web analytics

You are browsing the Blog for special education teacher.

Avatar of Admin Dawn

by Admin Dawn

Welcome to this week’s New Members!

January 21, 2011 in Around the Site, Featured by Admin Dawn

Wow, we are growing quickly! Welcome to all our new members!

Jean Kes: “I am a stay at home mom. I have my own home-based business in the coffee business. Everyone usually drinks coffee, latte, mocha, hot chocolate or green tea and this is healthy. I have 1 son who is 10 and has L1 Syndrome (genetic hydrocephalus) CP, non-verbal (for the most part) has a communication device, in a wheel chair. I am big advocate for special needs. Believe in alot of alternative therapies. My son get’s weekly massage to help with different issues we have done Hyperbaric Oxygen Therapy, Vision Therapy, Music Therapy. He does Conductive Ed in the summer a very good program to help with gross motors skills and all. We have done Ionic Foot Bath, and others. I like to think outside the box. We also like to do alot of natural alternatives with out the side effects to stay healthy. I go to Closingthegap.com which is a assistive technology conference plus others. I enjoy being home making $ so I can be there to help my son with what ever he needs.”

Lydia Roman

Brandi Fought: “I am the mommy to two wonderfully special children. Matthew is almost two with many diagnosis. Autumn is one and a half. She was born much too early and is paraplegic. We live our lives one day at a time, celebrating each and every victory!”

Emma Sterland: “I manage a website for parents, carers and professionals connected with learning disability. http://www.Netbuddy.org.uk is a free online resource with hundreds of practical tips and ideas on supporting someone with special needs.”

Stephanie: “I’m a stay at home mom to 2 kids. My youngest, Jack, is 17 months old and has special needs. Jack was born with congenital bilateral cataracts. He had cataract removal surgery and now wears glasses or contact lenses. He is legally blind, has microcephaly and major developmental delays. Jack is extremely small for his age and has been labeled with faiilure to thrive. He has been tested for chromosome abnormalities, infectious diseases, and metabolic disorders. Tests have come back normal, so we are still on the hunt for a diagnosis. In the meantime, Jack does OT and visual stimulation therapy.”

Kathleen Rainwater: ”

Single mother of three special needs children, two biological, “typical” children (now adults!), and one stray foster daughter. I chose this gig. My special kids were adopted. My three special kids are still at home: ages ten, eleven, and nineteen. It’s just now occurring to me that probably two of them will be with me for life. Some days, I’m very okay with that; some days not so much. It’s a rough road for us all, but I want it to be a terrific adventure. Kameron, the eleven year old, was a 25 week preemie with a grade IV bleed, crack-exposed; vented and trached for the first 3 years; now diagnosed with AVMs. He is very smart, funny, and can be annoying as heck – especially to his sister, Klaryssia. He also has CP and is DD and is considered a spastic quadriplegic. Klaryssia is the 19 year old; she has DD and mental health issues, but is pretty high-functioning, maybe around eight years old cognitively… Kobi is ten and only has some learning delays. He was also premature, but his main issues stem from failure to thrive and drug-exposure in utero. I don’t have much compassion left for their bio-moms. But, I love the children they made.”

Christine Patch: “Mom to 3 boys. Twins – William & Kevin born at 27 weeks in 1999 and Tyler was born full-term in 2005. The twins both had a Stage III brain bleed, only 1 requiring a VP shunt. They are developmentally delayed and have tested on a 2 – 5 year old level and classified as MR.”

Amy Fisher: “SAHM to son with hypotonia, delayed myelination, apraxia of speech & epilepsy. No dx – though have literally had every genetic test in the book – all neg./normal.”

Jennifer Kneice: “I have 4 children. 3 have some special needs right now. I love them all.”

In Real Life Connect Event in Atlanta

Meet Julia in person and get inspired by speakers Sue Boardman, MDiv, PhD and special education teacher Whitney Blackmore at our first (but not our last!) In Real Life Connect event! Our goal has always been to help you build relationships online and off so expect more meet up opportunities around the country this year! We would love to see you in Atlanta this spring! Get more information and register here. (This first ten registrants will get a copy of A Boy and a Turtle, Lori Lite’s relaxation book for kids!)

Children love to visualize or imagine filling their bodies with the colors of the rainbow. This effective stress-management technique also known as guided imagery is widely accepted and used by both traditional and holistic communities. This gentle but powerful technique stimulates the imagination. Visualization can have a positive impact on your health, creativity and performance. It can lower stress and anxiety levels. It can be used to decrease pain and anger.The colorful imagery in this story quiets the mind and relaxes the body so your child can manage stress and fall asleep peacefully. Relax with colors!

Remember our Thursday chat!

Each Thursday we have a live chat from 8pm EST. Our chat moderator, community member Michelle Howard signs off at 9pm but you are welcome to hang out as long as you like. Our chat is available to any community member at any time so feel free to set up your own chat time, too.

Avatar Issues

Our software has some crazy bug and we’re waiting for an update that will fix it. Meanwhile if you’re having trouble getting your avatar up there as the right size, you can email your image to Dawn and she’ll crop it and email it back to you so it’ll upload correctly.

Tags: , , , , , , , , , , , , , , ,
1 Comment »

Avatar of Admin Dawn

by Admin Dawn

Welcome to this week’s new members!

January 14, 2011 in Around the Site, Featured by Admin Dawn

Welcome to:

Kathy Costigan: MOM of 3 kid. ages 20/11/10 1 with PDD. I like my life + I know this is a year that will be life changing, in a Good Way.

Elizabeth: Wife and mum of two. My son is 16 and typically developing; my daughter is 13 and has Phelan-McDermid Syndrome, ASD, ataxic-quad CP, kidney disease, seizures, GDD and a host of other diagnoses. I work outside the home PT at a Christian bookstore and am going to schoo full-time to get credentialled as a Special Education Teacher for moderate to severe special needs.

Kerry Murphy: I am the mother of a beautiful, charming and funny little boy with a form of muscular dystrophy. Most days are good, some days are great, and other days are plain horrible. I thought I’d do some writing and share my experiences; the good, the funny, the not so good and the downright ugly. All of us deal with challenging situations in different ways, and I believe that no way is better or worse than another. These observations, stories and hints are I hope helpful, sometimes funny, maybe sad but always honest. You may not have a child with a disability; but my guess is you know and or love someone who does. This blog is for all of us.

Heather Price: First and foremost, I’m a mom of AWESOME four year old twins, both with various special needs. Chananiah has classic autism. His issues are social and communicative. Reena has hypotonia, a speech delay, and probably dyspraxia and ADHD. Her issues are physical and auditory. She’s about two years behind with gross motor skills and wears cute little foot braces. While they’re in preschool or sleeping, I run two businesses (frankly, the stress of making a full time income in part time hours while having two special needs kids is starting to get to me a bit, hence, needing the support of this group!) ARE YOU LOOKING FOR PART OR FULL TIME WORK AT HOME? I am currently interviewing for positions with both companies. Call me at 216-870-3142 to inquire. (I shortened Heather’s bio because it was so long but if you want more info about her, her kids and her businesses, please click through the link!)

Sandi Jardine: I am a 51 yr old mom of 3 kids – my 2 sons are special needs (Aspergers and ADHD) and my husband has Aspergers as well. My adult daughter is NT.

Kelly: http://adventureswithtwoboys.blogspot.com/

Tiffany: Hello! I’m Tiffany. I’m 24, Christian and a SAHM to two boys- ages 4 & 2! I am married and we live in OK! My youngest son, was born with Spina Bifida: Myelomeningocele so I am continuously trying to spread awareness about this disability. My boys are my whole world! I’m into digital scrapbooking, photography & editing. And, I love to read, whenever I find the time to sit down to concentrate!

Kirstine: http://www.anderledesbarn.dk

Carrie M: I’m a SAHM to Maggie (11/08) and Molly (06/10 born with Down Syndrome).

Please head over and introduce yourselves!

Tags: , , , , , , , , , , , , , , , , , , , ,
1 Comment »

Avatar of Admin Dawn

by Admin Dawn

The puzzle of learning disabilities

December 10, 2010 in Insider Insight by Admin Dawn

by Jill Lauren

To be learning disabled – meaning that a person is of average to above average intelligence with a processing deficit that makes learning challenging – is tremendously puzzling. How can one be smart, yet have trouble learning in school? This conundrum has perplexed many, including myself when I began to study various aspects of learning. In fact, I sat in a class about learning disabilities at Northwestern University for almost an entire semester without truly understanding the syndrome until a classmate explained it to me. I remember that moment clearly because I found the paradoxical nature of learning disabilities fascinating and decided to pursue a career as a special education teacher.

Kids want answers, too

When I started teaching, it was no surprise to me when my learning disabled students explained that they were completely confused by why they needed extra academic support; after all, their parents and teachers were often telling them how smart they were. Soon I realized that not only did I need to teach specific skills, but I also needed to educate my students as to what a learning disability actually was. Typically, I found that my students started questioning their academic capabilities around third grade. Prior to that time, coming to the resource room and getting stickers was reason enough to be there! By third grade, kids are more aware of who they are, in relation to their peers, and want answers.

One afternoon, I took a student named Margaret out for ice cream because though she was typically a happy child, she was becoming increasingly concerned and saddened about her academic challenges. When I asked her, “Why do you think school is hard?” she responded, “Because my parents said I have a learning disability.” I was completely surprised that she knew this term. Then I asked, “What’s a learning disability?” Her answer, “I don’t know, my parents didn’t tell me that,” helped me to fully recognize my responsibility to find a way to make the mystery of LD understandable to a third grader. I reached for the one aspect I felt could make the concept real: role models. Back in the 1980s, Tom Cruise, Cher and Bruce Jenner topped the list of success stories of people with learning disabilities. As I explained what I knew of each person, Margaret’s eyes lit up. There were other people out there like her – and they were not only successful, but also famous. My explanation completely legitimized her experience and gave her a sense of hope. She also felt proud to be just like Tom, Cher and Bruce such that she suggested to me, “There should be a book for kids like me about people with learning disabilities.” I promised Margaret I’d find that book. When I couldn’t find it, I decided to write it.

Sharing our stories is a gift to our kids

My first book, Succeeding with LD, was written in 1997, and it was dedicated to Margaret. It contained twenty-two profiles of regular folks, children and adults, with learning disabilities. I was uncomfortable profiling famous people, as I was concerned that most kids would not believe that they could really be like them. Years later, Rick Lavoie confirmed that suspicion when he shared an anecdote about a teenager who told him, “I have pimples and a big nose. What do I have in common with Tom Cruise?” Of course, when public figures share their learning challenges, it is a gift to kids. For the purposes of a book, however, I wanted students to be able to hold a book in their hands that contained at least one person with whom they could truly relate. Succeeding with LD was recently reprinted in a third edition that contains updated profiles of twenty-one of the original stories.

Last year, my publisher asked me to write a new book for younger children with learning disabilities that also profiled success stories. That’s Like Me! contains fifteen new profiles and includes a foreword by Caldecott winner Jerry Pinkney, who is also dyslexic. It is a full-colored picture book and was honored by the New York Branch of the International Dyslexia Association with the Margot Marek Award for the “most outstanding book written for adults or children with dyslexia or related learning disabilities.” I shared this award with the thirty-seven people who so courageously told their stories in both of my books in order to comfort and inspire others. I am completely honored and humbled to have been given the opportunity to bring such honest and heart-warming stories to people with learning disabilities. Many of the people in the books have become dear friends. They join me on panels to discuss various ways that people with LD can pursue their own dreams, like they did.

And where is Margaret these days? After being told by an advisor that she should not go to college, but should instead pursue a career in retail, she obtained a Masters in Social Work from Columbia University after years of grueling study. Margaret also joins me on panels, as she is now a role model herself. We often reflect on the conversation we had when Margaret was in third grade, the impact of which led to the creation of two books and have comforted so many people with learning disabilities.

Jill Lauren has a B.S. and M.A. in Learning Disabilities from Northwestern University. She has been teaching LD students of all ages for over twenty-five years. Known as an expert in the area of reading and writing, Jill has trained teachers around the country to utilize a variety of structured, multi-sensory approaches to the instruction of reading and written language. Jill has also worked with various schools to implement successful reading programs.

Tags: , , , , , , , , , , , , , , , , , , , , , , , , , , , , ,
No Comments »

Avatar of dianaglick

by dianaglick

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.

Tags: , , , , , , , , , , , , , , , , , , , , , , , , , ,
No Comments »

%d bloggers like this: