One thing I truly value about Hamilton County Developmental Disabilities (HC/dd) formally known as MR/dd is the (tremendous) availability of knowledgeable healthcare professionals, therapists, and special ed. teachers who help parents make those necessary connections to becoming their child's best advocate. And mostly, I appreciate the support and encouragement I receive from teachers and therapists because when I feel like I'm riding a runaway train, they slow you down to get you back on the track.
Just yesterday, I received a home visit from the OT/PT team through Bobbie B. Fairfax School to get information about adapting our bathroom to accomodate Elisabeth's growing needs. Later on one of the OT's sent home with Elisabeth a DVD about universal design ideas for our home. (For more information visit: http://hec.osu.edu/ud/ ) It's the first major step we've taken to actually change our homecare to benefit Elisabeth and the rest of the family.
Another program I learned about through MRDD was the "waiver" program offered through the County Board of HC/dd or the County Job and Family Services. The waiver is a way that Medicaid can pay for services to keep your child at home instead of a long-term facility or nursing home. (For more information, visit http://mrdd.ohio.gov/ )
Having a child like Elisabeth comes with so many more responsibilities than with a typical developing child. As her parents and caretakers, my husband and I take full responsibilities financially, emotionally, and physically meeting all her needs. Never once have we ever thought about long-term care for her because we thought we could manage her needs. Never once have we thought about Medicaid.
As Elisabeth is approaching her 15th birthday, my husband are experiencing the limits of caring for her. She is becoming harder to manage carrying her or walking her through the house. Even a lightweight at 60 pounds she requires the help of a strong adult to assist her in every aspect of living.
Emotionally, she is going through changes most kids go through her age, but it's more wearing on me because while I'm trying to comfort her, I can't figure out half the time what's wrong or why she's in distress. Sometimes, she can be up until 2 or 3 a.m. in discomfort or pain..
I know parenting is "exhausting" in general. But I'm not talking about "exhausting" as in the hectic lifestyles we lead naturally carpooling here and there, dealing with last minute changes in scheduling, or other surprises we find ourselves in.
I'm talking about real physical, emotional, and financially draining lifestyles of caring for a child with special needs 24/7. The wheelchairs in and out of the car. The transferring. The rocking. The lifting. The dressing. The bathing. The drying off. The waiting. The feeding. The carrying here and there. The lifting and pulling and pushing. Going to Walgreens to get a prescription filled. Getting the wheelchair in and out of car for the 50 millionth time in and out of the store, and back home.
It's amazing we haven't all left for crazyville.
Even though Elisabeths' IEP is geared at developing skill and ability working toward independence, she'll always have to rely on somebody else to do everday occupational things. Children like Elisabeth are exhausting because they need physical assistance for every aspect of their life from getting out of bed to the school bus to the school and back home again.
It can be financially draining on many families, too, because most of the stuff we need for simple, basic living is very expensive. Prices for adapted dinnerware, seating, beds, bathrooms, showers, bicycles, walkers, wheelchairs, braces, and basic age-appropriate toys are in the thousands. A simple wheelchair converted manual ramped van is the price of a Mercedes Benz. A simple battery operated communication device, again, in the thousands. Adaptions to the home is an ongoing, ever changing challenge, that requires special products that are outrageously prices. A special adapted toilet paper roll for $80.00?
That's why we need to keep Hamilton County Developmental Disabilities and programs, schools, and outreach in our community. We need to keep it fully functional and not let it go like I'm seeing with Job and Family Services. (I just heard about big layoffs there and it scares me that nobody in government sees any value of having outreach coordinators or interventionists or case workers helping families in need.)
We need to keep HC/dd (MR/dd) services, schools, and programs functioning because there's nothing out there for parents and caretakers to help educate us about the expectations of parenting a child with special needs.
And they understand the challenges we face every day. They can point out the horizon line for us when everything looks a little fuzzy...
Showing posts with label MR/DD THERAPY SCHOOL OHIO. Show all posts
Showing posts with label MR/DD THERAPY SCHOOL OHIO. Show all posts
Tuesday, April 17, 2012
Friday, August 28, 2009
HC/dd or MR/dd Levies: Fighting a Losing Battle?
Just yesterday, I read over the above memo about the upcoming tax levy campaign from Cheryl Phipps, Superintendent of Hamilton County Board of Developmental Disabilities or Mental Retardation and Developmental Disabilities.
The very first thing that stuck out was the "no one currently served will be without services" which in the past has been translated as no new students can be accepted at HC/dd formerly known as MR/dd schools. Does this mean that any parent living in Hamilton County looking for a free and appropriate public education for their child with special needs will not find it at the two remaining MR/dd schools even though they are paying for it through property taxes? Aren't parents living in Hamilton County within their legal right to request it as an option if an environment with overall integrated services are not available for their child at the district school?
The next concern I had was reading "asking school districts to share in more of the costs" which from the previous levy has only perpetuated a system of inequity for children with special needs. Children who live in school districts that cannot afford to pay, for example, do not have the same opportunity for a free and appropriate education according to their ability as the children who live in school districts that can afford to pay.
How cannot this be an issue for any county commissioner or anyone determining where children receive their free and appropriate education? Unless they are at an IEP meeting, part of the IEP team, how can they define "services" that ultimately result in how children receive their education?
Once a child is placed into alternative facilities like an HC/dd school, they cannot be transferred without the consent of the parent. The IEP, for example, cannot be "cut and pasted" onto a different location without consenting the parent or caretaker.
The reason why parents and caretakers find their way into HC/dd schools is because the entire facility is dedicated to allowing a free and appropriate education according to a child's special ability and development. It is the least restrictive environment that also enables a child to learn according to their own ability.
What makes HC/dd unique to public school is the physical setting, the special teachers, the all inclusive and integrated sensory therapies throughout the day in general that cannot be duplicated at the district school.
Didn't we learn from the last levy and associated budget cuts which resulted in the closing of Breyer School that school district administrators, county administrators, and HC/dd staff cannot operate in isolation of the families who are only pursuing their child's right to a free and appropriate public education?
What I fear is that we are heading down that road of further narrowing the opportunity to children in our community. What I fear is that parents no longer have control over how FAPE is implemented.
Saturday, May 10, 2008
Thursday, May 1, 2008
The More Things Change: Part One
One of the my child's advocates early on suggested reading a book called, "The Child That Never Grew" by Pearl Buck. What I found interesting about Pearl Buck's journey is how our attitude toward disability in general hasn't changed all that much. The way we treated "disability" back in Pearl's day was to send our children off to a public or private institution where they were cut off from society. They were never seen again.
Although we see our children out and about, many still exist on the margins because instead of "warehousing" their bodies in institutions, we are "warehousing" their needs in public schools burying them under paperwork created from the legislation that was put there to protect them. We are warehousing their "needs" instead of building on their ability.
Many children with atypical needs today are being "warehoused" in public schools where they are "rolled" in and out of classrooms at what is considered "appropriate" and "inappropriate" times and then used as instrument to be measured once or three times a week because of what is written their Individualized Education Plan or IEP. They are children first, not instruments to be measured.
"No Child Left Behind" legislation stole away from my daughter her right to a free public education guaranteed by The Individuals with Disabilities Education Act or IDEA laws established in 1974 by enforcing curriculum guidelines into her IEP among other things which is illegal. It also serves as the future "green light" for her to be pulled in and out of a typical classroom at someone else's will. It is this IDEA 1974 law that safeguards her rights to receive an appropriate education based on her atypical needs and "No Child Left Behind" legislation that takes this right away from her.
The Frederick A. Breyer School was a school that served kids in the community with atypical needs through their atypical classrooms; it was a school where children were allowed to be children first, not instruments to be measured. It was a school that offered therapies for children with severe disabilities to develop independent life-skills according to each child's need which takes time, patience, and focus. It has been closed by the HC/dd formally known as MR/dd Superintendent and Board and these services will be lost forever to children in our community.
When I read from e-mail transmission from a tax levy review committee member that it was HC/dd who suggested (i) closing one of three adult education centers and (ii) shifting some of the MR/dd-provided services to children onto the respective school districts; and when I became personally involved in the carnival of politics and associated business that determined where my child goes to school, how her classroom should look, and what therapies she should receive, it is at most a very sad commentary of corrupted and failed local, state, and federal government.
The Cincinnati Enquirer, Cincinnati Post, Cincinnati WCPO-TV and other television news stations refused to investigate what qualifications"Maximus," the Columbus, Ohio company, hired by the Hamilton County Tax Levy Review Committee, had to determine how special education classrooms for severely disabled children should look like and how services should be rendered to children with severe disabilities.
Furthermore, the Cincinnati media did a terrible disservice to all our children with disabilities by failing to report to the public exactly who was responsible for closing the school or asking why MR/dd administration denied this information to their clients and Hamilton County property owners by hiding it as "continuing children services" on compaign cards until after the Mental Retardation tax levy was passed and why the teacher were told not to tell the parents. Why in April in 2005, there was still discussion with PTA personnel atBreyer about options still being considered and waiting until 2 weeks before summer vacation to notify parents the school was closing.
MR/dd refused to consider the available "financial" alternatives and solutions to keeping the school open and told the commissioners that closing the school was only a matter of "inconvenience" to a few families. The media fell short of investigative reporting by refusing to look at the attempted HC/dd school closing in 1997 and why suddenly it was okay to close one in 2006 based on "declining" attendance -- a manipulation in its worse form due to the fact that from 1997 until 2004 parents like me were told by CPS teachers that the therapeutic services offered through HC/dd schools were not available because "they were working to capacity."
No statistics were gathered as to why so many children with serious disabilities and developmental delays are "homeschooled" or why so many parents do not know about HC/dd services. An even sadder commentary is how some of our children remain only a footnote in history when their freedoms are taken away while others are allowed to make history with their freedoms that are bought and sold for them. When a government places the needs of its own children into "stipulations" then it is no longer a government for the people.
Although we see our children out and about, many still exist on the margins because instead of "warehousing" their bodies in institutions, we are "warehousing" their needs in public schools burying them under paperwork created from the legislation that was put there to protect them. We are warehousing their "needs" instead of building on their ability.
Many children with atypical needs today are being "warehoused" in public schools where they are "rolled" in and out of classrooms at what is considered "appropriate" and "inappropriate" times and then used as instrument to be measured once or three times a week because of what is written their Individualized Education Plan or IEP. They are children first, not instruments to be measured.
"No Child Left Behind" legislation stole away from my daughter her right to a free public education guaranteed by The Individuals with Disabilities Education Act or IDEA laws established in 1974 by enforcing curriculum guidelines into her IEP among other things which is illegal. It also serves as the future "green light" for her to be pulled in and out of a typical classroom at someone else's will. It is this IDEA 1974 law that safeguards her rights to receive an appropriate education based on her atypical needs and "No Child Left Behind" legislation that takes this right away from her.
The Frederick A. Breyer School was a school that served kids in the community with atypical needs through their atypical classrooms; it was a school where children were allowed to be children first, not instruments to be measured. It was a school that offered therapies for children with severe disabilities to develop independent life-skills according to each child's need which takes time, patience, and focus. It has been closed by the HC/dd formally known as MR/dd Superintendent and Board and these services will be lost forever to children in our community.
When I read from e-mail transmission from a tax levy review committee member that it was HC/dd who suggested (i) closing one of three adult education centers and (ii) shifting some of the MR/dd-provided services to children onto the respective school districts; and when I became personally involved in the carnival of politics and associated business that determined where my child goes to school, how her classroom should look, and what therapies she should receive, it is at most a very sad commentary of corrupted and failed local, state, and federal government.
The Cincinnati Enquirer, Cincinnati Post, Cincinnati WCPO-TV and other television news stations refused to investigate what qualifications"Maximus," the Columbus, Ohio company, hired by the Hamilton County Tax Levy Review Committee, had to determine how special education classrooms for severely disabled children should look like and how services should be rendered to children with severe disabilities.
Furthermore, the Cincinnati media did a terrible disservice to all our children with disabilities by failing to report to the public exactly who was responsible for closing the school or asking why MR/dd administration denied this information to their clients and Hamilton County property owners by hiding it as "continuing children services" on compaign cards until after the Mental Retardation tax levy was passed and why the teacher were told not to tell the parents. Why in April in 2005, there was still discussion with PTA personnel atBreyer about options still being considered and waiting until 2 weeks before summer vacation to notify parents the school was closing.
MR/dd refused to consider the available "financial" alternatives and solutions to keeping the school open and told the commissioners that closing the school was only a matter of "inconvenience" to a few families. The media fell short of investigative reporting by refusing to look at the attempted HC/dd school closing in 1997 and why suddenly it was okay to close one in 2006 based on "declining" attendance -- a manipulation in its worse form due to the fact that from 1997 until 2004 parents like me were told by CPS teachers that the therapeutic services offered through HC/dd schools were not available because "they were working to capacity."
No statistics were gathered as to why so many children with serious disabilities and developmental delays are "homeschooled" or why so many parents do not know about HC/dd services. An even sadder commentary is how some of our children remain only a footnote in history when their freedoms are taken away while others are allowed to make history with their freedoms that are bought and sold for them. When a government places the needs of its own children into "stipulations" then it is no longer a government for the people.
Wednesday, January 30, 2008
Advocacy through HC/dd in Cincinnati
Hamilton County Developmental Disabilities Services formally known as MR/dd Services:
http://www.hamiltonmrdd.org/
http://www.hamiltonmrdd.org/
Friday, November 16, 2007
The More They Stay The Same: Part Two
After listening to Bev recall her first experiences with how limiting the education system was serving our children with speciall needs back in the early 70s, I couldn't help thinking about how things haven't really changed that much really. Sure, our children are more visible in many of our classrooms and out in the community, but for as many who are "included" I see even more who continue to be "excluded" simply because classroom teachers do not have the time, resources, or facility to design a classroom setting that would be inclusionary.
The "special education" rooms we had back in the early 70s are not much different than what we have today for the population of kids who do not develop as their biological peers do in cognition ability. The difference is that children were denied access to education opportunities back then. Today the law says otherwise. And so for the last ten years, schools have been scrambling to make room for our children within their school districts. Some do a great job but most are still struggling financially meeting the needs of their typical developing population.
It's really up to the parent or caregiver to make sure their child is receiving the individualized special education to which they are entitled, not up to the school. And if the school offers a resource room, an individualized education plan that appears to be implement only at the times when an OT/PT/Speech person shows up once a week, and inclusive opportunties limited to "gym, art, or cafeteria" time, then we really haven't made that much progress since 1972.
What is considered a "distraction" in cognition-driven classrooms and our cognition driven society will always be considered a "distraction." Yes, we are still limiting many opportunities for our children in the community because they are still treated as a "distraction." Only until the "distraction" issue is resolved will our children ever be fully included in society.
Bev, you're not really leaving, are you? Because you're not done yet!
The "special education" rooms we had back in the early 70s are not much different than what we have today for the population of kids who do not develop as their biological peers do in cognition ability. The difference is that children were denied access to education opportunities back then. Today the law says otherwise. And so for the last ten years, schools have been scrambling to make room for our children within their school districts. Some do a great job but most are still struggling financially meeting the needs of their typical developing population.
It's really up to the parent or caregiver to make sure their child is receiving the individualized special education to which they are entitled, not up to the school. And if the school offers a resource room, an individualized education plan that appears to be implement only at the times when an OT/PT/Speech person shows up once a week, and inclusive opportunties limited to "gym, art, or cafeteria" time, then we really haven't made that much progress since 1972.
What is considered a "distraction" in cognition-driven classrooms and our cognition driven society will always be considered a "distraction." Yes, we are still limiting many opportunities for our children in the community because they are still treated as a "distraction." Only until the "distraction" issue is resolved will our children ever be fully included in society.
Bev, you're not really leaving, are you? Because you're not done yet!
Wednesday, November 14, 2007
Cincinnati Special Education offered at HC/dd or MR/dd Fairfax School 513-271-2313
What is an HCDDS school, formally known as MR/dd school? It is a school operated by the Hamilton County Develomental Disabilities (MR/dd) and paid by property taxes through tax levies renewed every 6 years. The two remaining schools, Margaret Rost (West side 1-513-574-2372) and Bobbie B. Fairfax (East side 1- 513- 271-2313) schools offer integrated special education (therapeutic-based) services in an environment designed to meet children with special needs.
How are HCDDS schools different from my district school? The school is therapy-based where adapted-special education classes offered by certified special education teachers and staff in all areas; there are physical, occupational, speech and behavioral Therapists on site; a nurse is available at the school at all times to deal with medically fragile children, seizures, and feeding issues. Every part of each building is accessible and has specialized equipment (communication devices, sensory rooms, enclosed outside play areas, life skills equipment). Children socialize with their "like-peers" during the day through integrated therapeutic-based programming.
Why do we still have "special" schools since the schools are required by law to meet our kid's needs? Schools are required by law to provide a free individualized special education for our children with severe developmental delays and high needs. But for many schools struggling financially, they still do not have resources facility, staffing, expertise, and related methodologies at their school to uphold the law.
The reason why we still have HCDDS therapy schools is because there is a growing need for it in the community. Many school districts cannot duplicate the integrated-ongoing therapies, professional staffing, space, and inclusion experiences that children receive through HCDDS therapy schools.
Many of our children's IEPs cannot be fulfilled in classroom environment promoting cognitive-learning where math, science, and reading is emphasized. Many of our children follow a different education plan, based on their individual ability. For them to learn according to their special ability, it requires a special environment to make that happen.
Therapy schools provide the environment that foster learning based on our child's individual needs, not based on what their peers are doing. Therapy schools also provide a cost-savings to the community since the 22 district schools in Cincinnati do not have the financial resources to design their own.
Isn't my school district required by law to provide individualized special education services for my child? Yes. The law is written to guarantee the "individual" rights of the "individual" child with the "individual" disability. In the event the school district cannot provide a proper environment that allows the child to develop according to their ability, they must offer an alternative through "continuum of alternative services." In Hamilton County, Ohio, there are two schools that focus entirely on providing "individualized" special education for children.
Doesn't IEP (Individualized Education Plan) have to be implemented at a district school? Absolutely not. IEPs state how and when our children will be measured for progress based in their individual ability, but we cannot assume it will always be implemented at the district school. Within the past 7 years, the Ohio Department of Education mandates make it "appear" that we have no choice, but if we go back to the federal law which absolutely guarantees our children's right through "continuum of alternative service" you can make a case with the school district if the school cannot accommodate your child's individualized needs while pursuing his or her individualized special education. (Note: Parents and caregivers also use this clause to home school their children when the school districts cannot accommodate their needs.)
The "individual special education" means exactly that. It is based on what your child is able to do according to his or her ability. For example, if your child's brain is not "wired" for math, science, reading comprehension, but shows potential for something else, an IEP plan can be written focusing on that "something else."
If it is not clear what your child's cognition ability is, then the school must offer psychological testing to help identify areas where there is potential. The whole point to having an IEP is to fulfill by law their right to a special education based ON HIS OR HER INDIVIDUAL NEEDS. It is not based on what the school offers.
IEPs and alternative assessments are currently being abused by many of the schools offering children nothing more than "babysitting services" instead of providing the INDIVIDUALIZED special education (based your child's individual ability) to which your child is legally entitled. Some families think their child is being "included" in the classroom but most times they are pulled out and sent to a "resource" room or roam around the halls with an aide.
An IEP only states how many times something is done and measures progress, but it is not an indicator of the big picture or what your child is doing the rest of the day at school. Find out what your child is doing in school if they are not expected to work at the level same as their biological peers. If you can't get any answers from the school, then call one of the numbers listed below and file a complaint.
How do I include the "where" in my IEP? Look at the district school and imagine how your child will be included at school. The question I always ask is whether this environment will hinder or enhance success for my child based on her unique ability.
The IEP should show how the curricula will be fully adapted by a certified special education teacher. Listed on the IEP should also be the appropriate adaptive equipment and assisted technologies that he or she will need to succeed. If your child receives alternative assessments and is not required to follow curricula, list exactly how he or she will develop according to his or her own ability. Start making several goals for skill development in the area of communication, motor, and fine motor.
Example:
Fine Motor: She will be provided stimulation to wiggle her fingers or move wrist. She will hold a toothbrush, spoon, pencil, paintbrush in the palm of her hand for 2 seconds at a time daily without dropping. She will bring hands mid line through assorted activities daily. She will bring object to mouth using adaptive equipment. She will hold cup while drinking and place it on table afterward using adaptive equipment. She will scoop with a spoon using adaptive aide. Providing assistance, she will cup her hand to open a door, a cabinet door. Using adaptive button, she will turn on/off various things like lights, radios.
Communication:
She will make choices between drink and food using talk tech. She will chose plastic chains or scarf with using talk tech. She will vocalize while singing. She will track an object moving in front of her for 3 seconds. She will make the "B" sound while playing ball. She will respond to command to "pick up" object using an adaptive aide. She will communicate pleasure or displeasure of read aloud books, songs, and activities offered by teachers.
Gross Motor: She will use her gait trainer to move around classroom at will. She will sit up in class yoga style for 5 seconds without falling over. In supine, she will use her hands lift her self on her elbow. She will cross over reaching for something located on the opposite side. She will raise her arm above shoulder height to reach for an object.
Now. think about the best location and opportunities where these skills or abilities listed on the IEP can grow. Everyday. Think about the best environment to develop a skill or for an ability to emerge. Think about an environment that will drive the success so the goals on the IEP will be met. Is it place clear of distractions where the focus is your child? Is this a place where the child will receive encouragement and support? Is it a place that offers sensory stimulation through activities that are age appropriate and developmentally appropriate? Is it a place that lends creativity, expertise, time, space, and opportunity for the child to be challenged on a daily basis? Is it an environment that will allow the IEP to be integrated creatively everyday so the child can succeed?
Why should I consider a HCDDS school for my child?
1) If your child has not made progress in his or her area of ability or skill development or if "ability" or "skill level" has not yet been defined or identified by the school.
2) If your child is in an environment that does not provide opportunities for him or her to develop skills according to their own ability.
3) If your child is already excluded most of the day from his or her biological peers due to his or her disability.
An HCDDS school focuses on the INDIVIDUAL child's need according to their ability. In HCDDS schools, the children have many opportunities to interact socially with their biological peers.
How do I get my child enrolled at an HCDDS school? First, make an appointment to see the facility. Go with a child advocate who specializes in special education rights. Write down how the environment is different from what is offered through your district school. Look at the way the classrooms are designed and how therapies are adapted. Look at how the technologies are integrated. Look at how your child will grow in ability and skill according to their personal need.
Look at the big picture or how your child's day will be spent while he or she is there. Unlike the district school, HCDDS offers INTEGRATED THERAPIES throughout the day so your child's day is filled with therapeutic activities where they can grow everyday in their individual area.
Next, ask for a meeting with your school representative. Ask how the school can "incorporate" the same physical space, activities, environment, integrated therapies, opportunities to socialize, and methodologies found at HCDDS into the district school.
Since most schools don't have the financial resources to make physical special classroom adaptions for your individual child's special education needs, HCDDS can sometimes be seen as a cost savings benefit to the school district. And since you already pay from your property taxes money that funds an HCDDS school, there shouldn't be any issue.
The only issue I have seen is when the school can no longer pay the MR/dd fee to have your child attend there. If this is the only reason given for why your child cannot attend, then you need to file a complaint through the Ohio Coalition for the Education of Children with Disabilities, Bank One Building, 165 W. Center Street, Suite 302, Marion OH 43302 800-374-2806
Ohio Legal Rights Service
50 W. Broad Street, Suite 1400
Columbus, OH 43215
800-282-9181
Procedural Safeguards
Office for Exceptional Children
Ohio Dept. of Education
25 Front Street
Mailstop 202
Columbus, OH 43215
614-466-2650
What if I want my child to be mainstreamed? I don't like the idea of them being excluded from their biological peers? Only when our children match in "cognition" abilities do I see them fully included in the classrooms at the district school. Make sure the curriculum is fully adapted. Everyday.
For our children who do not have this ability, they are not included at their district schools regardless of what you hear. Some spend a good deal of time in a "special resource room" only interacting with their biological peers for lunch or gym class.
The law states that your child is entitled to a special education based on his or her individual ability, not according to the ability of their biological peers or what the school can provide. THINK BIG. Reach for the moon. Look for additional resources in the community to help you develop an education "road map" for your child based on his or her environment. An IEP is like personalized "road map" for your child's special education so make sure the "road" and "vehicle" are properly designed to meet your child's special ability.
Many parents get hung up on that "inclusion" issue and trade away their child's right to a free individualized education according to ability just so their child can be around "typical kids."
Personally, had I taken that road, my child would have never developed in her own personal area of communication and motor ability. It was amazing the progress she made at HCDDS schools because they had the facility and resources to allow her to grow her abilities. As far as the "social" thing, she interacts with her biological peers everyday.
What else do I need to know about HCDDS school in Cincinnati, Oh? It's not for everyone and it may not be a good match for your child, particularly if your child is "curriculum track."
HCDDS serve a population of like peers and offer specialized events and activities activities adapted for the child with very special needs. It's a school where offer especially adapted programs and activities like Adapted Irish Dance Team, Fairfax Singing Fingers, Sitting Teams, Prom and Special Event Days.
For years the two remaining HCDDSchools have prepared people to achieve to the best of their abilities because the staff are trained to deal with challenges our children with special needs face everyday just being who they are.
How are HCDDS schools different from my district school? The school is therapy-based where adapted-special education classes offered by certified special education teachers and staff in all areas; there are physical, occupational, speech and behavioral Therapists on site; a nurse is available at the school at all times to deal with medically fragile children, seizures, and feeding issues. Every part of each building is accessible and has specialized equipment (communication devices, sensory rooms, enclosed outside play areas, life skills equipment). Children socialize with their "like-peers" during the day through integrated therapeutic-based programming.
Why do we still have "special" schools since the schools are required by law to meet our kid's needs? Schools are required by law to provide a free individualized special education for our children with severe developmental delays and high needs. But for many schools struggling financially, they still do not have resources facility, staffing, expertise, and related methodologies at their school to uphold the law.
The reason why we still have HCDDS therapy schools is because there is a growing need for it in the community. Many school districts cannot duplicate the integrated-ongoing therapies, professional staffing, space, and inclusion experiences that children receive through HCDDS therapy schools.
Many of our children's IEPs cannot be fulfilled in classroom environment promoting cognitive-learning where math, science, and reading is emphasized. Many of our children follow a different education plan, based on their individual ability. For them to learn according to their special ability, it requires a special environment to make that happen.
Therapy schools provide the environment that foster learning based on our child's individual needs, not based on what their peers are doing. Therapy schools also provide a cost-savings to the community since the 22 district schools in Cincinnati do not have the financial resources to design their own.
Isn't my school district required by law to provide individualized special education services for my child? Yes. The law is written to guarantee the "individual" rights of the "individual" child with the "individual" disability. In the event the school district cannot provide a proper environment that allows the child to develop according to their ability, they must offer an alternative through "continuum of alternative services." In Hamilton County, Ohio, there are two schools that focus entirely on providing "individualized" special education for children.
Doesn't IEP (Individualized Education Plan) have to be implemented at a district school? Absolutely not. IEPs state how and when our children will be measured for progress based in their individual ability, but we cannot assume it will always be implemented at the district school. Within the past 7 years, the Ohio Department of Education mandates make it "appear" that we have no choice, but if we go back to the federal law which absolutely guarantees our children's right through "continuum of alternative service" you can make a case with the school district if the school cannot accommodate your child's individualized needs while pursuing his or her individualized special education. (Note: Parents and caregivers also use this clause to home school their children when the school districts cannot accommodate their needs.)
The "individual special education" means exactly that. It is based on what your child is able to do according to his or her ability. For example, if your child's brain is not "wired" for math, science, reading comprehension, but shows potential for something else, an IEP plan can be written focusing on that "something else."
If it is not clear what your child's cognition ability is, then the school must offer psychological testing to help identify areas where there is potential. The whole point to having an IEP is to fulfill by law their right to a special education based ON HIS OR HER INDIVIDUAL NEEDS. It is not based on what the school offers.
IEPs and alternative assessments are currently being abused by many of the schools offering children nothing more than "babysitting services" instead of providing the INDIVIDUALIZED special education (based your child's individual ability) to which your child is legally entitled. Some families think their child is being "included" in the classroom but most times they are pulled out and sent to a "resource" room or roam around the halls with an aide.
An IEP only states how many times something is done and measures progress, but it is not an indicator of the big picture or what your child is doing the rest of the day at school. Find out what your child is doing in school if they are not expected to work at the level same as their biological peers. If you can't get any answers from the school, then call one of the numbers listed below and file a complaint.
How do I include the "where" in my IEP? Look at the district school and imagine how your child will be included at school. The question I always ask is whether this environment will hinder or enhance success for my child based on her unique ability.
The IEP should show how the curricula will be fully adapted by a certified special education teacher. Listed on the IEP should also be the appropriate adaptive equipment and assisted technologies that he or she will need to succeed. If your child receives alternative assessments and is not required to follow curricula, list exactly how he or she will develop according to his or her own ability. Start making several goals for skill development in the area of communication, motor, and fine motor.
Example:
Fine Motor: She will be provided stimulation to wiggle her fingers or move wrist. She will hold a toothbrush, spoon, pencil, paintbrush in the palm of her hand for 2 seconds at a time daily without dropping. She will bring hands mid line through assorted activities daily. She will bring object to mouth using adaptive equipment. She will hold cup while drinking and place it on table afterward using adaptive equipment. She will scoop with a spoon using adaptive aide. Providing assistance, she will cup her hand to open a door, a cabinet door. Using adaptive button, she will turn on/off various things like lights, radios.
Communication:
She will make choices between drink and food using talk tech. She will chose plastic chains or scarf with using talk tech. She will vocalize while singing. She will track an object moving in front of her for 3 seconds. She will make the "B" sound while playing ball. She will respond to command to "pick up" object using an adaptive aide. She will communicate pleasure or displeasure of read aloud books, songs, and activities offered by teachers.
Gross Motor: She will use her gait trainer to move around classroom at will. She will sit up in class yoga style for 5 seconds without falling over. In supine, she will use her hands lift her self on her elbow. She will cross over reaching for something located on the opposite side. She will raise her arm above shoulder height to reach for an object.
Now. think about the best location and opportunities where these skills or abilities listed on the IEP can grow. Everyday. Think about the best environment to develop a skill or for an ability to emerge. Think about an environment that will drive the success so the goals on the IEP will be met. Is it place clear of distractions where the focus is your child? Is this a place where the child will receive encouragement and support? Is it a place that offers sensory stimulation through activities that are age appropriate and developmentally appropriate? Is it a place that lends creativity, expertise, time, space, and opportunity for the child to be challenged on a daily basis? Is it an environment that will allow the IEP to be integrated creatively everyday so the child can succeed?
Why should I consider a HCDDS school for my child?
1) If your child has not made progress in his or her area of ability or skill development or if "ability" or "skill level" has not yet been defined or identified by the school.
2) If your child is in an environment that does not provide opportunities for him or her to develop skills according to their own ability.
3) If your child is already excluded most of the day from his or her biological peers due to his or her disability.
An HCDDS school focuses on the INDIVIDUAL child's need according to their ability. In HCDDS schools, the children have many opportunities to interact socially with their biological peers.
How do I get my child enrolled at an HCDDS school? First, make an appointment to see the facility. Go with a child advocate who specializes in special education rights. Write down how the environment is different from what is offered through your district school. Look at the way the classrooms are designed and how therapies are adapted. Look at how the technologies are integrated. Look at how your child will grow in ability and skill according to their personal need.
Look at the big picture or how your child's day will be spent while he or she is there. Unlike the district school, HCDDS offers INTEGRATED THERAPIES throughout the day so your child's day is filled with therapeutic activities where they can grow everyday in their individual area.
Next, ask for a meeting with your school representative. Ask how the school can "incorporate" the same physical space, activities, environment, integrated therapies, opportunities to socialize, and methodologies found at HCDDS into the district school.
Since most schools don't have the financial resources to make physical special classroom adaptions for your individual child's special education needs, HCDDS can sometimes be seen as a cost savings benefit to the school district. And since you already pay from your property taxes money that funds an HCDDS school, there shouldn't be any issue.
The only issue I have seen is when the school can no longer pay the MR/dd fee to have your child attend there. If this is the only reason given for why your child cannot attend, then you need to file a complaint through the Ohio Coalition for the Education of Children with Disabilities, Bank One Building, 165 W. Center Street, Suite 302, Marion OH 43302 800-374-2806
Ohio Legal Rights Service
50 W. Broad Street, Suite 1400
Columbus, OH 43215
800-282-9181
Procedural Safeguards
Office for Exceptional Children
Ohio Dept. of Education
25 Front Street
Mailstop 202
Columbus, OH 43215
614-466-2650
What if I want my child to be mainstreamed? I don't like the idea of them being excluded from their biological peers? Only when our children match in "cognition" abilities do I see them fully included in the classrooms at the district school. Make sure the curriculum is fully adapted. Everyday.
For our children who do not have this ability, they are not included at their district schools regardless of what you hear. Some spend a good deal of time in a "special resource room" only interacting with their biological peers for lunch or gym class.
The law states that your child is entitled to a special education based on his or her individual ability, not according to the ability of their biological peers or what the school can provide. THINK BIG. Reach for the moon. Look for additional resources in the community to help you develop an education "road map" for your child based on his or her environment. An IEP is like personalized "road map" for your child's special education so make sure the "road" and "vehicle" are properly designed to meet your child's special ability.
Many parents get hung up on that "inclusion" issue and trade away their child's right to a free individualized education according to ability just so their child can be around "typical kids."
Personally, had I taken that road, my child would have never developed in her own personal area of communication and motor ability. It was amazing the progress she made at HCDDS schools because they had the facility and resources to allow her to grow her abilities. As far as the "social" thing, she interacts with her biological peers everyday.
What else do I need to know about HCDDS school in Cincinnati, Oh? It's not for everyone and it may not be a good match for your child, particularly if your child is "curriculum track."
HCDDS serve a population of like peers and offer specialized events and activities activities adapted for the child with very special needs. It's a school where offer especially adapted programs and activities like Adapted Irish Dance Team, Fairfax Singing Fingers, Sitting Teams, Prom and Special Event Days.
For years the two remaining HCDDSchools have prepared people to achieve to the best of their abilities because the staff are trained to deal with challenges our children with special needs face everyday just being who they are.
Thursday, October 4, 2007
HC/dd or MR/dd Schools in Hamilton Country are Still Open
Many parents are writing asking about the HC/dd formally known as MR/dd operated Bobbie B. Fairfax (513) 271-2313) and Margaret Rost (574-2372) schools serving children with disabilities in Hamilton County, Ohio.
Apparently, these special education-integrated therapy schools are no longer listed on HC/dd resource site. What is there instead is "children services intake."
Parents can access these schools through their school district representative through "continuum of alternative services" if parents and advocates can prove that the district school cannot meet the needs of a child with disabilities.
Please make sure that the IEP is specific to the child's needs including the "environment" in which the IEP's are conducted. If the environment is nothing more than a hallway or crowded classroom with children with varying learning disorders, disabilities, and delays, then parents can ask for HC/dd school where the schools are designed specifically to meet our children's needs. A school where our children are included throughout the course of the day and not rolled in and our of a classroom at whim. A place where a child's special education is clearly integrated through ongoing therapeutic-guided experiences.
If you are not satisfied with what your son or daughter is receiving at his or her district school, please contact me at elisabethssite@yahoo.com. I can help you.
Apparently, these special education-integrated therapy schools are no longer listed on HC/dd resource site. What is there instead is "children services intake."
Parents can access these schools through their school district representative through "continuum of alternative services" if parents and advocates can prove that the district school cannot meet the needs of a child with disabilities.
Please make sure that the IEP is specific to the child's needs including the "environment" in which the IEP's are conducted. If the environment is nothing more than a hallway or crowded classroom with children with varying learning disorders, disabilities, and delays, then parents can ask for HC/dd school where the schools are designed specifically to meet our children's needs. A school where our children are included throughout the course of the day and not rolled in and our of a classroom at whim. A place where a child's special education is clearly integrated through ongoing therapeutic-guided experiences.
If you are not satisfied with what your son or daughter is receiving at his or her district school, please contact me at elisabethssite@yahoo.com. I can help you.
Monday, October 17, 2005
Be Prepared! IEP
I just heard from a public school teacher about his new student with "autism." It appears the teacher's district school was not the mother's first choice, but was denied attending the "first choice" because these same services could be offered through the district based on the IEP they had written.
The public school teacher was told by the mother that the school would not pay for transportation to her first choice. The public school teacher has not even seen the IEP or given any information about his new student from the school yet, but he was told that this student would be starting next week. His conversation so far has been directly with the mother.
The teacher's question to me was how could his district school tell this mother that the services were equal to what this other school could provide, when it was not. The teacher is a strong proponent of mainstreaming and inclusion, but thinks his district school is wrong about denying this woman her first choice.
"There is no way I can provide the experience this boy deserves with the limited space and large class. Even the mother knows he is probably better off in this other school and doesn't understand why the district will not let her son attend a school where can succeed and not be the focus of behavior issues."
It all starts with writing the IEP and if parents rely on the school to write it for them, they will short-change their child's education needs. The mother should have had a meeting previously with her first choice school and other advocates for children with autism. Together, they could have helped this woman develop a vision and plan for what was best for her son in the form of an education.
The next step, would be to bring this vision, plan and advocate group to the district school to help educate the school about what was best for the child. IEP meetings are suppose to be a collaboration to identify the child' needs, strengths, ability, and skills and then create an education plan where the child can grow in ability, skill, and strength. If at this point, the district school still believes they can offer the same services at the district school, then they need to explain step by step how they will support the initial vision and plan.
The public school teacher was told by the mother that the school would not pay for transportation to her first choice. The public school teacher has not even seen the IEP or given any information about his new student from the school yet, but he was told that this student would be starting next week. His conversation so far has been directly with the mother.
The teacher's question to me was how could his district school tell this mother that the services were equal to what this other school could provide, when it was not. The teacher is a strong proponent of mainstreaming and inclusion, but thinks his district school is wrong about denying this woman her first choice.
"There is no way I can provide the experience this boy deserves with the limited space and large class. Even the mother knows he is probably better off in this other school and doesn't understand why the district will not let her son attend a school where can succeed and not be the focus of behavior issues."
It all starts with writing the IEP and if parents rely on the school to write it for them, they will short-change their child's education needs. The mother should have had a meeting previously with her first choice school and other advocates for children with autism. Together, they could have helped this woman develop a vision and plan for what was best for her son in the form of an education.
The next step, would be to bring this vision, plan and advocate group to the district school to help educate the school about what was best for the child. IEP meetings are suppose to be a collaboration to identify the child' needs, strengths, ability, and skills and then create an education plan where the child can grow in ability, skill, and strength. If at this point, the district school still believes they can offer the same services at the district school, then they need to explain step by step how they will support the initial vision and plan.
Sunday, May 15, 2005
DIAMONDS NOT DINOSAURS: MR/DD THERAPY SCHOOLS
Diamonds Not Dinosaurs
We have in Hamilton County three gems that have been consistently supported by the voters of this county. Those "diamonds" are the Hamilton County MRDD schools: Frederick Breyer, Bobbie Fairfax and Margaret Rost Schools. Our country decided to provide an education for ALL children with the Individuals with Disabilities Education Act (IDEA) in 1974. Hamilton County was actually already providing for special needs children before that through MRDD schools. With this history of progressive thinking we hate to see our community take a step backward. Inclusion opportunities are wonderful for some children, but they do not represent the "least restrictive environment" for all.
Unfortunately, the educational pendulum of inclusion has labeled MRDD schools and those that support them, "dinosaurs". With that thinking, many well meaning people in education are not providing families with information on all of their educational options. MRDD schools should be allowed and expected to present their schools as a viable option. This is not being done because of a County Commissioner’s Tax Levy Review Committee stipulation that "no new programs be started that might attract new enrollees".
Now the plan is to discard one of the "diamonds".We are begging to keep the educational opportunity options available that we have now. With the closing of an MRDD school other placement options will be encouraged (inclusion or MRDD Satellites) and a detrimentally crowded situation will be in the two remaining schools making it difficult to achieve Individualized Education Plan (IEP) goals. These other placements are NOT equivalent to the MRDD schools.
These MRDD schools provide: specially trained teachers and staff in all areas; adapted physical education, art and music from certified people experienced with special needs; there are Physical, Occupational, Speech and Behavioral Therapists on site; a nurse is available at the school at all times to deal with medically fragile children, seizures, and feeding issues. Every part of each building is accessible and has specialized equipment (communication devices, sensory rooms, enclosed outside play areas, life skills equipment).
Do you know that certified regular education teachers do not need to have special education training? With a population of like peers, specialized events or activities are possible where the special needs child is the norm like Breyer Adapted Irish Dance Team, Fairfax Singing Fingers, Sitting Teams, Prom and Special Event Days.For years the three MRDD schools have prepared people to achieve to the best of their abilities because the staff has been trained to deal with special needs issues.
Very few "other options" (local public school or satellites) truly can duplicate what is available at Breyer, Rost or Fairfax. If the "secret" of what a wonderful job the MRDD staff does could be brought out the enrollment numbers may not even be an issue.
We are NOT against inclusion. It works well for many children. We are for options! Please contact the Hamilton County Commissioners and the MRDD Board and Administration to tell them you have voted with your heart to support the children with disabilities and do not want to see their services cut or their education options eliminated.In the era of "No Child Left Behind", without these MRDD schools our children will be LEFT BEHIND!-submitted by Robby's Mom
Posted by Labeled Disabled at
We have in Hamilton County three gems that have been consistently supported by the voters of this county. Those "diamonds" are the Hamilton County MRDD schools: Frederick Breyer, Bobbie Fairfax and Margaret Rost Schools. Our country decided to provide an education for ALL children with the Individuals with Disabilities Education Act (IDEA) in 1974. Hamilton County was actually already providing for special needs children before that through MRDD schools. With this history of progressive thinking we hate to see our community take a step backward. Inclusion opportunities are wonderful for some children, but they do not represent the "least restrictive environment" for all.
Unfortunately, the educational pendulum of inclusion has labeled MRDD schools and those that support them, "dinosaurs". With that thinking, many well meaning people in education are not providing families with information on all of their educational options. MRDD schools should be allowed and expected to present their schools as a viable option. This is not being done because of a County Commissioner’s Tax Levy Review Committee stipulation that "no new programs be started that might attract new enrollees".
Now the plan is to discard one of the "diamonds".We are begging to keep the educational opportunity options available that we have now. With the closing of an MRDD school other placement options will be encouraged (inclusion or MRDD Satellites) and a detrimentally crowded situation will be in the two remaining schools making it difficult to achieve Individualized Education Plan (IEP) goals. These other placements are NOT equivalent to the MRDD schools.
These MRDD schools provide: specially trained teachers and staff in all areas; adapted physical education, art and music from certified people experienced with special needs; there are Physical, Occupational, Speech and Behavioral Therapists on site; a nurse is available at the school at all times to deal with medically fragile children, seizures, and feeding issues. Every part of each building is accessible and has specialized equipment (communication devices, sensory rooms, enclosed outside play areas, life skills equipment).
Do you know that certified regular education teachers do not need to have special education training? With a population of like peers, specialized events or activities are possible where the special needs child is the norm like Breyer Adapted Irish Dance Team, Fairfax Singing Fingers, Sitting Teams, Prom and Special Event Days.For years the three MRDD schools have prepared people to achieve to the best of their abilities because the staff has been trained to deal with special needs issues.
Very few "other options" (local public school or satellites) truly can duplicate what is available at Breyer, Rost or Fairfax. If the "secret" of what a wonderful job the MRDD staff does could be brought out the enrollment numbers may not even be an issue.
We are NOT against inclusion. It works well for many children. We are for options! Please contact the Hamilton County Commissioners and the MRDD Board and Administration to tell them you have voted with your heart to support the children with disabilities and do not want to see their services cut or their education options eliminated.In the era of "No Child Left Behind", without these MRDD schools our children will be LEFT BEHIND!-submitted by Robby's Mom
Posted by Labeled Disabled at
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