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Peer-Reviewed Research & Research Based Instruction

August 22, 2014 in Special Education Advisor Blog by Doug Goldberg

The Individuals with Disabilities Education Act (IDEA) when reauthorized in 2004 introduced the concept of Research Based Instruction. This was done in order to align the regulations with the No Child Left Behind Act and to hold Schools more accountable for the lack of progress children with disabilities were making in their classrooms.

Congress, in their findings, determined, “the implementation of this title (IDEA) has been impeded by low expectations, and an insufficient focus on applying replicable research on proven methods of teaching and learning for children with disabilities.” Read the rest of this entry →

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What is compensatory education?

August 19, 2014 in Special Education Advisor Blog by Doug Goldberg

What is it?

Compensatory education is generally defined as a remedy owed to children with a disability who have been denied, a Free Appropriate Public Education (FAPE). Compensatory education may include summer services, additional therapy hours, or other measures that make the student whole for past violations of the Individuals with Disabilities Education Act (IDEA) by the School District. Compensatory education is intended to be a onetime offer to compensate for past denial of FAPE and doesn’t relieve the School District of providing FAPE on a go forward basis. Thus, compensatory education should be in addition to the necessary services to provide the child FAPE in the current or future Individualized Education Programs (IEP). Read the rest of this entry →

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Using Prior Written Notice as a tool

July 8, 2014 in Special Education Advisor Blog by Doug Goldberg

How many parents attended IEP’s recently where you requested changes to your child’s IEP only to be met with resistance and ultimately the School District refused to make the change.  This happens often and many times the parents leave the meeting unsatisfied and not understanding why their request was not approved.  If that is the case the School District is not adequately following the requirements under Prior Written Notice (PWN).  Not only are decisions about your child’s IEP supposed to be Team decisions BUT they are also supposed to be fully thought out, based in facts and put in writing.  This is why the Prior Written Notice requirement was put in place.  It’s easy for a School to say no, it’s not always so easy for them to articulate why they said no.  It becomes increasingly more difficult for the School to explain if the real reason they said no was not based on your child’s individual needs but based on budget concerns or other monetary issues. Read the rest of this entry →

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Why Free Doesn’t Really Apply to FAPE

May 20, 2014 in Special Education Advisor Blog by Doug Goldberg

Free Appropriate Public Education (FAPE) is a myth!  Generally[1] speaking, if your child has an Individualized Education Program (IEP) they are either receiving a Free Public Education or an Appropriate Public Education but not both.  The term FAPE means special education and related services that:

  1. have been provided at public expense, under public supervision and direction, and without charge;
  2. meet the standards of the State educational agency;
  3. include an appropriate preschool, elementary school, or secondary school education in the State involved; and
  4. are provided in conformity with the IEP required under Section 1414(d) of the Individuals with Disabilities Education Act. Read the rest of this entry →
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When a Child’s Disability becomes the “Elephant in the Room”

May 18, 2014 in Special Education Advisor Blog by Dennise Goldberg

The phrase “Elephant in the Room” has been a part of the English language for a very long time; I’m sure as adults we’ve all used it in conversation at one time or another.  Wikipedia defines it as “is an English metaphorical idiom for an obvious truth that is either being ignored or going unaddressed.”  The two words that I think stand out the most in the definition are “ignored” and “unaddressed.”  Let’s now apply this definition to children with disabilities; the “Elephant in the Room” in many schools or households is a child with a disability.  There are many reasons why a child’s disability may be ignored or not addressed.  Read the rest of this entry →

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by Jess

Do You Need A 504 Plan for Your Child’s Health Needs?

March 21, 2014 in Special Education Articles by Jess

More students than ever are currently attending school with such chronic conditions as diabetes, cancer, asthma, severe food allergies and seizure disorders.

For more than a decade, I supervised the school nurses in an 11,000-student school district. I often consulted with parents, principals, and nurses about students’ health concerns.

If your child has a specific condition, you are your child’s best advocate. Make sure you are thoroughly informed about your child’s needs and rights. It is critically important for you to communicate with the school principal, school nurse, and your child’s teachers. Be actively involved in helping the school to understand and provide the services and attention your child needs to succeed.

Prescriptions, doctor’s orders and other necessary paperwork should be updated by parents at the start of each school year or when there is a change in your child’s treatment. You should also check the school’s policies, protocols and guidelines in regard to the handling of specific health conditions.

Often, health issues can be addressed successfully by developing a medical management plan that gives the school guidance on your child’s specific needs. Creating a medical management plan for how your child’s health needs will be handled at school should be a team effort that includes you, your child, school personnel, and your child’s doctors. It is very important that the plan is documented in writing.

Parents often ask about whether they need a 504 Plan to manage their child’s health needs at school. Whereas a medical management plan provides guidelines, a 504 Plan is legally binding. It is your call whether you want to request a 504 Plan for your child.

School districts are required by the Rehabilitation Act of 1973 (29 U.S.C. § 794) to provide all students, regardless of disability, with a “free appropriate public education.” This provision, found in section 504, applies to any condition – physical, mental, or emotional – that might interfere with a student’s ability to receive an education in a public school. That means that no student with a disability can be excluded from school. 504 Plans are comprehensive plans created collaboratively by parents, nurses, and other interested parties to address the student’s individual needs.

Severe peanut allergies, diabetes, and seizure disorders are a few of the conditions that may or may not fall under the Rehabilitation Act. For example, 504 Plans may address the use of anaphylactic medications, such as epi-pens, and how staff will be utilized to recognize and respond to allergy symptoms. 504 plans sometimes require nurses to be on school premises at all times to administer glucagon for diabetes or seizure disorder medication. 504 plans may also address specific responsibilities of students and staff.

A student must have a condition that “substantially limits one or more major life activities,” to qualify for a 504 Plan. Students have to be evaluated by the school district to determine whether they are eligible. The district will take into consideration the age and capability of the child. If parents are dissatisfied with the outcome, they may appeal.

In addition to the Rehabilitation Act, several other laws protect students with health issues. These include the 1990 Americans with Disabilities Act (ADA) and the Individuals with Disabilities Education Act. While the Rehabilitation Act offers protection to public school students, the ADA extends protection to students in private schools and day care centers

What are the pros and cons of a 504 Plan?

• A 504 Plan is a legal document. 504 Plans can be enforced in court, or with the United States Office of Civil Rights

• A 504 Plan makes expectations for all concerned — parents, students, classmates, teachers, aides, nurses, and administrators – crystal clear.

• 504 Plans can provide specific guidelines for handling your child’s health issues even if there are changes in school personnel.

• 504 Plans can address your child’s health needs in a variety of school-related activities, including field trips, fire drills, lunch, and extra-curricular activities.

• Obtaining a 504 Plan will be time-consuming. There will be an evaluation and assessment of your child and several meetings to arrive at agreement on the specifics of the plan.

• Although you are not required to have a lawyer, you may decide to hire one to represent your child’s interests or to appeal a decision. This could be quite costly.

The bottom line has to do with the seriousness of your child’s symptoms and how capable he/she is to take care of his/her health needs. You are the best judge. It is your decision whether you want to have a legally enforceable plan or if you are comfortable with a medical management plan. Whichever you choose, it is always a good idea to make sure everything is in writing. If you are in doubt, consult with your child’s doctor and an attorney, who has expertise in this area.

Biography:

Dr. Meryl Ain has worked in several large Long Island, New York school districts as a central office administrator, teacher, and school building administrator. She shares her insights and expertise on her blog, Your Education Doctor. Dr. Ain offers consulting and other professional service to individuals, groups, teachers and school districts.

www.youreducationdoctor.wordpress.com

http://twitter.com/DrMerylAin

http://www.facebook.com/pages/Your-Education-Doctor/146852162063986

http://www.linkedin.com/pub/meryl-ain/37/90a/464

 

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It’s All the Parents Fault!

January 26, 2014 in Special Education Advisor Blog by Doug Goldberg

How often have you heard the School District blame the Parents for the failure of an IEP?  I’ve heard it more often than I would like and it’s more common than some would like to believe.  This very topic was at the heart of a recent appeals proceeding conducted by the 9th Circuit Court of Appeals in the case of Anchorage School District v. M.P..  The 9th Circuit was reviewing a ruling from a District Court that was “declining to consider whether M.P. received a FAPE (Free Appropriate Public Education) because his parents were equally or more at fault for the absence of an updated IEP.”  This ruling from the District Court, if upheld by the 9th Circuit, would have undermined the entire process established by Congress in IDEA and the rights afforded to parent’s to protect their child’s right to receive FAPE.  The 9th Circuit understood the enormity of what the District Court had ruled and agreed to a judicial review of the lower court’s decision.  During that review, “The school district argued that the parents were at fault because “they left the IEP meeting, did not file a dissenting report,” and did not adequately communicate their concerns to the school district.”  The 9th Circuit Court of appeals disagreed and wrote the following: Read the rest of this entry →

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Twas the Night Before an IEP

December 6, 2013 in Special Education Advisor Blog by Doug Goldberg

Twas the night before an IEP meeting, when all through the house, every creature was stirring and running about. The assessments were filed in a notebook with care, in the hope that we’d get a one on one aide.

My son was having another tantrum in his bed, while visions of ABA therapy danced in my head; And I knew that I was out of my element since I’d never been taught any behavior strategies. When up in the attic arose such a clatter, I sprang from the room to see what was the matter.

Away to the attic I flew like a flash, tore up the ladder and then fell with a crash. I picked myself up, just as the light from above gave luster to my wife holding her stash. And what to my wandering eyes did she have but the behavior analysis thought lost long ago. Read the rest of this entry →

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Ten Related Services for an IEP you may not know about

August 19, 2013 in Special Education Advisor Blog by Dennise Goldberg

In General the term Related Service means services designed to enable a child with a disability to receive a Free Appropriate Public Education (FAPE) as described in the Individualized Education Program (IEP) as may be required to assist a child with a disability to benefit from special education.  The Related Services most people are familiar with are Speech and Language Therapy, Occupational Therapy, Physical Therapy and Transportation.

The following list describes ten Related Services you may not know about:  Read the rest of this entry →

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Seven Points Parents Should Know Prior to Starting the IEP Journey

April 18, 2013 in Special Education Advisor Blog by Dennise Goldberg

For those of you who beginning the IEP process, I just wanted go through some common misconceptions parents have regarding IEP’s.  They are not magic and do not make all your child’s problems disappear.  It is merely a tool to help your child be more successful in school and receive an appropriate education; as a result, your child will have the opportunity to lead an independent adult life in the future.  Read the rest of this entry →

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