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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.

Different Talk

May 26, 2010 in From Julia, Latest Articles by Julia Roberts

Today a discussion about a loose tooth led to how we’re all different and how we learn at a pace all our own. It’s what we like to call a teachable moment in our house. It happens to be a discussion I’ve had in my head many times. It also happens to be a discussion I’ve had a few times with the kids, but always a tad different.

Gage asked how weird it would be if he knocked out a tooth if the new one wasn’t ready to come in. I reminded him about the three years we were waiting for Quinn’s to grow in after she fell not one time but two. “Remember that Dr. Teddy had to pull it?” And Gage paused for a few seconds and said, “Oh yeah, why did she fall so much? I never fell that much.”

I thought to myself I have to say what I’m going to say carefully because it involves his own developmental delays. Teachable moment.

So I told him that Quinn had trouble standing and walking because her muscles weren’t working right and it took her a really long time to be able to walk without falling and still yet, she falls when you wouldn’t think she would. Just last night she missed seeing a little step on the way into the pool and fell scraping both knees. I told him he could walk at an earlier age than she could and it was probably because his eyes worked a little better than her eyes. I told him that she could read earlier but he was a whiz at math a whole lot faster.

I said you know how I’m better at computers than daddy? Did you know that he is way better at paying our bills than I am? We all have things we learn faster or do better and it’s because we’re all different. We talk, walk, see, and learn differently. It’s not bad, just how it is. You are like you are and everyone else is just like they are.

We talked about some of the kids he knows and how one draws really well and how another leaves the class for help with something and how a few leave for extra science because they are really good at science. We talked about how he was great at math, rock and tree climbing and making up creative stories (one day I’ll publish his story about mean jelly fish).

We ended the conversation talking about his tooth again and how we could get it out of his mouth.

Later I was thinking that how I’ve handled the little conversations in the past about their differences (kidneys, eyes, learning) really prepared me for today, for this conversation. At the beginning of the talk I’d been worried about saying the right thing and saying it the right way. What I hadn’t realized is that I had I already known what and how to say it. I realized I worried about nothing because I’d trusted my instincts, which never fails me.

How do you talk about your kids’ differences with them?

Building Relationships with Special Ed Teachers & Schools

May 19, 2010 in From Julia, Latest Articles by Julia Roberts

As we are ending our school year, I’m thinking back to the last several months and what our family and most especially our kids have endured. A life-saving transplant for our daughter and days/weeks missed from school for medical testing and recovery and a mental breakdown for our son that culminated in his hospitalization in a psychiatric hospital.

Our public school, who already knew us well because of 6 years of education for our kids, readily supported us through it all. From administration to teachers, they all took an active part in our family’s recovery from the kidney transplant and subsequent mental illness diagnosis and treatment.

I’m often asked about our relationship with our school and special ed department and I am the first one to sing their praises. They are a dedicated, caring group of people with whom we would have likely not done as well as a family in crisis (or two) without their support.

The relationships are built out of mutual respect; their respect for me as the kids’ parent and mine for them as experienced educators. My relationship with them has grown and changed and I’m proud of how well we work together for the kids.

There’s nothing mystical about how well we work together. Like I said, mutual respect for each other.

But it’s not been without planning, tenacity, communication, and giving.

What I have done and what do I do to keep our relationship going in the right direction?

- I respect their knowledge. I have not taught children or children with challenges in the classroom. And in fact, could not, so I am not silent about that fact. I often give them sincere kudos for what they do and what they know.

- If I have a concern I put it in writing and if I feel we need a meeting, I ask for one with the parties that should be involved. I try to have a list of items I’d like to address and I try to send those ahead so they can prepare. I also will bring a list of questions and concerns with me.

-If I have a concern about a certain aspect of learning (we recently asked the school system to do psychological testing for Gage because it had never been done and since he was hospitalized I wanted to see how they could better help him learn) I ask them for options and I am usually prepared for what is available (but not always!).

- I try to make it convenient  on them for meetings. I try my best to be flexible, even if that means I have to be there at 7:15am (if you know me, you know I don’t like early morning meetings!).

- I tell the administration about the good work the teachers are doing. I send notes thanking teachers after successes. I have also sent thank you notes after discussions for changes in IEPs and for their willingness to try anything (the number of changes they’ve made for Gage would amaze you.) that might help my kids learn. I thank them a lot for being open to ideas!

- I give thoughtful gifts. I don’t spend a fortune. I might make something or buy something small, or include a gift card but it is always accompanied by a heartfelt note from me expressing how grateful I am and sometimes a picture from one of the kids.

- I’m involved in school. There are many ways I could be involved with school but I choose to handle Teacher Appreciation Week. It’s a week long thank you of trinkets and gifts and lunch and I spend a lot of time planning and executing it (with a co-chair, thank goodness). And even though it’s for all the teachers and staff, I often think of it as my personal way to show out team my appreciation. And my work there doesn’t go unnoticed. It means something to them that I am involved. I am not saying everyone needs to run a week long event, but there are many small things you can do all year long for the school…make copies for the classes, distribute mail, cover the front office phones once a week during lunch, just to name a few. Me being up there and visible makes it easy for quick conversations. It shows I’m engaged.

I do not have an adversarial relationship with anyone at the school. Have I hit it off completely with everyone? Not necessarily. Have I rubbed people the wrong way? Um, yes. But if I follow my rule for treating them with respect that usually gets us through and we come out better in the long run working together.

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