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Around the Community

February 18, 2011 in Featured by Admin Dawn

Have you voted for us yet?

Your nominations have been tallied, and five online communities have been selected to vie for a 2011 About.com Readers’ Choice Award. Before you go to the poll, you may want to take a moment to read more about each of the candidates, and review the Readers’ Choice Award FAQ for more information on the awards. You can vote once a day for as many days as you like between now and March 8. Winners will be announced on March 15.

You can vote for us every day until March 8th! Just enter your vote here: Vote for Best Special-Needs Online Community

Remember: Our Valentine What’s in a Name Giveaway is open until midnight PST tonight, February 18th!

Check it out here and then be sure to enter!

Share Your Celebrations

We’ve removed the Achievements plugin that people found confusing and instead we’re going to start featuring your family’s TRUE achievements! Has your child done his homework every single night this week without complaining? Did your daughter wow her physical therapist? Did you reach your own personal goal? We want to know! On the sidebar of our blog posts (see it over there to the left?) we’ve put up a form that lets you submit an entry for our blog under the new Celebrations! category. Once you submit and we approve it it’ll go out to let us all know your good news.

Don’t hold back!

We want to celebrate each other! This is different than our Community News feature. Community News is for news. A great blog post, an event you want us all to know about, something your local newspaper’s web site is featuring. But Celebrate! is for our personal victories. When we start getting submissions we’ll add a Celebrate! link to our navigation menu up there at the top of our site.

Welcome to New Members

Jeni

LoraI am a single mom of a wonderful 5 year old little girl. Jamie has Cerebral Palsy. She was officially diagnosed when she was 1 an half. She has had seizures since day one. In her short but sweet 5 years so far she has had seizures, CVI, lazy eye, dislocated hip, hip surgery(which didn’t work), Sensory disorders, a type of asthma, two brain haemorrhage’s at birth, severe allergies to food drugs and environmental and so much more that I can not begin to think of right off hand. My daughter is my angel. She is such a happy child. She loves the outdoors. She always seems to have a smile on her face no matter what. She hopefully will begin school this fall. I am excited but ever so nervous. As she will be going during the flu season and she can’t have the flu shot. Anyways, to wrap things up I try to do the best that I can for my baby girl and I love her ever so much.

Sue Robinson – Son slowly being diagnosed with Sensory Processing Disorder. Just turned 4 and has been having more of a difficult time. I am trying my best to learn more, be patient, but seem to be losing my cool more often than not.

Vanessa Infanzon – Mom to three boys, wife to husband of 13 years. Our oldest son has a thin corpus callosum and another undefined genetic disorder. He uses a walker to get around and does not talk. I stay at home for now, but look forward to writing more as the kids get older. I also facilitate team building and leadership activities for college age students.

Martin Frantz – For 32 years, I was a career prosecutor where I vigorously defended vulnerable populations like child victims of sexual assault. I retired and started a law practice helping families with special needs children. I was inspired by my son who was born 18 years ago with Down syndrome. As my son approached adulthood, I wrestled with tax laws and state regulations for disabled children. That’s when I decided to put what I learned together with my passion for helping kids.
I provide estate planning that will conserve assets and minimize taxes while maximizing the potential for your disabled son or daughter.

Amy Moss

Christy – I am a mother of 3–a boy and 2 girls. We’ve been on the “journey” since my son was 1 1/2, but he was officially diagnosed with “mild Asperger’s Syndrome” around age 8. He is now 12.

Lisa Noel – Blogger and fulltime working mom of three boys, two of which are dx’d and treated for ADHD.

Gina Gareau-ClarkI have adorable twin daughters with mitochondrial disease, and still testing for other diagnoses. I am the Executive Program Director for the Dare To Hope Foundation, contributor to the Children’s rare Disease Network, and a member of Parent to Parent’s Cobb Navigator Team. I run a small cake decorating business out of my house, http://www.twintierscakery.com

Annette Kay Fortner – I am a mother who has 2 young kids, boy (11) who has ADHD and an Auditory Processing Disorder, and a girl (6) who has developmental delays and has been in therapy for those since she was 9 mos. and that ended, but is continuing because of her motor difficulties. She also has a speech delay. My husband is in the navy and has been in for 19 years now and will soon be retiring. We are young..34 for me and 39 for him. It is very hard dealing with special needs kids and no one understands, so I am here for support.

christine – I’m 31 with 3 kids

coleen shiffert – I am 28 years old and a mother of 6 beautiful children. My 5 year old daughter Shelby was diagnosed with developmental delays and intellectual disabilities when she was about 1-2 years old. She also has failure to thrive (she has a g-tube), Kidney reflux, heart murmurs, growth hormone disorder (at 5 she only weighs 25 pounds), and hypothyroidism. My daughter is my hero for all the obstacles she has overcome and for all the strength she has. I have a wonderful and supportive family who keep me going even when i don’t think i can go on. I am truly blessed!

Rachel

Stephanie

Anne Zachry – I am a pediatric occupational therapist with over 18 years experience providing occupational therapy to children, along with caregiver instruction and support. I have a PhD in Educational Psychology. I’ve had articles published in my profession’s trade magazine and in peer-reviewed journals. I am currently employed as a school OT in Tennessee, working with students having issues ranging from mild fine motor problems to severe physical disabilities. I am certified to administer the Sensory Int System.

Have a blog?

Be sure to send me your link so I can add your feed to our activity stream! That way we can all keep up with your blog posts. Just send it to dawn@supportforspecialneeds.com

Doodling: bane to teachers but a boost to the brain

January 31, 2011 in Ask the Occupational Therapist, Featured, Insider Insight by Susan N. Schriber Orloff, OTR/L

I went to “teacher school”; even was one for a while. And I have to say unequivocally that there was no information about how a child learns — just what they should learn.

I guess that is why I became an occupational therapist. I needed to know what was going on “inside” not just the outside — as they say, can be deceiving.

And so it is the case of “doodlers”. Admonished for “not paying attention” they are often made to feel belittled and self-conscious about something they really do on “auto-pilot”.

Recent research has shown that doodling actually helps learning!! The child may not look like he or she is paying attention but science says otherwise. In findings published in Applied Cognitive Psychology (2009) test subjects who doodled while listening to recorded messages had a 29% better recall than those who didn’t.

The article goes no to state that, “If someone is doing a boring task, like listening to a dull telephone conversation, they may start to daydream,” study researcher Professor Jackie Andrade, of the School of Psychology at the University of Plymouth, said in a news release issued by the journal’s publisher. “Daydreaming distracts them from the task, resulting in poorer performance. A simple task, like doodling, may be sufficient to stop daydreaming without affecting performance on the main task.”

Various articles on associative memory contend that doodling can boost retention up to 50% for immediate recall. In other articles there is information that doodling actually helps the learner “opt-IN” to discussions by enhancing recall invigorating multiple neural pathways.

Science is giving a new slant on doodlers, fidgeters, and, Heaven forbid – whisperers!! Reprimands from teachers (and even bosses) may soon be a thing of shame to them NOT to the “culprit”. “Pay attention”, “Are you listening, I will not repeat myself” and “Am I bothering you?” and similar phrases are more than inappropriate, demeaning and harsh – they scientifically wrong.

TIME Magazine (Feb. 2009) states a study that defines the benefits of doodling very simply. It prevents daydreaming. Daydreaming tends to trigger the brain to recruit other networks that shift your attention to other things so you cannot focus on the tasks at hand. Doodling does just the opposite; it keeps the motor running so the brain can focus. And historically we have had some rather impressive doodlers: Winston Churchill, John F. Kennedy, Franklin D Roosevelt, John Keats and Bill Gates to name a few.

Other studies support that doodlers tend to be more organized than their non-doodler counterparts. Doodling, it is reported, actually helps clear the mind by relieving stress and aiding in relaxation. So what is the problem? Obviously with the people that doodling seems to upset. (Teachers??) “Paying attention” in class usually means sitting up straight, feet on the floor, not touching anyone else and eyes on your work or the teacher.

Research has a different slant on doodling. Similar to the analysis of dreams, the inspection of doodles can actually create a better understanding of how a mind works. It is the connection between the conscious and unconscious and that is where we learn. Rather than a distraction, doodling can assist in triggering many major routes for us to store information into long-term memory.

Margaret Livingstone, a Harvard University neurophysiologist writes in her book, Vision and Art: the Biology of Seeing that art is a “spin-off” of our brains visual system and this connection cues neurons. Not only does it help us pay attention, it also helps our mind wander into unimagined areas stimulating associative thinking aiding in symbolic expression.

What is known about doodling is that it increases arousal in the brain and forces it to use up just enough energy to STOP it from daydreaming. Doodling seems to stimulate the right side of the brain that mediates visualizations (reading and writing) leaving the left side (information gathering) to relax and absorb information more readily. Both sides together allow the person to synthesize the total concept being presented.

Encouraging doodling may be a route to increasing attention in class. Wouldn’t it be amazing if “Increase doodling while listening” became an IEP goal?

Susan N. Schriber Orloff, OTR/L, is the author of Learning Re-enabled, a guide for parents, teachers and therapists and Write Incredibly Now™ 12 hours to better handwriting. She is the Executive Director of Children’s Special Services, LLC, in Atlanta, GA. She can be reached on the Web at www.childrens-services.com Her WIN™ program is available through YourTherapySource.com.

Sensory Diet? What’s food got to do with it?

November 3, 2010 in Ask the Occupational Therapist, Insider Insight by Dr. Tiffany Showalter

By: Dr. Tiffany G. Showalter, OTD, OTR/L

It’s not Weight Watchers, Atkins, South Beach or Jenny Craig… Despite what you may have thought, a sensory diet has nothing to do with food, fat, sugar, carbs or counting calories! A sensory diet is, rather, a “diet” of activities and sensory input for your body and neurological system. Just the same way your body needs food evenly spaced throughout the day, so does your body need activities to keep its arousal level optimal.

There are certain types of sensory activities that are similar to eating a “main course” and are very powerful and satisfying. These activities are proprioceptive and vestibular and provide movement, deep-touch pressure, and heavy work. They have the most significant and long-lasting impact on the nervous system. There are other types of activities that may be beneficial, but their impact is not as great. These “sensory snacks,” or “mood makers,” are activities that last for a shorter period of time and generally include mouth, auditory, visual, or smell experiences.

Sensory diets are very powerful tools and should be overseen by an occupational therapist; however as a parent it is essential that you are fully aware of what treatments are available and why they are recommended. So the next time you hear someone say, “sensory diet” rest assured that you can still eat a Twinkie if that’s your thing.

References

Building Bridges Through Sensory Integration, Yack, Aquilla, Sutton (2004)

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.

Sensory Assessments As Part of a Unified Early Learning Testing Protocol

October 27, 2010 in Ask the Occupational Therapist by Susan N. Schriber Orloff, OTR/L

School based screenings for young children are common, but what do they test, and are they enough? They are usually generalized for fine and gross motor, basic perception and social/emotional development.

All of this information is important and very valuable, but for some children essential insights into the quality of a specific performance are not addressed in what “TOTEMS”* used to call “quick and dirty” overviews. (TOTEMS and AOTA program Training Occupational Therapists for Educational Management Systems).

Some children just seem to be missing the ability to “stay with the group”. (That is what I hear a lot of when parents call about their young children.) Discovering “why” often falls to the OT doing a specialized assessment.

Many preschool and lower school directors respond to these children by suggesting facilitators who stay with the child during school. While in many cases these individuals do an excellent job, they are also expensive and make the child “stand out” from their peers within the classroom.

Screening for developmental issues can help both the parent and the school administrator decide on the best placement for the child. While the majority of early learners do very well in traditional typical programs, the ones that do not suffer in the same situation. That is when seeking an alternative modified program may be advised.

Learning should never hurt, and early learning should be joyous. For the child with sensory developmental issues school can be a scary place. Try to think about going to the same place everyday but not being able to recognize it as familiar. Think about going to a familiar place but finding noise, smells or light noxious. Put yourself in the “shoes” of a child with postural instability and asking them to sit a table for any length of time.

Knowing these things before the child enters the classroom can make the difference success or failure for these young learners. It is also good information for both parents and teachers to have on all children. Therefore a unified assessment process should include a parent checklist and an admissions or early in the school year assessment.

The parent checklist should include items that address self-care, family participation, self-calming and interests as well as the standard motor/task areas. A sample of such a checklist is offered in pdf format and can be downloaded here.

The teacher would also be asked to fill out this checklist and the results compared. It is important to (gently) explain to the parent that life on “Planet Home” is very different than life on “Planet School”*. It is often hard for parent to get that they have been “trained” by their children to anticipate areas that may be stressful for them and thus circumventing challenging situations. This is particularly difficult if the child in question is number one! (*From Learning Re-Enabled, Mosby/Elsevier Books)

Parents of young children are often focused on are they “having fun” and are they “happy”, while teachers are focused on the physical, intellectual, emotional and the neurological actions and reactions impacting learning. Unfairly, teachers are often deemed “unfriendly” by parents or having a “personality conflict” when issues are revealed.

The Occupational Therapist can play a pivotal role in the assessment and learning environment by explaining development to the parent and the teacher so that increased understanding can be attained. The OT can also help explain the crucial importance of early intervention and discouraging the “wait and see” attitude many parents may choose if they do not fully understand the issues.

And we all can be reminded of the famous quote by Mel Levine, MD author of A Mind at a Time, “children do not outgrow anything but their clothes.”

As Occupational Therapists one of our many roles with children is to make sure they grow with their clothes.

Susan N. Schriber Orloff, OTR/L, is the author of Learning Re-enabled, a guide for parents, teachers and therapists. The National Education Association, and the International Learning Disabilities Association endorse the book. She is the Director of the Modified Developmental Preschool in Dunwoody, GA. Susan writes “Ask the Therapist,” a column in Exceptional Parent magazine, and is CEO and is the executive director of Children’s Special Services, LLC, an occupational therapy service for children with developmental and learning delays in Atlanta, GA. She can be reached on the Web at www.childrens-services.com or through YourTherapySource.com.

Independence with self-care

September 28, 2010 in Ask the Occupational Therapist, Insider Insight by Dr. Tiffany Showalter

When our lovely little children are born into the world, they depend on us for their every need. We watch them grow and eventually they are able to do more and more for themselves. They learn to hold their bottles, sit up, reach for things they want, and hold utensils for feeding. Next, we watch them begin to move around their environment by scooting, crawling, and too soon sometimes walking. Walking opens up an entirely new world to your toddlers, full of opportunities to be independent.

It is not until those preschool years that we usually see children wanting to do more for themselves. They might object to the clothes you pick out for them, want to brush their own teeth, or go to the bathroom without help from you. This new found journey for independence can be unnerving for parents, but is essential for personal and social development.

Around the ages of three or four, most self-care skills become apparent, but becoming an expert at them may take much longer. If your child has a disability, these milestones may take much longer.

Self-feeding

7 months Finger feeds dry cereal
9 months Feeds self cracker using whole hand
2-2 ½  years Scoops food using spoon with spilling
2-2 ½  years Spears and shovels food using fork with some spilling
4 years Holds spoon appropriately with fingers
5-5 ½ years Uses knife to cut soft foods and spread

Undressing

1 ½ -2 years Removes socks or unties shoes
2-2 ½  years Removes pants with elastic waists and pulls over tops

Removes unfastened coat

3 years Undresses self

Dressing

3-3 ½  years Puts on coat, shoes (can be wrong feet), socks, pullover garments, pulls up pants
4 years Distinguishes front/back and clothes that are inside out, orients clothing and puts clothing on
7 years Discriminates inside and outside of clothing and can fix if wrong

Unfastening

1 year Unsnaps front snaps
2-2 ½  years Unzips and zips a non-separating sipper
3 years Unbuttons front buttons
3 ½  years Unzips front opening zipper

Fastening

3 ½  years Buttons small buttons
3 ½ -4 years Snaps most snaps-front
4 ½  years Zips front, separating zipper
5 ½ -6 years Zips, unzips, hooks, unhooks separating zipper
6-6 1/2 years Ties bows on shoes

Hygiene

2-2 ½  years Wipes nose on request
3 ½ -4 years Completes hand washing routine
4 ½ -5 years Brushes teeth
5 ½ -6 years Manages all aspects of toileting
6-6 ½ years Blows and wipes nose by self

Adapted from Hand Function and the Child:  Foundations for Remediation, by A. Henderson & C. Pehoski (Eds.), “Selfcare and hand skills,” pp.  164-183.

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.

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.

What can I do when my preschooler is in a fine motor funk?

August 19, 2010 in Ask the Occupational Therapist, Insider Insight by Dr. Tiffany Showalter

Why are fine motor skills important anyway?

Grace is a hardworking kindergarten student who loves school…and why not? She enjoys and is successful at many activities that kindergarteners do everyday. She cuts out pictures from worksheets and glues them appropriately on paper. She colors within the lines and can write her name all by herself. During art, she molds clay into wonderful figures and she strings beads to make a necklace for her mommy. That’s all before lunch. At lunch, she opens her milk carton and uses her utensils effectively. After lunch, it’s off to the playground after she puts on and buttons her coat. Jenny uses fine motor skills all day long.

Why do some children have problems with fine motor skills?

Happy kidSome children may demonstrate difficulties or delays with fine motor development due to developmental delays or medical diagnoses such as Cerebral Palsy, Autism, or Down Syndrome. Other children may develop fine motor difficulties from a lack of opportunity and practice. Children are spending much less time playing with fine motor manipulatives and constructing crafts, instead choosing to play video games and watch television. This can result in poor development of the muscles in the arm and hand which further leads to handwriting and cutting difficulties when in school.

What can I do at home?

1. Provide lots of opportunities to engage in fine motor activities.

2. Utilize vertical surfaces. When a fine motor activity such as coloring or painting is taped to a vertical surface, it engages a child’s small muscles of the hand and promotes a good position in the wrist as well as improving the use of larger muscles in the arm and back. These large muscles provide stability while the small muscles provide refined coordination when performing fine motor tasks. Think about how hard it would be to thread a needle if you were riding a roller coaster! Using an easel, chalk board, or taping a project to the wall is the easiest way to provide a vertical surface, however with some creativity you can probably come up with some more interesting ideas. Other activities I often use include shaving cream on the bathtub wall during bath time, “painting” the fence outside with water, gripping the sponge while helping to wash the car, or playing with a Lite Brite.

3. Tearing and crumpling items in the home can be both fun and help to strengthen those small hand muscles. You can have your child tear pages from a magazine or newspaper and crumple them into balls. Next, the child could stuff crafts with the balls or toss them into a waste basket and keep score. Once your child masters this task, have the child try it using only one hand. Pounding, pinching, and rolling putty or Play Doh in the hands can also help strengthen the hands.

4. In-hand manipulation requires some of the most skilled fine motor movements. We use in-hand manipulation when placing coins into a bank, turning a pencil over to use the eraser, or lace a shoe. Your child can work on these skills by doing the aforementioned activities or by playing games like Connect Four, jacks, or similar games with small pegs or pieces that need to be inserted elsewhere.

5. Children are often provided with pencils, crayons, and markers before their little hands are ready for such items leading to development of inefficient pencil grasps and poor fine motor refinement with tool use when they get to school. To encourage proper development, try giving your child broken crayons, golf sized pencils, small pieces of chalk, and Pip Squeaks from Crayola.

Been there, done that. Is there anything else I can do?

Talk with your child’s teacher or contact your school’s occupational therapist for suggestions. You can also visit the American Occupational Therapy Association at www.aota.org for more information.

References

American Occupational Therapy Association, Inc.

Mary Benbow (1999), Fine Motor development, Columbus: Zaner-Bloser, Inc.

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.

Sensory Sensitivities on the School Bus

July 26, 2010 in Special Needs News by Admin Dawn

Sue Shutrump, an occupational therapist for the Trumbull County (Ohio) Educational Service Center, gave attendees a better understanding of how loud noises and the slightest touch can send some students over the edge and create a difficult experience for themselves and their students.

read more at Sensory Sensitivities on the School Bus Discussed at STN EXPO.

Wednesday is TS Day Webinars

July 15, 2010 in Special Needs News by Admin Dawn

Individuals with TS often present with significant difficulty processing and integrating sensory information, and this impacts their responses to daily life events. This webinar will describe the variety of sensory processing and integration problems that are typically seen and discuss their impact on behavior and functional motor skills. Strategies that are used to treat the symptoms of these sensory difficulties and foster more appropriate responses to sensation will be described.

Lesley Austin Geyer, MA, OTR/L is an occupational therapist who has advanced training in the assessment and treatment of individuals with Sensory Processing Disorder and has over 30 years of experience. She is the parent of an adult son who has TS and is President of the Pennsylvania Tourette Syndrome Alliance.

You can now listen to the webinar in two ways. You can do what you’ve always done with our webinars and call the toll free number provided to you to listen to the speaker or now you can listen though the speakers on your computer. The choice is yours.

via Wednesday is TS Day Webinars – New Jersey Center for Tourette Syndrome and Associated Disorders.

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