It seems like when good things come they come all at once or maybe it is just that we are finally in a good place to enjoy the milestones that we are reaching everyday. It seems like I am seeing progress daily in Harrison and his abilities. I wonder if it is just because he is more confident in himself or because I am more confident in his abilities. I know that hearing the words "Harrison is so smart" at his conference has eased our minds so much about school that we are enjoying the everyday things more! Here is a video that Dave shot showing just how much fun we had at the Checkered Flag Productions Event in Wenatchee, WA.
http://www.youtube.com/watch?v=IIM4evcS-WM
Wednesday, March 31, 2010
Wednesday, March 24, 2010
Huge Thank you to Rebuilding Together
What a suprise when a neighbor came over wtih a copy of an email that was sent to her by her employer Providence Health Care asking them to help support the Program Rebuilding Together Spokane that shared our story...
Rebuilding Together is a Non-Profit that helps veterans with minor home repair. In December while giving away some surplus pull-ups (yeah-no more pullups- we finally made it to potty trained) on Craigs list I ran across a posting for this agency that was looking for veterans in our neighborhood to help with minor home repair. I called and spoke with Cody who I am sure was suprised when I wanted to know the income guidelines for the program. He wanted to know about us. We made application and met with staff of the non-profit right before Christmas. We were hopeful but did not expect anything. The week of my birthday in January we were notified that Rebuilding Together had chosen our family to assist and not only with the painting and fixing the handrails leading into the house that our home owners insurance wants done but they were going to try to get us a new heating system and hot water heater. We were overjoyed!
The work day is scheduled for April 24th! We are so excited and so blessed! THANK YOU!
Rebuilding Together is a Non-Profit that helps veterans with minor home repair. In December while giving away some surplus pull-ups (yeah-no more pullups- we finally made it to potty trained) on Craigs list I ran across a posting for this agency that was looking for veterans in our neighborhood to help with minor home repair. I called and spoke with Cody who I am sure was suprised when I wanted to know the income guidelines for the program. He wanted to know about us. We made application and met with staff of the non-profit right before Christmas. We were hopeful but did not expect anything. The week of my birthday in January we were notified that Rebuilding Together had chosen our family to assist and not only with the painting and fixing the handrails leading into the house that our home owners insurance wants done but they were going to try to get us a new heating system and hot water heater. We were overjoyed!
The work day is scheduled for April 24th! We are so excited and so blessed! THANK YOU!
A good Conference
It was so nice to go to a school conference and get a one page sheets outlining Harrisons strengths and areas for improvement.
The strengths can not all be explained by maturing but some can and any of the areas for improvement were directly related to Autism. He is reading at grade level which is a huge accomplishment.
We are planning on working with the school to make a difference in writing which continues to be a HUGE issue. We are interested in if anyone has information on assistive technology that works for writing/fine motor academics we dont even know where to start looking...
Have a great day!
The strengths can not all be explained by maturing but some can and any of the areas for improvement were directly related to Autism. He is reading at grade level which is a huge accomplishment.
We are planning on working with the school to make a difference in writing which continues to be a HUGE issue. We are interested in if anyone has information on assistive technology that works for writing/fine motor academics we dont even know where to start looking...
Have a great day!
Monday, March 22, 2010
An Amazing Adventure
Have you ever felt like your life is just happening all around you? I have for a long time and it finally seems that we are on the right track. The school year has progressed very well. Harrison is still currently unserviced by Spokane Public Schools because we refused services last spring. He has learned to read. We are still struggling with writing and performance on demand issues however it is much easier to see what he is learning and how you can help with the "hard" stuff when you are allowed to be part of the process.
Harrison has new friends who hang out with us often. Because we are in our neighborhood school we have met many of our neighbors and they have embraced Harrison like one of their own. He has been invited to multiple birthday parties and play dates (We have had the play dates here-I know if need to let him go out too). Many of Harrisons classmates live within a 3 block area so it is nice to know that we will see them this summer while out riding bikes and our scooter.
Harrisons love of Monster Trucks is even more strong than it was last year. He love to see the trucks on SPEED. We have attended Monster Jam in Feburary and then a CheckerFlag Productions Event in Pasco in March. My vote is to got to the Checkered Flag Productions Events as they are really what Monster Truck and Off Road Racing is all about...It really is an awesome show...in a week or so I will share what we were able to do because of them! Lets Just say that Checkered Flag Productions is making a huge dream come true for Harrison!
On a positive note: I will be working with Families Together for People with Disabilities to provide trainings on Transitions into Adulthood and a workshop that is designed to assist family with elementary age children make positive choices in education planning and life planning. Be looking for those soon here in the Spokane Area!
Thursday, October 1, 2009
The Rest of the Story-School Year 2008-2009
If Special Education is a Service to assist children with disabilities and special needs to achieve academically along side non-disabled peers then why did we have to take a stand and revoke permission for our son with Autism to receive those special education services so that he could maintain a general education placement?
Harrison is a wonderful little boy, who will be 7 years old this winter. He has Autism, however that never has defined who he is or what he will accomplish in the future. Harrison participated in the publically funded Preschool program from the age of 3 through our local school district. Harrison participated in a specially designed kindergarten classroom last year that would provide the teacher and Harrison with the supports necessary to be successful in kindergarten. As my husband and I look back we should have done what our “gut” told us back then which was to place Harrison in a general education kindergarten classroom and wait and see. But, because Harrison was not toilet trained and needed assistance we agreed to a program that could accommodate those needs. Harrison had learned to do many things in the preschool program such as write his name independently with a visual prompt (we worked on these skills in private therapy and at home too) which is where our story of discontent with the school district and special education services starts.
Last fall Harrison stopped writing his name. When I approached the school staff I was told that Harrison was in the pre-stages of writing and that I should not worry as it was only the 20th day of school and the teacher was still getting to know him. When the writing issue became worse in October I met with the teacher, occupational therapist, and the principal and said that Harrison was regressing and all I was seeing coming home was scribbling- again I was told that this was ok because this was prewriting and it was only day 30 of school and we are still getting to know him. At our first parent teacher conference I was floored to see the work that was considered acceptable from my son when I told the staff he could do better. It appeared that Harrison started scribbling on any written work on day 3 of school and that it was never corrected.
I called an IEP Meeting specifically so that I could request extra support in writing for Harrison. I was told that in order to determine what extra support was needed a full assessment needed to be done- I was so naïve to think that the people were interested in assisting Harrison! The reports that came back basically said that Harrison was pretty much unreachable in the general education classroom and unable to understand simple directions and needed more intense one-to-one instruction in a special education classroom (special education is a service not a place). My husband and I listened to the assessment, allowed the team to set goals, and then we challenged why those goals could not be done in the general education classroom. Our school district determined placement based on what they had to offer not what was most appropriate for our son which was a Designed Instruction (DI) Special Education Disabled Peer Only Classroom. We Strongly opposed this placement option because the expectations were not the same as for disabled/special needs kids as the general education kids nor was the curriculum being used the same in order to assist the kids in a Designed Instruction (DI) Special Education Classroom to fully integrate back into the general education classroom with non-disabled peers for academic instruction. So we filed a Due Process Lawsuit through OSPI and enacted a stay-put for Harrison for the remainder of the school year while we hashed out what would happen next year. The school distinct was unwilling to allow a general education placement with pull out services so that a general education teacher was required to program plan for inclusion. Harrison would get to visit the “regular kids” while eating lunch in the lunch room but not with a general education class only his DI peers, and that he would have recess with them, and that he would attend regular PE along with Adaptive PE (which he did not qualify-yep 4 PE classes a week compared to 2 of his typical developing peers).
After 3 months of trying to make the district see our vision of what was most appropriate for the education of our son we finally went to mediation where we were told by the Department Chair that the DI placement is all Harrison would have access to or he got nothing. So in talking to our attorney and working with PAVE, and Families Together for People with Disabilities my husband and I had a very hard and scary decision to make…Do we allow a judge to decide and spend $10,000+ on autism experts? Do we give in and do what the district wants? or Do we take a stand for what we truly believe is most appropriate for our son Harrison?
So on June 1st, 2009 we took a stand…We chose to exercise our rights to revoke special education services on behalf of our son! As much as we had hoped to work with our school district to make a plan that was best for Harrison it was now about who was going to win…the School District or us Harrisons Parents and we had always said that when the focus was no longer on Harrison and his needs to be able to succeed then we would stop.
So we made the best choice we felt for Harrison. So we are finally in our neighborhood school, repeating Kindergarten and having the best time. The feel of general education is so different that that of special education. I am welcome in the classroom, needed as a volunteer and finally seen as the EXPERT on my child. The teacher has been accommodating of Harrisons needs. She sees and shares with us Harrisons strengths. She is willing to try different things to help him be successful without changing her teaching method or room. She is willing to ask for my help and sees me as a partner! She is the type of teacher I knew my son needed!
Looking back the heartache, pain and hours of tears that were shed last spring laid the foundation for the joy we now feel at taking a stand and believing in the abilities of Harrison! So with that we leave you with this thought to ponder:
“When your gut is screaming this is not right, not what is best, and it’s not going to work…listen and make the others listen too…you are the EXPERT on your Child!”
Harrison is a wonderful little boy, who will be 7 years old this winter. He has Autism, however that never has defined who he is or what he will accomplish in the future. Harrison participated in the publically funded Preschool program from the age of 3 through our local school district. Harrison participated in a specially designed kindergarten classroom last year that would provide the teacher and Harrison with the supports necessary to be successful in kindergarten. As my husband and I look back we should have done what our “gut” told us back then which was to place Harrison in a general education kindergarten classroom and wait and see. But, because Harrison was not toilet trained and needed assistance we agreed to a program that could accommodate those needs. Harrison had learned to do many things in the preschool program such as write his name independently with a visual prompt (we worked on these skills in private therapy and at home too) which is where our story of discontent with the school district and special education services starts.
Last fall Harrison stopped writing his name. When I approached the school staff I was told that Harrison was in the pre-stages of writing and that I should not worry as it was only the 20th day of school and the teacher was still getting to know him. When the writing issue became worse in October I met with the teacher, occupational therapist, and the principal and said that Harrison was regressing and all I was seeing coming home was scribbling- again I was told that this was ok because this was prewriting and it was only day 30 of school and we are still getting to know him. At our first parent teacher conference I was floored to see the work that was considered acceptable from my son when I told the staff he could do better. It appeared that Harrison started scribbling on any written work on day 3 of school and that it was never corrected.
I called an IEP Meeting specifically so that I could request extra support in writing for Harrison. I was told that in order to determine what extra support was needed a full assessment needed to be done- I was so naïve to think that the people were interested in assisting Harrison! The reports that came back basically said that Harrison was pretty much unreachable in the general education classroom and unable to understand simple directions and needed more intense one-to-one instruction in a special education classroom (special education is a service not a place). My husband and I listened to the assessment, allowed the team to set goals, and then we challenged why those goals could not be done in the general education classroom. Our school district determined placement based on what they had to offer not what was most appropriate for our son which was a Designed Instruction (DI) Special Education Disabled Peer Only Classroom. We Strongly opposed this placement option because the expectations were not the same as for disabled/special needs kids as the general education kids nor was the curriculum being used the same in order to assist the kids in a Designed Instruction (DI) Special Education Classroom to fully integrate back into the general education classroom with non-disabled peers for academic instruction. So we filed a Due Process Lawsuit through OSPI and enacted a stay-put for Harrison for the remainder of the school year while we hashed out what would happen next year. The school distinct was unwilling to allow a general education placement with pull out services so that a general education teacher was required to program plan for inclusion. Harrison would get to visit the “regular kids” while eating lunch in the lunch room but not with a general education class only his DI peers, and that he would have recess with them, and that he would attend regular PE along with Adaptive PE (which he did not qualify-yep 4 PE classes a week compared to 2 of his typical developing peers).
After 3 months of trying to make the district see our vision of what was most appropriate for the education of our son we finally went to mediation where we were told by the Department Chair that the DI placement is all Harrison would have access to or he got nothing. So in talking to our attorney and working with PAVE, and Families Together for People with Disabilities my husband and I had a very hard and scary decision to make…Do we allow a judge to decide and spend $10,000+ on autism experts? Do we give in and do what the district wants? or Do we take a stand for what we truly believe is most appropriate for our son Harrison?
So on June 1st, 2009 we took a stand…We chose to exercise our rights to revoke special education services on behalf of our son! As much as we had hoped to work with our school district to make a plan that was best for Harrison it was now about who was going to win…the School District or us Harrisons Parents and we had always said that when the focus was no longer on Harrison and his needs to be able to succeed then we would stop.
So we made the best choice we felt for Harrison. So we are finally in our neighborhood school, repeating Kindergarten and having the best time. The feel of general education is so different that that of special education. I am welcome in the classroom, needed as a volunteer and finally seen as the EXPERT on my child. The teacher has been accommodating of Harrisons needs. She sees and shares with us Harrisons strengths. She is willing to try different things to help him be successful without changing her teaching method or room. She is willing to ask for my help and sees me as a partner! She is the type of teacher I knew my son needed!
Looking back the heartache, pain and hours of tears that were shed last spring laid the foundation for the joy we now feel at taking a stand and believing in the abilities of Harrison! So with that we leave you with this thought to ponder:
“When your gut is screaming this is not right, not what is best, and it’s not going to work…listen and make the others listen too…you are the EXPERT on your Child!”
Thursday, November 6, 2008
Washington Autism Advocacy Group
Washington Autism Advocacy(WAA) is a grass roots state-wide coalition of families with children affected by an autism spectrum disorder.
WAA has become a leading voice in the rights of children with autismin Washington state. Our members come from all walks of life and with many experiences, but one core belief binds us together – that ourchildren deserve to be given every opportunity to become productive members of our community.
Over the past two years, WAA has introduced legislation focused on effectively supporting children with autism.
WAA has been instrumental in passing two critical pieces of legislation supporting autism including "Honoring Individuals with Autism - HR 4697 SR 8724"and "SSB6743 Regarding Training and Guidelines for Teachers of Students with Autism, and the Educational Guidelines for Parents andEducators of Students with Autism."
Our 2008-09 legislative agenda focuses on bringing Autism Insurance Parity(AIP) to Washington state. For updates on AIP visit our website http://www.washingtonautismadvocacy.org/
To learn more about the WAA, thier work and how you can help please visit thier website and sign up to get the legislative updates andhelp where you can!
Saturday, October 11, 2008
Planning for your IEP
IEP's for many of us are anxiety building and not an experience that we feel that we have much say in. With standardized goals that are computer generated can make parents feel like making a change to those goals are impossible. However that is not the case. Handwritten changes to the proposed IEP Goals hold the same importance as the type written ones- So here are some tips for getting your IEP Homework done before your meeting...
1. Ask your child's teacher what assessments are being done?
Did you sign a release for those assessments? Do you disagree- you can ask for an independant assessment at public expense. Make sure to request this in writing. A new law says that parents must consent to any assessments being done.
2. Ask for the Evaluation Reports at least One Week prior to the IEP Meeting.
Make sure to review them so that you are prepared to discuss and plan for the meeting. This will help you: a. identify goals for the meeting; b. review accomplishments of the last year; c. identify what you hope your child will learn in the next year; d. identify specific difficulties or strengths to bring to schools attention; e. if you want full inclusion or increased integration identify how and in what settings your child already interacts with children who do not have disabilities; and f. list any successful experiences or strategies that have been used out of school.
3. Review your feeling and desires regarding Inclusion:
The law says that to the maximum extent appropriate, as decided by the IEP Team (you are full equal member) children with disabilities shall be educated in their neighborhood schools and attend regular classes with supplemental aids and services. Today, many researchers and parents believe all children with disabilities can and should be fully included in regular classrooms.
4. Make a List of the points that you want to raise at the IEP Meeting.
Many parents get nervous or distracted at a meeting with several professionals. Thus it is good to make a list of points and questions in advance so that you dont forget. You can check off points are they are discussed and jot down answers to the questions.
5. You can bring anyone you feel is important as long as they have "knowledge or special expertise regarding the child".
These people have knowledge that will be helpful in developing a good IEP. They can be a day-care provider, grandparent, tutor, behavior specialist, or anyone you feel is important.
6. Discussion of Present Levels of Performance
Present informal and formal observations based on your experience. These are things that you can list on the IEP. Remember that this document will be shared with next years teacher and it is important that they know skills your child has and does not show until they are comfortable.
7. Decide on 2 annual goals for your child.
Writing goals is difficult. Think about what you want your child to be able to do by the end of the school year. Make sure that your goals can be taught in the classroom that the parent feels is most appropriate for their child. For example, if you want your child to have greater inclusion or full inclusion, then you should request goals that including interaction with non-disabled students, e.g. "Molly will learn to take turns by playing a game with non-disabled peers."
8. Make a list of supports that they think your child needs.
The district must provide supplementary aids and services to accommodate the special education needs of students with disabilities in integrated settings including (for example) a trained aide, use of a tape recorder or assistive device, an inclusion specialist to help the regular education teacher modify curriculum or a behavioral plan to address the need for behavioral supports. Look at the list of accommodations currently provided and brainstorm what others might be appropriate if needed.
9. Make a list of services that you want for your child and why you want them.
All related serives and related service providers, such as Speech Therapy (SLP) should be identified including frequency and duration. The parameters of the placement should be clearly stated. Parents do not have the right to require the district to provide services from a particular person in a particular classroom. However it does not hurt to ask to be included in the decision on who will be working with your child. Specific placement options should be discussed at the IEP meeting.
10. Your signature on the document
The absence of your signature on the IEP does not necessarily preclude the school district from moving forward with your child's IEP. However, pare tn do not need to sign the IEP at the meeting- you can take it home to discuss with others and think about it. Parents can consent to only part of the IEP so those services the parent agrees with can begin. Know that you can withdrawal your consent by writing to the special education administrator. If you and the district disagree on services, the last IEP remains in effect while a due process hearing is held.
11. Progress Reports
Regular progress reports are required but you can help decide what they look like. Think about what type of communication you are looking for and why. This makes it easier for the plan for reports to go from one teacher to the next.
These tips should help you feel prepared for your IEP Meeting. Remember you are your child's best and consistent advocate and your ideas and suggestions hold as much weight as the "professionals"!
Good Luck!
1. Ask your child's teacher what assessments are being done?
Did you sign a release for those assessments? Do you disagree- you can ask for an independant assessment at public expense. Make sure to request this in writing. A new law says that parents must consent to any assessments being done.
2. Ask for the Evaluation Reports at least One Week prior to the IEP Meeting.
Make sure to review them so that you are prepared to discuss and plan for the meeting. This will help you: a. identify goals for the meeting; b. review accomplishments of the last year; c. identify what you hope your child will learn in the next year; d. identify specific difficulties or strengths to bring to schools attention; e. if you want full inclusion or increased integration identify how and in what settings your child already interacts with children who do not have disabilities; and f. list any successful experiences or strategies that have been used out of school.
3. Review your feeling and desires regarding Inclusion:
The law says that to the maximum extent appropriate, as decided by the IEP Team (you are full equal member) children with disabilities shall be educated in their neighborhood schools and attend regular classes with supplemental aids and services. Today, many researchers and parents believe all children with disabilities can and should be fully included in regular classrooms.
4. Make a List of the points that you want to raise at the IEP Meeting.
Many parents get nervous or distracted at a meeting with several professionals. Thus it is good to make a list of points and questions in advance so that you dont forget. You can check off points are they are discussed and jot down answers to the questions.
5. You can bring anyone you feel is important as long as they have "knowledge or special expertise regarding the child".
These people have knowledge that will be helpful in developing a good IEP. They can be a day-care provider, grandparent, tutor, behavior specialist, or anyone you feel is important.
6. Discussion of Present Levels of Performance
Present informal and formal observations based on your experience. These are things that you can list on the IEP. Remember that this document will be shared with next years teacher and it is important that they know skills your child has and does not show until they are comfortable.
7. Decide on 2 annual goals for your child.
Writing goals is difficult. Think about what you want your child to be able to do by the end of the school year. Make sure that your goals can be taught in the classroom that the parent feels is most appropriate for their child. For example, if you want your child to have greater inclusion or full inclusion, then you should request goals that including interaction with non-disabled students, e.g. "Molly will learn to take turns by playing a game with non-disabled peers."
8. Make a list of supports that they think your child needs.
The district must provide supplementary aids and services to accommodate the special education needs of students with disabilities in integrated settings including (for example) a trained aide, use of a tape recorder or assistive device, an inclusion specialist to help the regular education teacher modify curriculum or a behavioral plan to address the need for behavioral supports. Look at the list of accommodations currently provided and brainstorm what others might be appropriate if needed.
9. Make a list of services that you want for your child and why you want them.
All related serives and related service providers, such as Speech Therapy (SLP) should be identified including frequency and duration. The parameters of the placement should be clearly stated. Parents do not have the right to require the district to provide services from a particular person in a particular classroom. However it does not hurt to ask to be included in the decision on who will be working with your child. Specific placement options should be discussed at the IEP meeting.
10. Your signature on the document
The absence of your signature on the IEP does not necessarily preclude the school district from moving forward with your child's IEP. However, pare tn do not need to sign the IEP at the meeting- you can take it home to discuss with others and think about it. Parents can consent to only part of the IEP so those services the parent agrees with can begin. Know that you can withdrawal your consent by writing to the special education administrator. If you and the district disagree on services, the last IEP remains in effect while a due process hearing is held.
11. Progress Reports
Regular progress reports are required but you can help decide what they look like. Think about what type of communication you are looking for and why. This makes it easier for the plan for reports to go from one teacher to the next.
These tips should help you feel prepared for your IEP Meeting. Remember you are your child's best and consistent advocate and your ideas and suggestions hold as much weight as the "professionals"!
Good Luck!
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