Tag: special education

Quick Look: How to Prepare for a Virtual Meeting

Posted on by Nicol Walsh

Schools and families continue to meet virtually to discuss special education services during the closures related to the coronavirus pandemic. Here are tips to help family members prepare for remote meetings to discuss a student’s Individualized Education Program (IEP), a Section 504 Plan, evaluation for special education services or something else related to a special education student’s needs and learning program.

For more comprehensive information, see PAVE’s article, “IEP on Pause? How to Support Continuous Learning with School Buildings Closed.”

  • Determine a regular communication plan with the school. That might include email, telephone, text, web-based meetings, U.S. mail, packet delivery by school bus…  whatever works for regularly checking in.   
  • Family caregivers can request meetings. PAVE provides a template to formalize the request: Sample Letter to Request an IEP Meeting. Included with the letter template is detail about who is required to attend IEP meetings, and those requirements have not changed.
  • The Special Education Continuous Learning Plan is provided by the Office of Superintendent of Public Instruction (OSPI) to support but not replace the IEP during the national crisis caused by the coronavirus pandemic. Included in the form is a sample meeting agenda.
  • Consider confidentiality and privacy issues. Ask school staff to describe how privacy and confidentiality are protected through a suggested meeting platform, and make sure to have any passwords or PINs ready to use when you log in or call into a meeting.
  • Before a meeting, ask to sign any necessary paperwork or releases to have special education records sent electronically via email. Special education records can include meeting notifications, IEP or Section 504 documents, assessments, progress reports, Prior Written Notices that describe meetings and planned actions, or other materials that contribute to the program review and goals.  
  • Review records before the meeting and write down questions to ask during the meeting. PAVE provides a Parent Handout Form or, for self-advocates, a Student Handout Form, that can help organize concerns and questions. Another version of a Parent Input Form is provided by the Washington Office of Superintendent of Public Instruction (OSPI).
  • Carefully review goals, services, accommodations, modifications and consider how they might apply or need to be adjusted for current circumstances. Think creatively and prepare to collaborate and request expertise from school staff. Pay special attention to the present levels of academic achievement and functional performance. These present levels statements, within the first pages of the IEP document, describe how the student is doing and where there are challenges. Wrightslaw.com provides tools specifically to support parents in reviewing IEP present levels in preparation for a meeting during COVID-19.
  • Consider whether the student will attend the meeting. A student who is 14 or older is invited as part of the state’s Pathways to Graduation planning. PAVE provides an article: Attention Students: Lead your own IEP meetings and take charge of your future.
  • Communicate early—before the scheduled meeting—to request updates about progress, a student’s present levels of performance, or other concerns. If family caregivers build a handout for the meeting, that can be submitted ahead of time to ensure that this information is part of the agenda.
  • Family members can request a practice session to test the technology. Part of that training might include practice sharing the screen to make sure everyone will be able to view important documents during the formal meeting.
  • As with in-person meetings, family participants can invite support people. A friend or family member might be able to attend and take notes.
  • Refer to parent and/or student input forms to stay on topic and ensure that all concerns and questions are addressed.
  • When the meeting ends, family participants can ask for a copy of the program recommendations page.
  • After the IEP meeting, the school provides a Prior Written Notice (PWN) to the family participants to review meeting notes and any decisions, agreements, or disagreements. Ask when and how the PWN will be provided. Family participants have the right to request amendments or corrections to the PWN.
  • Be sure to leave with a clear action plan. Here are key questions to ask and record:
    • What will happen?
    • Who is responsible?
    • When will the actions happen? Are there timelines?
    • How will we communicate for follow through?
  • As with any meeting, any unresolved issues can be addressed in a follow-up meeting.

To learn more, PAVE provides a six-minute overview of IEP basics and a 30-minute training video about special education.   

Ideas to Support Children and Families Impacted by Abuse, Trauma and Divorce

Posted on by Nicol Walsh

Brief Overview

  • The National Education Association (NEA) recognizes that childhood experiences related to domestic abuse, trauma or divorce affect education. This article includes recommendations for teachers, family members or other adults who might advocate for a student who needs more help due to challenging life circumstances.
  • Researchers agree that a trauma-sensitive approach to special education can be critical and urge schools to approach discipline with caution in order to avoid re-traumatizing students.
  • After a divorce, both parents participate in educational decisions unless the divorce decree or another court action specifically removes a parent’s rights. This article includes tips for navigating those circumstances. A parenting plan that designates a primary parent for school interactions is one idea.
  • Schools can accommodate survivors of domestic abuse to help them participate safely in the special education process for their children. Alternative meeting spaces are among ideas further described below.

Full Article:

Students who experience trauma often have a rough time staying emotionally stable and keeping their behavior on track for learning at school. Research about Adverse Childhood Experiences (ACEs) lists many childhood conditions that impact a person’s lifelong health and access to opportunities. High on the list are trauma from domestic abuse and divorce. For many families, complex trauma includes both.

A child’s response to trauma may look like disobedience or lack of motivation. A family member or teacher might notice that a child is regressing. A student may have delays in social communication or emotional regulation–skills schools teach in an emerging area of education called Social Emotional Learning. Some children survive severe distress but don’t demonstrate obvious changes in behavior or disrupt the classroom. In all cases, figuring out what’s happened and how to help requires a thoughtful, individualized process.

A family member, school employee or any concerned adult can respond by seeking an evaluation to determine whether the student has a disability and qualifies for services delivered through an Individualized Education Program (IEP) or a Section 504 plan.

Note: Section 504 is part of the Rehabilitation Act of 1973, which protects individuals with a disabling condition that impact a “major life activity.” An article on PAVE’s website further describes Section 504 and the differences between a 504 Plan and an IEP. PAVE also provides comprehensive articles and on-demand webinars about special education process, the IDEA, evaluation, and other topics listed under Learning in School at wapave.org.

A behavioral or emotional disability that significantly impacts access to learning can qualify a student for an IEP under the Individuals with Disabilities Education Act (IDEA) if the student demonstrates a need for Specially Designed Instruction (SDI). Among the IDEA’s 14 qualifying categories of disability are Emotional Disturbance, which captures a variety of behavioral health conditions, and Other Health Impairment, which sometimes captures conditions related to attention deficit, anxiety or depression. A child who isn’t found to have a qualifying disability might benefit from a behavior support plan or counseling services at school. 

Supporting and educating students with trauma histories has become a priority for the National Education Association (NEA), with a specific focus on students who have experienced or witnessed domestic violence, sexual abuse and related traumas.

The problems are widespread: More than half of women who experience domestic violence have children younger than 12, and data indicate that nearly half of those children witnessed the abuse.

Response to a child’s symptoms may be complicated by cultural considerations: Some cultures may be more accepting of abuse, less trusting of authorities or afraid of the fallout within the community. An agency in Washington that helps when multicultural issues create barriers is Open Doors for Multicultural Families.

Best Practice Strategies to Help

On its website, the NEA offers an article: Best practices for supporting and educating students who have experienced domestic violence or sexual victimization. The article provides strategies to support traumatized students. Here is a summary of some points:

  • Provide structure, a sense of security and a safety plan: “Children who experience abuse often yearn for structure and predictability.”
  • Help students understand available support and the teacher’s role as a mandated reporter: “The larger the number of people available to listen to a student, the more likely that student is to disclose abuse.”
  • Validate and reassure the student: “Provide non-judgmental, validating statements if a student discloses information. Sample statements include That must have been scary or It must be difficult to see that happening.”
  • Identify triggers of anxiety or challenging behavior: “…be prepared for negative emotions and behaviors from the student in response to triggers.”
  • Use a daily Check In to provide a solid foundation for relationship building: “It can be helpful to use pictures or a rating scale to help students identify and label their emotional states.”
  • Directly teach problem solving skills: “Be honest with students about how you’re feeling and talk through your actions in response to challenging situations.”

Domestic Abuse is Common

Understanding the nature and prevalence of domestic abuse can grow compassion, combat stigma and promote shared problem-solving. The National Coalition Against Domestic Violence (NCADV), defines domestic violence as “willful intimidation, physical assault, battery, sexual assault, and/or other abusive behavior as part of a systematic pattern of power and control perpetrated by one intimate partner against another.”

Acts of domestic violence can be physical, sexual, threatening, emotional or psychological.  Statistically, 1 in 4 women and 1 in 9 men experience some form of domestic violence; its prevalence is noted among all people regardless of age, socio-economic status, sexual orientation, gender, race, religion, or nationality.

How to Notice Something is Wrong

When domestic abuse impacts a child’s access to education, figuring out how to help requires thoughtful consideration. The NEA describes specific characteristics of children who have experienced trauma and how their ability to function is compromised. Here is a summary from NEA’s article:

Regulation

  • Children may find it hard to explain their emotional reactions to situations and events.
  • They may appear inattentive or hyperactive—or fluctuate between both.
  • Loud or busy activities can trigger a confusing reaction: a child might lose control about something that is usually a favorite.

Social Skills

  • Children may have “disordered social skills,” playing inappropriately or lacking typical boundaries.
  • They may withdraw socially or try to control situations in ways that seem rude or look like bullying.
  • They might develop “friendships” based on negativity and be unable to develop high-quality, appropriate friends.

Cognitive Function

  • Children impacted by trauma may be mentally overwhelmed and struggle to follow directions or shift from one activity to another, even with prompting. (Adults may mislabel these cognitive inabilities as deliberate or defiant behaviors.)
  • Children may overly depend on others but struggle to ask for help.
  • An impaired working memory can make it difficult for the child to start or finish a task, pay attention and/or concentrate.

Evaluate with Trauma in Mind

The Federation for Children with Special Needs provides a downloadable article called Trauma Sensitivity During the IEP Process. The article provides suggestions for making the evaluation process trauma sensitive and includes this statement:

“By becoming aware that violence may be at the heart of many of the child’s learning and behavioral difficulties, school personnel may be able to mitigate much of the lasting impact of trauma.”

The federation urges schools to approach discipline with caution in order to avoid re-traumatizing students and encourages use of the Functional Behavioral Assessment tool and a framework of Positive Behavioral Interventions and Supports (PBIS):

“Self-regulation describes the ability of a child to ‘put the brakes on’ in times of emotional stress. Traumatized children are hyper-aroused; they view their world as dangerous and unpredictable and they are prepared to react in a moment’s notice, usually in inappropriate (and possibly unsafe) ways…IEP Team Meeting members can go a long way towards ameliorating this hyper-arousal by asking for Functional Behavioral Assessments to ascertain the reason for the inappropriate reactions as well as ways to replace the behaviors with better coping skills and strategies.”

A trauma-informed approach at school meetings can help the team figure out why unexpected behaviors happen or why academic progress seems so hard to achieve. Promoting healthy relationships by designing intentional time with trusted adults and developing a creative strategy for Social Emotional Learning (SEL) at school are strategies the team can discuss. A trauma-informed approach, the federation contends, “encourages educators to ask, What happened to you? instead of What’s wrong with you?”

When Divorce Complicates Work with the School

Another domestic issue that sometimes complicates circumstances for families navigating special education is divorce. The US Department of Education stresses that parents or legal guardians are decision-makers for their children. Whether parents are married or separated, they both are equal decision-makers in special education process unless the divorce decree or another court action specifically removes that right.

A parenting plan can be written with specific instructions about which parent is the educational decision maker.

The school needs a copy of the parenting plan in order to follow it. Without a plan in place, either parent who shares joint legal custody can sign an educational document that requires parental consent, even if the student lives full time with only one parent. Parental rights include access to records and educational information about the student. A non-custodial parent has the right to be informed of meetings and attend meetings.

Parents with joint custody who share parenting decisions may want to draft an agreement with the school to specify how the child’s time is divided and which parent is responsible for specific days, activities or meetings.

Schools Can Offer Safe Space

If one partner has been abused and there is no restraining order to prevent the non-custodial parent from attending school meetings, schools can accommodate the domestic abuse survivor by offering a separate meeting in a different space, at a separate time.

If a parent is bound by a restraining order, the IEP team will need to determine whether the order limits access to the school building and whether the order specifies that the parent has lost rights under the IDEA. If the order limits building access, but does not limit IDEA rights, then that parent has the right to attend a meeting in another space or by phone. A restraining order might include “no contact” with the child, and the meeting must ensure that the child’s safe distance from the parent is protected.  

Visit the following websites for additional information:

Access Rights of Parents of Students Eligible for Special Education (Washington State)

Best practices for supporting and educating students who have experienced domestic violence or sexual victimization.

In the Best Interests of the Child: Individualized Education Program (IEP) Meetings When Parents Are In Conflict (PDF)

Divorce: It Can Complicate Children’s Special Education Issues

Adverse Childhood Experiences (ACEs)

Trauma Sensitivity During the IEP Process (PDF)

Trauma Informed Schools Resources (OSPI)

OSPI Provides Guidance for Families

Posted on by Nicol Walsh

The Office of Superintendent of Public Instruction (OSPI) is the agency responsible for oversight of all public schools and non-public agencies in Washington State. In addition to supporting schools, OSPI provides resources and support directed toward students and families.

OSPI upgraded its website (k12.wa.us) in July 2019. The home page provides news about current events, a calendar, and an option for Parents and Families to seek resources specific to their needs and concerns.

The Parents and Families section of the website is divided into three categories:

  • Learning, Teaching, & Testing: Information about graduation requirements, learning standards, testing and more
  • Data & Reports: Access to data specific to a school or district, financial reports and guidance about the Washington School Improvement Framework
  • Student & Family Supports: Special Education guidance and information about student Civil Rights, how to file a complaint, health and safety, English Language Proficiency (ELP) and more

Under Guidance for Families: Special Education in Washington State, the website provides this statement:

“The OSPI Office of Special Education aspires to ensure students with disabilities receive Free and Appropriate Public Education (FAPE) as required by the Individuals with Disabilities Education Act (IDEA). About 14 percent of students overall receive special education services in the state of Washington.”

Linkages through the Special Education section of the website provide information on a range of topics. Here are a few examples:

  • How Special Education Works
  • Laws and Procedures
  • Parent and Student Rights (Procedural Safeguards)
  • Making a Referral for Special Education
  • Individualized Education Programs (IEPs)
  • Placement Decisions and the Least Restrictive Environment (LRE)
  • Transition (Ages 16-21)
  • Behavior and Discipline
  • Disagreements and Disputes related to Special Education
  • Special Education Advisory Council (SEAC)

Each section includes state guidance under the rule of federal law (the IDEA) and provides linkages to other resources within and beyond OSPI.

A Need Assistance? link on the Special Education page provides contact information for the Special Education Parent Liaison, available as a resource to parents in non-legal special education matters. According the OSPI’s website, the liaison “serves as a neutral and independent advocate for a fair process.”

“The Special Education Parent Liaison does not advocate on behalf of any one party. Rather, the Parent Liaison exists to address individual concerns about bureaucratic systems and act a guide for anyone attempting to understand and navigate various special education or school district processes and procedures.”

To contact Scott Raub, the Special Education Parent Liaison, call 360-725-6075 or submit a message through OSPI’s Contact Us web page.

 

Special Education Parent Advisory Councils (SEPACs) Bring Parents to the Table

Posted on by Nicol Walsh

A Brief Overview

  • Parents and schools can learn step-by-step how to create and manage a SEPAC through the downloadable Advocacy in Action guidebook.
  • An informal webinar about SEPACs is freely available through Facebook.
  • Parents and schools who want to learn more about special education process, rights and responsibilities can reach out to PAVE’s Parent Training and Information (PTI) staff for guidance and training. From PAVE’s home page, click Get Help!
  • This article contains information about a special-education bill proposed in 2019 that would have required SEPACs throughout the state. Currently the option to develop a SEPAC is available voluntarily.

Full Article

Parents, school staff and invested community members can collaborate to improve outcomes for students in special education by building together a Special Education Parent Advisory Council (SEPAC).

Any school district can establish a SEPAC, and anyone within the local district—including a parent—might start the work to get the group going. No legislation is required. Although a few states require districts to develop SEPACs, Washington State does not. SB 5532, which failed to pass in the 2019 legislative session, would have required Washington school districts to establish SEPACs.

Note: Conversations continue statewide about which aspects of the special-education bill may be revived in 2020. In addition to the SEPAC requirement, SB 5532 included provisions for safety-net funding for special education; requirements for teacher-preparation programs; service district advocacy; and requirements for the Division of Vocational Rehabilitation (DVR) to participate in transition meetings for students older than 16 with Individualized Education Programs (IEPs). A complete summary of the bill and information about its sponsorship and movement through the legislative process is available on the Washington State Legislature Website.

Once established, a local SEPAC is part of the local school district, not a private or independent group. It is not a Parent Teacher Organization (PTO); nor is it a parent support group. A local SEPAC addresses system-level challenges affecting students with disabilities and their families. A local SEPAC is parent-driven, and often parent-led, but there is an important role for school district staff and leaders. Ideally, membership is diverse and inclusive.

A parent center in New Jersey, in collaboration with the national Center for Parent Information and Resources (CPIR), provides a guidebook to help families and schools work together to build SEPACs. The Statewide Parent Advocacy Network (New Jersey SPAN), created the 67-page, downloadable Advocacy in Action guidebook with grant funding from the U.S. Department of Education.  Debra Jennings, who serves as co-executive director of SPAN in addition to being director of CPIR, speaks informally about the guidebook and SEPAC development in a webinar available through Facebook.

According to Advocacy in Action, “Participation in a SEPAC offers the opportunity to raise questions, voice concerns, and provide direct input to school leadership and influence policy and program decisions. The great benefit of participating in a local SEPAC is that the individual needs of a child become part of ‘the big picture’ and can reach a broader community of children.”

A SEPAC is parent-driven, meaning that:

  • Parents determine priorities and activities.
  • Parents strategize to seek solutions on issues that matter to them, helping schools overcome challenges and make decisions related to special education programs and services.

The guidebook emphasizes that parent-driven does not mean that parents do all the work: “District leaders participate, provide information, background, data, and support.”

Washington has a statewide Special Education Advisory Council (SEAC), and PAVE participates on that council. Staff from PAVE’s Parent Training and Information (PTI) program are available to consult with parents and can provide information and resources to assist anyone who may wish to build a SEPAC. For example, PTI staff may provide a training in special education process, parent rights and responsibilities to families wanting to get more involved with their local school districts.  PTI staff can help by providing tips for collaboration and developing a partnership with the district. Ideally, a SEPAC creates a sense of shared investment toward successful outcomes for students with disabilities.

From PAVE’s home page, click Get Help!  to request assistance from PTI staff. Or call: 800-572-7368.

 

Response to Intervention (RTI) – Support for Struggling Students

Posted on by Nicol Walsh

Brief overview

  • Students struggle in school for different reasons.
  • RTI is an acceptable way of identifying students with learning disabilities.
  • RTI isn’t a specific program or type of teaching.
  • RTI works on a tier system with three levels of intervention.

Full Article

Students struggle in school for different reasons. Response to Intervention (RTI)  can help by combining high quality, culturally responsive instructions with assessments and interventions that are proven to work by evidence from research.

RTI was originally recognized in the 1970s as a system for helping students with potential learning problems early, instead of waiting until they fail. With the reauthorization of the Individuals with Disabilities Education Act (IDEA) in 2004, RTI was noted as an acceptable way to identify students with learning disabilities. RTI can help students who haven’t yet been identified as eligible for special education or those who struggle but don’t qualify for special education services.

At any time during the RTI process, parents or teachers can request an evaluation for special education services.  The evaluation can determine whether a student qualifies for an Individualized Education Program (IEP) or accommodations through a Section 504 Plan. RTI does not replace a school’s responsibility to evaluate students who might qualify for special education services. See PAVE’s article on Child Find, a mandate of the Individuals with Disabilities Education Act (IDEA).

RTI’s goal is for schools to intervene before a student falls too far behind. RTI is not a specific program or type of teaching, but rather a proactive way to check in with a student to see how things are going. Data help school staff decide which types of targeted teaching would work best for the student. If a student’s progress is slow or stagnant, then teachers adjust based on the student’s needs. 

RTI has three levels, or tiers, for intervention:

  • In the general education classroom
  • In a special education classroom, resource room, or small group
  • For an individual student

RTI works best when parents are involved

Parents can monitor their child’s progress and participate in the process. Parents can talk to the school about which instructions or reinforcements are working and boost the benefit by being consistent with the same strategies at home.

As military families move from one location to another, they may notice that each school uses different techniques to implement RTI programs.  Schools will format their programs to best fit the needs of their students by using a variety of tools to improve learning for all students. Keeping up with what’s happening at school might be challenging but can help the student find success.

RTI is part of a Multi-Tiered System of Supports (MTSS) framework.  MTSS provides a method for intervention in academic and non-academic areas, including Social Emotional Learning or behavior support. MTSS is used to support adult students and professionals as well. In this video, a researcher from the American Institutes for Research, Rebecca Zumeta Edmonds, Ph.D., discusses differences between MTSS and RTI.

PAVE has an article that describes MTSS and how it can provide a larger framework for Positive Behavior Interventions and Supports (PBIS), when a child’s behavior becomes a barrier to learning.

For more information on RTI, MTSS, and PBIS:

The Three RTI Tiers

Center on Response to Intervention

Response to Intervention (RTI)

 What is the Difference Between RTI and MTSS?

MTSS: What You Need to Know

Positive Behavioral Interventions & Supports (PBIS) in Schools

Early Learning Transition: When Birth-3 Services End

Posted on by Nicol Walsh

The Individualized Family Service Plan (IFSP) ends when a child turns 3. A transition to a preschool plan with an Individualized Education Program (IEP) requires a new evaluation and is a team-led process:

Planning begins 6-9 months before the third birthday.

  • The Family Resource Coordinator (FRC) schedules a transition conference to design a written Transition Plan.
  • The transition includes an evaluation that is conducted by the local school district and usually begins 2-3 months before the child’s third birthday.
  • If the child is determined eligible, the child will transition from a family-centered program of early learning (IFSP) into a school-based program (IEP).
  • Parent participation is critical: You are an important member of the transition planning team!

To qualify for an IEP, the child must meet evaluation criteria under the Individuals with Disabilities Education Act (IDEA). Criteria for Birth-3 services (Part C of the IDEA) are slightly different than the criteria for Special Education programming available for ages 3-21 (Part B of the IDEA).

To qualify for an IEP: (1) The student is determined to have a qualifying disability.  (2) The disability adversely impacts education. (3) The evaluation indicates a need for specially designed instruction.

Differences in Eligibility

IDEA Part C
(Also called Early Intervention -IFSP)

 IDEA Part B
(Also called Special Education – IEP)
25% or 1.5 SD (Standard Deviation) Below the mean in one area of development – OR- 2 SD (Standard Deviation ) below the mean in one or more areas of development – OR –
Diagnosed physical or medical condition that has a high probability of resulting in delay  1.5 SD below the mean in two or more areas of development

Qualifying Disability Categories for IEP:

  • Developmental Delay (ages 3-8)
  • Specific Learning Disability
  • Intellectual Disability
  • Autism
  • Hearing Impairment
  • Emotional Disturbance
  • Deaf-blindness
  • Multiple Disabilities
  • Orthopedic Impairment
  • Other Health Impairment
  • Deafness
  • Speech/Language Impairment
  • Traumatic Brain Injury

A child who doesn’t qualify for an IEP:

  • May qualify for a Section 504 plan, which provides accommodations under the Rehabilitation Act of 1973 when:
    • The disability significantly limits one or more major life activities.
    • The student needs accommodations to access the general education curriculum.
  • May qualify for other services like Head Start, co-operative pre-school, paid pre-school or day care with early achievers, play-to-learn programs, and other early learning opportunities in a community setting.

Use this checklist to help track your family’s transition steps:

6-9 months before the child’s third birthday:

  • The Family Resource Coordinator (FRC) starts talking about transition.
  • The FRC transmits your child’s records to the school system, with your written consent. The most recent IFSP and evaluations/assessments are included.
  • If your child is potentially eligible for Part B services, a transition conference is scheduled.
  • Community resources are located.

Transition Conference:

  • Parent’s rights in special education are explained.
  • Options for early childhood special education and other appropriate services are discussed.
  • A transition time line is developed.
  • A transition plan is written into the IFSP.

Evaluation:

  • If you agree, you sign consent for evaluation.
  • Records from Early Intervention Services are received at the school.
  • Information from the family is considered.
  • Evaluation is completed, and the eligibility meeting is held within 35 school days so that an IEP can be developed before the child’s third birthday.

IEP Meeting:

  • The IEP meeting is scheduled with a formal written invitation with date, time and location.
  • Discussion and decision-making include the family, the FRC (with parent permission), and an early childhood special education staff member.
  • Eligibility for special education is decided.
  • If the child is eligible, the Draft IEP is brought to the team meeting and you will have the opportunity to agree or disagree.
  • You receive a copy of your rights and procedural safeguards.
  • If you agree, you sign consent for services to begin.

The IEP in action:

  • The child makes the transition from Early Intervention to Early Childhood Special Education or another pre-kindergarten arrangement, if chosen.
  • The IEP is in place by our child’s third birthday.
  • The team of professionals and parents continue working together to resolve any issues that arise.
  • All IEP team members communicate during this time of change.

What’s Next when Early Childhood Services End at Age 3?

Posted on by Nicol Walsh

A Brief Overview

  • Services for families with infants and very young children include family-focused, home-based support. Families are served with an Individualized Family Service Plan (IFSP). An IFSP ends when the child turns 3.
  • A child who qualifies for an Individualized Education Program (IEP) receives those services at school. Not all children who qualified for an IFSP will quality for an IEP. An IEP is for children ages 3-21, or until high-school graduation.
  • Families may transition from getting in-home help for their child with special needs to participating as members of an IEP team. This can feel like a big change. The information in this article can empower parents.
  • Transition planning starts at least half a year before the child’s third birthday. Providers, teachers, school administrators and the family start thinking and collaborating early about what the child might need to do well.
  • Read on to learn what parents need to know when a young child with special needs makes the transition from Birth-3 services into preschool or another program.
  • A parent-support agency called Informing Families provides a 12-minute video to guide parents through the early-learning transition process. 

Full Article

When a child is born with a disability or the family realizes early that an impairment might impact a young child’s ability to learn and develop at a typical rate, the family can get help from the state. Early Support for Infants and Toddlers (ESIT) is managed by Washington’s Department of Children, Youth, and Families (DCYF).

Services for families with infants and very young children include family-focused, home-based support. When a child is ready to graduate from those early-learning services, the school district determines whether to conduct an educational evaluation to see whether the child qualifies for school-based services. If a child qualifies, the family and school district work together to generate an Individualized Education Program (IEP), which can begin at age 3 in preschool.

A child who qualifies for an IEP receives those services at school. Families transition from getting in-home help for their child with special needs to participating as members of the IEP team. The goals change, and parents help teachers and school staff talk about what the child needs to successfully access school and learning. This transition can be disorienting to some families. Read on for more detail.

Early Intervention can start from birth

Early intervention services are guaranteed by the Individuals with Disabilities Education Act (IDEA), under “Part C” of the IDEA. The U.S. Department of Education manages a federal grant program under the Office of Special Education Programs (OSEP) that helps states manage early intervention programs to support infants and young children and their families.

Part C services are available for infants and young children who:

  1. Experience developmental delays, which are medically diagnosed to impact cognitive, physical, communication, social-emotional and/or adaptive skills
  2. Have a diagnosed physical or mental condition that has a high probability of resulting in a developmental delay

Washington’s ESIT program assigns agencies in each county to serve as a “lead agency” to coordinate early learning services and testing. The lead agency works with service providers and the family to review a child’s medical record, discuss any observations by caregivers, and conduct screenings to see what’s going on and whether the issues of concern meet criteria under Part C for early intervention. 

When a child is found eligible for services, a Family Resource Coordinator (FRC) manages the case. The FRC helps to develop an Individualized Family Service Plan (IFSP). Each plan is unique and may involve individualized instruction, therapy services and supported access to community resources. The plan is designed around the needs of the child and family and is not based on a predetermined program model.

Family-based, early learning services end on the child’s third birthday. A new educational evaluation is required to see whether the student qualifies for an IEP under “Part B” of the IDEA.

Part B services are available for children ages 3-21 (or until high-school graduation) who:

  1. Have a qualifying disability in at least one of 14 federal qualifying categories
  2. Are significantly affected by that disability at school (“Significant Educational Impact” is determined with evidence and data)
  3. Require specialized instruction to overcome the barriers of that disabling condition

To qualify for an IEP under the IDEA, a student meets criteria in one of 14 disability categories

Autism

Deaf-blindness

Deafness

Emotional Disturbance

Hearing Impairment

Intellectual Disability

Multiple Disabilities

Orthopedic Impairment

Other Health Impairment

Specific Learning Disability

Speech / Language Impairment

Traumatic Brain Injury

Visual Impairment/Blindness

Developmental Delay (ages 0-8)

 

Note that the disability category of developmental delay can qualify a child for free, family-focused services to age 3 and school-based, IEP services through age 8.

Helpers get creative during “Part C-to-B Transition” planning

The FRC helps the family and school district get ready. Often this is referred to as “Part C-to-B Transition” planning, so it’s helpful when families understand that Parts C and B come from federal law, the IDEA (Individuals with Disabilities Education Act), designed to ensure that children with disabilities get the help they need to be successful at school and prepared for life.

For families who have received services through the state’s early-learning program (ESIT), Part C-to-B Transition planning starts at least half a year before the child’s third birthday. Providers, teachers, school administrators and the family start thinking and collaborating about what the child might need to do well. The work includes a “Transition Planning Conference,” which happens about 90 days before a child turns 3. The participants at this meeting write a plan for what services or community supports the child might receive. 

Each plan is unique and designed to respond to individual needs. A child’s plan might indicate need for a specific child-care setting or medical-based therapies. The plan might include a referral to a specific, state-funded special-education preschool program through Head Start or the Early Childhood Education and Assistance Program (ECEAP, pronounced “E-Cap”). A transition plan also can name local playgroups or parent-support networks to connect the family to community resources. If a child’s educational evaluation has determined that the child is eligible for an IEP, then information about that is included.

Not all children who qualified for early-learning support will qualify for an IEP. Children who are not eligible for IEP services might be eligible to receive accommodations and support through a Section 504 Plan.

Early learning isn’t the only pathway to an IEP evaluation

Children who didn’t receive early-learning interventions can also be evaluated to determine whether they qualify for school-based services that can start as young as age 3 and can continue through age 21, or until a student graduates from high school.

Anyone with concerns about a child can refer the child for an educational evaluation. These referrals usually come from parents, teachers, medical providers or early-learning specialists. When a concerned adult formally requests an evaluation from the school district (best-practice is to make the request in writing), then the district is bound by the IDEA to respond to that request within 25 school days. PAVE provides a comprehensive article about the evaluation process.

The school district has a responsibility under the Child Find mandate of the IDEA to seek out and evaluate children with known or suspected disabilities who may need services. 

When a school district agrees to evaluate, parents sign consent for the assessments to begin. The IDEA requires schools to complete an evaluation within 35 school days. For a child receiving early-learning services, the first IEP meeting is required on or before the child’s third birthday.

Families may invite whomever they want to an IEP meeting. For example, they can invite the Family Resource Coordinator (FRC), a family member, a friend or any other support person. 

If the school district does not conduct an educational evaluation, or if the evaluation indicates that the child doesn’t qualify for school-based, IEP services, parents have the right to disagree with the school’s decision. The family can request a written statement that describes the school district’s position, with any information or data that was used to justify the decision.

Parents have rights to disagree through a variety of dispute engagement options. PAVE provides comprehensive articles about evaluation, IEP process and Procedural Safeguards, Student and Parent Rights.

PAVE’s Parent Training and Information (PTI) center provides technical assistance and can help parents understand how to participate in their child’s learning. Got to: wapave.org/get-help or call (253) 565-2266, 1-800-5-PARENT ext.115

The Arc of Washington hosts local Parent-to-Parent (P2P) programs across the state. Families can request a “support parent match” to talk with another parent who has already navigated this process. Visit Arcwa.org for more information.

Additional Resources:
Informing Families – informingfamilies.org
Office of Superintendent of Public Instruction (OSPI) – k12.wa.gov   
OSPI Early Childhood services –  k12.wa.us/Specialeducation/earlychildhood
Early Intervention Resources in English and Spanish – ParentCenterHub.org
Washington State Department of Children, Youth, and Families – dcyf.wa.gov

If you are concerned about a child’s development:

Inclusion Vs. Self-Contained Opportunities for Students in School

Posted on by Nicol Walsh

Debate continues even today on whether students should be educated in inclusive programs or self-contained programs.

When looking at the Individuals with Disabilities Education Act (IDEA), the law never uses the word “inclusion,” instead the law refers to “Least Restrictive Environment” or LRE.

For some students LRE cannot be achieved in a fully “inclusive” classroom. There are a number of reasons based on the individual needs of the child.  For instance, in a fully inclusive classroom the level of stimulation may be too high, the classroom size may limit the student’s ability to gain the knowledge they need or there are language barriers.  If a student is deaf and uses sign language, for example, the inclusive class may not have the ability to allow the student to “communicate with their peers in their language or mode of communication.”* However, opportunities for people with disabilities to be educated with their non-disabled peers to the greatest extent “appropriate” for the student with the disability is an essential part of the law. There is the expectation that the student with disabilities is a general education student first. Therefore, removal from the general education environment should only occur when it is determined that even with appropriate aids and services the student will not benefit.

So how is all of this decided and is there a blanket process? The answer is no. Each child’s program and services must be decided on an individual basis. The decision is not “one size fits all’ nor is it a decision that is only made once and then continued for the rest of the student’s educational career. The IEP (Individualized Education Program) Team must consider the student’s placement each year as they review the IEP and develop the new goals. Only after the goals have been created should placement be discussed. Placement does not drive services, but services drive placement options. This means that the parent needs to be a large part of the team discussions and, as appropriate, so should the student. The IEP team should consider the many factors that can have an impact on the quality of the education the student will receive.

To address these different factors the IEP team may wish to consider the following questions:

If the student is going to be in an inclusive class setting:

  • Is the learning environment able to support the child’s academic needs? For some students, the need for more specialized instruction may make learning in the inclusive environment more difficult unless supports are put in place to assist in that instruction.
  • Can the child sustain attention among the 25 to 30 students in the classroom? Classes can be large, especially as students get older, and such increases in student count can cause some students to become anxious or to lose the ability to stay focused. The need for accommodations, such as sitting at the front of the classroom or wearing earplugs, may be needed to support the student.
  • What are some of the unwritten “social skills” that a student is expected to follow and how will the learning of social cues be provided? Social skills are an area that has long been challenging for some people with disabilities. If they have not had the opportunity to learn the social cues they are at a disadvantage that can cause difficulties in learning. Some have the opinion that social cues and social skills need to be a part of the learning environment, not just for students with disabilities, but for all the students.
  • What opportunities will be made possible for the child to display their newly learned skills in different settings or with different people? Studies show that until a skill can be demonstrated in more than one setting, it is not truly learned. Therefore, when considering the inclusive environment, opportunities to demonstrate new skills should be available in different settings.
  • How will the team know if the child is gaining the needed skills outlined in the IEP? Measurable goals require the ability to show data and track progress. When considering goals in an inclusive setting the data collection should not be overlooked. The goals need to be well defined and the tracking needs to be done on a consistent basis using measurements that are understood by all.

If the team is considering a self-contained environment they may wish to consider the following questions:

  • Is the learning environment able to support the child’s academic needs?Research has shown that students who are educated in separate settings from those of their peers without disabilities, have greater learning gaps as they get older. The expectation for learning can be decreased because the student is not challenged at the same level that their peers in the general education setting might be. So, it is important to consider whether the child is being appropriately challenged academically. The team may want to look at the learning objectives for all students of that age or grade and then consider how they can adapt or address those learning objectives in a manner that will support the student.
  • Is the teacher able to address the varied needs of the all the students in the classroom? Many times, a self-contained setting will have students with a wide-range of ages and learning needs. While in an inclusive classroom students will have varied learning styles and skills, the expectation is that the students will all receive instruction in a universal manner that addresses those different learning styles. In the self-contained setting there is still the need for the learning strategies to be universal in their design to provide the greatest opportunity for the student to gain the expected skill.
  • Is there ample opportunity for the student to practice the new skills they have learned? Just as in the inclusive setting, students need the opportunity to test their knowledge and skills with different people and in different environments. If the self-contained setting does not provide for opportunities to test these new skills, it may limit the child’s learning.

The options are there for parents to consider. The questions and how they are answered may help determine the approach that is used to support the student. Remember, that while students with disabilities are to be considered general education students first, it doesn’t mean that the need to look at the full range of placement options shouldn’t occur. The decisions will be made by the team with the expectation that all decisions are based on what is appropriate for that student at that time.

Websites used for this article:

Inclusion vs. Self- Contained Education for Children with ASD Diagnoses

Mainstreaming and Inclusion Vs. Self Contained Classrooms: https://prezi.com/4-eoazdwxtey/mainstreaming-and-inclusion-vs-self-contained-classrooms-for-special-needs-education/

Wisconsin Education Association Council: http://weac.org/articles/specialedinc/

IDEA – http://idea.ed.gov/explore/view

 

Positive Behavioral Interventions & Supports (PBIS) in Schools

Posted on by Nicol Walsh

By Kelcey Schmitz, MSEd
Center for Strong Schools
University of Washington Tacoma

We wouldn’t exclude, humiliate or send a child home for making an academic error.

However, when it comes to misbehavior, a typical response has been to punish or wait until the behavior escalates or occurs at a high rate or intensity before intervening. But this is changing. The direction of discipline is moving from reactive, punitive and exclusive measures to more positive, proactive and preventative approaches.

According to the National Technical Assistance Center on Positive Behavioral Interventions and Support (PBIS) (www.pbis.org), over 21,000 schools (elementary, middle, high) across the nation are implementing PBIS. As a result of using the same methods for teaching academics to students for behavior, schools report a decrease in problem behavior, an increase in instructional time, an increase in perception of safety, more positive school and classroom environments and an increase in student achievement. Taking an instructional approach to behavior is much better than waiting for problems to occur.

Positive Behavioral Interventions and Supports (PBIS)

PBIS offers an alternative to traditional discipline methods. Evidence shows that harsh and punitive responses do not change behavior for the long term and may even contribute to the erosion of relationships between students and adults. Creating a positive climate and culture contributes to parents, students and staff feeling happier about the school environment and strengthening the bond between teachers, students, and families

PBIS is a framework schools use to organize behavior supports for students. Much like the public health model, PBIS emphasizes prevention instead of waiting for problems to happen. The practices and programs range in intensity and duration depending on the level of behavior.

Just like many health issues and diseases are preventable, there are many ways adults can prevent student problem behaviors.  Many students will respond to Tier 1 prevention strategies.  In fact, we expect 80% of students to be successful in Tier 1. Twenty percent of students will need additional support in the form of Tier 2 and Tier 3 supports.

Tier 1

To effectively implement PBIS, schools identify a team that is representative of the staff in the building to learn the steps. This team, with frequent input from their colleagues, students and families, create a school wide (Tier 1) PBIS plan. The first step the team takes is to establish 3-5 positively stated expectations or pillars. Some common expectations are “be responsible”, “be respectful”, “be kind” and “be safe.”

Next, they identify a few “hotspots” throughout the school where misbehavior happens frequently. For example, teams may conclude that the hallways, cafeteria or playground are good places to start. They generally pick two locations to get “quick wins.” Lesson plans, or “cool tools”, are developed expected behaviors for each setting are explicitly taught to students. Students are taught what being respectful looks and sounds like in the classroom and non-classroom settings and then are provided opportunities practice.

Every adult that interacts with students (i.e. nutrition services, transportation, custodians, teachers, para-educators) are trained on the specific effective practices. This way, no matter where students are, they are getting consistent, predictable and positive messages.

Students are acknowledged with specific positive feedback for showing the appropriate behavior.  Positive feedback is an essential component of PBIS. Some schools pair feedback with a ticket and students can turn in their tickets for drawings or save them up and spend them at a school store or exchange them for things like school dances, VIP seating at an assembly or a front of the lunch line pass. It is most effective that for every corrective statement, four positive statements must be given. This is referred to as the 4:1 ratio.

Another essential element of PBIS is using data to make decisions. Instead of being driven by tradition, emotions, or convenience to staff, regularly collected data is summarized and reviewed by teams. The types of data teams review include office discipline referrals, suspensions, expulsions, attendance, grades and even school nurse referrals. Office discipline referrals can give teams more detailed information about the problem behavior happening in school. This is called looking at the “Big 5” data (how often, where, when, why and by whom). Drilling down allows precise problem identification and more effective problem solving. It is one thing to say “the sixth grade boys are unruly” – but much more actionable if we can create a statement with the specific information such as “between 2:00 p.m. and 2:30 p.m. in the west hallway the sixth grade boys are using inappropriate language 15 – 20 times a day, motivated by peer attention.” Now the team can brainstorms solutions.

Regular review of data allows teams to identify problems early, before they become chronic. It is much easier to address a low-level behavior than behaviors that have been practiced over time.

It is expected that schools will take 2-4 years to fully implement their Tier 1 PBIS plan. Once a strong foundation is in place, the school begins to work on supports for students in need of more than what Tier 1 supports have to offer. In many cases, school teams are guided through the steps of the PBIS implementation process by an expert in the field either within their district or outside the district.

Tier 2 and Tier 3

Just like with academics, some students will need more instructional support for social behavior skills. Advanced tiers (Tier 2 and Tier 3) offer students more practice and feedback. Students with mild to moderate problem behaviors such as being off task, talking out, difficulty getting along with others, or not following directions are good candidates for Tier 2 supports. Some examples are the Behavior Education Program, a modification of Check-in/Check-out, social skills instruction, and homework club. A few students will still need very intensive support, or Tier 3, for chronic challenging behavior. Tier 3 supports include a functional behavior assessment and behavior intervention plan and may involve a wraparound or person-centered plan, as well. A professional with substantial behavioral expertise often provides the Tier 3 supports and services.

Get Involved

Ask your school if they have a PBIS plan. A fully implemented plan involves family input and involvement and there are many other ways you can support PBIS.  For example, families can use the same expectations and apply them to home settings such as morning, homework and bedtime routines. The common language and an instructional approach to behavior provide the much-needed consistency, predictability and positivity kids need across all learning, living and leisure settings.

Find more information:

Office of Special Education Programs Technical Assistance Center for PBIS

What is ESSA?

Posted on by Nicol Walsh

Information on Every Student Succeeds Act (ESSA)

The Every Student Succeeds Act (ESSA) replaced No Child Left Behind on December 10, 2015, as the re authorization of the Elementary and Secondary Education Act (ESEA).  ESSA will be fully operational in school year 2017-18.

Who’s helping to make the transition to ESSA?

The Every Student Succeeds Act (ESSA) requires the State Education Agency to be the key decision maker in the development and implementation of the ESSA Consolidated Plan.  In Washington, this is OSPI, Office of Superintendent of Public Instruction.  ESSA also requires consultation with a number of state leadership members, district and school representatives, and professional organization representative Consolidated Plan Team.

OSPI will consult with the Consolidated Plan Team to develop and implement our state plan. The team includes representatives from state government, districts and schools, and professional organizations.

You can sign up at the OSPI website to receive updates as they occur.  More to follow!

 

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!