This is the group we hooked up with when Elisabeth was born. Amazingly, we were included in a study through UCSF to identify the sequencing and location of the gene that prevents the CC from developing and possibly effecting other parts of the brain.
We were able to isolate the ACC to genetics given what we know about her development. They also need money so feel free to make a contribution:
http://www.umaine.edu/edhd/research/accnetwork.htm
Friday, February 16, 2007
Wednesday, February 14, 2007
Spectrum School for Autism ...
Here is a spectrum school from which you can get current methodologies that are proven successful ...
http://www.spectrumschools.com/services/autism-program
http://www.spectrumschools.com/services/autism-program
Continuum of Alternative Services Information
If by chance an alternative is found and the school authorizes placement ... which means if you find a place that services your child's individualized special education outside of what the district school offers:
Regulations by Section and Attachment 1 (Analysis of Comments and Changes)
Subpart E-Procedural SafeguardsLeast Restrictive Environment (LRE)
§300.551 Continuum of alternative placements.
(a) Each public agency shall ensure that a continuum of alternative placements is available to meet the needs of children with disabilities for special education and related services.
(b) The continuum required in paragraph (a) of this section must-
(1) Include the alternative placements listed in the definition of special education under §300.26 (instruction in regular classes, special classes, special schools, home instruction, and instruction in hospitals and institutions); and
(2) Make provision for supplementary services (such as resource room or itinerant instruction) to be provided in conjunction with regular class placement.
(Authority: 20 U.S.C. 1412(a)(5))
Analysis of Comments, Discussions and Changes from Attachment 1
Comment: A number of commenters requested that the regulation include a statement that a child does not need to fail in each of the less restrictive options on the continuum before they are placed in a more restrictive continuum placement that is appropriate to their needs. These commenters felt that this was needed to insure that children get appropriate services in a timely manner. Some commenters requested that the regulations specify that the placement appropriate for children who are deaf must be in a setting where the child's unique communication, linguistic, social, academic, emotional, and cultural needs can be met, including opportunities for interaction with nondisabled peers.
Discussion: The regulations do not require that a child has to fail in the less restrictive options on the continuum before that child can be placed in a setting that is appropriate to his or her needs. Section 300.550(b)(2) of the regulations however, does require that the placement team consider whether the child can be educated in less restrictive settings with the use of appropriate supplementary aids and services and make a more restrictive placement only when they conclude that education in the less restrictive setting with appropriate supplementary aids and services cannot be achieved satisfactorily. New statutory changes to the IEP development process make clear that the IEP team considers the language and communication needs, opportunities for direct communication with peers and professional personnel in the child's language and communication mode, academic level and full range of needs, including opportunities for direct instruction in the child's language and communication mode in developing IEPs for children who are deaf or hard of hearing. These requirements, which are included in the regulations at §300.346(a)(2)(iv), should address the concerns raised by the commenters. In light of this change, further regulation is not necessary.
Changes: None.
Comment: A number of commenters expressed concern about the note following this section regarding home instruction. Some stated that the note should be struck because it implied that home instruction was an appropriate placement for all medically fragile children and that this was contrary to the requirement that placement be determined based on the individual needs of each child. Some asked that the regulation limit home instruction to those medically fragile children whose treating physicians have certified are not able to participate in a school setting with other children.
Others disliked the note because they believed that home instruction should be available in other instances when the IEP team determines that such a placement is appropriate and should not be limited by type of disability. Some commenters wanted the note to be revised to make clear that home instruction could be available for children with behavior problems and those in interim alternative educational placements because they had been suspended or expelled from school for disciplinary reasons if the IEP team determined that it was the appropriate placement. Others asked that the note should be revised to caution about the inappropriate use of home instruction as a placement for children suspended and expelled, unless requested by the parent for medical, health protection, or diagnostic evaluation purposes. Some commenters asked that the note make clear that discipline issues should be handled through the provision of appropriate services in placements other than home.
Some commenters asked that the note be modified to state that home instruction services may be appropriate for young children if the IEP/IFSP team determines appropriate. Other commenters asked that the regulations make clear that home instruction services are an appropriate modification of the IEP or placement for incarcerated youth who are being kept in segregation, close custody or mental health units.
Discussion: Home instruction is, for school-aged children, the most restrictive type of placement because it does not permit education to take place with other children. For that reason, home instruction should be relied on as the means of providing FAPE to a school-aged child with a disability only in those limited circumstances when they cannot be educated with other children even with the use of appropriate related services and supplementary aids and services, such as when a child is recovering from surgery. The implication in the note that placement decisions could be based on the type of disability of a child was unintended.
Instruction at home may be the most natural environment for a young child with a disability if the child's IEP/IFSP team so determines. ŒHome instruction' may be an appropriate modification of an IEP or placement under §300.311 for incarcerated youth who are being kept in close custody, or segregation or in a mental health unit. The issue of home instruction for children with disabilities who have been suspended or expelled for behavior that is not a manifestation of their disability is addressed under §300.522.
Changes: The note has been deleted.
Regulations by Section and Attachment 1 (Analysis of Comments and Changes)
Subpart E-Procedural SafeguardsLeast Restrictive Environment (LRE)
§300.551 Continuum of alternative placements.
(a) Each public agency shall ensure that a continuum of alternative placements is available to meet the needs of children with disabilities for special education and related services.
(b) The continuum required in paragraph (a) of this section must-
(1) Include the alternative placements listed in the definition of special education under §300.26 (instruction in regular classes, special classes, special schools, home instruction, and instruction in hospitals and institutions); and
(2) Make provision for supplementary services (such as resource room or itinerant instruction) to be provided in conjunction with regular class placement.
(Authority: 20 U.S.C. 1412(a)(5))
Analysis of Comments, Discussions and Changes from Attachment 1
Comment: A number of commenters requested that the regulation include a statement that a child does not need to fail in each of the less restrictive options on the continuum before they are placed in a more restrictive continuum placement that is appropriate to their needs. These commenters felt that this was needed to insure that children get appropriate services in a timely manner. Some commenters requested that the regulations specify that the placement appropriate for children who are deaf must be in a setting where the child's unique communication, linguistic, social, academic, emotional, and cultural needs can be met, including opportunities for interaction with nondisabled peers.
Discussion: The regulations do not require that a child has to fail in the less restrictive options on the continuum before that child can be placed in a setting that is appropriate to his or her needs. Section 300.550(b)(2) of the regulations however, does require that the placement team consider whether the child can be educated in less restrictive settings with the use of appropriate supplementary aids and services and make a more restrictive placement only when they conclude that education in the less restrictive setting with appropriate supplementary aids and services cannot be achieved satisfactorily. New statutory changes to the IEP development process make clear that the IEP team considers the language and communication needs, opportunities for direct communication with peers and professional personnel in the child's language and communication mode, academic level and full range of needs, including opportunities for direct instruction in the child's language and communication mode in developing IEPs for children who are deaf or hard of hearing. These requirements, which are included in the regulations at §300.346(a)(2)(iv), should address the concerns raised by the commenters. In light of this change, further regulation is not necessary.
Changes: None.
Comment: A number of commenters expressed concern about the note following this section regarding home instruction. Some stated that the note should be struck because it implied that home instruction was an appropriate placement for all medically fragile children and that this was contrary to the requirement that placement be determined based on the individual needs of each child. Some asked that the regulation limit home instruction to those medically fragile children whose treating physicians have certified are not able to participate in a school setting with other children.
Others disliked the note because they believed that home instruction should be available in other instances when the IEP team determines that such a placement is appropriate and should not be limited by type of disability. Some commenters wanted the note to be revised to make clear that home instruction could be available for children with behavior problems and those in interim alternative educational placements because they had been suspended or expelled from school for disciplinary reasons if the IEP team determined that it was the appropriate placement. Others asked that the note should be revised to caution about the inappropriate use of home instruction as a placement for children suspended and expelled, unless requested by the parent for medical, health protection, or diagnostic evaluation purposes. Some commenters asked that the note make clear that discipline issues should be handled through the provision of appropriate services in placements other than home.
Some commenters asked that the note be modified to state that home instruction services may be appropriate for young children if the IEP/IFSP team determines appropriate. Other commenters asked that the regulations make clear that home instruction services are an appropriate modification of the IEP or placement for incarcerated youth who are being kept in segregation, close custody or mental health units.
Discussion: Home instruction is, for school-aged children, the most restrictive type of placement because it does not permit education to take place with other children. For that reason, home instruction should be relied on as the means of providing FAPE to a school-aged child with a disability only in those limited circumstances when they cannot be educated with other children even with the use of appropriate related services and supplementary aids and services, such as when a child is recovering from surgery. The implication in the note that placement decisions could be based on the type of disability of a child was unintended.
Instruction at home may be the most natural environment for a young child with a disability if the child's IEP/IFSP team so determines. ŒHome instruction' may be an appropriate modification of an IEP or placement under §300.311 for incarcerated youth who are being kept in close custody, or segregation or in a mental health unit. The issue of home instruction for children with disabilities who have been suspended or expelled for behavior that is not a manifestation of their disability is addressed under §300.522.
Changes: The note has been deleted.
Tuesday, February 13, 2007
ADD/ADHD IEP(Individual Education Plan) Information
Here are a few questions that you need to ask at the IEP Meeting:
How is "academic success" defined for your child?
If it's not entirely academic, then what is it? How will they be spending their time while the other students are focused on academics? What will your child be doing most of the day?
What happens if the IEP does not work? How much time are we talking before a new IEP can be implemented?
What kind of training do classroom teachers receive for diffusing behaviors in the classroom?
What is the plan in the event a behavior emerges that puts the student or other students and staff in danger?
What will your child be doing at school that will benefit their own abilities?
What kind of assistive technologies and methodologies are currently being used and what kind of training will teachers receive?
Here's a site ... http://www.helpguide.org/mental/adhd_add_teaching_strategies.htm
http://addadhd.suite101.com/article.cfm/iep_versus_504
Before you consider developing an IEP for your child, as a parent or caretaker, you should be asking what it is your child will gain from his or her special education experience at school because everyone on your child's IEP team must be in agreement in defining "academic success" based on your child's ability. If it is not "academic" than what is it? How will the behaviors be diffused in the classroom?
When looking over articles about writing IEPs, keep in mind that federal law says that our children are entitled to receive a special education by their own design according to their own abilities. There is nothing in the federal law that states all children must follow the standard academic curriculum or that their IEP is restricted to what is going on in the classroom.
The whole point of having special education laws in place was to make sure that each child with special needs is guaranteed a special education according to his or her ability.
In a pre-planning IEP meeting, consider different teaching methodologies if your child is diagnosed with ADD/ADHD or Autism Spectrum Disorder or any other label that prevents them from fully participating in a classroom with their biological, typical developing peers. Bring with you to meetings, advocates who works directly with your child or other children who have a similar medical diagnosis, developmental patterns, etc.
Remember, the goals of the Individual Education Plan (IEP) for every student does not have to be linked to academic success unless the student with special needs can follow academic curriculum.
If the student with special needs cannot follow the academic curriculum then the IEP team must be in agreement and have an alternative plan in place that matches or follows the child's ability.
IEP GOALS:
The IEP goals should be developed with the following criteria:
realistic
attainable
measurable
challenging
Before setting goals the team must first determine the present level of performance using various assessment tools, the needs must be clearly and specifically defined. When determining I.E.P goals consider the student's ability.
Is the student in the least hindering or most productive environment? Do the goals coordinate or clash with the regular classroom activities and schedules? What special adaptions are being made if they follow the general curriculum? Is there an alternative plan if one is needed?
After the goals, academic or alternative, have been identified, it is then stated how the team will help the student to achieve the goals, this is referred to as the objective. Each goal must have a clearly stated objective how, where and when each task will be implemented. Define and list any adaptations, aides or supportive techniques that may be required to encourage success. Clearly explain how progress will be monitored and measured. Be specific about time frames for each objective. Expect goals to be achieved at the end of an academic year. Objectives are skills required to achieve the desired goal, objectives should be accomplished in shorter intervals.
Team Members: I.E.P. team members are parents of the student, special education teacher, classroom teacher, support workers and outside agencies involved with the individual. Each member of the team plays a vital role in the development of a successful I.E.P.
Education Program Plans can become overwhelming and unrealistic. A good rule of thumb is to set one goal for each academic strand or for each alternative based on student's individual ability. This enables the teams manageability and accountability to ensure that resources are available to help the individual achieve the desired goals.
If the student I.E.P meets all of the student needs and is focused on skills for success, results and outcomes, the student with special needs will have every opportunity to develop according to his or her ability no matter how challenging their needs may be.
How is "academic success" defined for your child?
If it's not entirely academic, then what is it? How will they be spending their time while the other students are focused on academics? What will your child be doing most of the day?
What happens if the IEP does not work? How much time are we talking before a new IEP can be implemented?
What kind of training do classroom teachers receive for diffusing behaviors in the classroom?
What is the plan in the event a behavior emerges that puts the student or other students and staff in danger?
What will your child be doing at school that will benefit their own abilities?
What kind of assistive technologies and methodologies are currently being used and what kind of training will teachers receive?
Here's a site ... http://www.helpguide.org/mental/adhd_add_teaching_strategies.htm
http://addadhd.suite101.com/article.cfm/iep_versus_504
Before you consider developing an IEP for your child, as a parent or caretaker, you should be asking what it is your child will gain from his or her special education experience at school because everyone on your child's IEP team must be in agreement in defining "academic success" based on your child's ability. If it is not "academic" than what is it? How will the behaviors be diffused in the classroom?
When looking over articles about writing IEPs, keep in mind that federal law says that our children are entitled to receive a special education by their own design according to their own abilities. There is nothing in the federal law that states all children must follow the standard academic curriculum or that their IEP is restricted to what is going on in the classroom.
The whole point of having special education laws in place was to make sure that each child with special needs is guaranteed a special education according to his or her ability.
In a pre-planning IEP meeting, consider different teaching methodologies if your child is diagnosed with ADD/ADHD or Autism Spectrum Disorder or any other label that prevents them from fully participating in a classroom with their biological, typical developing peers. Bring with you to meetings, advocates who works directly with your child or other children who have a similar medical diagnosis, developmental patterns, etc.
Remember, the goals of the Individual Education Plan (IEP) for every student does not have to be linked to academic success unless the student with special needs can follow academic curriculum.
If the student with special needs cannot follow the academic curriculum then the IEP team must be in agreement and have an alternative plan in place that matches or follows the child's ability.
IEP GOALS:
The IEP goals should be developed with the following criteria:
realistic
attainable
measurable
challenging
Before setting goals the team must first determine the present level of performance using various assessment tools, the needs must be clearly and specifically defined. When determining I.E.P goals consider the student's ability.
Is the student in the least hindering or most productive environment? Do the goals coordinate or clash with the regular classroom activities and schedules? What special adaptions are being made if they follow the general curriculum? Is there an alternative plan if one is needed?
After the goals, academic or alternative, have been identified, it is then stated how the team will help the student to achieve the goals, this is referred to as the objective. Each goal must have a clearly stated objective how, where and when each task will be implemented. Define and list any adaptations, aides or supportive techniques that may be required to encourage success. Clearly explain how progress will be monitored and measured. Be specific about time frames for each objective. Expect goals to be achieved at the end of an academic year. Objectives are skills required to achieve the desired goal, objectives should be accomplished in shorter intervals.
Team Members: I.E.P. team members are parents of the student, special education teacher, classroom teacher, support workers and outside agencies involved with the individual. Each member of the team plays a vital role in the development of a successful I.E.P.
Education Program Plans can become overwhelming and unrealistic. A good rule of thumb is to set one goal for each academic strand or for each alternative based on student's individual ability. This enables the teams manageability and accountability to ensure that resources are available to help the individual achieve the desired goals.
If the student I.E.P meets all of the student needs and is focused on skills for success, results and outcomes, the student with special needs will have every opportunity to develop according to his or her ability no matter how challenging their needs may be.
Monday, February 12, 2007
A Question that Deserves an explanation ...
I found this question on http://www.cincymoms.com
Most schools use a standard developmental chart to measure a child's cognition and physical development. What if your child cannot be measured here? Aren't they adding their own bias about child development and what is good for your child?
Most schools use a standard developmental chart to measure a child's cognition and physical development. What if your child cannot be measured here? Aren't they adding their own bias about child development and what is good for your child?
What if you could demonstrate that your child does not fit into their mold or idea of what is good for the child? Isn't this where your pediatrician can help or any of the experts who made the diagnosis on your child's behalf?
The entire education system is based on measuring one child's cognition to what most
kids can do at a particular age. What does this have to do with your child if they are wired differently?
The education system never made any sense to me when it comes to providing education to our children with special needs, but I am a willing student here.
Visit http://www.cincymoms.com
A new discussion network developing online at http://www.cincymoms.com for Moms. There appears to be a lot of frustration among parent who have children with special needs (or labels) not getting the individualized education. The managing editor is Karen Gutiérrez who works for the Kentucky Enquirer.
Some parents have even expressed that their own school district is only giving them "lip service," providing IEPs that benefit the school and not the child, and not following through on the IEPs. How could this be?
Look under the two categories of "education" and "health."
Some parents have even expressed that their own school district is only giving them "lip service," providing IEPs that benefit the school and not the child, and not following through on the IEPs. How could this be?
Look under the two categories of "education" and "health."
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