Tag: special education

Can I still walk with my classmates at the end of my Senior Year, if I participate in a transition plan?

Posted on by Nicol Walsh

Information on Transition Plans

Students often ask the question “If I participate in a transition plan between the age of 18-21, does that mean I can still walk with my classmates at the end of my senior, or fourth, year?”  The answer is a resounding YES!!

In 2005 State Legislation passed Engrossed Substitute Senate Bill 5450 – “Kevin’s Law”.  This law insures that young people who have been enrolled in high school can attend and participate in graduation ceremonies with their peers, even if they will continue at the school with services to age 21.

The law does not guarantee that a student will be able to attend school until age 21, as that is determined as part of the IEP at age 16. This law states that a student with an IEP and who has a plan in their IEP that includes attending school until age 21 may walk in the graduation ceremony with students of his or her own age.

More info? Ask us! Fill out our Get Help form and find out how we can help you!

When will my Student Graduate?

Posted on by Nicol Walsh

Dear Reader,

There seems to be some confusion about “When will my student graduate?”  Here’s an attempt to clarify some questions and make the transition to adult life a little easier.

First, there is a difference between “Graduation” and “Exiting” the public school system.  Graduation includes walking with your classmates while wearing a cap and gown, its senior activities, and the big party!  It may not include receiving your formal diploma, Certificate of Individual Achievement or Certificate of Academic Achievement.  Your student might receive an empty diploma holder to be filled with student certificate when all graduation requirements are met.

Washington state requirements for graduation are listed on the OSPI website and include; “To earn a high school diploma, a student must: Earn high school credits, pass state tests or approved alternatives to those tests and complete a High School and Beyond Plan.”  These requirements apply to all students.  Your student, with an IEP, may have accommodations, modified grades and other exceptions not provided to other general education students but remember, your student is a general education student first!   You may want to review your district requirements as some districts add other requirements and tweak accommodations to meet students “Individual” needs.

Next, have you heard of Kevin’s Law?  In 2007 Revised Code of Washington # 28A.155.170 was enacted requiring school districts to develop a policy for students with an IEP to enjoy the graduation hoopla (our words, not theirs) and then return for additional related services and progress/completion of goals and state graduation requirements.

Third, when reviewing the IEP annually, you want to pay close attention to the “Expected Date of Graduation”.  Our students have the right to Free and Appropriate Public Education, or FAPE, through the school year of their 21st birthday.  Your IEP team should be discussing appropriate transition services by the students 16th year.  These services can include things like community experiences, employment & living skills, and connection to related services like DVR, SSA and DDA.  The transition plan might also include conducting appropriate assessments in the areas of needs, strengths, preferences and interests.  You can find more information and a great tool for Transition Services at Center for Change in Transition Services.

Check with your school district to see what Transition Programs exist.  You may be surprised to find out that there are specific programs designed for the 18-21 year old students.  Your student may have access to great programs that provide “Life After High School” skills needed for future success.  We hate to be the one to tell you, but one day the yellow bus will stop coming.  Does your student have a plan for their future?  Now is the time to insure for a successful launch from high school to adult life.  Good luck…it’s a journey not a race.

 

Stress and Children Ages 0-3

Posted on by Nicol Walsh

“The perception of stress varies from child to child; serious threats may not disturb one child, while minor ones may be traumatic to another” (American Academy of Pediatrics, 2015).

Parents can’t know how stress will affect their child.  Just like adults experiencing something new, the effect of stress is different for each toddler or infant.

What kind of stress can an infant or toddler experience?

Stress related to their own disability – medical testing and surgeries, evaluations, new doctors or therapists, and medications including injections or infusions.

Social/emotional stress related to how other children or their siblings treat them.

Abuse may be physical, emotional, sexual, and/or induced substance abuse to the child, a sibling or a parent.

Sensing something is wrong related to a parent crying, shouting, or even speaking faster than normal.

An infant used to hearing a normal heart rhythm in the parent holding them, can be stressed when the parent holding the child has an increased heartbeat.

Have a parent or family member with a new injury or illness, such as dad coming home from deployment with an amputated arm; or a sibling diagnosed with cancer who can no longer play with the toddler.

Relocations, divorce, new parental figures, new child in the house, loss of a family member, loss of a pet, etc.

Anything within the family structure can cause stress to the child ages 0-3, especially if it causes stress to others in the home.

PTSD is something typically thought of when a service member returns home with signs of nightmares, heightened anxiety, or inability to talk through what they have been through.  Stress and in some cases, PTSD can be found in the youngest of children which can present in social, emotional or physical problems.

Step back a moment, remember a time in your own life when something negative had happened.  Maybe a lost job, a family pet died, there was an unwanted job transfer, or you received bad news.  Did it only impact you, or did it affect the entire family?  The stress of one family member can affect (and change) everyone in a family. An infant or toddler may not understand what is happening around them, but they can feel the tension or stress in the parent, sibling or family as a whole.

The reality is that younger children do not recognize trauma or crisis on their own, but they actually watch their parents or older siblings for their reactions to unexpected situations.  For example: when Riley, age 2, sees mom crying when she talks on the phone with her grandmother – he knows something is wrong.  Even the youngest child is very intuitive.  Will he understand that Grandpa just died? Of course not, but he knows mom is sad – therefore Riley is unsettled and stressed.  How this may manifests in a 2 year old can be very different from how mom manifests her own stress or sadness.

The younger the child the more they are likely to be sheltered from the crisis or a traumatic event.  What is known is that a child’s “early development depends greatly on the health and well-being of their parents” (National Research Council and Institute of Medicine).  As life reaches out to each family, stress cannot be avoided.  Knowing some of the causes of stress in the young child; and the signs of how stress might be seen, will provide transition to a healthier, well-adjusted family.

Some of the Typical Signs of Stress in the child 0-3 are:

Stomach or headaches

Changes in mood, more irritable, cries more, doesn’t cry when appropriate

Isolates self from others, wants to stay in bed, or under table or in closet

Unexplained changes in sleeping habits

Unexplained changes in eating habits

Fear of previously accepted people, places or situations

Some children, especially those with low immune systems (Asthma and allergies included) may run fevers when under stress

Another concern is a child’s stomach or headache, for example, may or may not be due to stress.  Whatever the cause, these symptoms are very real and confusing to the child.  If there are recurring issues with physical symptoms, the child should be seen by the primary care physician to rule out any medical issues.  If cleared medically, take a step back and look at the family as a whole.  Not to put fault on anyone, but to recognize that there may be other issues not currently being addressed.

Although an infant/toddler would not have a clue what the stress is about, they can still sense when the parents are stressed.  He/she would in turn express their own form of stress, such as displaying excessive bouts of crying, making it challenging for the parent to understand.  Some children with low immune systems may even exhibit fever with stress.

Some symptoms such as irritability could be difficult to decipher in a two-three year old, as acting out can be developmentally age appropriate.  The family would be better served to start with their primary care provider to evaluate the child’s developmental, psycho-social, and physical well-being.

If therapy is discussed for the infant/toddler, he or she would be referred to the nearest Early Intervention Services available.  Therapy may include Play therapy, Speech, or even Family Therapy.

It is just as important for the family to get help as it is for the child.  Helping the rest of the family deal with their own stress, will in turn help the child feel safer and free from stress.

Stress hits individuals of all ages, from a parent returning from war to a domestic violence victim; from the first-hand observation of a traumatic event to losing a job.  Being a member of a household with someone who is going through stress, anxiety or PTSD can also have an overwhelming impact on the family.

A child feels the result of the stress on the whole family, no matter how sheltered he or she is.  The underlying issue, whether for the child or another family member must be addressed with the entire family in mind to start the healing.

Ways to Help Families in Stressful Situations

Help parents to understand that it is not their fault – stress is a natural response to things beyond their control.

Listening to their concerns – it may just be they need to talk it through

Share your own experience (if appropriate) with family stress

Share support group contacts (as appropriate)

Encourage parent to continue to reach out to their family and friends, or Primary Care Physician, Behavioral Health Agencies, Tricare, Clergy, or Counselor.

Everyone needs to know they are not alone, that there is someone they can lean on when times are overwhelming or simply beyond their control.  Giving up control is hard to do, so many may not ask for help.  All you can do in those times is be there, letting them know you aren’t going anywhere.  When a child can feel stress within the family it is not a healthy situation for anyone in the family.  The most important responsibility you have as a parent or professional is to listen first; support the parent or family second; and only then is it helpful to offer up possibilities.

 

Choosing Colleges for Success: Finding Schools That Pay Attention

Posted on by Nicol Walsh

Pay attention to what? Pay attention to the highly-diverse needs and abilities of learners!

Higher education schools don’t have the same legal obligations as public schools when it comes to providing individualized education plans, and they don’t have the same history of changing instruction and adapting teaching for different learning needs and abilities.  They ARE required to provide you with the ability to access their educational programs, but it’s going to be up to you to find a “user-friendly” school where you can thrive. (-see info on your legal rights in college in the Resource list below).

Most articles about college-readiness tell you to select schools for your academic interests, social environment, and other desired qualities first. Then they tell you to check the school’s “disability-friendliness” with a campus visit to a chosen few schools. Trust me, this is not the best way to do it.  Start checking user-friendliness when your list is still fairly long and widespread.  There are probably hundreds of colleges who offer great programs in your areas of interest.  You’ll get a better school if you pick ones that are more inclusive, because college isn’t only about academics, it’s about growing yourself as a person. Schools that pay attention to the needs of all their potential students let you focus your efforts on doing your best job.

The questions and strategies below can usually be answered with an exploration of the college’s website and/or a phone call or email to college staff in Admissions, Student Services, or Disability Services departments. We’ve only included questions you won’t find in other college-readiness guidelines.  See the Resources at the end of this article for some great step-by-step planning guides.

What to look for on the website:

How accessible is the website? If the school hasn’t bothered to make their website accessible to individuals with disability, will their campus and instruction be any better? Schools that accept federal funding (such as student financial aid) should have a website that complies with federal accessibility laws.

How to check: If you use screen-reader technology, decide whether the website works well with your hardware and software.

If you don’t: in your browser, copy the school’s URL. Go to wave.webaim.org. You’ll see a search box. Paste the school’s URL into the box and press ENTER. You’ll get screenshots of the school’s website page with lots of colored icons. You don’t have to know what all the icons mean. Just see how many of the items listed are ERRORS. More than 10 or 15? It’s not a good sign.  Also check out the “contrast” tab: many contrast errors mean difficulty for screen reading technology-again, not a good sign.

Is there a separate disability services office? How many professionals work in that office? Is the director of that office a member of AHEAD (Association on Higher Education and Disability)*?

It’s not a good sign when a school assigns disability support needs to a single individual (unless it’s a VERY small school) or someone who also wears other hats. If the director is a member of AHEAD, the professional organization for disability support specialists, you know that they follow the best practices in the field, and have resources to influence faculty and college administrators to become more inclusive.

Does the website mention anything about students with disabilities anywhere else besides the section on Disability Support Services?

Do school administrators and faculty support Universal Design for Learning (UDL)?

The use of UDL means that school administration and faculty are committed to teaching to and providing for the widest possible range of abilities. That means physical ease of access, alternative ways of teaching, flexibility in how student work is evaluated, and making sure that students have multiple ways to learn course materials.  It’s a lot of work to implement, so if a school has this process in some or all of its programs, it’s a very good sign.  UDL doesn’t entirely eliminate the need for certain accommodations, but for some issues it may mean that you won’t need accommodations in your classes.

How to check: in the school’s website search box, type “UDL” and/or “Universal Design”. Or, make a phone call to Academic Affairs (in charge of faculty and instruction), Student Services, and/or Disability Services. Ask if administrators and faculty at the school are familiar with UDL or have implemented it in any way. (There’s a short list in the resources section of some schools using UDL. Other schools may be implementing it but not yet be on the list).

What are the requirements for admission? Are they flexible? [For example, instead of an admissions essay, could you submit a YouTube or video of yourself answering the questions posed in the essay requirements?]. Admissions flexibility that’s already in place lets you know that the school is open to alternate ways of doing things and possibly more inclusive.

How many students with disabilities are on campus? Compare the percentage of students from one school to another.  Schools with higher percentages of students with disability for their entire student population indicate schools where they may be familiar with students with diverse needs.

What services and equipment (such as adaptive technology) does the college typically provide to students with disabilities? Who provides them? Where can services and equipment be used? REALLY IMPORTANT: will you need to use separate equipment/software to access/research in the library?

Generally, schools don’t have to provide services and/or equipment for your personal study time. Some schools do have technology that you can borrow for short periods for personal use.

What modifications have faculty and administrators made in the past for students with disabilities?

Ask for some honest feedback: have some faculty not understood their obligations to provide accommodations? Are certain types of adjustments more acceptable than others?

If the school offers online courses, or is online entirely:

May I get a temporary guest log-in to try out the school’s online learning platform, student “gateway”, and other software used for online access? E-learning platforms are supposed to be accessible, by law—but accessible isn’t always the same as user-friendly!

Hopefully, getting this information will help you make a decision about what schools may work best for you.  The resources that follow offer more ideas and information.

Resources

DVR counselors and DVR services: https://www.dshs.wa.gov/JJRA/dvr/school-transition

Legal: Your rights and responsibilities as a college student with a disability:

http://www2.ed.gov/about/offices/list/ocr/transition.html

http://www.wrightslaw.com/flyers/college.504.pd

College-readiness resources

http://www.parentcenterhub.org/topics/college-ready/?fwp_audiences=1102%2C1103

Especially, check out the enormous number of resources under:

https://www.washington.edu/doit/programs/accesscollege/student-lounge/college

This resource was developed for Virginia high school students, but it is an extremely thorough college readiness and timeline checklist for any student:http://www.doe.virginia.gov/special_ed/transition_svcs/outcomes_project/college_guide.pdf

From the Association for Higher Education and Disability: https://www.ahead.org

Self-advocacy and self-determination: http://www.parentcenterhub.org/topics/advocacy/

Schools that have special programs for students with learning disabilities: http://www.collegexpress.com/lists/list/colleges-where-students-with-learning-disabilities-can-and-do-make-it/401/

How college differs from high school. This is a real wake-up call: http://www.baylor.edu/support_programs/index.php?id=88158

An amazing collection of how-tos at: http://www.howtostudy.org/

Self-advocacy and self-determination: http://www.parentcenterhub.org/topics/advocacy/

Financial assistance beyond federal financial aid: http://www.bestcolleges.com/financial-aid/disabled-students/

http://www.washington.edu/doit/college-funding-students-disabilities

 

Accommodations and Advanced Classes

Posted on by Nicol Walsh

Great Information About Accommodations

There’s an unfortunate misunderstanding among some educators and disability professionals about accommodations and advanced classes (such as Magnet, Gifted, Advanced Placement, and/or Honors).  Schools have tried to tell students that accommodations can’t be used in advanced classes.  Some educators still labor under the impression that accommodations in some way “make it easier” for a student to do their work, and that they have no place in programs that are by definition selective, competitive, and/or academically challenging. In addition, students already in advanced classes whose parents believe they need an evaluation for special education have been told their child should return to the general education classroom.  “Obviously, Mary just can’t keep up”.

Even in the educational field some people still believe accommodations give students an unfair advantage. Accommodations are actually “work-arounds” to reduce the impact your child’s particular challenge has on his learning ability.  They’re designed to improve access to the learning process and certainly don’t guarantee academic success. Ask any child who has an accommodation-when it always takes you 60 minutes to read an assignment and your classmates take 30, being “given” the extra 30 minutes isn’t an advantage. It still takes you twice as long.

Modifications, another adjustment often found in IEPs and 504 plans, are different.  Modifications do change the curriculum and what’s expected from the student. As an example of the differences, look at a social studies test given to a fifth grade class. Tory’s test uses second-grade level language and concepts, and Tory’s test is a shorter length than the rest of his classmates’.  He has a modification. Jolene takes the regular test, but she sits in a “quiet study” carrel and takes a short break to refocus.  She has an accommodation. Children who use extensive modifications to the academic curriculum may not meet the academic criteria for advanced classes.

In 2007, the Office for Civil Rights (OCR) of the Department of Education published a letter giving school districts guidance on the subject of advanced classes and students with disability (read the letter here). Schools must give students with a disability the same opportunity to apply for admission into advanced classes as students without disability, and they can’t deny access to these programs based on a student’s having an IEP or 504 plan.  On the other hand, schools can set eligibility requirements for these classes, and a student with a disability must meet the same criteria as those without to qualify. Admission into advanced classes and programs are often determined by previous classroom performance or testing. It’s similar to trying out for a place on a team. Not everyone who tries out will make it, with or without a disability.

The same letter makes it clear that students receiving accommodations in their regular classes need to receive them in advanced classes as well.

What if your child is already in an advanced class and is struggling?  You suspect the reason isn’t that the material is too challenging, but that your son or daughter may have an as-yet-undefined challenge in accessing the material or with the way content is presented.  You worry that if you want an evaluation, the school will “suggest” (i.e., present as the only option) a return to the general education class.  The school can’t deny your request for an evaluation on the basis that a student is taking an academically-challenging class. Certainly your child can’t receive accommodations to “make sure” they succeed in a challenging environment. However there is a wide range of mental or physical conditions that could create a need for special education services. When your child is struggling, you want to know why, and while evaluations aren’t “fishing expeditions” they can be valuable tools to identify specific barriers your child may be facing.  Don’t hesitate to request one if you feel it needs to happen.

The United States Department of Education has just released a new memorandum clarifying, once again to school districts that “twice-exceptional” children (children who have high cognition and who also have a disability) also fall under the requirements of the Individuals with Disabilities Act (IDEA), and are entitled to the same protection and services under the law as any other student with disability.  The memorandum references an earlier letter from 2013 discussing the same issue.

If your school department tells you that they won’t evaluate your child because they have high cognition or refuses to let them use modifications in either advanced or general education classes (because they “have high cognition and shouldn’t need extra help”), then you might wish to draw their attention to both the original letter and the memorandum.  Both of these Department of Education documents were distributed to state superintendents of education and should have been forwarded to local school departments.

In summary: bright, creative and resourceful children can have challenges that can be worked around with proper accommodations. Schools are obligated to provide accommodations in advanced classes if the child has them in an IEP or 504 plan. Children already in advanced classes are also entitled to evaluation for special education services if a parent requests one.

Thanks to DisabilityScoop.com for their article on this topic!

Does my child qualify for Assistive Technology (AT) in school?

Posted on by Nicol Walsh

If your child is eligible for special education or Section 504 accommodations, then the answer is “yes” if the assistive technology (AT) is necessary to achieve a “free and appropriate public education”.

Individuals with Disabilities Education Act, (IDEA), states “The Individualized Education Program, (IEP), team shall consider whether the child requires assistive technology devices and services”.  The Washington State regulation (WAC 392-172A-02015) similarly states “each school district shall ensure that assistive technology devices or assistive technology services or both are made available to a student eligible for special education if required as part of the student’s: (a) Special education; (b) Related services; or (c) Supplementary aids and services.”  These are strong mandates to use in advocating for inclusion of assistive technology in your child’s IEP.

What Kinds of Devices Do Schools Have to Provide?   Both the State and Federal special education laws define assistive technology broadly to include a range of devices (from “off the shelf” to customize) and services.  The inclusion of “services” is very important. Such services can include evaluation and training for both school staff and family members.  Such training is often the key to successful use of the assistive technology.  Some examples of AT could be:  word processors, electronic communication devices, computers and printers, calculators, speech recognition software, print enlargement, text reading equipment, wheelchairs, electric scooters, etc.

How Do I Know What Kind of AT My Child Needs?  Get an evaluation from a competent professional.  If your school district does not have a staff person knowledgeable about AT, ask for an independent evaluation from the Office of the Superintendent of Public Instruction at the Special Education Technical Center or from another experienced AT evaluator.  There are many devices available.  Be open-minded.  There may be more than one appropriate solution for your child’s needs.  The most expensive device may not be the best match for your child. Such devices could be complicated and frustrating for the child, resulting in a total turn-off from technology.  Try different types with the child to determine which meets the child’s needs appropriately. The device can be brought home if it is necessary to achieve a free and appropriate education as for example, when the child needs the device at home for homework and/or additional and supplementary training.

Does the School Have to Pay for Any Device – No Matter How Expensive?  Not necessarily, the school is not required to buy the most expensive assistive technology if a more moderately priced device will work to achieve a free and appropriate education.  The school’s obligation is to “provide” assistive technology from their own inventory or an outside source and it cannot ask you to contribute.  If the device is paid for by the school district, the district maintains ownership of it.

What Will Happen to the Child’s AT When the Child Graduates or Leaves the District for Another Reason?  Because the district owns the equipment, the district keeps it unless you can convince the district to sell it to you, or the next program, at its depreciated value.  Planning for your child’s transition to post-secondary education, training, or directly to work is also a critical part of the process. Deciding future AT needs prior to that transition is critical. To help ensure a successful transition after high school, planning must begin by at least 16 years of age.

This may include information on State or Federal laws regarding the rights of individuals with disabilities. While this is provided to inform or make one aware of these rights, legal definitions, or laws/regulations, it is not providing legal representation or legal advice. The participant understands that this is information to educate them not to provide them with legal representation

Justin’s Transition to College

Posted on by Nicol Walsh

My name is Sybille and I’m the parent of a 22 year old son, Justin, who is diagnosed with high functioning autism. I would like to share our experience with transition from high school to adulthood, as well as share a couple resources that have helped us tremendously.

Justin was introduced to the Division of Vocational Rehabilitation (DVR) of Pierce County where he quickly became an advocate for himself. Each county had a DVR office, find your local office at www.dshs.wa.gov/dvr today. After a presentation to the DVR council asking to have a chance to “prove” his skills and abilities, they agreed to work with him. They set him up with Freedom Consulting, a job placement program that helped him apply to Tacoma Community College. He is now attending his first semester at Tacoma Community College.

Things to consider when applying to college:

Most colleges have disability support. Research is highly recommended prior to applying, it’s never too early to start investigating!

Continue using successful and appropriate accommodations. See what worked in your student’s 504 Plan.

Look into the bus transportation buddy system in your county. Pierce Co. offers bus training to learn how to ride public transportation. See what’s available in your area.

Start thinking about transition to employment or higher education early—starting during their middle school years is recommended.

Resources my family has used:

Division of Vocational Rehabilitation

Washington State Offices: http://dshs.wa.gov/dvr/ContactUs/dvroffices.aspx

Services offered: Counseling & Guidance, Counselors for Deaf & Hard of Hearing, Assessment Services, Benefit Planning, Independent Living Services, Assistive Technology Services, Training & Education, and Job Related Services.

Freedom Consulting, LLC

http://freedomconsultingllc.com/

Services offered: Work Strides, Dependable Strengths, Job Club, Job Development, Job Retention, Community Based Assessments, Independent Living Services, Benefit Planning Group, and Adult Counseling

Phone: (509) 209-0947

Email: info@freedomconsultingllc.com

School Books photo by Wonderlane via flickr

 

College Considerations for People with Disabilities: An Interview with Troy Peterson, TCC Access Services

Posted on by Nicol Walsh

As we continue to further understand disabilities and those who experience them, continued education is becoming more of a reality for people who, in the past, might never have completed high school.

Going to college no longer seems out of the question, and we’re happy to see more individuals with disabilities pushing themselves and excelling in school. Organizations and companies like Microsoft are now setting aside funds for scholarships for individuals with disabilities to continue their studies in specific fields.

With this in mind, I set out to interview Troy Peterson, the Access Services & Technology Specialist at Assessment/Access Services office of Tacoma Community college. My goal was to find out more about what the steps to continue school, getting supports and accommodations in place, and any other tips or information that can help with the process. Here’s the first part of my interview with him; stay tuned to the next issue of PIPELINE for more information:

Troy, you work here in the Access Services Office at TCC, would you be able to tell me a little more about what this office does?

Troy: Specifically, the reason this office exists is because of the Americans with Disabilities Act (ADA), as it applies to colleges and universities, is primarily a non-discrimination law. Primarily it says, “Don’t discriminate.” Why we’re here is to prevent that discrimination from taking place, or to try to reduce it at the very least. Unfortunately, discrimination, from my perspective, isn’t something that we’ll ever get away from or get rid of as long as we’re human, but we definitely do our best.

For those looking at continuing their education after high school, when would be a good time to start researching schools like colleges and other learning opportunities?

Troy: Start as early as possible if you’re coming from high school, because what you do in high school is completely different from what you do in College, for the most part. The really big thing is that it’s a real big fundamental philosophy difference between the two; high schools and higher education. High schools are generally based on principles of normalization, thought up by [a gentleman] by the name of Wolfensberger way back in 1971. But, the shorter part of it is that [schools became] based on the principles of normalization, that’s all part of trying to get students to learn as “normal” as possible. And so the goal is “become normal”, whatever “normal” is… and that’s a completely different philosophy from here. Here, we don’t care how you do it as long as you do it. That’s kind of our philosophy here at TCC. There, it’s you have to do things the “normal way”.  Sometimes there’s a lot of difference between the “normal way” and what might be the best way for any particular student. So, trying to figure out what the best way is may take time, and there’s all kinds of other stuff that might take time, money, and perseverance to get. And if you’re trying to show up for school the very first day, that might not happen.

For somebody in their sophomore year of high school then, might that be too early to start researching schools and services?

Troy: No, no! If you’re in grade school you can come talk to me, as far as ME goes. Unfortunately, everything is very different between each one of these institutions. So, me, I’m always willing to talk to anybody. Now, that’s different from some of these institutions. Some of them have policies where a prospective student would submit their paperwork first, their paperwork would be evaluated, and by then the person who’s in my seat would have already made the determinations about what kind of accommodations would be reasonable. Then they would call [the prospective student] in for the intake interview, where they would be provided with that information, and then there would be possibly a follow up interview after that. But seriously, [some schools] wouldn’t even see them until after they’ve already submitted their paperwork and been accepted as a student, and gotten all their stuff.

Now, is that more the case for larger state schools, or is this also talking about other community colleges too?

Troy: This can be the case in community colleges as well. Well, there’s a lot of pressures on an office like this. So, for instance, some of the things that we deal with that some people don’t want to deal with are the “helicopter mothers”. So some places don’t want to deal with them, and legally they don’t have to. So while they don’t have to talk to somebody’s mother, I’m always willing to talk to anybody that the student brings, but a lot of these people [in Access Services at other schools] don’t want to because it’s sometimes not fun. Sometimes, the mother can walk in the door and all they see is red, and nothing you say or do is going to change them. And that’s stressful, but it’s something that we’re willing to do here at TCC that not everybody is.

[…to be continued next edition of PIPELINE]

In the next edition of PIPELINE Troy discusses what the typical pathway looks like for a student with a disability!

UW Tacoma photo by Scott Hingst via flickr

 

¿Qué es la Discriminación?

Posted on by Nicol Walsh

Encuentre más información en: www.k12.wa.us/Equity

Oficina del Superintendente de Instrucción Pública Equidad y Derechos Civiles

¿Qué es la discriminación?

La discriminación es el trato injusto o desigual hacia una persona o un grupo de personas por ser parte de un grupo definido, conocido como clase protegida. La discriminación puede ocurrir cuando una persona reciba un trato diferente o cuando se le niegue el acceso a programas, servicios o actividades por ser parte de una clase protegida. También puede haber una situación de discriminación cuando una escuela o distrito escolar no satisface las necesidades de un estudiante o empleado con discapacidad.

El hostigamiento (basado en una clase protegida) y el acoso sexual pueden ser formas de discriminación cuando generan un ambiente hostil.

¿Qué es una clase protegida?

Una clase protegida es un grupo de personas que comparten características comunes y están protegidas contra la discriminación y el acoso por leyes federales y estatales. Las clases protegidas definidas por el Estado de Washington incluyen:

 

Sexo

Raza/Color

Credo/Religión

País de origen

Discapacidad o uso de un perro adiestrado o animal de asistencia

Orientación sexual, que incluye identidad o expresión de género

Grado militar o veterano de guerra retirado con honores

La Oficina del Superintendente de Instrucción Pública (Office of Superintendent of Public Instruction, OSPI) es el organismo responsable de supervisar la educación pública desde el nivel preescolar hasta 12º grado en el Estado de Washington. Dentro de la OSPI, la Oficina de Equidad y Derechos Civiles brinda asistencia técnica a los distritos escolares, los padres y los estudiantes sobre cuestiones relacionadas con las leyes federales y estatales contra la discriminación.

Equidad y Derechos Civiles
Oficina del Superintendente de Instrucción Pública
P.O. Box 47200; Olympia, WA 98504-7200
(360) 725-6162 Fax: (360) 664-2967
TTY: (360) 664-3631
Correo electrónico: equity@k12.wa.us

¿Qué sucede si no es posible resolver el problema en la escuela?

Si no puede resolver su problema, quizás desee presentar una queja ante el distrito escolar.

Cualquier persona puede presentar una queja ante el distrito escolar.

Usted puede presentar una queja formal enviando una carta a su Superintendente que describa el hecho ocurrido y el motivo por el cual considera que se trata de discriminación. Es conveniente que incluya lo que usted desea que haga el distrito. La carta debe estar firmada.

¿Qué hará el distrito?

El empleado designado por el distrito para recibir las quejas investigará sus acusaciones y entregará al Superintendente un informe escrito de la queja y los resultados de la investigación. Además, usted y el distrito pueden aceptar resolver su queja a cambio de una investigación.

¿Qué hará el Superintendente del Distrito?

El Superintendente le enviará una carta por escrito dentro de 30 días calendario donde negará sus acusaciones o describirá las medidas razonables que tomará el distrito. La carta incluirá la forma en que debe presentar una apelación ante el consejo escolar si usted no está de acuerdo con la decisión del Superintendente.

Las medidas correctivas deben aplicarse dentro de los 30 días calendario de la carta del Superintendente.

¿Qué sucede si no estoy de acuerdo con la decisión del Superintendente o si nadie responde mi carta?

Su próximo paso es apelar ante el consejo escolar.

¿Qué es una apelación?

Una apelación es un pedido para que se cambie una decisión oficial.

¿Cómo presento una apelación ante el consejo escolar?

Usted puede presentar una apelación presentando una carta ante su consejo escolar. Allí debe incluir la parte de la decisión escrita del Superintendente que usted desea apelar y qué desea que haga el distrito.

Su carta debe presentarse ante el Secretario de su consejo escolar antes del 10º día calendario después de recibir la carta de respuesta del Superintendente.

¿Qué hará el consejo escolar?

El consejo escolar programará una audiencia dentro de los 20 días calendario después de recibir su carta de apelación. También puede acordar una fecha distinta.

¿Qué sucederá en la audiencia?

Usted explicará por qué no está de acuerdo con la decisión del Superintendente. Puede traer testigos u otra clase de información relacionada con su apelación.

El consejo le enviará una copia de su decisión dentro de los 10 días calendario posteriores a la audiencia. La decisión incluirá cómo apelar a la Oficina del Superintendente de Instrucción Pública si usted no está de acuerdo.

¿Qué sucede si no estoy de acuerdo con la decisión del Consejo Escolar?

Usted puede apelar la decisión del consejo escolar ante la Oficina del Superintendente de Instrucción Pública (OSPI).

¿Cómo presento una apelación ante la OSPI?

Usted puede presentar una apelación enviando una carta a la Oficina del Superintendente de Instrucción Pública. La carta debe incluir la parte de la decisión del consejo escolar que usted desea apelar y qué desea que haga el distrito.

Su carta firmada debe ser recibida por la OSPI antes del 20º día calendario de recibir la decisión del consejo escolar. Puede ser entregada en mano o enviada por correo a:

OSPI
Servicios de Recursos Administrativos
(Administrative Resource Services)
P.O. Box 47200
Olympia, WA 98504-7200
Teléfono: (360) 725-6133

¿Qué hará la OSPI?

La OSPI programará una audiencia con un juez contencioso administrativo a través de la Oficina de Audiencias Administrativas (Office of Administrative Hearings, OAH). Durante ese proceso, se le suministrará información sobre la audiencia.

En la audiencia, usted explicará por qué no está de acuerdo con la decisión del consejo escolar. Puede presentar testigos u otra clase de información relacionada con la apelación. Después de la audiencia, recibirá una copia de la decisión del juez.

¿Qué debo hacer si creo que se discrimina a mi hijo?

Usted debe manifestar sus inquietudes al maestro de su hijo o al director de la escuela inmediatamente, lo cual permitirá que la escuela se ocupe de la situación lo antes posible.

Si usted no puede reunirse con el maestro o el director, puede contactarse con la oficina central del distrito escolar. Cada distrito escolar cuenta con una persona a cargo de responder a las quejas por discriminación.

Algunas veces, esa persona se denomina Coordinador del Título IX o para problemas relacionados con discapacidad, Coordinador de la Sección 504.

Cuando un problema no puede resolverse con una reunión, usted tiene derecho a presentar una queja en el Distrito Escolar. Usted también tiene derecho a contactarse con los siguientes organismos en cualquier momento para solicitar una investigación de su acusación por discriminación:

Oficina de Derechos Civiles, Departamento de Educación de los EE.UU.
915 Second Avenue, Room 3310
Seattle, WA 98174-1099
(206) 607-1600 / TDD: (877) 521-2172
www2.ed.gov/about/offices/list/ocr

Comisión de Derechos Humanos del Estado de Washington
P.O. Box 42490
Olympia, WA 98504-2490
(360) 753-6770 / Llamada gratuita: (800) 233-3247 / TTY: (800) 300-7525
www.hum.wa.gov

La OSPI ofrece acceso equitativo a todos los programas y los servicios sin discriminar por cuestiones de sexo, raza, credo, religión, color, país de origen, edad, grado militar o veterano de guerra retirado con honores, orientación sexual incluso expresión o identidad de género, presencia de cualquier clase de discapacidad sensorial, mental o física, o uso de un perro guía o animal de asistencia entrenado por parte de una persona con alguna discapacidad. Las preguntas y las quejas sobre presuntos hechos de discriminación pueden dirigirse al Director de Equidad y Derechos Civiles, (360) 725-6162 o P.O. Box 47200; Olympia, WA 98504.

Encuentre más información en: www.k12.wa.us/Equity

Estas publicaciones proporcionan al participante una variedad de información. Este puede incluir información sobre las leyes estatales o federales con respecto a los derechos de personas con discapacidades. Esto se provee para informar o concientizar al individuo de estos derechos, definiciones legales o leyes / reglamentos, y no se ofrece representación legal o asesoramiento legal. El destinatario entiende que esta información es para educarlo, y no le proporciona representación legal.

Universal Design for Learning

Posted on by Nicol Walsh

What is Universal Design for Learning (UDL)?

Currently, the focus of education is to prepare all students to be experts in their chosen fields of study, turning the early learner into a lifelong learner building on individual needs and strengths to accomplish this goal.  Universal Design for Learning (UDL) helps educators by providing academically structured framework on which to create curricula that meets the varied needs of all learners.   With a guidance to curriculum formation and implementation, greater variety of instruction methods can occur to engage and motivate students to learn.  Educators have more freedom in instructing students when the typical methods did not provide optimal educational experiences.

The UDL Guidelines are organized by 3 guiding principles:

Principle 1: Multiple Means of Representation

Provide options for perception, language and symbols, and comprehension.

Principle 2: Multiple Means of Expression

Provide options for physical action, expressive skills and fluency, and executive functions.

Principle 3: Multiple Means of Engagement

Provide options for recruiting interest, effort and persistence, and self-regulation.

Each area has built in checkpoints moving away from the one-size-fits-all mindset to providing optimal teaching experiences through auditory, visual, and hands-on practical suggestions.  Checkpoints also provide guidance on accessing materials, assessments, enhancing value of learned material, expanding coping skills, as well as reflection on the work done.  UDL includes evidence-based resources and examples to guide implementation, ensuring that what is taught and how it is presented will have an impact on the students.  Teachers can benefit from UDL as it provides guidance on organization of the classroom and curriculum, reducing distractions, increased use of technology to enhance learning, and how to educate students with disabilities.

 

Guiding Principles that propel the development of UDL are:

Principle 1: Equitable use—The purpose is ensure the design is useful and marketable to diverse students, including those with disabilities.  Providing equal access is not enough, teaching students of all abilities and propelling them to excellence must be the goal of education.

Principle 2: Flexibility in use—The curriculum’s design must accommodate the wide range of abilities and preferences.  Disabled students, fast or slow learners, can all benefit as the range of education will match the abilities of each individual. Students can learn how they need to learn.

Principle 3: Simple and intuitive use—Curriculum should be easily understood regardless of the user’s experience, knowledge, language skills, or current concentration level.  Education should be easy with clear guidelines, steps, and protocols.  By removing the guesswork out of teaching, time can be saved because all the steps are included and a solid academic foundation is built from the beginning so that all students can excel.

Principle 4: Perceptible information—Information is effectively communicated to the learner, regardless of the student’s needs, challenges or disabilities.  This can provide comfort to families knowing that students that learn differently will have access to the curriculum provided to the student in ways that use their strengths to learn.

Principle 5: Tolerance for error—The design minimizes hazards and the adverse consequences of accidental or unintended actions.

Principle 6: Low physical effort—Curriculum should be designed so that it is efficient and comfortable without being tiring for the student, parents, and educators.

Principle 7: Size and space for approach and use—The focus of the design will not limit the size and space necessary for the students to learn, but will be accessible for all individuals, including those with body size, posture, or mobility concerns.  This assurance provides solutions for approach, reach, manipulation, and use in order to enhance the educational experience.  Access to everything will be available and provided for all individuals, which should eliminate discrimination concerns.

Information adapted from: Principles of Universal Design, version 2.0 (Center for Universal Design, North Carolina, 1997)

UDL provides excitement and hope for parents and educators that have struggled with students that are atypical learners.  The one-size-fits-all approach to education does not work for all students.  With the ability to adapt an inflexible curriculum, all elements are adapted for any student that may learn differently, requires real life examples, hands on experiences, or who needs more reinforcement to understand concepts.

With the curriculum intentionally written to be all inclusive, a better learning environment can be implemented, as stresses of last minute adaptions are eliminated.  The evidence-based adaptions are planned from the start and incorporated in to daily teaching for all learners.  The UDL will not take the place of the IEP or the 504 Plans, but will aid in the implementation of accommodations and modifications.

Educating disabled students with their peers can be promoted with the adoption of UDL standards because it allows for multiple levels of teaching and learning of the same subject in the same classroom.  UDL standards will not replace resources or other specialized education classrooms, but will enhance the teaching done in the alternative environments when placement away from the general education classroom is required by the IEP.

Students, parents, and educators will benefit by UDL.  Students will be prepared for the future by learning how they learn best, becoming academic experts as they prepare for college or work life. Parents can take comfort in knowing that all children will be provided access to education in the ways necessary for each student to learn.  This can be especially comforting for those parents who have students that learn differently.

As educators work to improve their curriculum, their teaching skills will be strengthened and the adaptation of curriculum will be done in advance, saving preparation time.  Educators will also gain confidence when teaching students with varying skills, abilities, and learning levels; making them experts at teaching a variety of individuals.

“Working Together with Military Families of Individuals with DisAbilities!”

 

Common Core Standard Initiative

Posted on by Nicol Walsh

The Common Core Standards (CCS) intent is to ensure all children have access to a high quality education in Math and the English Language Arts throughout the United States.

Having common education standards can ensure parents, students, and educators know the academic focus and progress that is made from year to year.

Each grade has a clear statement of what is expected for students to master during the year.  Having this knowledge will allow the teacher to better prepare to teach exactly what should be learned allowing individual benchmark goals for each student to succeed.   Starting in the younger grades, a foundation education will be built by teaching core concepts and allowing for mastery before adding on to the learning.

The CCS was a state led effort setting goals and academic standards for Kindergarteners through 12th grade in English Language Arts and Mathematics. Each state and territory has the option of adopting the CCS for their sate.  This assures military families who have mobile lifestyles that students will have academic equality from state to state if the state has adopted CCS.  The CCS have been adopted in 45 States and all but one territory. The states that have not adopted the standards as of July 2013 are:  Alaska, Minnesota, Nebraska, Texas, and Virginia.  The only territory that has not adopted the CCS is Puerto Rico.

The federal government was not involved in the creation or regulation of CCS.  Every state who has adopted the CCS Initiative has not been asked to lower their educational standards, but to find common academic ground and build on the best existing and highest state standards.  The CCS team includes principals, teachers, and parents throughout the country, so a broad spectrum of opinions and concerns are addressed.

The foundation work through high school is intended to prepare students to enter 2 or 4 year Colleges/Universities, or the work force.   By providing a set of standards in the upper grades, parents can be assured that each student, no matter where they live, have access to quality teachers and high educational standards.  These goals are intended to level the playing field by providing educational content and necessary tools to access higher education programs.

CCS include the development of text books, teaching aids, and educational media to support learning and help students to meet standards.   Testing has also been created to indicate the level of academic success and achievement of grade level goals for each student.   Teachers will have support in understating and teaching the minimum guidelines, but will have the ability to plan lessons according to the classroom’s needs, and flexibility to adapt and individualize the program as needed for students.

States have been able to share experiences and best practices that have led to an improved opportunity for students with disabilities or English Language Learners (ELL) to excel. Students with disabilities eligible for services under the Individuals with Disabilities Education Act (IDEA) must be educated just as their non-disabled peers are in the general curriculum, preparing them for post high school lives which may include college or the workforce.

The focus of CCS for disabled or ELL students is effective implementation and improved access to English Language Arts and Math.  The challenge that is faced by this group is the presence of disabling conditions that significantly hinder their abilities to benefit from general education (IDEA 34 CFR §300.39, 2004) making it important for each student to have the flexibility they need to learn.  With the help of IDEA, through an Individualize Educational Program, these students have more flexibility to demonstrate the procedural knowledge and learned concepts in math, reading, writing, speaking, and listening.

By providing the individual supports, accommodations, modifications, services, and therapies protected under an IEP, the student is allowed greater flexibility in meeting those grade level standards.  Teachers and support personal are also prepared and qualified to deliver the instruction, as well as access support services to teach, reinforce, or test academic success.

With a focus on teaching real world relevant skills across the United States and with the goal of preparing students with the real world skills they need, students will be in a better position to compete on a global scale.

“Working Together with Military Families of Individuals with DisAbilities!”

What Are Your Rights and Responsibilities to an Appropriate Education for your Child with a Disability?

Posted on by Nicol Walsh

As the parent of a child who has disabilities, you have the right to:

Expect a free, appropriate public education (F.A.P.E.) for your child.

Refer your child for an evaluation for a 504 plan and/or for special education.

Meet with the school district to decide whether or not to evaluate your child to determine if he or she has special needs (there must be written parental consent for evaluation).

Be fully informed regarding testing: What tests will be used and why? What are the findings?  Implications?

Ask for an independent evaluation at public expense if you disagree with the school district’s evaluation results.

Actively participate in the IEP process as an equal member of the team. This includes any meeting where decisions are made about your child’s identification, evaluation, program, or placement.

Call an IEP meeting. Be fully informed about the child’s program and progress. Ask questions. Give input.

Understand what the school professionals are saying about your child.

Agree or disagree with the other members of the team.

Bring another person to the meetings.

Take the proposed IEP home to review before signing it.

Review your child’s records.

Receive copies of anything that is in your child’s records.

Be treated as a qualified professional regarding your child.

As the parent of a child who has disabilities, you have the responsibility to:

Expect a free, appropriate public education (F.A.P.E.) for your child.

Keep a comprehensive file on your child.

Be professional.

Participate in meetings and discussions where decisions are made about the identification, evaluation, program and placement for your child.

Focus on the child.

Ask questions to clarify information.

Listen and consider the information from the other professionals.

Give feedback—positive as well as negative.

Be prepared as a member of the IEP team.

Stay informed.

Be consistently involved.

Be willing to share knowledge and information.

Work for the best interests of your child according to his or her needs.

You have many more rights and responsibilities than those listed here. Remember that you are a professional and the expert on your child, and you are an equal member of your child’s team! You are your child’s best advocate, because you know your child better than anyone else does.

The Office of the Education Ombudsman provides assistance to resolve complaints. They can be reached at:  1-877-297-2595 Or you can contact their website: www.governor.wa.gov/oeo

The PAVE Parent Training and Information Program may include information on State or Federal laws regarding the rights of individuals with disabilities. While this is provided to inform or make one aware of these rights, legal definitions, or laws/regulations, it is not providing legal representation or legal advice. The recipient understands that this is information is to educate them not to provide them with legal representation.

What are Procedural Safeguards?

Posted on by Nicol Walsh

The Individuals with Disabilities Education Act (IDEA) requires schools to provide the parents/guardians of a student who is eligible for or referred for special education with a notice containing a full explanation of the rights available to them.

School districts must provide parents a copy of the Procedural Safeguards:

  • At least once every school year.
  • In the parents native language.
  • When you or others, including the district, request that your student be evaluated to determine eligibility for special education services. This process is called a referral.
  • The first time you file a citizen complaint in a school year.
  • The first time you request a due process hearing in a school year.
  • When a decision is made to remove a student for more than ten school days in a year as part of a disciplinary action, and that removal constitutes a change of placement.
  • Upon request.

This may include information on State or Federal laws regarding the rights of individuals with disabilities. While this is provided to inform or make one aware of these rights, legal definitions, or laws/regulations, it is not providing legal representation or legal advice. The participant understands that this is information to educate them not to provide them with legal representation

How do I prepare for my IEP meeting?

Posted on by Nicol Walsh

A Parent Checklist:

You will receive a Prior Written Notice from your child’s school with the meeting date and time, as well as a list of attendees. This information should not change without receiving another prior written notice.

Read your notice to see what issues will be discussed and that there is enough allotted time.

Request in writing, any relevant information you do not have prior to the day of the meeting. (Ex: Latest full and individual evaluation results, teacher progress notes, state curriculum for your child’s age-appropriate grade level, and a copy of any IEP draft that the school may have started for your child prior to the meeting.)

Gather reports you have for any outside therapists, doctors, tutors, or consultants.

Make a list of your child’s strengths and talents, and also areas you would like to see improved.

Make a list of things you would like your child to improve in this year. How will it benefit him/her? How will this help your child participate more?

Review your lists and make note of the 4-5 most important areas that you would like to see your child improve upon. These will be the basis for establishing IEP goals and objectives for your child..

Decide who you will bring with you to the IEP Meeting. It is often helpful to bring a spouse, friend, or family member for support and to help you take notes.

At the Meeting:

Ask yourself… Are these goals realistic for my child?

Goals should be specific and measurable. Ask what methods will be used to measure the progress for each goal and objective. Decide as a team, how often you would like progress reports.

Discuss modifications that your child will need to participate as much as possible with other students their age.

Discuss modifications your child may need for fire drills, lunch or recess support, walking to/from classes, etc.

Discuss Positive Behavior strategies or a Behavior Intervention Plan, if needed.

If your child will NOT be participating with his/her non-disabled peers in any academic or extracurricular area, ask for the reasons WHY in writing.

Discuss any accommodations your child will need for state assessment tests or a determination that your child will take an alternate form of assessment.

Statements of needed transition services should be included when your child is 14. When your child is 16, the IEP should include transition services to be provided by the school district.

Ask for clarification for anything you don’t understand. If it is said in the meeting, it can also be put into writing.

Ask for clarification, policies, laws, and procedures if something doesn’t seem right. They can provide that for you in writing. (Ex: “The district doesn’t have the funding to offer that.” — You can respond with, “I will need you to put that in writing.”)  You are your child’s best advocate!

Ask for the best way to contact members of your child’s IEP team with any questions or concerns you may have during the school year.

Remember that you are an EQUAL member of your child’s IEP team. Try your best to build and maintain positive relationships with your child’s IEP team members. When you have concerns, ask for a meeting to review them. An IEP is a working document. Although reviewed once a year, you can amend it any time there is a need or if the present IEP goals are not working or being met.

This may include information on State or Federal laws regarding the rights of individuals with disabilities. While this is provided to inform or make one aware of these rights, legal definitions, or laws/regulations, it is not providing legal representation or legal advice. The participant understands that this is information to educate them not to provide them with legal representation

My child has behavior problems in school. What should I do?

Posted on by Nicol Walsh

When the behavior of a student with an IEP gets in the way of his or her learning or that of others, the IEP team must develop behavior goals or a behavior plan. Behavior plans are not punitive. They are positive plans describing how the school will support positive behavior through instruction or changing the environment. Behavior plans also describe how often the behavior happens, how long it lasts, and how intense it is. Triggers for the behavior and the purpose the behavior serves also are described.

Next steps:

When behavior results in school discipline, Special Education regulations outline when and how students can be disciplined. Adding or reviewing an existing behavior plan is key.

Request a Functional Behavior Assessment (FBA) in writing. This assessment is designed to help determine the function, frequency, duration, intensity, and the triggers of the behavior(s).

The IEP team will meet to review the FBA evaluation and to develop IEP goals to address the behaviors.

If the behavior is serious enough to get in the way of your child’s education and IEP goals, a Behavior Intervention Plan (BIP) must be created by the IEP team.

Creating a Behavior Intervention Plan with Positive Behavioral Supports:

Behavior plans are positive plans for the staff to use when working with a student.

Be prepared to share with the team what you know works for your child for positive behavior.

As with any goal, start with a baseline or present level of performance that describes the current skills.

Both the present level and goal need to be specific and measurable and written in a way that anyone who reads the goal sees a picture in his or her mind.

How progress on the goal will be measured should also be noted.

The goal should include which school staff member is responsible to teach the skills in the goal.

The student or parent should not be listed as people responsible for the goal.

Behavior plans are positive plans for the staff to use when working with a student.

Behavior replacements should be implemented – positive behavior goals are created so that your child can use them to meet the need of either protesting or trying to get something, more appropriately.

Teaching methods, steps, or a curriculum for your child must be created to help them to learn the desired behavior, and must include who will do this and how it will be monitored.

The environment must be considered:  what is in the environment or missing from the environment that may be causing the behavior?

Behavior plans are written for specific environments. A student’s behavior may be fine in one setting and not in another.

Reinforcements are key: what will reinforce the use of the positive behavior? It should be something the student values, such as positive praise, stickers, extra computer time, etc. It may need to be changed at times if the student loses interest in the item or action.

Communication must be included—Plan on who, what, and how communications will take place about the student’s behavior. It could be a weekly behavior chart sent by email to the parent and psychologist at the end of each week, or a phone call to the parent and behaviorist for any behavior resulting in school discipline.

FINALLY – A Behavior Intervention Plan can be revised at any time. If it’s not working for your child, request an IEP Team meeting to discuss revising/amending the plan.

The PAVE Parent Training and Information Program may include information on State or Federal laws regarding the rights of individuals with disabilities. While this is provided to inform or make one aware of these rights, legal definitions, or laws/regulations, it is not providing legal representation or legal advice. The recipient understands that this is information is to educate them not to provide them with legal representation.