.?

I suggest everyone bring the matter up at their next IEP meeting, or write a letter to your case manager asking for the addition.

Somerset Hills Handicapped Riding Center Needs Help

2009-02-12T08:52:00.001-05:00

Somerset Hills Handicapped Riding Center, Oldwick, seeks volunteers to support the center's equine assisted activities for individuals with disabilities. Volunteers must be 14 years or older, to groom and tack the horses, and to aid riders during group lessons, therapy and summer camp. Prior experience with horses is not required. Orientation is 7 to 8:30 p.m. on Thursday, Feb. 12; and 10:30 a.m. to noon on Saturday, Feb. 14. Training follows, 12:30 to 4 p.m. on Saturday, Feb. 14 and 6 to 9:30 p.m. on Tuesday, Feb. 17. Register to attend. Call 908-439-9636 or visit www.shhrc.org.

Autism Puzzle Piece Challenge

2009-02-10T15:31:00.000-05:00

Looking for a way to help raise funds for Autism research? Interested in bringing awareness to the school district? Perhaps looking for an easy way to participate in Autism Awareness month in April?

Maybe you'll be interested in the Million Dollar Puzzle Piece Challenge. This program is an initiative to fund research through the Autism Research Institute in honor of the memory of Bernard Rimland.

It's a fairly easy program to participate, too. Individual's or organizations buy paper puzzle pieces (you know, like the shamrocks you've bought at the grocery store for Jerry's kids), deliver them to school districts, grocery stores, your gym, the gas station, etc. They sell the pieces for $1. You pick up the money at the agreed upon time, and send it in.

Find out more and how to participate at The Million Puzzle Piece Challenge.

Gardasil for Girls? Read this first.

2009-02-10T15:16:00.000-05:00

New controversy surrounding the Gardasil Vaccine. Adverse reactions to the shots, including seizures, strokes and heart problems.

Read the whole story here.

"How's Your News?"

2009-02-06T15:19:00.003-05:00

"How's Your News is a new show premiering on Sunday at 10:30 on MTV. It follows a group of young adults with disabilities as they travel around the country and do interviews with the general public and with some celebrities who cross their path.

There is a great review of the show by Alan Sepinwall of the Star Ledger here:
http://www.nj.com/entertainment/tv/index.ssf/2009/02/sepinwall_on_tv_hows_your_news.html

I will definitely be watching.

NY School District Makes Parents "Proove" Their Religious Beliefs

2009-02-06T15:18:00.002-05:00

The choice to vaccinate a child is a serious and personal choice for parents. So are religious beliefs.
One NY school district is making parents who opt out of vaccines for religious reasons "prove" that they are actually religious with questions like "Do you speak to God?" and "Does he tell you not to vaccinate?". Sounds to me like they are looking for crazy more than a belief system.

You can read the whole story here:
http://www.ageofautism.com/2009/01/witness-a-ny-religious-sincerity-test-for-vaccine-exemption.html

NJ Lighting Co. Paves the Way for 508 Compliance

2009-02-06T14:58:00.002-05:00

What is Section 508? Section 508 covers a series of amendments to the Rehabilitation Act that require the websites government agencies to be completely accessible to people with disabilities.

One NJ company has decided to lead the way for e-commerce companies by making their lighting store website 508 compliant.

To read about what they've done:
http://www.ibtimes.com/prnews/20090203/hudson-horizons-launches-section-508-compliant-website.htm

World News: Vaccine News

2009-02-05T15:42:00.000-05:00

Does the Hep B shot cause MS?

It's been ruled that an adult female had contracted a form of demyelinating disease and MS, and eventually died, after receiving the Hepatitis B vaccine series.

Read the rest of this article at the Age of Autism site:
http://www.ageofautism.com/2009/02/vaccine-court-hepatitis-b-shot-causes-ms.html#more

Local News

2009-02-05T15:30:00.000-05:00

From the Independent:

http://independent.gmnews.com/news/2009/0205/schools/021.html

An article discussing Helen Rappaport's position with the school district. It also mentions that she has several law suits going and that she has not show up for her new position since the winter break (and has shown the district the proper documentation to do so).

I would like to remind any parents who are not comfortable with Ms. Rappaport (or her temporary replacement and main supporter) being their case manager, that they are able to write a letter requesting a new case manager.

"It was just a learning opportunity"

2009-02-05T15:27:00.000-05:00

Remember that teacher made her class vote an autistic child "off the island"? Well, now she is saying that she did it to create a learning opportunity, using math. She has also not apologized to the traumatized child.

Read the rest of this story here:
http://www.wptv.com/content/tcoast/story/Teacher-calls-student-vote-a-learning-opportunity/I2EPGkd5R0qiw7BtjvWU9g.cspx

US News

2009-02-05T15:00:00.000-05:00

Supreme Court Issues Unanimous Decision in Fitzgerald v. Barnstable: Parents Can Sue School Officials Under Discrimination Laws

This suit was based on the case of a kindergarten girl who was sexually harassed by a boy on her bus and in school. When nothing was done to stop the harassment on the bus, the girl was driven to school, and eventually missed school because of the incidents. Her parents thought the school did not do enough to protect their daughter.

Read the whole story on the Wrightslaw website:
http://www.wrightslaw.com/law/art/fitzgerald.barnstable.supct.htm

Does your child need Extended School Year?

2009-02-04T15:36:00.000-05:00

IEP season is fast approaching. Now is the time to start thinking on whether your child needs an Extended School Year or not.

Check out the Wrightlaw Blog for a detailed discussion on ESY.

Kudos to Scrubs and Blair Williamson

2009-02-04T15:28:00.001-05:00

While watching one of my favorite shows last night, I had the pleasure of viewing a young man in a guest role on the television show "Scrubs". The young man played a long-time patient of irascible Dr. Cox. The character's name was Craig, and he was played by Blair Williamson, a young actor and producer who just happens to have Down syndrome.

From Blair's imdb page:

Blair Williamson was born with Down syndrome weighing 3 lbs. 6 oz. He had 9 surgeries by the time he was 5 years old and didn't walk until he was nearly 4 years old. By the time he was a healthy 10 year old he was running 400 meters for Special Olympics. His ability to run got him a lead role in a national commercial for Procter and Gamble in 1990.

Blair has been running to jobs ever since. He guest starred on "The Guardian," co-starred on "ER" and he has been murdered on "CSI" and had his nose done on "nip/tuck." His film credits include a co-star role on USA's "My Antonia," as well as many independent features and shorts. Blair is most proud of his work on the feature film "Unknown," to be released in 2006, where he plays the janitor. The role was physical and demanding.

Blair is an original member of the "Born To Act Players" an integrated acting troupe of actors with and without disabilities in Los Angeles California. He attributes much of his success to the support and training he has received from instructor Mary Rings and his private coach David Zimmerman. Blair also Power Lifts with Special Olympics, attends the A.R.C. Adult Day Program where he plays in their chime choir, lives at home with his very cool parents Tommie and Gail Williamson and most importantly is the boy friend of Miss Susie Schallert.

The role of doctor Cox is played by John C. McGinley, who's real life son has Down syndrome. In Hollywood, too often the roles of those with disabilities are played by those without. Not to take away from some brilliant performances that have been made, but many of those roles could have gone to actors with disabilities just as easily.

So Kudos go to Blair Williamson for making inroads for other up and coming actors with differences, and Kudos to Scrubs, for putting him in a heartwarming and humorous scenes. I hope we see more of Blair on screen soon!

Inspirations and Quotes

2009-02-03T09:14:00.003-05:00

Because we can all use a few inspiring words now and again, or at least the knowledge that we are not in this alone.

The only disability in life is a bad attitude.”
-- Scott Hamilton (award winning figure skater, diagnosed as a child with Shwachman-Diamond Syndrome)

"It is a lonely existence to be a child with a disability which no-one can see or understand, you exasperate your teachers, you disappoint your parents, and worst of all you know that you are not just stupid."
-- Susan Hampshire (an English actress best known for her many television and film roles, diagnosed with dyslexia as an adult)

We, the one's who are challenged, need to be heard. To be seen not as a disability, but as a person who has, and will continue to bloom. To be seen not only as a handicap, but as a well intact human being.
-- Robert M. Hensel (born with the birth defect known as Spina bifida, Hensel set the Guinness World Records for the longest non-stop wheelie in a wheelchair (6.178 miles))

The message I'll share...is that inclusion is extremely important for kids with and without disabilities.
-- Clay Aiken (American Idol finalist, award winning musical artist, special educator, co-founder of the Bubel/Aiken Foundation and 2007 National Center for Learning Disabilities' Children's Advocacy Award)

Disability is a matter of perception. If you can do just one thing well, you're needed by someone.
-- Martina Navratilova (former World No. 1 women's tennis player)

Being disabled should not mean being disqualified from having access to every aspect of life.
-- Emma Thompson (actress, environmental advocate)

Do not worry about your problems with mathematics, I assure you mine are far greater.
- - Albert Einstein (German-born theoretical physicist, best known for his theory of relativity)

Recognizing and respecting differences in others, and treating everyone like you want them to treat you, will help make our world a better place for everyone. Care... be your best. You don't have to be handicapped to be different. Everyone is different!
--Kim Peek ( inspiration for the motion picture Rain Man)

Fall seven times; stand up eight.
-- Japanese proverb

A community that excludes even one of its members is no community at all.
--Dan Wilkins ( poet and motivational speaker)

I long to accomplish a great and noble task, but it is my chief duty to accomplish small tasks as if they were great and noble.
--Helen Keller ( American author, political activist and lecturer; the first deafblind person to earn a Bachelor of Arts degree)

Use what talent you possess: the woods would be very silent if no birds sang except those that sang best.
--Henry Van Dyke (author and composer)

You cannot be responsible for your own family without being responsible for the society and the environment in which they live.
--Justin Dart (disability rights leader, 1930-2002)

A young woman once asked a very old woman, "What is life's heaviest burden?"
The old woman replied, "To have nothing to carry."
-- old Jewish tale

I have missed more than 9000 shots. I have lost almost 300 games. On 26 occasions I have been entrusted to take the game-winning shot--and I missed. I have failed over and over again in my life. And that is precisely why I succeed.
-- Michael Jordan (Award winning and world famous basketball player)

“If a man does his best what else is there?”
--George Patton (U.S. Army General)

Don't give up. Don't lose hope. Don't sell out.
-- Christopher Reeve (American actor, disability advocate; Reeve was paralyzed in an accident and was confined to a wheelchair for the rest of his life)

… if I have a bad day, it's all over. It's always because of my disability. "Oh, that poor girl, she's upset because she has a disability" and I'll say, "No, I'm upset because my boyfriend left me." "Oh, because he couldn't deal with the disability?" "No, because I slept with his best friend".."Oh, you slept with his best friend because you were feeling bad because you have a disability.”
--Ellen Stohl ( Injured in a car crash that left her a paraplegic, Ellen Stohl works as a motivational speaker. She was also the first playboy playmate with a disability)

"It means people on crutches and in a wheelchair can do anything."
--Hannah McFadden (age 4, at the dedication of a stature showing President Franklin Delano Roosevelt in the wheelchair he used during his entire term in the White House)

"Disability is natural. We must stop believing that disabilities keep a person from doing something. Because that's not true . . . Having a disability doesn't stop me from doing anything."
--Benjamin Snow (Grade 8, Woodland Park, Colorado, in an essay entitled "Attitudes About People with Disabilities")

"I want to prove that handicapped people are not dumb or stupid, like some people think we are."
--Willis Radabaugh (48, of Ohio who received his GED decades after he was banned from regular high school because he has cerebral palsy)

I treat all children the same. I don't consider their disability an excuse, but, rather, a point of motivation. ... When you enter my classroom you no longer see children with special needs, but a teacher who meets the needs of special children.
--Anita Ramirez (teacher)

I'm very learning-disabled, and I think it drove me to what I'm doing.
--Chuck Close (American painter and photographer. Though a catastrophic spinal artery collapse in 1988 left him severely paralyzed, he has continued to paint and produce work which remains sought after by museums and collectors.)

IEP Worksheet

2009-02-03T08:49:00.002-05:00

From the Care Parent Network comes this great worksheet for parents getting ready for their IEP meeting (in downloadable PDF format).

It gives you prompts for writing about your child and organizing your thoughts on what you would like to see on your child's IEP. A great resource for parents new to the IEP arena, and even for the "old timers" who might know what areas need discussed, but would like to have a form to gather the information in one place.

The link to the worksheet will be added to the links section, but I thought this one needed some attention drawn to it.

Email Correspondences

2009-02-03T07:53:00.002-05:00

1. (paraphrased, as I've gotten this from several emails)
Q. Do you want to come to our meeting/ be a part of our mailing list/ trade information via email. Your email/identity/private information is safe with us.

A. I appreciate the offers, but no. I might actually be at your meeting or on your email list under my name. I do not want the "Husky Special Ed" name identified with any group or any mailing list. If I have not asked to be added to your mailing list please do not add me on. If I've been added without my requesting it, please remove me.

As for trading information, please feel free to use any of the linked information as you like. It can be found openly on the internet, free for all to use and link to. If you'd like to use something specifically from my blog, that I've written myself, feel free to do so given the following conditions: it is only used for non-profit use, on personal or group blogs/sites, and proper credit to this blog is given.

From my experience in this district, quite frankly, I don't give much trust to those who tell me "your secret is safe with me". I've been on the receiving end, far too many times, of "no one is supposed to know this, but I heard it from...." and "I got this info straight from the teacher/superintendent/bus driver, etc., but they made me swear not to tell". At the end of the day, everyone has heard something, though it's probably far from the truth by then. Again, I appreciate your interest, and I'm not judging the specific individuals who've asked. I'm keeping my identity private for a reason, and I'll be keeping it that way for the time being.

2. Q. Would you write something up about our event?

A. If it is a local event, a disability or special ed event, or a school district event that is open to everyone and it is free or little cost to participate, yes, I probably will. Just email me (or add a comment to the blog) with the specifics. I will not advertise for hire service providers, private schools or therapy providers, or tutoring programs. I will consider writing about public activities or community centers that have activities for a nominal cost, support groups, etc. I have to add that I will investigate to the best of my ability the activity or group that I am asked to write about before writing, and I will give a completely honest opinion on the subject, good or bad.

Scary news about ADHD drugs

2009-02-02T11:19:00.000-05:00

Whether or not to put a child on medication, no matter what the issue or disability. is a personal, painful and serious decision for any parent. Add to the mix the pressure that can come from a school or CST (not just here, but anywhere) to simply medicate before trying anything else and it's a serious stress for everyone involved.

Sometimes children who have a diagnosis of autism spectrum disorder or another specific learning disability get a recommendation for ADHD medication to help with their behaviors. There are millions of children being medicated with ADHD drugs. Being wrongly prescribed, over prescribed and prescribed for multiple kinds of issues.

Of course there are instances where the drugs are prescribed and help the children involved. I don't want to come off looking anti-drug. There are obviously many children who these drugs work for; who get a better quality of life because of them.

Read the article in it's entirey here.

Here's a recent news story about a study that shows some children taking meds for ADHD have hallucinations. A common hallucination was that of having bugs, worms or snakes crawling on their skin.

Featured Blog: Wrightslaw Way

2009-01-30T15:30:00.003-05:00

Most people know about the great Wrightslaw website, but are you familiar with Wrightslaw Way, the Wrightslaw blog? This more interactive area of the main Wrightslaw site posts on a variety of disability related subjects while at the same time allowing readers to post comments and hold discussions on the subjects. Wrightslaw also answers direct questions that readers have on those subjects.

There is also a section called "Community Helpline" where readers can both ask and answer questions from other readers. Many of these questions come from teachers. It's an interesting read. If you haven't checked it out, you should.

Special Ed News from Sparta, NJ

2009-01-30T15:26:00.002-05:00

From the Sparta Independent

Special education parents want curriculum changes

By Fran Hardy

Sparta — Three parents of elementary students with special needs addressed the board of education this week demanding answers and action regarding what they see as deficiencies in the education their children are receiving in the district.

The main complaint is the kindergarten through fourth reading program, which the parents believe is inconsistent and ineffective, and causing their children to fall behind. They believe the problem affects their children who have Individual Education Plans (IEP) as well as general education students.

The parents asked the board to meet with them in a closed session so they can fully explain their problems and concerns, while protecting the privacy of their children. They said their first meeting with schools Superintendent Dr. Thomas Morton, Assistant Superintendent for Curriculum Dr. Kathleen Monks, and Director of Special Services Linda Cooper had opened the dialogue, but since that meeting last month they say they received no answers and now want action from the board.

Morton said the parents were asked to bring a proposal with specific questions, concerns, or suggestions either as a presentation or in writing so that issues may be addressed by the education professionals in these areas, but have not done so. He said the proper procedures should be followed in terms of dealing with issues first at the building level, then the administrative level. If after these two steps the parents are still unsatisfied, they can take the matter before the board.

The parents said they do not get the responses they want from the special education providers and administrators. Board President Kevin Pollison said the board understands their concerns and wants to help, but that seven of the nine board members are not education professionals.

It was resolved the parents would submit written questions, concerns, and suggestions regarding specific issues and Morton agreed to make sure they receive written responses from the district’s special education professionals or administrators involved in specific cases. If this step does not prove satisfactory to the parents, a meeting will be set up for them between the education professionals, the administration, and the board.

Gluten Free in the Classroom

2009-01-29T15:25:00.000-05:00

The Savy Celiac blog has a great post about being gluten free in the school classroom, which includes not only dealing with lunch and snacks, but art projects such as paper mache.

The post includes this tip from SureFoodsLiving had these recommendations last August:

Here are some wheat-free alternatives to traditional paper mache:
• Make your own paper mache with this recipe from Planet Pals:
Ingredients: Glue, water, paper
Directions:
Mix two parts white glue with one part warm water. Stir well and the Paste is ready to use. Now you need paper-newspaper works well! Dip each piece of paper in the liquid mixture and apply it one piece at a time to form your shapes.
• Claycrete Instant Papier Mache - made from 100% pure paper pulp, you mix with water and knead it and model it.

Read the post in it's entirety here.

Kudos: Gatorate Commercial

2009-01-29T15:19:00.000-05:00

You might remember Jason McElwain from 2006. The young autistic man scored 20 points for his high school basketball team during the last three minutes of the last game of the season. Though he was the team manager, the coach put him in to give him the opportunity to be a part of the team. His success on the court touched many hearts, brought positive national exposure on the subject of autism, and inspired many people - both with and without autism.

Now, new commercials for Gatorade, who is trying for a new image as "G", puts McElwain side by side with a number of pro athletes like Michael Jordan and Tiger Woods.

What a wonderful way to feature a young man with autism! Kudos, Gatorade!

Featured Disability Blog: School Psychologist Blog Files

2009-01-29T14:51:00.002-05:00

The School Psychologist Blog Files is a site containing information for parents of children with disabilities with the goal of helping to promote better understanding of special education procedures and the rights of parents and students. The author of the blog, Erin N. King, Ed.S., is a School Psychologist in Virginia who has been trained in special ed law, disabilities, assessment, and promoting the educational and emotional growth in children.

She covers such topics as eligibility, special ed law, IEP and 504 information, inclusion, discipline and much more. You can also sign up for her monthly newsletter.

Definitely worth the time to check out!

Email Correspondences

2009-01-28T16:44:00.002-05:00

1. Q: Why are you only answering emails on your blog? What are you hiding?

A: Why, my identity, of course! Who knows what sort of inflammatory ideas I might want to post.

2. Q: (We are) very impressed with your efforts to get accurate information out to the community and we would like to add a link from our site to your blog.

We know that you have taken pains to maintain anonymity and nonpartisanship in Husky Special Ed Discussion. We do understand if you would rather not be added to our site, but regardless, we wanted you to know that we think you are doing a great job & we'd love to at least provide a link for our membership to easily access your blog.

Please let us know if it is agreeable to you to be added as a link on our web page.

A. Thank you for the kind words! How kind of you to ask. Of course you (and anyone else who might wish to) may add a link to this blog on your web page. Hopefully the information here will come in use. I wish you all the best with your web site.

3. Q: Are you available to come to my (my child's) IEP meeting with me?

A: Since I do not know your child personally and have no official capacity, I do not believe it would be appropriate for me to do so. However, I urge you and anyone who thinks it's a good idea to suggest to the superintendent or to the director of special services that they implement some sort of parent advocate system for IEPs. Who wouldn't love to have another parent or an advocate who doesn't answer directly to the district come in with them to face their child study team? It can certainly feel intimidating to face, by yourself, a group of people can often not make you part of the "team".

Supreme Court News

2009-01-28T07:45:00.001-05:00

From Special Ed News, Jan 22, 2009

Court Grants Cert in Private Placement Case
The Supreme Court has granted certiorari in a private placement case from Oregon, giving it a new opportunity to decide under what circumstances families of students with disabilities can be reimbursed for the cost of private tuition. Forest Grove Sch. Dist. v. T.A., 50 IDELR 1 (9th Cir. 2008), petition for cert. filed (U.S. 09/03/08) (No. 08-305). The court announced its decision Jan. 16, after first discussing it Jan. 9. Briefs by the district are due Feb. 25, and briefs by the family of T.A. are due March 25. The Oregon case is important because it gives the Court another chance to decide what Congress meant in 1997 when it amended the IDEA and described at least one scenario under which parents could be reimbursed for the private education of a student with disabilities. Under that scenario, a court or hearing officer may award tuition reimbursement to the parents of a child who has previously received special education services under public auspices if the district failed to offer FAPE.

Boooo Hisssss

2009-01-28T07:30:00.003-05:00

As there are programs and communities that get Kudos, and there are situations and places that deserve a big Booooo Hissssss.

This is one of them.

Click here to read about an 8 year old with Aspergers that simply wanted to wear her cow hoody to a school party. When told she would have to take it off to attend, she tried to leave to go anyway (stubbornness in an Aspie? Shocking!) teachers restrained her (leaving bruises on her body). When she began to struggle, the school called the police. The girl was handcuffed and taken in a police cruiser to a juvenile detention center, where she was released to her parents an hour later.

(Read the article on this story here.)

Can anyone say "overkill"? Why on earth would they just not allow this girl to wear her cow sweatshirt to the party? A big Boooooo Hisssss to Kootenai Elementary in Coeur d'Alene, Idaho.

Mercury in High Fructose Corn Syrup

2009-01-28T07:04:00.004-05:00

A new article published in the scientific journal, Environmental Health, found that in tested samples of commercial high fructose corn syrup (HFCS) nearly 50% of the samples contained mercury. In another study by the Institute of Agriculture and Trade Policy, mercury was found in 1/3 of the 55 popular brand named food and beverages that listed HFCS in the first or second ingredient - including products from Quaker, Hershey's, Kraft and Smucker's.

The increase of HFCS used in food products has hugely increased in the past decade or two. It's a cheap replacement for sugar in many processed foods and can be found in soda, bread, sweetened cereals, processed meats, yogurts, soups, condiments, sweetened juice drinks, cocoa mixes and more.

Studies show that an average American consumes about 12 tsp a day of HFCS. Teenagers average can consume upt o 80% more.

“Mercury is toxic in all its forms,” said David Wallinga, M.D., and a co-author in both studies. “Given how much high fructose corn syrup is consumed by children, it could be a significant additional source of mercury never before considered. We are calling for immediate changes by industry and the FDA to help stop this avoidable mercury contamination of the food supply."

While the FDA had evidence that commercial HFCS was contaminated with mercury four years ago, the agency did not inform consumers, help change industry practice or conduct additional testing.

To read the Environmental Health article go to: www.ehjournal.net.
To read “Not So Sweet: Missing Mercury and High Fructose Corn Syrup,” go to: www.iatp.org or download the report in PDF form here: www.healthobservatory.org/library.cfm?refID=105026

Higher Education Law

2009-01-27T14:36:00.002-05:00

A newly reauthorized federal law should improve opportunities for students with disabilities heading off to college. Signed into law on August 14, 2008, the Higher Education Opportunity Act of 2008 impacts students in several ways:

*The law establishes a national center to provide support services and best practices for colleges, students, and their families.
*It will help colleges recruit, retain and graduate students with disabilities and improve materials and facilities.
* It will expand the eligibility for Pell Grants and other need-based aid to students with intellectual disabilities. This will include work study programs.

Around 130 colleges and universities nationwide offer programs for students with intellectual disabilities. You can find out more about these services and where to find them at www.thinkcollege.net.

ADA Amendments Act of 2008

2009-01-27T14:26:00.003-05:00

The ADA Amendments Act of 2008 was signed into law in September 2008. It took effect Jan. 1, 2009. The new legislation restores the U.S. Congress' original intent to the ADA of 1990 and broadens protections against employment discrimination for those with disabilities.

The new law overturns the U.S. Supreme Court decisions that reduced the protections for a certain portion of people with disabilities (including those with mental disabilities) who were intended to be covered by the ADA.

You can learn more about this legislation at the US Equal Opportunity Commission website.

Federal Law Ensures Equal Coverage for Mental Health Care

2009-01-27T14:18:00.003-05:00

The Paul Wellstone and Pete Domenici Mental Health Parity and Addiction Equity Act of 2008 was signed into law on October 3, 2008. This new federal law will help end unequal coverage of the treatment of mental health care by most health insurance plans. The law applies to health plans covering more than 50 people. It is estimated that the new legislation will improve coverage for around 113 million Americans.

While the law does NOT require group plans to cover mental health treatment, it does state that if the plan covers mental illness, the coverage must be comparable to other medical coverage. Co-payments should be the same and there should be no higher deductibles or any higher expenses out of pocket for mental health services than for those for physical health services.

If you have any questions about how the new legislation will affect you and your insurance, call your insurance representative for details.

Transition: High School to College: TRIO Support Services

2009-01-27T13:56:00.003-05:00

A little known support that can be of use for transitioning from high school to college for young adults with disabilities is the TRIO Student Support Services.

Congress established a series of programs to help American low-income, first generation college students and students with disabilities enter college, graduate and move on to participate more fully in America's economic and social life. These Programs are funded under Title IV of the Higher Education Act of 1965 and are referred to as the TRIO Programs.

Students who many not otherwise be accepted into universities through standard channels due to their academic records may be accepted through TRIO.

More than 1,000 U.S. colleges, universities and agencies now offer TRIO programs.

Students in the TRIO program are twice as likely to remain in college than those students with similar backgrounds who do not participate in the program.

To find out more about TRIO programs visit the TRIO homepage.

To find a list of participating schools check out the TRIO directory (a downloadable PDF file).

Revoking consent: changes in IDEA

2009-01-27T13:35:00.005-05:00

As of Dec. 31, 2008, changes went into effect for the new regulations of the federal IDEA Act. There is a change that could be of big importance to parents.

The change is giving parents the right to revoke consent for special education and related services. This new regulation means that parents are now allowed to revoke their consent for special education and related services and that the school district must comply with the parent's request and immediately remove the child from special education. The school is NOT able to challenge the parent's decision through mediation or through due process. Parents, on the other hand, must give written consent to stop special education and related services. The school district must give prior written notice, detailing the changes in placement and services before the services are discontinued.

When removing a child from special education, parents should know:

* that school is not required to remove references to special education from the child's records after they have been removed from special education
* that the child will no longer have rights under IDEA and will be required to meet all state requirements for graduation
* the child will be expected to follow all the discipline policies of his school/district
* that if the child is removed from special education, the parent may, at any time, request an evaluation from the school. It will be considered an initial evaluation.

I believe this to be a questionable choice...

2009-01-26T15:30:00.000-05:00

I just heard from a reliable source that a certain MARSD "professional" is having a "projected long term absence" and will have the cases that she had been put in charge of (but had not shown up for work for, not one single day since her first day of work) will be placed in the hands of her biggest supporter.

Well. Well. How many issues are there in this little bit of information? How about the fact that the person who is taking a "long term absence", is, presumably still getting paid by the district? Or, should I say, the tax payers?

How about the issue that many, many parents that I have talked to wrote in to request that the "professional" not be their child's case manager, for fear that she could not be an impartial, fair member of their child's CST? Because they feared reprisals from her? And now they will, instead, be forced to accept the fact that their new case manager is someone who publicly and strongly supported the "professional" at a board of education meeting? Someone who was clearly upset with the parent group who was being unjustly blamed for the "professional's" job change?

This was the best that the district could do?

The letter sent out to parents states that the "Special Services Department is committed to the student centered management of the educational, diagnostic needs of each student" and that Dr. Lake "sincerely appreciates your continued support of our educational mission".

For parents who's children are at the middle school, or who's case manager, for whatever reason, continued to be a part of the middle school's CST, I doubt they are feeling warm and fuzzy about this decision.

Come on, you can do better than that.

Kudos: AMC Entertainment and the ASA

2009-01-26T10:19:00.004-05:00

Kudos go out to AMC Entertainment and the Autism Society of America for teaming up to show "Sensory Friendly Films".

The concept is to bring families affected by autism and other disabilities thel opportunity to enjoy their films in a safe and accepting environment on a monthly basis.

The participating theaters will have their lights on and sound turned down. Families can bring in their own snacks. No previews or advertisements will be shown before the movie. Additionally, audience members are "welcome to get up and dance, walk, shout or sing -the AMC’s “Silence is Golden^®” policy is not enforced unless the safety of the audience is questioned."

You can find participating theaters in Boston; Charlotte, N.C.; Chicago; Cincinnati; Columbus, Ohio; Dallas; Denver; Detroit; Ft. Lauderdale, Fla; New York City; Orlando, Fla.; Philadelphia; Seattle; and St. Louis.

The next Sensory Friendly Film will be Hotel For Dogs, on January 31 at 10 am local time.

Our closest participating theater is:

AMC Loews Kips Bay 15

570 Second Ave.
New York, NY 10016
(212) 447-0638

To find out more about the program visit the ASA web page.

And if anyone participates in the program, please share how it was!

Chromosome linked to epilepsy

2009-01-26T07:43:00.000-05:00

Chromosome 15 Region Linked
With Common Form of Epilepsy
. . .And maybe autism.

By Dr Philippa Brice of phgfoundation.org. tiny.pl/vdnq

Epilepsy is a neurological condition where individuals are affected by recurrent seizures that correlate with periods of abnormal brain activity. There are various known causes of epilepsy, such as brain damage or a brain tumour, and these are termed symptomatic epilepsy; however, the majority of cases are termed idiopathic epilepsy, having no known root cause. The idiopathic generalized epilepsies (IGE) account for up to a third of all epilepsies, and epidemiological evidence has suggested that they involve complex genetic contributions. Now a new paper in the journal Nature Genetics reports an association between microdeletions in a region on chromosome 15 and IGE.
Previous research has suggested that the 15q13-q14 region of chromosome 15 may be involved in epilepsy; susceptibility loci for common IGE syndromes have been mapped to the region, and deletions have been associated with various neuropsychiatric conditions, including epilepsy, autism and schizophrenia. The authors of this new study tested the 15q13.3 region in two independent groups of individuals with IGE and matched controls. The research project was part of EPICURE, an international collaborative research project to study the genomics and neurobiology of epilepsy, with a view to developing novel therapeutic interventions Together, more than 1,200 individuals with IGE and over 3,600 matched controls were screened. A total of 12 IGE patients were found to have microdeletions in the 15q13.3 region, but none of the controls. This deletion was calculated to be around around fifty times more frequent in IGE than in the general population, This finding strengthens previous observations of a link between microdeletions in this region of chromosome 15 and idiopathic epilepsy; however, there was not the same association with other neuropsychiatric symptoms previously documented. The phenotype of individuals with the microdeletion varied; a variable degree of intellectual disability was observed in three, but the other nine had neither intellectual disability nor dysmorphic features, and none had any history of psychosis. In addition to identifying the most prevalent genetic risk factor for IGE thus far, the authors also conclude that their findings “imply that shared mechanisms are involved in the pathogenesis of a spectrum of seemingly unrelated neuropsychiatric disorders, and argue for a new framework for understanding complex genetic diseases” [Helbig I et al. (2009) Nat Genet. Jan 11, Epub ahead of print].

New Italian Study about Mercury

2009-01-26T07:41:00.000-05:00

Study Adds To Evidence of Safety
of Mercury And Vaccines

By Carla K. Johnson for heraldnet.com. Associated Press tiny.pl/vdbh

A new study from Italy adds to a mountain of evidence that a mercury-based preservative once used in many vaccines doesn't hurt children, offering more reassurance to parents.
In the early 1990s, thousands of healthy Italian babies in a study of whooping cough vaccines got two different amounts of the preservative thimerosal from all their routine shots.
Ten years later, 1,403 of those children took a battery of brain function tests. Researchers found small differences in only two of 24 measurements and those "might be attributable to chance," they wrote in the February issue of the journal Pediatrics, which was being released Monday.
Only one case of autism was found, and that was in the group that got the lower level of thimerosal.
Autism is a complex disorder featuring repetitive behaviors and poor social interaction and communication skills. Scientists generally believe genetics plays a role in causing the disorder; a theory that thimerosal is to blame has been repeatedly discounted in scientific studies.
"Put together with the evidence of all the other studies, this tells us there is no reason to worry about the effect of thimerosal in vaccines," said the new study's lead author, Dr. Alberto Tozzi of Bambino Gesu Hospital in Rome.
The debate over thimerosal and autism has been much stronger in the United States than in Italy, Tozzi said. But the researchers recognized a chance to examine the issue by going back to the children who had taken part in the 1990s whooping cough research.
Randomization sets the new study apart. The random assignment of children rules out the chance that factors other than thimerosal, such as education or poverty, caused the results.
Thimerosal, used in some vaccines to prevent the growth of bacteria and fungus, hasn't been in U.S. childhood vaccines since 2001, except for certain flu shots. Italy and other European nations began removing it in 1999. U.S. health officials recommended the removal of thimerosal as a precaution and to reduce the overall exposure of children to mercury.
Safety regulations still require multidose vials of vaccines to contain some type of preservative to prevent the spread of infection from contaminated vials.
The study, funded by the U.S. Centers for Disease Control and Prevention, drew praise from outside experts.
"It's yet another well done, peer-reviewed research study that has demonstrated there is no risk of any neurodevelopmental outcomes associated with thimerosal in vaccines," said epidemiologist Jennifer Pinto-Martin of the University of Pennsylvania.
"This becomes the fourth study to look for subtle signs of mercury toxicity and show the answer was 'no,"' said Dr. Paul Offit, chief of infectious diseases at the Children's Hospital of Philadelphia, the author of a book on autism research and the co-inventor of a rotavirus vaccine.
Tozzi said comparing children with no exposure to thimerosal could have improved the study. "However, if thimerosal were a cause of harm, it is likely that this effect would increase with the administered dose," he said.
The children received either 62.5 micrograms or 137.5 micrograms of ethyl mercury from all their shots during their first year of life. Thimerosal breaks down as ethyl mercury in the body. Before the reduction of thimerosal in the United States, the maximum exposure for infants was 187.5 micrograms of ethyl mercury.
The researchers found the children in both groups scored, on average, in the normal range on 11 tests of memory, attention, motor skills and other brain functions.
Those 11 tests included 24 measured outcomes. Small, but statistical differences were found for only two of those areas, and only for girls. The girls with higher exposure scored worse on a finger-tapping test with their dominant hands, and on a vocabulary test in which they were asked to name common objects.
There was no difference in boys on those outcomes or others. Researchers also found no difference in tic disorders. And the one autism case found in the lower-intake group was likely a chance finding, Tozzi said.

Spreading the Word: Matawan Theater Alumni Association

2009-01-26T07:28:00.002-05:00

The Matawan Theater Alumni Association is looking for people to get involved with our alumni show. You can submit an act, perform in the show, or sign up as a crew member.

Find out more by:

going to http://matawantheateralumni.org OR http://matawantheater.blogspot.com/ OR http://www.facebook.com/event.php?eid=58278541809&ref=mf OR

emailing info@matawantheateralumi.org or MatawanTheaterAlumni@gmail.com OR

Attending the next Interest Meeting on Feb 7th 2pm at the Barbato House - 16 Donna Place, Aberdeen NJ

2009-01-23T15:12:00.004-05:00

I read an article today that had some scary numbers. 35% of students identified with learning disabilities drop out of high school. That is twice the rate of non-disabled students. That's frightening enough. But the story goes on to state that a National Longitudinal Transition Study found that 62% of learning disabled students are unemployed one year after graduation.

62 percent.

Now I don't know about you, but I want my LD child to be employed or in college a year after high school graduation. Personally, I don't care if he's pushing carts at the Stop and Shop, as long as he's happy, getting out and trying to do his best to support himself.

Yes, of course, I'd like to think that my child will go on from high school, get a college degree, and become a fully functioning member of the American society. But, let's face it. Let's just ACCEPT it. Not all disabled children are able to do that. Now, I'm not talking about giving up on our kids or letting them coast through school or life. If a child is capable of more, push them to do more. Push them to do as much as they can, and them push them just a little more. But, at the same time, accept them for what they are and that there might be limits to them. Accept it and come to peace with it.

But, BUT, 62%? Now the study doesn't say what the children's learning differences are. I will have to assume that there was a wide variety. How can society possibly say that it's okay for 62% of a certain population to be left floundering? It's unacceptable. It's a drain on our tax money. It's a drain on the parents who have to help support them. It's a drain on our economy in general.

In my years in this district, I have heard numerous complaints about the cost of the special needs community on the school district. I'm sure that there are those who wish "those kids" would just go away and stop draining the money out of the community (because THAT is what's really wrong with our community. Riiiiiight.) Do the people who make these comments really think that it's the kids fault? That they are getting such high priced services and equipment for all those tax dollars we pay? That we are paying those teachers who work with the LD kids more than the teachers who work with non-disabled peers? Ask a parent of a child with a disability about what high priced gadgets and special services their child is getting. I bet you'll be surprised to find the answer is next to nothing, if anything.

At the same time, think of those children in 2 or 10 or 15 years when they are out of school, and sadly, because of the inability to get what they need in this district (hopefully change is coming!), they are now adults who can't read. Who can't write. Who can't add. Not because they lack the ability to learn, but because they've lacked a community who supports them. They lack the ability to get the programs that will work around their disability to help them learn. Some lack teachers or administrators who are willing to accept that these kids are THEIR responsibilities, not just the responsibility of the special ed or in-class support teachers.

Do we want to pay for these children now, or do we want to pay for them for the rest of their lives?

And that isn't even taking into account the fact that it's just the RIGHT THING TO DO.

New White House Policy on disabilites

2009-01-23T11:36:00.001-05:00

President Obama has put out his agenda for improving the lives of people with disabilities.

The plan has four parts, designed to provide lifelong support and resources to Americans with disabilities. They are as follows:

First, provide Americans with disabilities with the educational opportunities they need to succeed by funding the Individuals with Disabilities Education Act, supporting early intervention for children with disabilities and universal screening, improving college opportunities for high school graduates with disabilities, and making college more affordable. Obama and Biden will also authorize a comprehensive study of students with disabilities and issues relating to transition to work and higher education.

Second, end discrimination and promote equal opportunity by restoring the Americans with Disabilities Act, increasing funding for enforcement, supporting the Genetic Information Nondiscrimination Act, ensuring affordable, accessible health care for all and improving mental health care.

Third, increase the employment rate of workers with disabilities by effectively implementing regulations that require the federal government and its contractors to employ people with disabilities, providing private-sector employers with resources to accommodate employees with disabilities, and encouraging those employers to use existing tax benefits to hire more workers with disabilities and supporting small businesses owned by people with disabilities.

And fourth, support independent, community-based living for Americans with disabilities by enforcing the Community Choice Act, which would allow Americans with significant disabilities the choice of living in their community rather than having to live in a nursing home or other institution, creating a voluntary, budget-neutral national insurance program to help adults who have or develop functional disabilities to remain independent and in their communities, and streamline the Social Security approval process .

Autism

President Obama and Vice President Biden are committed to supporting Americans with Autism Spectrum Disorders (“ASD”), their families, and their communities. There are a few key elements to their support, which are as follows:

First, President Obama and Vice President Biden support increased funding for autism research, treatment, screenings, public awareness, and support services. There must be research of the treatments for, and the causes of, ASD.
Second, President Obama and Vice President Biden support improving life-long services for people with ASD for treatments, interventions and services for both children and adults with ASD.
Third, President Obama and Vice President Biden support funding the Combating Autism Act and working with Congress, parents and ASD experts to determine how to further improve federal and state programs for ASD.
Fourth, President Obama and Vice President Biden support universal screening of all infants and re-screening for all two-year-olds, the age at which some conditions, including ASD, begin to appear. These screenings will be safe and secure, and available for every American that wants them. Screening is essential so that disabilities can be identified early enough for those children and families to get the supports and services they need.

Transition Information: High School to College

2009-01-20T13:44:00.001-05:00

In New Jersey, the Special Needs Grant Program of the NJ Commission on Higher Education supports regional centers to provide support services to students with special needs. There are eight support centers located through the state. They provide direct assistance to students with auditory and visual impairments and students with learning disabilities.
The goal of each of the centers is to provide direct services to students and assistance to other colleges and universities in New Jersey.
Located at The College of NJ, the Adaptive Technology Center works with service providers at colleges to provide opportunities to disabled students to meet the academic demands of college. The five regional centers serve students with learning disabilities and provide comprehensive support programs. There are two regional centers that provide support programs on their campuses for students who are deaf or hard of hearing.

Adaptive Technology Center for New Jersey Colleges
at The College of New Jersey
(609) 771-2610
http://adaptivetech.tcnj.edu

Learning Disability Centers

Project Assist at Cumberland County College
(856) 691-8600 ext. 282
www.cccnj.edu/projAssist

Regional Center at Fairleigh Dickinson University
Madison: (973) 443-8734
Teaneck: (201) 692-2298
www.fdu.edu/studentsvcs/rcsld.html

Central Regional Connections at Middlesex County College
(732) 906-2507
www.middlesexcc.edu/acadsupport/control.cfm/ID/74

Project Mentor at New Jersey City University
(201) 200-2091
www.njcu.edu/PMentor/proj_ment_home.htm

Project Academic Skills Support at Ocean County College
(732) 255-0456
www.ocean.edu/campus/student_services/drc/pass.htm

Deaf and Hard of Hearing Centers
Center for Collegiate Deaf Education at Bergen Community College
(201) 612-5270
(201) 612-5325 TTY
www.bergen.cc.nj.us/oss/ccde.asp

Mid-Atlantic Postsecondary Center for Deaf & Hard of Hearing
at Camden County College
(856) 227-7200 x 4506
(856) 228-1897 TTY
www.camdencc.edu/dhoh

Email Correspondence

2009-01-20T10:22:00.003-05:00

Questions I have received via email over the last week or so:

Q: I know you are really (district employee). Why don't you stop blogging and get to your new job? Everyone knows you are just trying to start trouble for (insert group name here).

A: No, I am not an employee, of any kind, of MARSD. I am, as I stated, a parent in the district. I would also emphatically state that my intention here is not to "start trouble" for anyone. It is purely to create a forum for "non-partisan" discussion about special services in the district and special education in general. I also hope to create a resource for parents who are looking for special education related information.

Q: Do you have any information on what's going on at the middle school? I wrote to the superintendent to request that my case manager be changed from Helen Rappaport to someone else. I haven't heard back from him. My child's IEP meeting will be coming up soon, and I don't even know who my case manager is!

A: If it were me, I'd start by contacting the school's principal. Always try to follow the "chain of command" if you can. It shows that you are a team player. And, if it should ever be necessary, it will show in court that you follwed the "correct" steps in trying to solve your issue with the district. Call and ask who your case manager is. I've heard from several people that they are busy at MAMS shuffling things around, but no one seems to have been assigned a new case manager that I've heard. Parents in this situation need to start making some noise. No one should be without a case manager, and no one should be forced to accept a case manager that they truly do not feel is working for their child. Of course every CST member is, at least to some extent, working for the good of the district as much as for the good of the students. But in this case, I think many parents feel that there is no chance at all that their child will be represented, given the circumstances.
If you aren't able to get an answer, send a letter to Dr. Lake and ask. He needs to know if there are children who have no case manager representing them.

Q: The Aberdeener (http://www.aberdeener.com/) already has a blog devoted to shaking down the district. What's the point of yours?

Web address added by me.

A: First of all, I think "shaking down" the district isn't quite the phrase I would use to describe the Aberdeener's blog. It makes him sound like he's a mobster looking for hush money! Mr. Warren, aka Aberdeener, has proven himself to be a voice for many people in the Matawan and Aberdeen communities when it comes to the district, among other subjects. He has shared much information with the public and digs for the truth. However, I feel that there is room for my blog, which is geared specifically towards the special needs area. Not just for discussing issues, but for sharing information.

Q: Doesn't POSP have all this information on their blog?

A: Though they do have a great many resources listed on their blog, my goal is to not link to other web pages as much as give links to pages that are downloadable, and give specific information. There are tons of web pages that have tons and tons of information on special education issues, and you can find them by typing "special education" into your search engine. The links I give go to specific pages with specific information. Also, the blog mentioned gives information in it's posts that are more group specific or activity specific. My goal is to sum up information that might be handy to parents, and archive it in a way that it is easy to find. In an area with parents who seem to be, more and more, finding out how the district has failed children and taxpayers, I'm sure there is enough room for two or three blogs that hope to share information and lend a helping hand.

Local Special Education Contact Information

2009-01-16T13:03:00.004-05:00

Office of Special Education / NJ Department of Education
Director: Roberta Wohle
Phone: 609/292-0147
Fax: 609/984-8422

Superintendent of MARSD
Dr. Richard O'Mally
Email: romalley@marsd.k12.nj.us
Phone: 732/705-4003
Mailing address: One Crest Way, Aberdeen, NJ 07747

Director of Elementary School Accountability czitarosa@marsd.k12.nj.us

Director of Middle School Accountability bfarrell@marsd.k12.nj.us

Director of Secondary School Accountability mdeluca@marsd.k12.nj.us

Director of Special Services (Interim, until April 2009)
Dr. Michael Lake
Email: mlake@marsd.k12.nj.us
Office of Special Services Phone: 732-705-4023
Mailing address: One Crest Way, Aberdeen, NJ 07747

Individual listings for CST members can be found at the districts website.

These are handy names and numbers to have in your child's files for quick reference. I would suggest also having on hand the name and contact information for:

Each of your child's teachers
Each support/service teacher/provider
Each member of your child's CST
The principal and vice-principals of your child's school
The guidance counselor of your child's school
The nurse for your child's school
Each of your child's private providers (medical, psychological, neurological, therapy providers, DDD case managers, etc.)

Do I have to sign my child's IEP?

2009-01-16T08:58:00.003-05:00

I have come across parents who think that if they do not sign their child's IEP, the school cannot implement the IEP. This is incorrect. There are three main times that a parent's signature is required for implementing the IEP:

You must give informed consent when your child is evaluated for the first time.
You must give informed consent when your child is reevaluated.
You must give informed consent before the initial provision of special education and related services.

There are of course, exceptions to every rule. If you do not consent to the initial evaluation, the school can request due process or mediation. If you do not respond to the request, after reasonable measures have been taken to get your consent for reevaluation, the school can reevaluate without your consent.

Once a child has an IEP, the district is required by law to provide a Free and Appropriate Public Education (FAPE), with or without your consent. This means that if you simply walk out of a meeting, or refuse to sign the IEP, the new IEP goes into effect without your consent. Not signing does NOT invalidate the IEP.

So what can you do if you disagree with the IEP?

First off, lets start with what to do in the meeting, once you've realized that you do not agree with what the IEP states. There is an article at Wrightslaw called "How to Disagree with the IEP Team Without Starting World War III". I suggest you read the article in it's entirety. Especially helpful is the section where it discusses what to do if you disagree with the IEP:

Your Consent to Implement Inappropriate IEP

When the team asks you to sign consent to the IEP, pick up a ball point pen and put the IEP on a hard table top. Write this statement on the IEP: "I consent to this IEP being implemented but I object to it for the reasons stated during the meeting."

Sign your name.
Do not be surprised if someone gets upset and claims that you are not allowed to write on the IEP because it is a legal document. This is not true - you can write on your child's IEP (although the person who objects may not know this).

You are a member of the team and a participant in the IEP process. The law requires you to make your objections clear. The IEP is the best document to use when you need to make your objections clear.

If someone tries to stop you, continue to write. If someone tries to pull the IEP out of your hands, press down hard with your ballpoint pen and continue to write. If someone yanks the document away from you, continue to write as the IEP tears.

Stay calm. Take your copy of the IEP (whatever is left), stand, say "Thank you. I guess this meeting is over." Extend your hand to shake theirs. Pick up your tape recorder and leave.

The IEP team has a problem. You have advised them in writing that their proposed program is not appropriate for your child. You also consented to their implementing the program so they should implement it.

Your next step will be to immediately write a letter of Dissenting Opinion. State all the issues that you have with the proposed IEP and ask that your letter be attached to your child's IEP. Send this letter to your case manager, the director of special education, and to the superintendent of the district.

Often a child study team will try to work out your issues with you. This keeps them from having to take official and sometimes costly steps to resolving the issue. Be open to suggestions (perhaps trying the suggested implementation for a set period of time to see how it works).

If you feel strongly that the suggestions are not appropriate for your child, and the district won't budge, you can request mediation. In mediation, a third party will step in to try to solve the problems.

Alternately, you may request a due process hearing. In a due process hearing, the parent/s and district representative will go before an impartial hearing officer, who will decide how to resolve the problem.

Another option is to file a complaint with the state. This requires that a letter be sent to the state detailing the issues the parent has, and the part of IDEA that the parent believes are violated. The state agency has 60 calendar days in which to resolve the issue (unless there exceptional circumstances, in which case there can be an extension).

Find out when and how to file a complaint from the official NJ DOE pamphlet located here.

A suggestion to the district

2009-01-15T11:44:00.000-05:00

You may have heard that the district is opening "academies" in the high school next year. This is a great move forward for the district, and the children who "make the grade" for this type of program.

My hope is that the district's next step is to create programs that will replace/reduce out of district placements and create ways to strengthen/enhance the programs that are already in the district.

What can be done? Well, I'm a parent, not an administrator, so I'm not even sure what all the options are in this district. I doubt even all the child study teams are aware of everything that is an option in this district! There seems to be no central system of keeping all the schools on the same track (maybe Dr. Lake will be able to plant the seeds of change on that note).

Here are just a few things, off the top of my head, that could make a difference for the kids with special needs in our district:

Another occupational therapist. There is one for the entire district. All sorts of kids get occupational therapy - kids with physical as well as neurological issues. How can there only be one person taking care of all the kids with that need in the entire district? There are 5 speech therapists employed by the district (most of which are assigned to the elementary aged children, and none listed for the high school. There are five secretaries for the special services department (WTF?). But one occupational therapist? Taking nothing away from the woman who holds that position, she's got the chops for the job and works well with the kids, but how can she possibly be giving the amount of therapy to all of those kids that they need?

How about an "academy" for kids with special needs? Take all that money that the district (taxpayers) are paying to ship kids out of district and bus them to those schools, and create an academy for the kids that really need the extra services. While some kids may really need to be in a very specialized situation, for medical, behavioral, etc. issues, there are many who could benefit from being brought back into an appropriate learning environment that is a part of their home school. Especially in the higher grades, where kids seem much more likely to be shipped out to other places.

How about an optional class, in each building, that is based on the educational "extras" that kids with special needs really need reinforced? Things that might be covered in classes, but that these kids need to have more prolonged and reinforced studies of. Test taking skills. Study skills. How to get organized. How to deal with stress. Typing skills. And throw in some really usable life skill areas. How to fill out a job application. How to dress for an interview. How to manage your checkbook. And definitely social skills on a regular basis from 1st grade up. How to talk about many different subjects. How to make and keep friends. How to react if you are embarrassed. How to deal with bullying (being bullied and not BEING a bully). Kids are already grouped in this district according to learning levels (and anyone who says they are not, needs to check out how many classified kids are in one room when there is an in-class support teacher in the room. Oh, and how about the enrichment classes? Can't tell me they aren't grouping these kids.) Just split up the class times to add an extra subject time.

I especially like that idea for the higher grades, as they are already set up for many different subjects. How many kids in the middle school are struggling with the "mini" classes that they are taking in 6th grade, and the languages in 7th and 8th? Let parents have an option of having their kids skip those classes in favor of a support class. Kids could be taken out of those classes for their speech, ot and social skills classes, making it so they don't lose any time in core classes.

Adding these classes to the high school would be just as simple. The kids would take them instead of an elective or in place of a language.

Anyone have any other ideas?

New Special Education Director

2009-01-14T03:32:00.003-05:00

A new special education interim director was appointed at the last board of education meeting. His name is Dr. Michael Lake. Let's hope he comes to us ready to work, and ready to get things fixed.

Welcome Dr. Lake!

What do I save?

2009-01-09T10:15:00.002-05:00

One of the first lessons that you learn as a parent of a child with special needs: KEEP EVERYTHING.

Whether you keep it in a file folder, a three-ring binder, or just stack it in a box until you need it, keep everything. Keep every note to and from a teacher (copy your own notes before sending them in), every report card, every envelope that brings a letter (the post mark is proof of when you received the information). Keep a copy of every report from your own doctors, every evaluation the school does, copies of every draft IEP and every finished IEP. Keep copies of emails to and from you and any employee of the district (print them out and keep them with your files).

You just never know what you will need at some point (or need to prove).

Also keep examples of your child's work. Examples of math work, examples of tests (doesn't hurt to keep a running log of test scores for each major subject, either), examples of handwriting, examples of art. Keep any papers that have notes about the work from their teacher on them ("use better handwriting" "did you study?" or anything that indicates a weakness in the student's ability or a lack of understanding by the teacher about the student's ability).

An important item that many parents fail to keep track of is phone calls from the CST. There are two ways to handle them:

First suggestion: don't take any phone calls. Nothing from a phone call is admissible proof that something was promised/offered or even discussed. Simply let your answering machine pick up these calls or answer them and ask if it is an emergency situation. If it is not, ask that they contact you by mail or email.

Second: keep a phone log of all calls from any school representative, and then back it up with a letter to the person you talked with, summarizing the conversation (send a copy, keep a copy!).

A sample phone log, whether pre-printed and kept in a binder or just written in a notebook, should have the following information: Date of conversation, who the conversation was with, who called who, the main reason for the phone call, a summary of every topic of conversation, what the outcome of the conversation was, and a notation of what follow up needs to be made.

Here is a sample log:

Date: Jan. 9, 2008
With: Jane Doe, case manager
Initiated Call: Jane Doe
Reason for call: to discuss how "Suzie" is doing in math class
Topics: "Suzie" is struggling in a regular education math class, even with in-class support. Her teacher reports that she has failed her last 4 exams in the regular ed class, and is frustrated and struggling on classwork. Ms. Doe thinks that "Suzie" might benefit from being placed in a resource room situation. I suggested that extra tutoring at school might be tried before taking her out of the class.
Outcome: A meeting will be planned with the entire CST and "Suzie's" math teachers to discuss options.
Follow up: Make sure that meeting date is scheduled. Gather examples of math work. Explore what options are in already in place in the school for both regular ed and special ed students, and what other options are being used in similar situations in other places. Ms. Doe stated that she will send a list of all math programs available at her school.

Then comes the letter, to follow up the call. This establishes, for the record, what was discussed, suggested, and what should be in the works. Keep these letters civil and conversational, no matter what was discussed. You never know who might be reading these letters later, and you don't want to look confrontational or threatening to a mediator or a judge. A sample letter might look like this:

Dear Ms. Doe,
Thank you for your phone call today, Jan. 9, 2008. I am aware, as we discussed, that Suzie is struggling in the regular edcuation class room, even with the addition of an in-class-support teacher. While I do appreciate your suggestion that a resource room might be a better fit for Suzie, I would, as I stated, like to try out tutoring first, as well as explore what other options might be appropriate in this situation.
I will be on the lookout for the letter with the information on the math programs in Suzie's school that you stated you will be sending. I look forward to seeing you at the meeting we discussed setting up to discuss Suzie's options. I would, of course, request that both Suzie's regular education teacher and her special education teacher be present for the entire meeting. Because Mrs. Smith, Suzie's personal aid, also helps with instruction, I request that she be present at the meeting as well.

Thank you,
(your name here)

And, of course, send off this letter, and keep a copy for yourself.

On the subject of writing letters and emails, there is one more suggestion that I would make. Never send off anything to just one recipient. It is always possible for those letters to be "lost in the mail". Always send off copies to your child's school's principal and to the director of special services (or currently, as of Jan.9, 2008, to the superintendent of school, as we are currently without a director). If you are emailing to your child's teacher, email a copy to your case manager as well.

Kudos

2009-01-08T09:17:00.002-05:00

Occasionally, on this blog, I want to recognize school districts, communities, and other institutions/programs that have developed programs for children with special needs.

Today I give Kudos to the Jewish Community Center in Manhattan, which has developed amazing opportunities for children with special needs and their families. From special educational classes with no more than 5 students to an instructor, to a hydraulic lift in their pool, to support groups for all family members - this seems like a truly enriched and progressive center. The center offers swim and karate for children with special needs, plus creative classes and a program called "Boost!" which looks like it should be copied in every public and private school in every district everywhere.

Boost! will provide highly structured programming for children with autism spectrum disorder. Each class is comprised of a series of activities designed to develop critical social and day-to-day living skills, and provide remediation in common skill deficits. Structured classes offer sequenced activities and visual support materials to teach independent living, personal safety and safety within the community, leisure and recreational skills, self-care, and communication skills that can lead to greater self-sufficiency. Typical peers serve as “buddies” facilitating participation and serving as same-age models. Class activities and thematic units are designed to be fun for the children and the high level of support and carefully designed structure ensures success. Interested families should contact Jenifer Clark, director of Boost! at clarkjenif@aol.com.

(Larger and bold font was added by me, for emphasis.)

What an amazing program! Kudos to the Jewish Community Center in Manhattan! I challenge our community and school district to offer even one program geared towards our many students with special needs. Does anyone know of ANY programs anywhere in the Matawan/Aberdeen area that are offered specifically to children with special needs?

How Many Days Does the CST Have to Respond?

2009-01-07T08:49:00.003-05:00

A question I've wondered many times, and I've heard other ask: how many days does the CST have to respond/take action once I've made a request? Here are a few of the questions I've had. If anyone has more questions on dates, feel free to post them, and I'll try to dig up the answers.

Request for a first time evaluation from the CST
Once you've sent in a written request for a first time evaluation for your child from the Child Study Team, they must schedule a meeting within 20 business days of receiving your letter. (Also note it's not a bad idea to save a copy of your letter and to send a copy to the principal of your child's school and to the superintendent. "Lost" letters are then no excuse for not responding to your request.)

Request for a reevaluation
Once you've sent in written request for a reevaluation, the CST must schedule a meeting within 20 business days.

Request for an independent evaluation
Once you've sent in a written request for an independent evaluation, the CST must "act with undue delay" or initiate a due process hearing within 20 days.

Request for the CST to implement an IEP service that is in the IEP
If your child is not receiving a support, accommodation or service that is already in his IEP, and you write a letter to request that it start being appropriately implemented, the CST must respond to the request within 20 days. If a meeting is required, it must be conducted, and a determination on the matter decided, within 20 days.

Is A Meeting Reuired to Change the IEP?

2009-01-06T09:10:00.005-05:00

Is a physical meeting required if the CST and the parent wants to change the IEP? No. The 2004 reauthorization of IDEA set up these guidelines:

(4) Agreement. (i) In making changes to a child’s IEP after the annual IEP Team meeting for a school year, the parent of a child with a disability and the public agency may agree not to convene an IEP Team meeting for the purposes of making those changes, and instead may develop a written document to amend or modify the child’s current IEP.

(ii) If changes are made to the child’s IEP in accordance with paragraph (a)(4)(i) of this section, the public agency must ensure that the child’s IEP Team is informed of those changes.

(5) Consolidation of IEP Team meetings. To the extent possible, the public agency must encourage the consolidation of reevaluation meetings for the child and other IEP Team meetings for the child.

(6) Amendments. Changes to the IEP may be made either by the entire IEP Team at an IEP Team meeting, or as provided in paragraph (a)(4) of this section, by amending the IEP rather than by redrafting the entire IEP. Upon request, a parent must be provided with a revised copy of the IEP with the amendments incorporated. [§300.324(a)(4)-(6)]

Basically, what that all means is:

This option can't be used instead of a physical yearly IEP meeting.
Parents and CST must agree to use this option instead of a physical meeting.
The amendment or modification to the IEP must be in writing.
The entire IEP team must be informed of all changes to the IEP.

Some other important notes about using this option:

There are no restrictions on what kind of changes can be made.
No changes can be made without prior notice to the parents, and without giving the parents a chance to discuss the changes.
Agreement between the parents and the CST to use this option does NOT have to be in writing.
The consent of the parent to make changes to the IEP (using this option) does not have to be written.
The parent does not have to agree to the school system's request to amend the IEP without an IEP team meeting. (71 Fed. Reg. at 46685)

Who MUST attend an IEP meeting?

2009-01-06T08:53:00.008-05:00

Simply put, all IEP team members are supposed to be at the meeting. If someone is not there, it is not an IEP meeting. If you show up, and there are people missing, you should ask for the meeting to be halted until all members either show up or the meeting is rescheduled when everyone can be there.

Changes to IDEA that happened in 2004 do allow members to be excused from the meeting if the area of expertise is not going to be discussed or modified if the parent and the school system have both agreed in writing that the member's attendance is not necessary.

The provision only applies to certain members of the team—the ones who are required IEP team members:

the child’s regular education teacher (if the child is, or may be participating in the regular education environment);
the child’s special education teacher, or where appropriate, the child’s special education provider;
a representative of the public agency, who is qualified to provide, or supervise the provision of, specially designed instruction; and
an individual who can interpret the instructional implications of evaluation results.

Please note that related service providers are not required to be at the IEP meeting.

For those required to be there, they can only be legally excused from the meeting if the parents consent to them being absent, and if they provide input into the development of the IEP prior to the meeting. This input must be in writing and is submitted to the parent and the IEP team [§300.321(e)(2)].

Additionally:

Parents who want to confer with an excused team member may ask to do so before agreeing or consenting to excuse the member from attending the meeting. (71 Fed. Reg. at 46674)
School systems may not routinely or unilaterally excuse IEP team members from meetings as parent agreement or consent is required in each instance.
Schools systems need to to carefully consider whether it makes sense to offer to hold the IEP team meeting when a particular member isn't attending or whether it would be better to reschedule the meeting so that person could attend and participate in the discussion. (Id.)
A school district that routinely excuses team members from attending IEP meetings would not be in compliance with the requirements of the Act, and, therefore, would be subject to the state’s monitoring and enforcement provisions. (Id.)
It is up to each district to determine the individual in the district with the authority to make the agreement (or provide consent) with the parent to excuse a team member for the meeting. The designated individual must have the authority to bind the district to the agreement with the parent or provide consent on behalf of the district. (71 Fed. Reg. at 46676)

Email Correspondences

2009-01-05T15:58:00.002-05:00

I received these two emails just today:

1. Who are you?

2. I am concerned about the way you seem to be portraying the (name deleted) group. This group works hard to represent the district's children with special needs. They are certainly not a fringe group. They have sponsored numerous activities for the kids and supply parents with much needed supports and workshops. Representing the group of the people who run it as a fringe group, or saying that they are working for their own agenda is not only ridiculous, it's blatantly untrue.

To respond:

1. I am a parent in the district who has a child with special needs. I feel that there are many parents who are not being reached by any district organization or group that would benefit from a single source of information.

2. While I did mention those issues in a post, I did not mean to imply that I either believed or disbelieved them. I was merely reporting information that I had picked up around the community. True of false, many people's believe it to be true. I encourage anyone of either opinion to feel free and discuss those opinions here.

Much the same as board of education members or the superintendent of the district, the leaders of the group are public figures. Like any public figure, their intentions and actions toward their "jobs" will be looked at by the public at large. I specifically do not use their names or the name of their group, and I applaud all of their positive actions for the children of the district.

What are Accomodations and Modifications?

2009-01-05T14:53:00.009-05:00

Accommodations are changes in the presentation of classroom content, maintaining the same general curriculum material taught to typical students in a class, while making information more accessible to a student with special needs.

Accommodations work around a child's weaknesses to provide basically the same information and education as his typical peers.

Modifications to the curriculum change the information delivered, so that the child is not receiving the same information as typical peers. Modifications should only be made when necessary.

Examples:
Accommodation: Child works with manipulatives while learning addition.
Modification: Child works on addition while other students are working on multiplication.

Accommodation: Child is given a multiple choice test, while other students do fill-in-the-blank.
Modification: Child takes a test on continents while other students take a test on countries.

Here are a list of possible accommodations. Obviously, not all accommodations will work for all children. If you know of a useful accommodation not listed here, please share!

Possible Accommodations:

In Class:

Allow student to tape lectures
Allow typewritten homework
Allow student to hand in a written outline instead of chapter notes
Peer tutoring
Have teachers give student a copy of classroom notes
Mark correct answers on work and tests instead of incorrect answers
Seat student near where the teacher teaches (not necessarily where the teacher's desk is located)
Provide a written routine reminder
Provide organizational helps (like charts or timelines)
Provide directions and information is different form (vocally, written or pictorial directions)
Provide student with a complete home set of text books
Taped textbooks available through Recording for the Blind & Dyslexic
Provide books with large type
Reduce number of items per page or line
Provide on-task/focusing prompts
Provide a book that contains the same general information, but at an easier reading level
Highlight important concepts to draw the student's attention while he reads
Give page numbers for questions to help student find the answer
Provide a computer for written work

For Tests:

Let student take open book tests
Provide student with a study guide for tests
Allow student to take multiple choice tests instead of short answer
Allow the use of a calculator or dictionary during tests
Allow student to take tests in a quiet room
Allow student extra time to complete test
Allow student to take long tests with breaks in between sections
Use of a scribe during test taking, for students who have trouble writing but who can express their answers verbally to the scribe, who writes down the responses
Use of a reader during test taking, for students who have trouble reading test questions
Allow for verbal responses
Administer test at a specific time of day
Allow the student to do an individual project instead of taking the test
Allow for take-home tests
Have student make presentations to a small group instead of the whole class

For Grades:

Base student's grade on improvement
Base student's grade on objectives
Base student's grade on effort

For Homework:

Grade homework on time and effort, not amount completed
Give frequent reminders about due dates
Give short assignments
Give optional extra credit assignments

Parent/Teacher Communication:

Share a daily, weekly or monthly journal
Schedule periodic meetings
Develop weekly progress reports
Develop a system of mailing/emailing/sending home a schedule of class and homework assignments to parents

For Math:

Allow student to use a calculator without penalty
Use graph paper to line up rows of numbers
Group similar problems together (all addition in one place, all subtraction in one place)
Require fewer correct responses for a passing grade
Read and explain word problems or break them down into smaller steps

There should be no impact on grades for tests or classwork that is taken with accommodations. They are meant to level the field, not to give students an "advantage".

Accommodations should be closely monitored to make sure that they are working. If they are ineffective for the student, they should be looked at to see how they can be improved.

What is an IEP Goal?

2009-01-05T13:38:00.003-05:00

IEP goals are written to address an educationally based need that affects educational performance in an adverse way, and which needs improvement to enable learning of the general curriculum. Goals and measurable objectives are very important to determine if a child is making progress. They are the primary means for seeing if a child's needs are being appropriately met.

To determine if a child has achieved the goal, it must be objectively measurable.

Observations by teachers and classroom grades are not valid forms of measurement. These forms of measurement have been deemed inappropriate measures of progress by the courts. Teachers can "observe" successes, but they should do so by using data tracking sheets, supplying objective documentation.

There are many instructional areas that should be considered for goal development:

Assistive Technology
Daily Living Skills
Behavioral Modifications
Occupational Therapy
Speech-Language Therapy
Physical Therapy

Of course not every child will need goals in every area. And not every area being addressed will need goals. Goals should be developed for areas in which a child will be actively working on during the school year.

Related Articles:
The "Goal Bank" a 177 page PDF document from the Bend-la Pine school district in Redmond, Oregon, this document includes examples of goals for the following areas: English, Functional Academics, Independent Living, Math, Math Readiness, Motor Skills, Recreation and Leisure, Self-Management, Daily Living, Social/Emotional, Speech and Language, Study Skills and Vocational/Career Education. This is a real must read document.

What are Supports and Services?

2009-01-05T13:28:00.003-05:00

A Supplementory aid or service is any device, provision of help, or activity that adds to or completes a child's education by making up a deficit. They enhance a child's ability to access general curriculum, to learn and/or participate.

From the LDOnline.org: A child may require any of the following related services in order to benefit from special education. Related services, as listed under IDEA, include (but are not limited to):

* Audiology services * Counseling services * Early identification and assessment of disabilities
*Interpreting services * Medical services for diagnostic or evaluation purposes
* School health services and school nurse services * Occupational therapy * Orientation and mobility services * Parent counseling and training * Physical therapy * Psychological services * Recreation, including therapeutic recreation * Rehabilitation counseling services * School health services * Social work services in schools * Speech-language pathology services * Transportation

Children may also be eligible for specialized devices at home. IDEA 300.308(b) states: "On a case-by-case basis, the use of school purchased assistive technology devices in a child's home or in other settings is required if the child's IEP team determines that the child needs access to those devices in orderto receive FAPE."

Though these are the only services listed in the law, related services are not limited to this list. A state or district may list any service that they wish, if it is appropriate for the student.

IDEA does make one exception: surgically implanted devices. These include (but are not limited to): cochlear implants, insulin pump, baclofen pump, pacemaker, G-tube, and vagus nerve stimulator device. However, if the child has a surgically implanted device, the district does have a responsibility to provide supportive related services in relation to that device {§300.34(b)}.

The district is not responsible for optimizing these devices, maintaining them, or replacing them. It is responsible for “routine checking to determine if the external component of a surgically implanted device is turned on and working” (71 Fed. Reg. 46570) and for providing other types of services the child needs, as determined by the IEP team, including:

assistive technology (e.g., FM system);
proper classroom acoustical modifications;
educational support services (e.g., educational interpreters); and
receiving the related services (e.g., speech and language services) that are necessary for the child to benefit from special education services.

So where does the district need to start?

2009-01-05T10:39:00.003-05:00

If you are a parent of a classified student at MARSD, you probably already are aware of the many problems that plague parents in our district. Many parents complain of non-compliance to their child's IEP. There is a reported lack of choices for classified students. Some regular ed teachers have been said to not take any responsibility for students with special needs who are in their classes (especially if they have a personal/shared aid or in-class support).

So where does the district need to start? What do you think is the biggest problem with the district as far as special education and related services go?

Feel free to post anonymously, and I ask that you do not post any child's name. If speaking of specific district employees, it might be better to use initials (Mr. A, Mrs. D) .

Please keep it civil, and any abusive comments will be deleted.

Disclaimer

2008-12-31T10:54:00.001-05:00

This blog is not associated with any school district or other group in the MARSD.

The opinions stated by individuals in the comments section are not necessarily the opinions of the blog owner.

The information provided by this blog is for informational and educational purpose only. Please note that the law varies greatly from state to state and within states. The materials presented do not constitute legal advice and you should not rely or act on any information contained in this Web site without consulting competent counsel of your choice.

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