What should families expect their children to learn in a life skills class at the high school level? A simple question; however, I think many schools seem to struggle with providing valuable life skills lessons. Our students age out at 22 years old, which means the state is no longer responsible with providing the students services through public schools. When students attain that age and leave our system, it is incredibly important for them and their family that the student has learned coping skills to assist them to become more independent in their life. Read the rest of this entry →
You are browsing the archive for Parenting.
As children and parents negotiate their way through the final weeks of summer and approach the beginning of a new school year, they experienced the inevitable and vast array of thoughts and feelings about the upcoming challenges they will face. Many students feel a predominance of excitement as they anticipate who their new teachers will be, look forward to seeing old friends, making new ones, and sharing the experiences they have had since June. As a person, I hope that all children feel, on balance, more excitement than concern at the prospect of a fresh opportunity; however, as a Special Educator with thirteen years of school based experience, I know that many – if not most – children with special needs face every school year with worry and trepidation. Read the rest of this entry →
Maybe They Need To See What You Say!
We believe hearing sounds begins in the womb; perhaps learning to recognize a mother’s voice or benefitting from listening to certain types of music. So in all likelihood processing sounds, the beginning of language acquisition begins before birth. A parent may or may not enhance those opportunities. After birth those who have a significant role in a child’s life have a major part to play in language development. Read the rest of this entry →
Q: IS THE IPAD GOOD FOR KIDS' ATTENTION?
A: ONLY IF PARENTS MANAGE IT FOR THEM.
Attention is the busy traffic cop managing the portal of information flowing into our minds. These days, the cop is working overtime and is overworked and burning out in too many of us -- especially kids.
Experts and teachers alike are now worried about how the chaotic tsunami of information pouring through iPads, iPhones, iTouches, computers, TVs, androids, and other devices into our children's minds may be overtaxing and damaging brain development, especially how kids learn to pay attention. Many believe we are just seeing the tip of an iceberg. Read the rest of this entry →
Free Appropriate Public Education (FAPE) is a myth! Generally 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:
- have been provided at public expense, under public supervision and direction, and without charge;
- meet the standards of the State educational agency;
- include an appropriate preschool, elementary school, or secondary school education in the State involved; and
- 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 →
April 12, 2014 in The National Dissemination Center for Children with Disabilities by Jess
At least one time a year, the parents of a child with a disability must receive from the school system a complete explanation of all the procedural safeguards available to them, as parents, under IDEA. This explanation is called the “Procedural Safeguards Notice.”
In this page, we’ll examine the purpose and contents of this notice, the times that parents will receive it, and other aspects of this important safeguard. Read the rest of this entry →
Pete Wright, the Godfather of Special Education law, has often been quoted saying, “Unless you are prepared to remove your child from public school forever, you need to view your relationship with the school as a marriage without the possibility of divorce.” While this may be true regarding the School relationship, this isn’t the case for individual members of the IEP Team. IEP Team members change frequently and it’s amazing how adding or removing one person from the IEP Team can make a huge difference in the quality and implementation of an IEP. While the Parents are not normally in control of the IEP team members from the School, there are methods the Parents can use to add or remove members. Read the rest of this entry →
In my opinion parents and school districts can’t collaborate because they have different agendas. School Districts are businesses that are limited by school budgets and costs. Their business is educating the masses of children in the most cost effective method possible. Parents on the other hand are only interested in educating and raising their children. Parents want the best for their children while School Districts want the cheapest cost. While I don’t believe School Districts and Parents can collaborate the good news is, I do believe Parents and School Personnel (individuals) can collaborate. Believing in collaboration between individuals is one thing, but how do you actually foster collaboration? Read the rest of this entry →
The Individuals with Disabilities Act (IDEA) requires that all Individualized Education Programs (IEPs) include:
A statement of measurable annual goals, including academic and functional goals, designed to (a) meet the child’s needs that result from the child’s disability to enable the child to be involved in and make progress in the general education curriculum; and (b) meet each of the child’s other educational needs that result from the child’s disability. Read the rest of this entry →
The ultimate goal of a parent is the independence of their child. Parents try to set the stage perfectly – with love, support, encouragement, guidance and nurturance. As different developmental stages occur, opportunities emerge to foster skills that will lead to independence. We want our kids to be ready when these chances happen.
This process holds additional complexities for parents of children with special needs. Everyone struggles with the age-old question of when to ‘let go’ at each developmental stage. And the answer for every child and parent is different. However, just because developmental progress occurs in a more idiosyncratic or even delayed fashion doesn’t mean that the moments for these decisions on how much to let go and transitions in parental behavior aren’t arriving at all. They are, and with a special needs child, a parent’s approach to fostering independence needs to be even more intentional and sophisticated. Read the rest of this entry →