December 6, 2013 in Featured, 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 →
August 20, 2013 in Special Education Advisor Blog by Doug Goldberg
Accommodations – Accommodations do not reduce grade level standards but rather help provide access to the curriculum. Accommodations can include visual presentation, auditory presentation, multi-sensory presentation, response, setting, organization, timing and scheduling.
When choosing accommodations make decisions:
- Based on individualized needs;
- That reduce the effect of the disability to access the curriculum;
- That are specific about the Where, When, Who and How the accommodations will be provided;
- With input from parents, teachers, student and therapists; and
- Based on specific needs in each content area. Read the rest of this entry →
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 →
August 4, 2013 in Special Education Advisor Blog by Doug Goldberg
How does a parent, who doesn’t have a degree in their child’s suspected disability, fight for the proper amount of services when the school specialist is recommending something less than the parent thinks is necessary.
The parent could always get a private assessment done and submit the results to the IEP team, but not all parents have the means to pay for a private assessment. This is why IDEA allows parents to ask for an Independent Educational Evaluation (IEE) at public expense. The only way a School District can stop from paying for an IEE is to file for due process and convince a hearing officer that their original assessments were proper. IDEA is very clear in what a School District must do if they turn down a request for an IEE but it’s what happens when the School District says yes that can sometimes bother me the most. Read the rest of this entry →
July 30, 2013 in Special Education Advisor Blog by Dennise Goldberg
10. Get your child excited about going back to school by talking with them about it.
9. Go school supply shopping with your child and let them choose the school supplies that they want…..within reason of course!
8. If your child receives transportation, make sure it’s arranged in advance and that your child is fully informed so that they are comfortable with it. Read the rest of this entry →
May 21, 2013 in Special Education Advisor Blog by Doug Goldberg
One of the most common questions I hear from parents is, what is extended school year? Extended School Year or ESY is not summer school, but rather it is for children with an Individualized Education Program (IEP) who need additional school days to receive a Free Appropriate Public Education (FAPE) and prolonged periods of time off will have a negative impact on them. The Individuals with Disabilities Education Act (IDEA) describes extended school year to mean: Read the rest of this entry →
April 15, 2013 in Special Education Advisor Blog by Doug Goldberg
One of the most devastating calls you can receive as a parent is the School calling to tell you they have initiated an expulsion proceeding against your child due to poor behavior. If your child has an Individualized Education Program (“IEP”) before the expulsion process can start they must hold a Manifestation Determination review. This review must be held within 10 days of the conduct. At which time the IEP team must review the complete file and consider all relevant information, including the IEP, any teacher observations, and any information supplied by the parents. The IEP team must then answer two questions: Read the rest of this entry →
March 23, 2013 in Special Education Advisor Blog by Doug Goldberg
In case you have not watched the nightly news in the last few months you might not have realized that sequestration began on March 1, 2013. You may not even know what sequestration is but if your child has an Individualized Education Program (IEP) you will most definitely see the effect. According to USA.gov, “Sequestration, sometimes called the sequester, is a process that automatically cuts the federal budget across most departments and agencies.” Read the rest of this entry →
March 17, 2013 in Special Education Advisor Blog by Doug Goldberg
Tomorrow is March 18th and that means there are new regulations related to parental consent for the use of public benefits or insurance to pay for services under Part B of the Individuals with Disabilities Education Act (IDEA). These new regulations were published in the Federal Register on February 14, 2013, and are effective on March 18, 2013. At the heart of this new language is reducing the School District’s requirement to seek parental approval each time the School District wants to access public benefits for IEP services to a one time approval. Below you will find the prior language and the new language. Read the rest of this entry →
March 13, 2013 in Special Education Articles by Jess
The Goals and Objectives section of the IEP is the”meat” of the IEP. Goals and objectives should be directly linked to the child’s educational needs. Special educators determine what a child’s education needs are through formal and informal assessments, through observations of the child’s behaviors and social interactions, through parent feedback, through work products the child creates and through evaluating the child’s level of success with different teaching interventions. The goals and objectives are the specific skills the child is going to learn during the course of the IEP, which is usually one year. Read the rest of this entry →