Comments for Special Education & IEP Advisor http://www.specialeducationadvisor.com Special Education & IEP Advisor Thu, 23 Feb 2012 02:36:29 +0000 hourly 1 http://wordpress.org/?v=3.3.1 Comment on Please Step Away From the Child! The Misuse of Paraprofessionals in Inclusive Classrooms by Michigan mom http://www.specialeducationadvisor.com/please-step-away-from-the-child-the-misuse-of-paraprofessionals-in-inclusive-classrooms/comment-page-1/#comment-3078 Michigan mom Thu, 23 Feb 2012 02:36:29 +0000 http://www.specialeducationadvisor.com/?p=12153#comment-3078 As a parent new to "the system" after our child was determined eligible for services through the school system, we were anxious to receive everything that would help him. I read plenty that said he is eligible for an aid and if not given one we can press the issue. I heard plenty. As we sat through the first IEP meeting at the end of his Kindergarten year, in prep for 1st grade we were concerned that there would be no aid. The principal said he believed our son was above the need. Where I first felt flattered I also felt deep concern that we were going to have a repeat of issues we saw happen in Kindergarten where he would be sent to the hall because no one could deal with him. We actually learned later just how often that was happening. Then we were afforded the opportunity to participate in some intensive autism training done through a state funded grant for school professionals. They invited parents for a target student (START training in Michigan). It was so eye opening. One thing I will never forget was a discussion on Least Restrictive Environment. My logic said least restrictive meant providing the most help possible to give him the most support so he wasn't restricted from keeping up. But I learned it meant something so different. Providing the child with an environment that provided the least amount of interference to allow them to grow and develop. It could be stated so much better than what I'm saying. The bottom line is that we have watched this progression for 2 1/2 years and seen plenty of success. If there have been issues they can be documented and charted to see frequency and honestly we always come up with solutions to work with it other than having someone shadow him. Each year he has had peers that have provided support throughout his school day. Their value has helped relieve pressure on the teacher. He has learned social things from them that I'm fairly sure he wouldn't have learned otherwise with an adult shadowing him. There was also excellent training on how to appropriately use a parapro that go right along with what is mentioned in this article. All of this said, I agree every child is different. Some children need additional assistance. But I couldn't be happier that we started without as scary as that was. I believe he was provided the least restrictive environment with an option to add what might be needed as the needs were truly confirmed. I also think an extra set of hands can be helpful, especially for a teacher with multiple integrated children in the classroom. But I'm seeing a wonderful teacher handle it and do well because the school is set up to support her and provide help when/where needed. We could have created a much different scenario had we let our fear control the outcome rather than giving it time to see just how much he could do given the right environment. As a parent new to “the system” after our child was determined eligible for services through the school system, we were anxious to receive everything that would help him. I read plenty that said he is eligible for an aid and if not given one we can press the issue. I heard plenty. As we sat through the first IEP meeting at the end of his Kindergarten year, in prep for 1st grade we were concerned that there would be no aid. The principal said he believed our son was above the need. Where I first felt flattered I also felt deep concern that we were going to have a repeat of issues we saw happen in Kindergarten where he would be sent to the hall because no one could deal with him. We actually learned later just how often that was happening.

Then we were afforded the opportunity to participate in some intensive autism training done through a state funded grant for school professionals. They invited parents for a target student (START training in Michigan). It was so eye opening. One thing I will never forget was a discussion on Least Restrictive Environment. My logic said least restrictive meant providing the most help possible to give him the most support so he wasn’t restricted from keeping up. But I learned it meant something so different. Providing the child with an environment that provided the least amount of interference to allow them to grow and develop. It could be stated so much better than what I’m saying. The bottom line is that we have watched this progression for 2 1/2 years and seen plenty of success. If there have been issues they can be documented and charted to see frequency and honestly we always come up with solutions to work with it other than having someone shadow him. Each year he has had peers that have provided support throughout his school day. Their value has helped relieve pressure on the teacher. He has learned social things from them that I’m fairly sure he wouldn’t have learned otherwise with an adult shadowing him.

There was also excellent training on how to appropriately use a parapro that go right along with what is mentioned in this article.

All of this said, I agree every child is different. Some children need additional assistance. But I couldn’t be happier that we started without as scary as that was. I believe he was provided the least restrictive environment with an option to add what might be needed as the needs were truly confirmed. I also think an extra set of hands can be helpful, especially for a teacher with multiple integrated children in the classroom. But I’m seeing a wonderful teacher handle it and do well because the school is set up to support her and provide help when/where needed. We could have created a much different scenario had we let our fear control the outcome rather than giving it time to see just how much he could do given the right environment.

]]> Comment on Please Step Away From the Child! The Misuse of Paraprofessionals in Inclusive Classrooms by Sockitmama http://www.specialeducationadvisor.com/please-step-away-from-the-child-the-misuse-of-paraprofessionals-in-inclusive-classrooms/comment-page-1/#comment-3075 Sockitmama Thu, 23 Feb 2012 00:28:07 +0000 http://www.specialeducationadvisor.com/?p=12153#comment-3075 Deb, thank you for your article. As a parent, I have worked with paras for several years and I offer a different take. In my humble opinion, I feel that before we make judgements on the degree of how much a para gives to a child, we need to know the child's level of abilitiy, the task at hand and how capable a child is of completing it, and respect the fact that the teacher may have upwards of 30 kids in her class. So, while theoretically, it is best for a para to have less participation, that may not always be practical or what's even best for the child. Also, it is very important that parents make it clear that the para is there for their child. If not, it is not uncommon for the para to become the teacher's aide at all times while leaving the child with autism in the dust. No matter what transpires in the class, the child with autism should have priority because that's why the para is there -- to give support. Thank you! Deb, thank you for your article. As a parent, I have worked with paras for several years and I offer a different take. In my humble opinion, I feel that before we make judgements on the degree of how much a para gives to a child, we need to know the child’s level of abilitiy, the task at hand and how capable a child is of completing it, and respect the fact that the teacher may have upwards of 30 kids in her class. So, while theoretically, it is best for a para to have less participation, that may not always be practical or what’s even best for the child.

Also, it is very important that parents make it clear that the para is there for their child. If not, it is not uncommon for the para to become the teacher’s aide at all times while leaving the child with autism in the dust. No matter what transpires in the class, the child with autism should have priority because that’s why the para is there — to give support.

Thank you!

]]> Comment on Please Step Away From the Child! The Misuse of Paraprofessionals in Inclusive Classrooms by Lynn Mulder http://www.specialeducationadvisor.com/please-step-away-from-the-child-the-misuse-of-paraprofessionals-in-inclusive-classrooms/comment-page-1/#comment-3062 Lynn Mulder Wed, 22 Feb 2012 17:13:34 +0000 http://www.specialeducationadvisor.com/?p=12153#comment-3062 What is most important is that the paraprofessional involved with a student with ASD have adequate training and experience. If they have this, they will know when to stand back and when to step in. What is most important is that the paraprofessional involved with a student with ASD have adequate training and experience. If they have this, they will know when to stand back and when to step in.

]]> Comment on Please Step Away From the Child! The Misuse of Paraprofessionals in Inclusive Classrooms by Barbara Gini http://www.specialeducationadvisor.com/please-step-away-from-the-child-the-misuse-of-paraprofessionals-in-inclusive-classrooms/comment-page-1/#comment-3060 Barbara Gini Wed, 22 Feb 2012 15:37:32 +0000 http://www.specialeducationadvisor.com/?p=12153#comment-3060 So glad to see an article like this! I am a former "shadow" (I am now an adaptive movement educator) and I agree that the least amouint of interference is the best! I think there needs to be better training for paraprofessionals to do their jobs in the most useful manner and in the best interest of all involved. Thanks for your insight! So glad to see an article like this! I am a former “shadow” (I am now an adaptive movement educator) and I agree that the least amouint of interference is the best! I think there needs to be better training for paraprofessionals to do their jobs in the most useful manner and in the best interest of all involved. Thanks for your insight!

]]> Comment on Top Ten Methods to Foster IEP Team Collaboration by Doug Goldberg http://www.specialeducationadvisor.com/top-ten-methods-to-foster-iep-team-collaboration/comment-page-1/#comment-2993 Doug Goldberg Tue, 21 Feb 2012 03:57:05 +0000 http://www.specialeducationadvisor.com/?p=10276#comment-2993 Hi Ann Marie, I have actually filed for due process 4 times for my son and I am a fulltime professional advocate. You can collaborate and still not reach an agreement because of School District pressures. That doesn't mean you can't have mutual respect for team members or that anyone should take it personal if you need to file for due process. We have a wonderful collaborate relationship with my son's team in spite of filing for due process because I follow my own tips that I have written above. Hi Ann Marie,

I have actually filed for due process 4 times for my son and I am a fulltime professional advocate. You can collaborate and still not reach an agreement because of School District pressures. That doesn’t mean you can’t have mutual respect for team members or that anyone should take it personal if you need to file for due process. We have a wonderful collaborate relationship with my son’s team in spite of filing for due process because I follow my own tips that I have written above.

]]> Comment on Top Ten Methods to Foster IEP Team Collaboration by Ann Marie http://www.specialeducationadvisor.com/top-ten-methods-to-foster-iep-team-collaboration/comment-page-1/#comment-2992 Ann Marie Tue, 21 Feb 2012 03:46:37 +0000 http://www.specialeducationadvisor.com/?p=10276#comment-2992 I guess you never had to get a lawyer involved in your IEPs. It's nice to see such a sunny and cheery article about IEPs. You say they can collaborate but they can't. This is nothing but one big contradiction, and unfortunately, would only put parents in a weak position, if they follow this blindly. At the end of the day, you're supposed to advocate for your child. Everything else is just window dressing. I guess you never had to get a lawyer involved in your IEPs. It’s nice to see such a sunny and cheery article about IEPs. You say they can collaborate but they can’t. This is nothing but one big contradiction, and unfortunately, would only put parents in a weak position, if they follow this blindly. At the end of the day, you’re supposed to advocate for your child. Everything else is just window dressing.

]]> Comment on Join Us Register by Quick Talk AAC - Autism Advocate - Merryn Affleck | Autism Advocate - Merryn Affleck http://www.specialeducationadvisor.com/join-us-register/comment-page-1/#comment-2937 Quick Talk AAC - Autism Advocate - Merryn Affleck | Autism Advocate - Merryn Affleck Mon, 20 Feb 2012 04:26:41 +0000 http://www.specialeducationadvisor.com/?page_id=11376#comment-2937 [...] on the Special Education Advisor blog. (You can sign up to receive this same information yourself - Click Here!). Quick Talk AAC was developed by Digital Scribbler, [...] [...] on the Special Education Advisor blog. (You can sign up to receive this same information yourself – Click Here!). Quick Talk AAC was developed by Digital Scribbler, [...]

]]> Comment on A Tale of Two IEE’s by Helen Robinson http://www.specialeducationadvisor.com/a-tale-of-two-iee%e2%80%99s/comment-page-1/#comment-2873 Helen Robinson Sat, 18 Feb 2012 21:08:46 +0000 http://www.specialeducationadvisor.com/?p=363#comment-2873 I'm always suspicious when an independent evaluator is included on a district's (or SELPA's) list but that doesn't mean they can't do an appropriate IEE (that's not biased.) Parents can ask other parents (& advocates) who they'd recommend. They may also do a search of recent DP decisions to determine who's possibly in bed with who. Whenever a district insists a parent choose from their list, I give them a copy of the OSEP Policy letter to Alice Parker. There's good info on the Wrightslaw site: http://www.wrightslaw.com/info/test.eval.choice.osep.htm I’m always suspicious when an independent evaluator is included on a district’s (or SELPA’s) list but that doesn’t mean they can’t do an appropriate IEE (that’s not biased.) Parents can ask other parents (& advocates) who they’d recommend. They may also do a search of recent DP decisions to determine who’s possibly in bed with who. Whenever a district insists a parent choose from their list, I give them a copy of the OSEP Policy letter to Alice Parker. There’s good info on the Wrightslaw site: http://www.wrightslaw.com/info/test.eval.choice.osep.htm

]]> Comment on FAPE vs FAPE: IDEA & Section 504 by Doug Goldberg http://www.specialeducationadvisor.com/fape-vs-fape-idea-section-504/comment-page-1/#comment-2864 Doug Goldberg Sat, 18 Feb 2012 19:33:14 +0000 http://www.specialeducationadvisor.com/?p=11879#comment-2864 Hi Judy, An IEE is supposed to be independent so many times they will send it to both parties at the same time. The problem is when the assessor really isn't independent. Did you know you are allowed to choose the IEE assessor. Did they tell you that? Read both of the articles on this page: http://www.specialeducationadvisor.com/special-education/independent-educational-evaluations-iee/ They should help. Hi Judy,

An IEE is supposed to be independent so many times they will send it to both parties at the same time. The problem is when the assessor really isn’t independent. Did you know you are allowed to choose the IEE assessor. Did they tell you that? Read both of the articles on this page:

http://www.specialeducationadvisor.com/special-education/independent-educational-evaluations-iee/

They should help.

]]> Comment on FAPE vs FAPE: IDEA & Section 504 by Judi http://www.specialeducationadvisor.com/fape-vs-fape-idea-section-504/comment-page-1/#comment-2856 Judi Sat, 18 Feb 2012 18:22:18 +0000 http://www.specialeducationadvisor.com/?p=11879#comment-2856 Hi Doug. Thank for the info.! Just an IEE that was done back in '09, which we paid for, which the district refused to accept. They said that they'd pay this IEE, which they did. However these doctors will not allow me to view it before they send it off to the district. That means that we can't even discuss/consider possibly services that my Daughter might need from her school district. I had NO idea that this was how this IEE would work or I would have never done this, never! Now what? What if we do not like what these doctors have written, what then? It has taken me the better part of 7 years, yese I said 7 years to just get my Daughter on an IEP in this school district. I obviously worry that this IEE could mess that all up. Could they say that I agreed to this IEE, so now I also have to agree with what these doctors are saying in it? Hi Doug.
Thank for the info.!
Just an IEE that was done back in ’09, which we paid for, which the district refused to accept.
They said that they’d pay this IEE, which they did.
However these doctors will not allow me to view it before they send it off to the district. That means that we can’t even discuss/consider possibly services that my Daughter might need from her school district.
I had NO idea that this was how this IEE would work or I would have never done this, never!
Now what?
What if we do not like what these doctors have written, what then? It has taken me the better part of 7 years, yese I said 7 years to just get my Daughter on an IEP in this school district.
I obviously worry that this IEE could mess that all up.
Could they say that I agreed to this IEE, so now I also have to agree with what these doctors are saying in it?

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