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A Day Without Lawyers

June 18, 2012 in Featured, Yes, I Am a Special Needs Parent… by Robert Rummel-Hudson

A few months ago, I wrote about the legal fight going on between the innovators of Speak for Yourself, a augmentative speech app for the iPad, and the Prentke Romich Company and Semantic (“The Iceman Cometh, with his Legal Team”). I quickly described the situation at the time like this:

Okay, let’s wander into the weeds for just a moment. Last year an AAC app called Speak for Yourself was released that got the attention of a lot of us because of its use of the LAMP (language acquisition motor planning) concept. This focuses on a core vocabulary using consistent motor patterns that do not change. It is the basis of successful language systems like MinSpeak, licensed by the intellectual property company Semantic Compaction Systems for use in devices produced by the Prentke Romich Company, under the brand name Unity. It is these two affiliated companies, Semantic Compaction and PRC, that are attempting to sue the aforementioned pants off the developers of Speak for Yourself.

Well, things have changed a bit. Despite the fact that the parties have yet to have their day in court, Apple has pulled Speak for Yourself from the iTunes App Store. (PRC released a statement that begins with “Last week Prentke Romich Company (PRC) learned that Apple removed a language assistance app from its iTunes® store pending the outcome of a patent infringement lawsuit filed against the company that developed the iPad® app…”, but a careful read of the legal documents shows that Apple made this move at their request. Weasel words. Gotta love ‘em.) If you don’t already have Speak for Yourself on your iPad, you are out of luck, at least for the time being. If you do, you won’t be able to receive updates or remote fixes, and when Apple upgrades the operating system for the iPad later this year, there’s no guarantee the app will still work at all.

This is obviously a concern for users who are using the iPad and Speak for Yourself as their primary mode of verbal communication. Including, as of this summer, my daughter Schuyler.

There has been a great deal written about this situation. If you’re interested, the first, best place to go is this blog post by Dana Nieder, “The Silencing of Maya”. Dana has been the go-to person on this story, and she’s compiled a comprehensive list of links to the story as well. If you want to know more about this, that’s where you should go.

Now for my take on this, for whatever it might be worth.

There has been a great deal of discussion as to the validity of PRC’s claims against Speak for Yourself, and in a sense, it makes sense for everyone, particularly PRC and Apple, to let a court of law settle those claims. In a very real sense, however, that outcome is ultimately of limited relevance. As things stand right now, everyone loses.

Speak for Yourself loses because their product and their company dies if no one can buy it. Their clients obviously lose a tool that works, and that is very much not a small thing. Apple probably doesn’t lose, to be honest. We tend to think of the iPad as a major component in the disability world, but it’s easy to forget that the opposite probably doesn’t hold true. Apple probably sells more iPads in countries that don’t even have electricity than they do to users with disabilities. Our poor opinion of their business practices isn’t keeping Apple executives up late at night.

But most of all, PRC loses. They can win this court case, they can squash Speak for Yourself and get everything they seek in this situation, but the fact remains that with every story that runs in Time and on CNN and the Huffington Post, they are introduced to thousands of people who know nothing about their good work or their mission statement or their hundreds of dedicated professional employees. No, PRC is being introduced to thousands of people who will now and forever more know them only as “the big corporation that screwed over that poor cute little disabled girl”. That’s the kind of thing that leaves a mark. We can (and will) continue to argue about how accurate that public perception may be, but it’s irrelevant.

It’s irrelevant, and I suspect PRC knows it. I think they might have painted themselves into a corner, trapped by their own poor PR decisions, and they don’t know how to get out of it.

There is a way out, for everyone. The parties involved can take a step back and consider how they might come together and join forces. Under the auspices of PRC and the community of Unity users, Speak for Yourself and its developers would discover a credibility and a world of users that they would be unlikely to achieve on their own. PRC would finally be able to repair some of the public relations damage they’ve sustained and would grow their family. They would solve the very real technical problems involved with breaking into the consumer electronics market without a great deal of development skill. That’s no small consideration for PRC; frankly, their early efforts with iPad app programming has bordered on embarrassing. On their own, I don’t think PRC could release a solid MinSpeak app any time soon even if they wanted to. And perhaps most of all, PRC would benefit from a kind of evolution of their language system. One of the things I’ve been hearing expressed quietly here and there, and it’s something I agree with, is that in its use of a single representative symbol configuration, Speak for Yourself probably represents an improvement on Unity. PRC has a chance to benefit here, if they can work out a collaboration or even a merger with Speak for Yourself.

Will this happen? Frankly, I doubt it. Speak for Yourself’s team seems committed to fighting this fight, and rightly so, and PRC is showing no sign of backing down. But if all the parties involved could just get together in the same room for a Day Without Lawyers, this whole horrible state of affairs might just have an ending that doesn’t leave anyone feeling taken advantage of. Kids like Maya and Schuyler least of all.

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Be sure to check out Quinnlin’s journey with special needs and a special friend at Build-A-Bear Workshop‘s blog!

Wading Through the Alphabet Soup: An Introduction to Federal Special Education Law

December 11, 2010 in Ask the Special Ed Lawyer by dianaglick

One of the first things I explain to clients during an initial intake appointment is the basic federal standard for educating students with disabilities. This is frequently referred to as the “alphabet soup” of special education: the IDEA mandates that schools provide FAPE in the LRE according to the child’s IEP. Keeping in mind that talking in acronyms is just job security for attorneys, let’s break it down:

IDEA = Individuals with Disabilities Education Act

This is the federal law ensuring that special education services are provided to children with one or more qualifying disabilities, whose disability interferes with their ability to receive an education. The IDEA originated in 1975 under President Ford and has been reauthorized and changed several times, most recently in 2004. While the IDEA is federal law and applies to all public school children in the country, each state also has its own education laws that may be slightly different than the federal requirements; states may provide more protections than those available under federal law, but may not provide fewer or less than the federal standard.

FAPE = Free Appropriate Public Education

The IDEA defines a free appropriate public education as special education and related services that are provided at no cost to parents and are in accordance with the child’s Individualized Education Plan (IEP), among other requirements. 20 U.S.C. 1401(9) (2009). The majority of legal disputes are about the meaning of “appropriate” for a child’s particular circumstances. In 1982, the Supreme Court issued a decision in Board of Education v. Rowley, which provides a working definition of FAPE as “a basic floor of opportunity” providing “some educational benefit.” Bd. of Education v. Rowley, 458 U.S. 176, 200 (1982).

What does “a basic floor of opportunity” mean in real terms? Because children who are eligible for special education have such a wide range of disabilities and needs, it cannot be defined as a specific set of services. However, most children who have passing grades or are making progress towards their IEP goals will be found to have received a basic floor of opportunity.

LRE = Least Restrictive Environment

This is one of the major improvements that the IDEA has made for students with disabilities. No longer does the law allow disabled children to be warehoused or educated exclusively in a special education setting, as long as their IEPs indicate some mainstream time during the school day. The LRE requirement has led to better outcomes, both academically and socially, for disabled students. It can also be a double-edged sword in some instances when parents are seeking a more restrictive environment for their child.

IEP = Individualized Education Plan

All students who are eligible for special education are to receive services in accordance with an IEP, which must be developed to meet the child’s individual needs. Those of you who already have some experience with special education have probably spent many hours at IEP meetings and have a sense of what they entail. We will talk more about IEPs in future columns.

I am excited to be included in this new community of families supporting children with special needs and look forward to sharing more of the legal perspective with you all. In future columns, I will address such topics as the difference between IEPs and 504 plans, discipline issues, assessments, the fair hearing process, private placements and knowing when to seek out legal help, among others.

We are also interested in hearing from you! Feel free to suggest topics for further discussion; just keep in mind that I cannot provide legal advice for your specific situation.

Author Diana B. Glick

Disclaimer:

This column reflects the views of Diana B. Glick in her individual capacity. It does not necessarily represent the views of her law firm or her clients, and is not sponsored or endorsed by them. The purpose of this column is to assist in dissemination of information about federal special education law, but no representation is made about the accuracy of the information. The information contained in this column is provided only as general information for education purposes, and topics may or may not be updated subsequent to their initial posting.

By using this column you understand that this information is not provided in the course of an attorney-client relationship and is not intended to constitute legal advice. This blog site should not be used as a substitute for competent legal advice from a licensed attorney in your state. This column is not intended to be advertising and Diana B. Glick does not seek to represent anyone desiring representation based upon viewing this blog site in a state where this blog site fails to comply with all laws and ethical rules of that state.

What frustrates me?

September 8, 2010 in Ask the Occupational Therapist, Insider Insight by Dr. Tiffany Showalter

As someone who works with children with special needs on a daily basis, I can only imagine how difficult it is to have a child or children at home with these needs. Doing everything you can for your child and keeping sanity in your house must be extremely difficult, resulting in many frustrations of your own. What I want to discuss are my frustrations from the other side, in an attempt to help you as the parent understand where we are coming from.Frustration

1. I enjoy frequent communication with you about your child and enjoy even more trying to help you problem solve an issue your child might be having at home or at school. What frustrates me is when I put forth great effort to help you with suggestions and activities for you to do at home and find out later that you haven’t even tried any of them and are still asking for help.

2. What frustrates me is when a parent expects me to fix their child. You have a wonderful child with both strengths and weaknesses. My role as your child’s therapist is to help your child participate and be successful with completing certain skills that they are having difficulty doing within his/her abilities. It is like the saying; “there is more than one way to get a job done”. In many cases, my job is to find that other way.

3. I know parents are often not experts when it comes to child development and developmental milestones. I can help you there and provide tables. What frustrates me is when you are expecting skills beyond your child’s developmental level. A simple web search can yield what is appropriate or ask me for that information…I am happy to provide you with it.

4. As a parent of one child with another one on the way, I am sure there will be many days when I compare my girls. What frustrates me is when you compare the skills of one child to the next. Even if your children were the same age, had the same abilities and disabilities, and participated in the same programs, there are still countless factors that contribute to your child’s development. It is unfair to compare them.

5. I haven’t had to deal with developmental pediatricians or other medical personnel explaining my child’s diagnosis to me, but what frustrates me is when I have to explain something essential to your child’s prognosis with you when you should have been made aware long before ever meeting me. For example, I have had to explain tone at least 4 times this school year. These were all situations where the children were receiving ongoing medical interventions to address such tone. The parents asked me what we could do to “fix” the tone. I am writing an article on tone itself but in a nut shell here it is. Tone is neurological and can only be permanently “fixed” with surgery or medicines. Various techniques including tendon tapping, casting, icing, vibration, and gentle rocking to mention a few can only temporarily affect tone. More appropriately would be to modify the task that the tone is impacting to increase your child’s success. In two of these four conversations, the parent was brought to tears in learning this information. I think knowledge is power and am happy to provide you with such, but how frustrating that the doctor did not explain this to you. I would cry too.

Just letting off a little steam! I really do love my job!

Disclaimer: I hope you enjoyed reading this article. Please remember you are reading this information of your own free will and are taking the information at your own risk. The author is the legal copyright holder of this material it may not be used, reprinted, or published without my written consent. This information is for entertainment and informational purposes only and is not intended to provide or circumvent medical, legal or other professional advice.

Everything You Need to Know About Your Child’s IEP

August 6, 2010 in Ask the Special Ed Lawyer by dianaglick

IEP Basics

When people reference your child’s IEP, they may be speaking about the meeting (“Are you going to the IEP today?”), the document (“Here is your copy of the IEP.”) or the process as a whole (“Your child may need an IEP.”). There is also an IEP team that is the decision-making body for your child’s services and supports. Because this term seems to be everywhere you turn, you’ve probably already guessed that the IEP process and the document generated by this process are the basis for your child’s experience in special education.

I’ve discussed the general IEP process in my prior columns, starting with the initial assessment. Remember that the legal obligation of the school district is to provide “FAPE”—a free appropriate public education—to students who are eligible for special education. Once the eligibility determination has been made, the District must offer whatever combination of placement, services and supports that are necessary to allow children with disabilities a basic floor of educational opportunity. While the District and parents may agree that the child is eligible for special education, there may be significant differences of opinion regarding the child’s placement, service and accommodations. These are the issues that are worked out through the IEP process.

The IEP Team

There are a few main points to remember about the IEP team. First, as a parent, you are an integral part of the team and should be involved in all the major decisions during the process.

Federal law also requires the presence of the following team members at the IEP meeting: your child’s mainstream teacher, at least one special education teacher and/or support professional (such as a speech-language pathologist or occupational therapist), and an administrator with decision-making power. The presence of the administrator as key—you want to make sure that someone who can offer special education services on behalf of the District is present at the meeting.

The IEP Meeting

KindergartenerSometimes, parents are intimidated by the committee of experts facing them in the meeting (those kid-sized chairs don’t help either!). I try to empower my clients and remind them that they are the parents—who knows their child better? No one! It’s always important to listen to the assessors, teachers and other service providers who are working with your child, but let your gut be your guide. This means that you should feel confident about asking questions and expressing any disagreements you have about your child’s abilities and needs. For example, an IEP will indicate your child’s “present levels of performance.” If a blanket statement is made such as, “Sam is a delightful child with many friends,” and you happen to know that Sam is a delightful child with such a severe language disorder that he cannot participate in age-appropriate conversations and therefore does not have many friends, speak up about this.

Parents are allowed to invite others to the IEP meeting for personal support or advocacy. I encourage this if you believe you will feel intimidated or overwhelmed by the District personnel in the room. It’s always good to have another set of eyes and ears with you and it may boost your confidence to have more support in the room.

In addition, state law may allow you to make a tape (or digital) recording of the meeting. In California, parents may record if they have given 24 hours written notice to the District of their intent. This is recommended in situations where there have been misunderstandings in the past about statements made during the IEP or when you anticipate hearing a lot of evaluation reports that you may need time to digest and want to hear again after the meeting.

The IEP Document

It is often said “If it’s not in the IEP, it doesn’t exist.” This is a good maxim to keep in mind. If someone offers a service during the meeting, but it’s not written down as part of the formal offer of FAPE, it may not happen and there will be no written record of the discussion.

The “service page” of the IEP describes your child’s placement and the services (including amount and frequency) the District is offering to provide. This section is the heart of the document and you’ll want to make sure you understand its terms before signing your consent.

Other important sections of the IEP document include your child’s designation, any accommodations and modifications to the curriculum and the goals. I’ll discuss with greater detail these sections of the IEP in future columns.

At the end of the document is a place where parents can sign their consent to the IEP. Your signature means that you agree that the District’s offer provides your child with FAPE and that you authorize the District to implement the services specified within. In the ideal scenario, you understand the terms of the IEP and agree that they are designed to help your child access the curriculum; therefore, you provide your consent and the District moves forward on the basis of what is written in the IEP. When there is disagreement about any element of the IEP, parents have the right to withhold their consent to the document and seek other avenues to resolve the conflict with the District. Next month, I will continue this discussion and describe the various options parents have when it is time to sign the IEP.

Disclaimer:
This column reflects the views of Diana B. Glick in her individual capacity. It does not necessarily represent the views of her law firm or her clients, and is not sponsored or endorsed by them. The purpose of this column is to assist in dissemination of information about federal special education law, but no representation is made about the accuracy of the information. The information contained in this column is provided only as general information for education purposes, and topics may or may not be updated subsequent to their initial posting.
By using this column you understand that this information is not provided in the course of an attorney-client relationship and is not intended to constitute legal advice. This blog site should not be used as a substitute for competent legal advice from a licensed attorney in your state. This column is not intended to be advertising and Diana B. Glick does not seek to represent anyone desiring representation based upon viewing this blog site in a state where this blog site fails to comply with all laws and ethical rules of that state.
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