WE found this wonderful scooter at a yardsale for $1.00. Harrison love to ride it and is now more daring than ever on it.
Sunday, June 8, 2008
Tuesday, June 3, 2008
10 Tips for Ending the School Year by Pat Howey, Advocate
Print this page
1. Visit the new school or classroom.
Will your child make a major transition next fall? Will your child be moving from preschool to kindergarten, from elementary to middle school, or from middle school to high school? Plan to take your child to visit the new school or classroom before the first day of school.
2. Review your child’s IEP and progress.
Did your child make progress this school year? Did the school properly implement the IEP? Does the IEP adequately address your child’s needs? Do your child’s Goals prepare your child for further education, employment, and independent living?
3. Ask for an IEP Team Meeting if necessary.
Did you answer “No” to any of the questions above? Ask for an IEP Team Meeting to resolve these concerns. Do not let another year go by with an inappropriate IEP.
4. Prepare for the IEP Team Meeting.
Prepare a list of your child's present levels of performance. The list includes you child's strengths and the areas that are challenging. Look carefully at this list and you will better understand what your child needs. Add these needs to your list of present levels of performance. You can also add Goals, Related Services, Assistive Technology, and anything else that your list justifies as an educational need.
5. Say "Thank You" to those who helped.
Did your child have a great school year? Was this success due to a wonderful teacher, a helpful classroom aide, or a thoughtful bus driver? Say “thank you” to those who helped your child succeed. Look at what made this a good year for your child. Add that information to the list of your child’s present levels of performance.
6. Give your information list to the IEP Team before the meeting.
Do not surprise other members of the IEP Team. At least one week before the meeting, give a copy of your list to each member of the IEP Team. Take extra copies to the meeting for anyone who forgets to bring their copy. Your IEP Team Meeting will go faster and smoother if everyone has your list ahead of time.
7. Ask for a copy of any information that has been given to other members of the IEP Team.
You do not want to be surprised. Ask for copies of all information the IEP Team will discuss. You cannot be a full team member if you are left out of the loop. Ask for things like copies of teacher reports, evaluation reports, and group achievement testing.
8. Ask the IEP Team to address Extended School Year (ESY).
ESY Ask the IEP Team to address ESY early in the second semester. If there is disagreement about whether your child needs an ESY, you will need enough time to resolve this with one of the due process procedures available.
9. Find out what summer educational resources are available for your child.
An ESY is not the same as summer school. Summer School is usually a generic program that is not designed to meet your child’s individual needs. An ESY program is intended to meet the specific educational needs of your child as identified in his or her IEP. Make sure you know what services the school is offering!
10. Determine whether your child needs a new evaluation.
Does your child need new evaluations? Are you unsure whether your child has made adequate progress? Achievement testing at the beginning and end of every year will give objective answers about your child’s progress. (See Chapter 8, Your Child’s Evaluation, in Wrightslaw: From Emotions to Advocacy, 2nd Edition).
1. Visit the new school or classroom.
Will your child make a major transition next fall? Will your child be moving from preschool to kindergarten, from elementary to middle school, or from middle school to high school? Plan to take your child to visit the new school or classroom before the first day of school.
2. Review your child’s IEP and progress.
Did your child make progress this school year? Did the school properly implement the IEP? Does the IEP adequately address your child’s needs? Do your child’s Goals prepare your child for further education, employment, and independent living?
3. Ask for an IEP Team Meeting if necessary.
Did you answer “No” to any of the questions above? Ask for an IEP Team Meeting to resolve these concerns. Do not let another year go by with an inappropriate IEP.
4. Prepare for the IEP Team Meeting.
Prepare a list of your child's present levels of performance. The list includes you child's strengths and the areas that are challenging. Look carefully at this list and you will better understand what your child needs. Add these needs to your list of present levels of performance. You can also add Goals, Related Services, Assistive Technology, and anything else that your list justifies as an educational need.
5. Say "Thank You" to those who helped.
Did your child have a great school year? Was this success due to a wonderful teacher, a helpful classroom aide, or a thoughtful bus driver? Say “thank you” to those who helped your child succeed. Look at what made this a good year for your child. Add that information to the list of your child’s present levels of performance.
6. Give your information list to the IEP Team before the meeting.
Do not surprise other members of the IEP Team. At least one week before the meeting, give a copy of your list to each member of the IEP Team. Take extra copies to the meeting for anyone who forgets to bring their copy. Your IEP Team Meeting will go faster and smoother if everyone has your list ahead of time.
7. Ask for a copy of any information that has been given to other members of the IEP Team.
You do not want to be surprised. Ask for copies of all information the IEP Team will discuss. You cannot be a full team member if you are left out of the loop. Ask for things like copies of teacher reports, evaluation reports, and group achievement testing.
8. Ask the IEP Team to address Extended School Year (ESY).
ESY Ask the IEP Team to address ESY early in the second semester. If there is disagreement about whether your child needs an ESY, you will need enough time to resolve this with one of the due process procedures available.
9. Find out what summer educational resources are available for your child.
An ESY is not the same as summer school. Summer School is usually a generic program that is not designed to meet your child’s individual needs. An ESY program is intended to meet the specific educational needs of your child as identified in his or her IEP. Make sure you know what services the school is offering!
10. Determine whether your child needs a new evaluation.
Does your child need new evaluations? Are you unsure whether your child has made adequate progress? Achievement testing at the beginning and end of every year will give objective answers about your child’s progress. (See Chapter 8, Your Child’s Evaluation, in Wrightslaw: From Emotions to Advocacy, 2nd Edition).
Thursday, May 22, 2008
Harrison's First Trophy
I was so proud last night. Harrison played Soccer through a special program called TopSoccer where kids with disabilities are given buddies and taught the basics of soccer. It was so cool to watch. If I can find a tutorial on uploading to UTube.com then I will get some game footage and the awards ceremony up for all to see. Our little guy is growing up!
Interesting information on Service Animals
Dog Denied Spot At Autistic Boy's School Animal Is Service Dog, Boy's Family Says tinyurl.com/3msghz
Manteca, Calif. -- A dog that assists an autistic preschool student was denied entrance Monday at the boy's school, the child's mother said.
Jayden Qualls, 4 ½, tried to attend his first day of school Monday at McFall Preschool in Manteca, about 70 miles east of San Francisco. Qualls' family said he needs Houdini, a 2-year-old male Labrador retriever shepherd mix, to help him walk, reported KCRA-TV in Sacramento. Tara Qualls, the boy's mother, said the school's principal made the decision not to allow the dog into the school.
School district officials said they need to determine if Houdini is a service dog or a companion dog. They also need more time to find out if the dog is warranted at the school and if so, how he fits into the flow.
The Americans with Disabilities Act gives Jayden the right to have Houdini in school, Qualls said.
Jayden's parents bought Houdini for $13,000 from a nonprofit called Autism Services Dogs of America. The dog helps their son with walking, staying alert and emotional outbursts, they said.
There are 125 students at McFall Preschool with developmental disabilities, including autism, the San Joaquin County Office of Education said.
Manteca, Calif. -- A dog that assists an autistic preschool student was denied entrance Monday at the boy's school, the child's mother said.
Jayden Qualls, 4 ½, tried to attend his first day of school Monday at McFall Preschool in Manteca, about 70 miles east of San Francisco. Qualls' family said he needs Houdini, a 2-year-old male Labrador retriever shepherd mix, to help him walk, reported KCRA-TV in Sacramento. Tara Qualls, the boy's mother, said the school's principal made the decision not to allow the dog into the school.
School district officials said they need to determine if Houdini is a service dog or a companion dog. They also need more time to find out if the dog is warranted at the school and if so, how he fits into the flow.
The Americans with Disabilities Act gives Jayden the right to have Houdini in school, Qualls said.
Jayden's parents bought Houdini for $13,000 from a nonprofit called Autism Services Dogs of America. The dog helps their son with walking, staying alert and emotional outbursts, they said.
There are 125 students at McFall Preschool with developmental disabilities, including autism, the San Joaquin County Office of Education said.
Saturday, April 19, 2008
One Giant Step Forward!
Have you ever felt like you had to prove to the world that you were not crazy or being unrealistic about your child's abilities? That is exactly how we have been feeling this past month, thus the long blog break!
We have been working on kindergarten placement for Harrison for next year. Our IEP Team was not on the same page as we are about the reasons for wanting Harrison in an integrated or regular kindergarten class. They believed because of their "testing" and "observations" that Harrison was not "ready" and would get so far behind, then get frustrated, and finally become a behavior problem. Let me tell you I saw red when that came out! My son has never been a behavior problem (he is the most compliant-overly at times- child that many have worked with).
Yesterday we had our transition meeting from pre-school to kindergarten. The feel of the meeting was that the school was right and we were just over stretching Harrison abilities. The teachers and team did say some positive things however the "can't do, and the wont performs" were a much longer list. At one point in the meeting I started doubting what I knew to be true about my son.
The format of the meeting went something like this: (a good way to work one in my opinion)
1. The Team Arrives:
Bring a man with you, the tone of the meeting really does change when you have a man with you even if they are only there for support. THIS IS IMPORTANT!!!!
2. Introductions-who is everyone, and how are they connected to your child, how are they talking to you. What does your gut say about this person, you know your child best does it appear to be the type of person who your child will respond to?
3. Where is the child currently and how did they get there-If you are paying or participating in private therapy then make sure that you get it out at that time. My son can do many things in private therapy that the team was saying that he could not because of his short attention span and focus issue (That is called Autism right?). This is where the discussion regarding the distracting environment came in-his disability makes it hard to focus and what better place to learn to focus than in that type of environment with peers. This really opened the door for a regular general ed kindergarten for us. The team also stated that they did not consider the transition to this program and his progress successful and tried to blame it on me that I pushed and the district complied with my request. I reminded them that I am a member of the team and that the entire team from our previous placement felt it was a good move for him.
Do not let the district pin something on you that you asked for that they feel is not working. Do not take TOTAL RESPONSIBILITY for the decision you asked and the TEAM AGREED. Stand up and lay the blame right back in the entire teams lap!
4. Overview of IEP Goals and Objectives-this is hard but just let the team talk and tell you what is happening currently. If you don't have your child in regular ed or with typical developing peers and want that to happen make sure that the communication goals and the learning goals include the words "typical distracting classroom" or something similar. How do you practice these skills if you are not around a bit of distracting and interesting things?
5. THIS IS THE IMPORTANT ONE: Make a list of what type of Environment your child needs to learn in! Make sure to include thing that are important to you and you feel will make a difference in his learning. Our list looked something like this:
A Class Placement that Includes:
-Small Group instruction
-Environment that provides opportunities to practice new skills
-Typical Developing Peers
-Strong Teacher with a solid, set routine
-One to One support as needed
(OK you get the idea these were the ones that were the most important to us but there were 7-8 on the list)
6. After this is done then talk about placement. Because we have a district that has pilot project that provides opportunities for children with IEP's who may be right on the edge an opportunity to be placed in regular general education we felt that this was the best opportunity for our son. We made a comparison between the current preschool placement (which we view as extremely successful socially-academically they are right not so much- but that was not what we were looking for when we moved him) and that because the district had a program similar for kindergarten we would like to continue that environment. They tried everythign they could to "make us see" that we were setting up Harrison to "fail" however when everything that was said and done they could not make a good case as to why Harrison could not be successful in the program we felt would benefit him most.
7 Finally only sign off on the placement if you are really willing to accept that decision. YOU DO NOT HAVE TO SIGN IT AT ALL!!! The district has to provide you with a letter stating where placement will be within 10 business days (in our district) and then you have to start the paper trail process for requesting a reconsideration of that decision and go through "Due Process" and use your "Procedureal Safeguards" to make sure that your child gets what they need to make education progress.
Just a few more details : I started voiceing my desire for kindergarten placement in January of this year and did get the run around. I did get a chance to visit the intergrated kindergarten classroom and talk to the teacher about her style and how well students do in this environment. I asked her questions about her background in working with children with autism and she was able to tell me about the accomidations that she had made for some of the children with picture schedules right on the desks in the beginning of the year. My GUT (yes listen to yours too) said this is the place that my son could be successful and a teacher like this could tell me when to step back and what she needed me do or have done in private therapy to help Harrison be successful!
I finally feel like we can now finish up this school year and enjoy the excitement with all the other families who have children going to kindergarten this fall. It will be amazing, adventous, scary, exciting, and nerve racking but at least it will be our journey and one that we are ready to go on-well informed and supported.
If you or someone you know needs more information about IEP's or Speical Education Services in Eastern WA send an email to either me at davearmie@comcast.net or Families Together for People with Disabilities FTPd@familiestogether.org . The Special Education Ombudsman at OSPI (Office of the Superintendent for Public Instruction) from your state should be able to help you in providing information that may be relevant to you. If you need that information for Washington State send me an email and I will get it to you.
Families Together for People with Disabilites is a private Non-profit agency who helps to strengthen families through support and encouragement. Do you have a little extra to give? Please consider them. Donations are tax deductable! See their website at www.familiestogether.org
Good Luck and Happy Spring Everyone!
We have been working on kindergarten placement for Harrison for next year. Our IEP Team was not on the same page as we are about the reasons for wanting Harrison in an integrated or regular kindergarten class. They believed because of their "testing" and "observations" that Harrison was not "ready" and would get so far behind, then get frustrated, and finally become a behavior problem. Let me tell you I saw red when that came out! My son has never been a behavior problem (he is the most compliant-overly at times- child that many have worked with).
Yesterday we had our transition meeting from pre-school to kindergarten. The feel of the meeting was that the school was right and we were just over stretching Harrison abilities. The teachers and team did say some positive things however the "can't do, and the wont performs" were a much longer list. At one point in the meeting I started doubting what I knew to be true about my son.
The format of the meeting went something like this: (a good way to work one in my opinion)
1. The Team Arrives:
Bring a man with you, the tone of the meeting really does change when you have a man with you even if they are only there for support. THIS IS IMPORTANT!!!!
2. Introductions-who is everyone, and how are they connected to your child, how are they talking to you. What does your gut say about this person, you know your child best does it appear to be the type of person who your child will respond to?
3. Where is the child currently and how did they get there-If you are paying or participating in private therapy then make sure that you get it out at that time. My son can do many things in private therapy that the team was saying that he could not because of his short attention span and focus issue (That is called Autism right?). This is where the discussion regarding the distracting environment came in-his disability makes it hard to focus and what better place to learn to focus than in that type of environment with peers. This really opened the door for a regular general ed kindergarten for us. The team also stated that they did not consider the transition to this program and his progress successful and tried to blame it on me that I pushed and the district complied with my request. I reminded them that I am a member of the team and that the entire team from our previous placement felt it was a good move for him.
Do not let the district pin something on you that you asked for that they feel is not working. Do not take TOTAL RESPONSIBILITY for the decision you asked and the TEAM AGREED. Stand up and lay the blame right back in the entire teams lap!
4. Overview of IEP Goals and Objectives-this is hard but just let the team talk and tell you what is happening currently. If you don't have your child in regular ed or with typical developing peers and want that to happen make sure that the communication goals and the learning goals include the words "typical distracting classroom" or something similar. How do you practice these skills if you are not around a bit of distracting and interesting things?
5. THIS IS THE IMPORTANT ONE: Make a list of what type of Environment your child needs to learn in! Make sure to include thing that are important to you and you feel will make a difference in his learning. Our list looked something like this:
A Class Placement that Includes:
-Small Group instruction
-Environment that provides opportunities to practice new skills
-Typical Developing Peers
-Strong Teacher with a solid, set routine
-One to One support as needed
(OK you get the idea these were the ones that were the most important to us but there were 7-8 on the list)
6. After this is done then talk about placement. Because we have a district that has pilot project that provides opportunities for children with IEP's who may be right on the edge an opportunity to be placed in regular general education we felt that this was the best opportunity for our son. We made a comparison between the current preschool placement (which we view as extremely successful socially-academically they are right not so much- but that was not what we were looking for when we moved him) and that because the district had a program similar for kindergarten we would like to continue that environment. They tried everythign they could to "make us see" that we were setting up Harrison to "fail" however when everything that was said and done they could not make a good case as to why Harrison could not be successful in the program we felt would benefit him most.
7 Finally only sign off on the placement if you are really willing to accept that decision. YOU DO NOT HAVE TO SIGN IT AT ALL!!! The district has to provide you with a letter stating where placement will be within 10 business days (in our district) and then you have to start the paper trail process for requesting a reconsideration of that decision and go through "Due Process" and use your "Procedureal Safeguards" to make sure that your child gets what they need to make education progress.
Just a few more details : I started voiceing my desire for kindergarten placement in January of this year and did get the run around. I did get a chance to visit the intergrated kindergarten classroom and talk to the teacher about her style and how well students do in this environment. I asked her questions about her background in working with children with autism and she was able to tell me about the accomidations that she had made for some of the children with picture schedules right on the desks in the beginning of the year. My GUT (yes listen to yours too) said this is the place that my son could be successful and a teacher like this could tell me when to step back and what she needed me do or have done in private therapy to help Harrison be successful!
I finally feel like we can now finish up this school year and enjoy the excitement with all the other families who have children going to kindergarten this fall. It will be amazing, adventous, scary, exciting, and nerve racking but at least it will be our journey and one that we are ready to go on-well informed and supported.
If you or someone you know needs more information about IEP's or Speical Education Services in Eastern WA send an email to either me at davearmie@comcast.net or Families Together for People with Disabilities FTPd@familiestogether.org . The Special Education Ombudsman at OSPI (Office of the Superintendent for Public Instruction) from your state should be able to help you in providing information that may be relevant to you. If you need that information for Washington State send me an email and I will get it to you.
Families Together for People with Disabilites is a private Non-profit agency who helps to strengthen families through support and encouragement. Do you have a little extra to give? Please consider them. Donations are tax deductable! See their website at www.familiestogether.org
Good Luck and Happy Spring Everyone!
Saturday, March 8, 2008
Autism Resources
As Spring arrives we are working on making sure that we are prepared to help Harrison have a jump on with the academic parts of Kindergarten so that he will be able to handle the social aspects with little frustration (I know I am dreaming but let me live in my bubble). The following 2 links I found very helpful- they were shared with me by Kristy from the ASW-Spokane Chapter. The first is for Spokane Public Schools-District 81 Kindergarten Spelling/Phonics Program Guide http://www.spokaneschools.org/ElementaryLiteracy/Spelling/K-Spelling.pdf
The second was for inforamtion on Autism directed to Physicians but I found it pretty helpful in explaining Autism to others who just dont get it!
www.helpautismnow.com
We are dealing with the flu in our household right now-I am finally getting better but Harrison is now coming down with it!
Let me know if this type of information is helpful for you and your family!
The second was for inforamtion on Autism directed to Physicians but I found it pretty helpful in explaining Autism to others who just dont get it!
www.helpautismnow.com
We are dealing with the flu in our household right now-I am finally getting better but Harrison is now coming down with it!
Let me know if this type of information is helpful for you and your family!
Sunday, March 2, 2008
Just some quick advice worth taking
Read books that you enjoy...
Play with simple things...
Do whatever you want
whenever you want...
Look for affection when you need it...
Get serious once in a while...
Forget about diets...
Show some affection
Get angry once in a while...
Change your look...
Be happy, above all, regardless
what your challenges may be.
Have a great week!
Live simply.
Love generously.
Care deeply.
Speak kindly .
Leave the rest to God!
"Be kinder than necessary, for everyone
you meet is fighting some kind of battle."
Raising or caring for children with special needs causes some real frustrations. I hope that this post helps to insert a little humor into your day, and help put life into perspective.
And thanks, Andrea, for passing this on to me.
Subscribe to:
Posts (Atom)
