Advocating for a Child with Special Needs
Submitted by Elise Fessler
Please note that this is a guide written by a PTA parent who has been through the process and there are many sources for information. "Special needs" challenges that impact a child can be as mild as attention issues or as extreme as full physical and cognitive involvement. Each case is individual but the laws and regulations that define a school district’s responsibilities are the same. This is also a very emotional topic. Usually the earlier the intervention and help for the child the larger the benefit. Stay focused and know that you are the best advocate your child has!
Intervention help for a child birth to age 3 must be obtained through the county MR/DD agency (check the internet or phone book for applicable county). Your school district is responsible from age 3-21. Most school districts have a Pupil Services or Special Needs Director which is who you need to contact for ages 3-5. Usually the principal is the place to start for school age children.
First Step: Identification of the Need for Intervention
Sometimes physicians or teachers will identify the need for special assistance but many times it is the parent(s) that see that their child is struggling in an area. It actually is "easier" to receive services when the child’s challenges are more extreme (i.e. severe hearing or vision impairment, down syndrome, cerebral palsy, severe autism or mental impairment). It is the child that appears "typical" but is struggling that can be harder to obtain services for. Again, don’t give up!
A Multifactored Evaluation (MFE) is performed by the school district to determine eligibility for services. A school can choose to create an "intervention plan" first to determine if sufficient progress is made, eliminating the need for an MFE. A teacher or parent can request the evaluation process. The MFE consists of background information provided by you, the parent. It also includes information from teachers about how your child is progressing in his/her program. Standardized tests may also be administered to assess levels of cognitive functioning, adaptive behavior skills, social/emotional behavioral functioning, communication skills and academic performance. A standard score that is two standard deviations below the mean in one area of functioning or standard deviations of 1.5 in two areas of functioning would qualify a child for preschool disability services. The school age disability categories have specific qualifications as well.
Note that especially for borderline situations this can be a big hurdle. Many times the child doesn’t qualify for services until he/she falls far enough behind which usually happens around fourth grade. Outside private evaluations can be pursued for identification purposes but those can be costly and take a great deal of time. Check with your pediatrician or children’s hospital for suggestions. There is also something called a "504 Plan" that could be implemented with the agreement of the school. Medical documentation of a "disabilility" or "condition" is needed to write a 504 plan. This indicates what is happening with the child that would allow the accommodations to be made to "level the playing field".
The 504 Plan can define accommodations for the child that do not involve services such as therapies. Some examples of accommodations could be extra time on tests, reading of tests by an adult, or smaller assignments. Be aware of the possible self-esteem issues that accompany a child that knows he/she is struggling more than their peers.
Your Child Qualifies, Now What?
With a qualifying MFE now comes the Individualized Education Program (IEP). Get used to acronyms, too. The IEP team is made up of the parent, teachers, and a school district representative (usually the building principal or director of pupil services). Related services personnel can also be members of the IEP team, depending on the child’s needs (e.g., speech/language pathologist (SLP), occupational therapist (OT), physical therapist (PT)).
An IEP is a written plan for a child with a disability that is developed and implemented according to federal and state regulations. This plan includes:
A discussion of future planning (vision statement)
Present levels of academic and functional performance
Identification of your child’s specialized educational needs
Identification of measurable goals and objectives with measurement of success
defined (e.g., the child will perform the task 4 out of 5 times in a week)
Identification of needed services, who will provide them and where will they be
provided (e.g., regular education classroom, special education classroom,
separate facility)
A few things to keep in mind about the IEP and the meeting itself:
o A parent can help set the goals, but the school is responsible for how they are met. We can ask for a set amount of time for therapy, but that is really up to the school.
o Try to keep the measurement as "measurable" as possible (i.e. successes per attempt rather than "improve from baseline"). It is easier to measure progress with hard data. If goals are not met the child may qualify for summer services (if available). Note that summer (extended school year) services are not provided just because goals are not met there also needs to be an issue with skill retention due to interruption in the school year (winter break, spring break, summer break). This would mean that the student doesn’t typically regain those skills within a reasonable amount of time (usually by the end of first quarter). Keep track of that as well.
o Bring somebody with you to the IEP. Even if all of the school personnel are "friendly" it is an overwhelming experience especially at first. It is especially helpful if a friend with IEP experience is available.
Usually an IEP must be reviewed annually. A review can be requested at any time by a team member including the parents. The most recent Individuals with Disabilities Education Act (IDEA) reauthorization does allow for up to a three year IEP WITH parental consent from federal legislation. Currently Ohio regulations do not allow for the three year IEP, but that may change.
If you are not happy with your child’s IEP, the school district must have an opportunity to fully address the issue before legal action can be taken (Due Process). This is not a usual event, but be aware that you have rights.
Also be aware of all of your placement options especially if your child has significant issues. The IDEA law is written stating that the child is to be in a "least restrictive environment". Most of the time this is interpreted as being in an "inclusionary setting" (with typical peers). That may not always be the best placement for your child. Other options such as self contained classrooms or MR/DD schools if either is available could better serve your child. Be sure that you are aware of all of the education possibilities.
Resources
Remember that you are the expert and best advocate for your child. There are a lot of resources available on the topic of special needs. Below is a list of a few. Try to keep a balance between keeping yourself informed and being driven by guilt that you are not doing enough. There are many aspects that parents deal with when they have a child with special needs. There is a strain on time, money and emotions. One of the best things you can do for yourself and your child is to find a support or resource group. Most of the knowledge that I have gained about this education process and just dealing with life in general came from other parents and not "experts". Start with a group that correlates with your child’s diagnosis (i.e. Down syndrome society, autism society, cerebral palsy group, etc.). Most of the resources that would be local to your community should be able to be found from the internet or the local children’s hospital.
o Societies or groups for your child’s specific diagnosis
o County MR/DD office
o County ARC (advocacy and family resource information)
o IDEA government website (http://www.ed.gov/policy/speced/guid/idea/idea2004.html )
o Government IEP guide website (http://www.ed.gov/parents/needs/speced/iepguide/index.html)
o Wright’s Law (e-mail Subscribe: www.wrightslaw.com/subscribe.htm; website http://www.wrightslaw.com/idea/index.htm)
o LD Online website (http://www.ldonline.org/)
o Local Children’s Hospital (usually have a resource library)
Friday, January 5, 2007
Tuesday, January 2, 2007
Buckeye Bill and Assistive Technologies
Buckeye Bill's Web site
http://coralandopal.blogspot.com/
Locally ...For parents and caregivers who need switch communication aides, Children's Hospital has them available for rent through the authorization of the speech department. Since they are expensive, they ask for a small deposit beforehand. Elisabeth has been training on using one when she was 3 years old when she was at Redwood.
It's been 9 years now and she is finally making the connection that if she pushes the button with a picture of milk, she will get a glass of milk. Very recently we've been offering choices using 2 of these gizmos at one time. We estimate that her success rate is 60%. The hard part is finding something that she doesn't like since this is the only way we can figure if she's progressed from "cause and effect" to the next level.
One night at dinner she was consistent choosing the chili button over water and after a few spoonfuls she switched to water. What's really amazing is that when we start talking about something not paying attention, she continued hitting the button until she got our attention. We decided to take it one step further by removing the pictures and relying on what was recorded on the switch. So when she hit the red button, she heard "chili" and the yellow "water." We were 60% accurate here.
Today, she was hitting the milk button over and over and pushing the cup away when we presented it to her. My guess is that she wanted something else to drink like chocolate milk or water. This is a milestone even though she is not consistent in her choices. It is a major milestone.
http://coralandopal.blogspot.com/
Locally ...For parents and caregivers who need switch communication aides, Children's Hospital has them available for rent through the authorization of the speech department. Since they are expensive, they ask for a small deposit beforehand. Elisabeth has been training on using one when she was 3 years old when she was at Redwood.
It's been 9 years now and she is finally making the connection that if she pushes the button with a picture of milk, she will get a glass of milk. Very recently we've been offering choices using 2 of these gizmos at one time. We estimate that her success rate is 60%. The hard part is finding something that she doesn't like since this is the only way we can figure if she's progressed from "cause and effect" to the next level.
One night at dinner she was consistent choosing the chili button over water and after a few spoonfuls she switched to water. What's really amazing is that when we start talking about something not paying attention, she continued hitting the button until she got our attention. We decided to take it one step further by removing the pictures and relying on what was recorded on the switch. So when she hit the red button, she heard "chili" and the yellow "water." We were 60% accurate here.
Today, she was hitting the milk button over and over and pushing the cup away when we presented it to her. My guess is that she wanted something else to drink like chocolate milk or water. This is a milestone even though she is not consistent in her choices. It is a major milestone.
Monday, January 1, 2007
Ohio MR/dd Former Students Who Lost School/Resources through MR/dd
If your son or daughter attending an MR/dd therapy school closed down and you were not notified beforehand but told "services" would not go away ...
If your son or daughter attending an Mr/dd therapy school was transferred to the district school because "services" would be offered through the school district ...
If your son or daughter attending an Mr/dd therapy school was removed without written notification even though you were told services would be the same ...
If your son or daughter is not getting the individualized education according to their individual ability ... please send me an e-mail.
If your son or daughter attending an Mr/dd therapy school was transferred to the district school because "services" would be offered through the school district ...
If your son or daughter attending an Mr/dd therapy school was removed without written notification even though you were told services would be the same ...
If your son or daughter is not getting the individualized education according to their individual ability ... please send me an e-mail.
Continuum of Alternative Services
Question: Once a determination is made that a disabled student cannot be educated satisfactorily in the regular educational environment, even with the provision of supplementary aids and services, what considerations govern placement?
ANSWER: IDEA does not require that every student with a disability be placed in the regular classroom regardless of individual abilities and needs.This recognition that regular class placement may not be appropriate for every disabled student is reflected in the requirement that school districts make available a range of placement options, known as a continuum of alternative placements, to meet the unique educational needs of students with disabilities. This requirement for the continuum reinforces the importance of the individualized inquiry, not a "one size fits all" approach, in determining what placement is the LRE for each student with a disability. The options on this continuum must include "the alternative placements listed in the definition of special education under § 300.17 (instruction in regular classes, special classes, special schools, home instruction, and instruction in hospitals and institutions). "
34 CFR §300.551 (b) (1).These options must be available to the extent necessary to implement the IEP of each disabled student. The placement team must select the option on the continuum in which it determines that the student's IEP can be implemented. Any alternative placement selected for the student outside of the regular educational environment must maximize opportunities for the student to interact with nondisabled peers, to the extent appropriate to the needs of the student.
It also should be noted that under IDEA, parents must be given written prior notice that meets the requirements of §300.505 a reasonable time before a public agency implements a proposal or refusal to initiate or change the identification, evaluation, or educational placement of the child, or the provision of FAPE to the child. Consistent with this notice requirement, parents of disabled students must be informed that the public agency is required to have a full continuum of placement options, as well as about the placement options that were actually considered and the reasons why those options were rejected. 34 CFR §§300.504-300.505; Notice of Policy Guidance on Deaf Students Education
Posted by Labeled Disabled at 6:29 PM 0 comments
ANSWER: IDEA does not require that every student with a disability be placed in the regular classroom regardless of individual abilities and needs.This recognition that regular class placement may not be appropriate for every disabled student is reflected in the requirement that school districts make available a range of placement options, known as a continuum of alternative placements, to meet the unique educational needs of students with disabilities. This requirement for the continuum reinforces the importance of the individualized inquiry, not a "one size fits all" approach, in determining what placement is the LRE for each student with a disability. The options on this continuum must include "the alternative placements listed in the definition of special education under § 300.17 (instruction in regular classes, special classes, special schools, home instruction, and instruction in hospitals and institutions). "
34 CFR §300.551 (b) (1).These options must be available to the extent necessary to implement the IEP of each disabled student. The placement team must select the option on the continuum in which it determines that the student's IEP can be implemented. Any alternative placement selected for the student outside of the regular educational environment must maximize opportunities for the student to interact with nondisabled peers, to the extent appropriate to the needs of the student.
It also should be noted that under IDEA, parents must be given written prior notice that meets the requirements of §300.505 a reasonable time before a public agency implements a proposal or refusal to initiate or change the identification, evaluation, or educational placement of the child, or the provision of FAPE to the child. Consistent with this notice requirement, parents of disabled students must be informed that the public agency is required to have a full continuum of placement options, as well as about the placement options that were actually considered and the reasons why those options were rejected. 34 CFR §§300.504-300.505; Notice of Policy Guidance on Deaf Students Education
Posted by Labeled Disabled at 6:29 PM 0 comments
Thursday, November 23, 2006
Searching for the X Factor
Most of the time, I admit, I operate on an emotional level when I should be using logic. Through clear deductive reasoning, for example, I should have figured out those sudden outbursts made by Elisabeth were years of frustration building up maybe from not using the potty for the first 13 years of her life.
Yes, I am exaggerating a bit about the potty training because we did try in earnest every year unsuccessfully. The point is that it's never easy figuring out their pace of personal development when all we have to work with is what other children are expected to do. For some it may take an entire lifetime to reach a milestone and for others it takes only a year.
For example, when most children are completely potty trained by 4 or 5 years old, Elisabeth was at a different level of development. According to the pediatricians and specialists, Elisabeth continued to function as a 5 or 6 month old infant in all areas of communication, fine motor, gross motor, and neurological development. So naturally as parents, we responded emotionally to her needs the way most parents would respond to a 5 or 6 month old infant.
Like most parents, we used this emotional connection to form the basis for her own personal development. It made everyone around her feel good meeting her needs because it resulted in favorable responses. We saw a personality emerge. We saw progress in other areas of development. Small and incremental at times. But we found a pathway to connect to her. We found her "happy" state." When she fluctuated between responsive and unresponsive, we were relieved to discover the things that made her really happy.
The flip side is that keeping her in that perpetual "happy state" does not prepare her for the world outside of our home because the world simply does not function at this ongoing "happy state" level. An architect or engineer, for example, is not functioning at our "happy state" level while designing spaces and access exceeding ADA expectations. Politicians are not functioning in Elisabeth's "happy state" while debating, defining, and funding her quality of life and quality of care.
Are you following me here?
The point I'm trying to make is that all children are unique in their emerging abilities and different areas of development. And for most parents, it's a game of trial and error. We're all searching for that X factor. You know, that X factor. The factor that reveals itself after following the prescribed pathways created by what we see other children doing with similar abilities.
For parents and caregivers with children who are born with disability labels or who develop a label after birth finding that particular child matching up to their own child in ability and development is impossible. The milestones, the charts, and the sequence in development is not there for our children. All we really have have to go on is our own X factor. The factor we discovered in hindsight creating that emotional bond defining for us a fleeting but tangible smile to mean a "yes" or a flinch in eyebrows to mean a "no."
Yes, I am exaggerating a bit about the potty training because we did try in earnest every year unsuccessfully. The point is that it's never easy figuring out their pace of personal development when all we have to work with is what other children are expected to do. For some it may take an entire lifetime to reach a milestone and for others it takes only a year.
For example, when most children are completely potty trained by 4 or 5 years old, Elisabeth was at a different level of development. According to the pediatricians and specialists, Elisabeth continued to function as a 5 or 6 month old infant in all areas of communication, fine motor, gross motor, and neurological development. So naturally as parents, we responded emotionally to her needs the way most parents would respond to a 5 or 6 month old infant.
Like most parents, we used this emotional connection to form the basis for her own personal development. It made everyone around her feel good meeting her needs because it resulted in favorable responses. We saw a personality emerge. We saw progress in other areas of development. Small and incremental at times. But we found a pathway to connect to her. We found her "happy" state." When she fluctuated between responsive and unresponsive, we were relieved to discover the things that made her really happy.
The flip side is that keeping her in that perpetual "happy state" does not prepare her for the world outside of our home because the world simply does not function at this ongoing "happy state" level. An architect or engineer, for example, is not functioning at our "happy state" level while designing spaces and access exceeding ADA expectations. Politicians are not functioning in Elisabeth's "happy state" while debating, defining, and funding her quality of life and quality of care.
Are you following me here?
The point I'm trying to make is that all children are unique in their emerging abilities and different areas of development. And for most parents, it's a game of trial and error. We're all searching for that X factor. You know, that X factor. The factor that reveals itself after following the prescribed pathways created by what we see other children doing with similar abilities.
For parents and caregivers with children who are born with disability labels or who develop a label after birth finding that particular child matching up to their own child in ability and development is impossible. The milestones, the charts, and the sequence in development is not there for our children. All we really have have to go on is our own X factor. The factor we discovered in hindsight creating that emotional bond defining for us a fleeting but tangible smile to mean a "yes" or a flinch in eyebrows to mean a "no."
Wednesday, November 15, 2006
"We can't go out tonight there because..."
"We can't vacation there because ..."
"We can't ... because..."
I promised my daughter I would never use her global delays as a label or a reason not to do something. She was my daughter first. It never dawned on me that I would have to use her label of "disability" for getting something done. When her rights to an individualized education were being manipulated by a whole host of people who didn't know her or fully understand her needs or the needs of others, I was forced to point out the things that made her different from other children. I had to parade her disabilities to get people to understand why we needed to keep her county operated therapy school open.
Today, I can say that at least one of the local politicians responsible for closing the school by interfering and manipulating her rights to a free public education was brought to justice somewhat. This man through his cronies who undermined the media and a tax levy review committee was not re-elected.
He was voted out because he never responded to calls and e-mails about the bogus Maximus statistics or infringement of civil rights. He never addressed the concerns about his connections to the other groups who were also in on the closings. He ignored us and miscalculated the number of people whose live will be permanently altered because of his apathy, greed, and vanity. People that were affected by the outcome of other "rigged" tax levies. He was voted out because he made parents like me beg for something to which she was entitled and parade our child's disability like it was something bad while he laughed behind my back and the backs of other people "like her."
It is because of her disability "label" he will no longer have a job come next year. This was not fair to have this weight on her shoulders. She is only 12 years old. When we allow politicians to cross over into our personal life or the lives of others, how can we think there won't be long term consequences for everyone
"We can't vacation there because ..."
"We can't ... because..."
I promised my daughter I would never use her global delays as a label or a reason not to do something. She was my daughter first. It never dawned on me that I would have to use her label of "disability" for getting something done. When her rights to an individualized education were being manipulated by a whole host of people who didn't know her or fully understand her needs or the needs of others, I was forced to point out the things that made her different from other children. I had to parade her disabilities to get people to understand why we needed to keep her county operated therapy school open.
Today, I can say that at least one of the local politicians responsible for closing the school by interfering and manipulating her rights to a free public education was brought to justice somewhat. This man through his cronies who undermined the media and a tax levy review committee was not re-elected.
He was voted out because he never responded to calls and e-mails about the bogus Maximus statistics or infringement of civil rights. He never addressed the concerns about his connections to the other groups who were also in on the closings. He ignored us and miscalculated the number of people whose live will be permanently altered because of his apathy, greed, and vanity. People that were affected by the outcome of other "rigged" tax levies. He was voted out because he made parents like me beg for something to which she was entitled and parade our child's disability like it was something bad while he laughed behind my back and the backs of other people "like her."
It is because of her disability "label" he will no longer have a job come next year. This was not fair to have this weight on her shoulders. She is only 12 years old. When we allow politicians to cross over into our personal life or the lives of others, how can we think there won't be long term consequences for everyone
Sunday, October 15, 2006
The Cookie Monster ...
I lifted this note from "advocate" on Cincinnati Beacon's blog where I on occasion make guest appearances as the wordwis guys and host of other psuedonyms ...
submitted by advocate:you are right about the mr/dd - maximus was fired by the county while operating the out of state child support cases because they did such a lousy job. what’s the old saying, those who can do, those who can’t teach? ( not meant against teachers just overseers) maximus couldn’t make any of their own practices work within the financial constraints so they switched their foucs to telling everyone else how to do it. and they are failures at both—there must be some big campaign cotributions going onthere. heimlich ( yes heimlich - not maximus) heilich and finney the fink told the mr/dd to go after elderly parents of clients receiving services and collect child support fromthem (under a ubscure law, parents of disabled children are required to support them until their death) heimlich not only dumped the services back onto the over burdened schools - but on the backs of parents of disabled clients who, themselves, are o fixed icomes.this isn’t portune’s baby in ay way shape or form—this was heimlich and finey and dewine doing.just so you know—under the drake deal—the alliance ( defunk) can take allthe levy money we voted for and use that same money to “buy” drake fromthe public control ending the services for those experiencing catastrophic health care incidents.how does finey the fink refer to these groups? social service cabals??? that’s a pretty clear indication that finey the fink andheimlich are only for survival of the richest and bear no mroal responsiblity for their fellow man. hell - they won’t even let the public decide for themselves if they wantto help these families.
submitted by advocate:you are right about the mr/dd - maximus was fired by the county while operating the out of state child support cases because they did such a lousy job. what’s the old saying, those who can do, those who can’t teach? ( not meant against teachers just overseers) maximus couldn’t make any of their own practices work within the financial constraints so they switched their foucs to telling everyone else how to do it. and they are failures at both—there must be some big campaign cotributions going onthere. heimlich ( yes heimlich - not maximus) heilich and finney the fink told the mr/dd to go after elderly parents of clients receiving services and collect child support fromthem (under a ubscure law, parents of disabled children are required to support them until their death) heimlich not only dumped the services back onto the over burdened schools - but on the backs of parents of disabled clients who, themselves, are o fixed icomes.this isn’t portune’s baby in ay way shape or form—this was heimlich and finey and dewine doing.just so you know—under the drake deal—the alliance ( defunk) can take allthe levy money we voted for and use that same money to “buy” drake fromthe public control ending the services for those experiencing catastrophic health care incidents.how does finey the fink refer to these groups? social service cabals??? that’s a pretty clear indication that finey the fink andheimlich are only for survival of the richest and bear no mroal responsiblity for their fellow man. hell - they won’t even let the public decide for themselves if they wantto help these families.
Friday, September 15, 2006
Learning Disabled and Learning Disorders, Learning Diseases
I found three interesting research pieces online about "labeling children." Keep in mind that the articles are specifical to "learning disorder" labels and issues of the learning environment impeding progress.
http://www.naturalchild.com/jan_hunt/learning.html
http://www.ldonline.org/mminds/levine_paper.html
http://www.pbs.org/wgbh/misunderstoodminds/intro.html
http://www.naturalchild.com/jan_hunt/learning.html
http://www.ldonline.org/mminds/levine_paper.html
http://www.pbs.org/wgbh/misunderstoodminds/intro.html
Monday, September 11, 2006
More on Dr. Elliott Sherr and his collaborators at UCSF...
More on Elliot Sherr, leading the research on ACC at UCSF:
"Dr. Elliott Sherr and his collaborators at UCSF are studying the genetic causes of disorders of cognition and epilepsy, as well as the brain malformations associated with these disorders. Our focus is on polymicrogyria (PMG), Dandy-Walker malformation (DWM), and disorders of brain development that affect the corpus callosum (ACC/DCC). We are studying the clinical features of these disorders to better understand the problems faced by individuals with these disorders. The goal of our research is to use a better understanding of the underlying genetic causes as a foundation to develop better treatments for these groups of patients."
"Dr. Elliott Sherr and his collaborators at UCSF are studying the genetic causes of disorders of cognition and epilepsy, as well as the brain malformations associated with these disorders. Our focus is on polymicrogyria (PMG), Dandy-Walker malformation (DWM), and disorders of brain development that affect the corpus callosum (ACC/DCC). We are studying the clinical features of these disorders to better understand the problems faced by individuals with these disorders. The goal of our research is to use a better understanding of the underlying genetic causes as a foundation to develop better treatments for these groups of patients."
Monday, September 4, 2006
When LRE isn't clear ...
TO HELP YOU DEFINE WHAT IS BEST FOR YOUR CHILD IF THEY HAVE SERIOUS MEDICAL PROBLEMS, SERIOUS DELAYED DEVELOPMENTAL ISSUES, AND CANNOT BE MAINSTREAMED INTO YOUR DISTRICT SCHOOL.
READ ON:http://www.kidstogether.org/right-ed.htm
READ ON:http://www.kidstogether.org/right-ed.htm
Wednesday, August 30, 2006
Schools with Good Report Cards ...
Forest Hills - autism program through 4th grade - bad transisition into upper levels - retrograde reaction, St. James (White Oak) St. Williams (autism), Wyoming (multiple disabilities, cp), Conductive Learning Center (this would be great for all our kids who have severe global delays), MR/dd schools Margaret Rost (west side) and Bobby Fairfax (east side). I am hearing good reports about Kings Mills school district who have children with mobility and medical challenges.
Thursday, August 24, 2006
When Lifetimes Pass Before Our Eyes ...
Dedicated to Teddy and Joel ..
I received a call from a mom who was worried sick upon hearing her child's bus ride will be one hour and a half to school. I try consoling her by saying Elisabeth's ride had been this way for six years and she appears to be adjusting to it. Although I have no way to detect her feeling about it or what actually goes on while in the bus drivers care one way or the other, I can tell she is in good hands by the smile and giggle she gives to him in the morning sharing a "high five " moment.
I explain to Worried Mom, I get the full report if she was happy, sad, sleepy, unusually quiet, or pale. When she gets off the bus into our home, I do the usual inspection of her arms, legs, and body in general while changing her diaper just to be safe. The only thing I notice is her fingers are shrivelled from her stroking her tongue and sucking on her tongue. She does this when she is left alone for long periods of time out of boredom but also out of pleasure after eating or before she goes to sleep. For this fixation I am selfishly grateful she cannot explore other parts of her body for now.
From my experience, these people, the bus people, are compassionate, engaging, and respectful to her needs. They are the first ones to recognize when our children are sick or in trouble. They were the first people who informed me that my daughter's other school was scheduled to close followed by a "I'm really sorry this is happening." The mother paused. There was silence. She begins iin one breath:
"No, you don't understand, he is too figidy after a few minutes and sometimes he can be perceived as having a tantrum and out of control. And to be left on the bus for this long? He does strange things that might not be understood by someone who is not trained to work with kids like him. He might take his clothes off or become fixated by his seatbelt and remove if he is unsupervised. He's fast. She continues with the question we all ask from time to time about services in general, is this humane knowing how tantrums and freakouts are initiated and then putting kids in an environment that causes it? How safe is it for the bus if the bus driver who has to stop the bus to investigate a situation he or she is not fully trained to understand or respond?"
I was silent. Very silent. I suggested asking the bus company to have somebody sit with him. "Can you call your pediatrician to write a note with an explanation?" This is practical and having a doctor's note will provide justification and she will pay extra for someone to sit next to her son. Her little boy, she explains presents as "autistic" but still has no prognosis or diagnosis to explain his neurological impairment. She jokes "I'll call the bus company, I'm sure they have a neurologist or expert on hand that can advise me."
Many of our children are helpless in this situation. Their typical developing peers can communicate if something is wrong. Our's cannot. It takes a long time to get used to being on bus for an hour and half. Shoes, baseball caps and clothes that get tossed out are just the "tip of the iceberg." Sometime, they become aggressive biting themselves or others. Maybe even putting the other kids at risk everytime the bus driver has to stop. The bus driver and monitor called me one time about one of the kids swinging at Elisabeth who showed no signs of distress.
We are frozen in a time zone trying to figure how we can provide and protect our children who have developmental patterns frozen in a different time zone of infancy. Their cognition impairment and neurological disorders cause their behavior to change as quickly as a second hand on the clock prompted by who knows what. When we are not there, it is natural for us to we worry. We feel guilty because we know things can happen but we don't know what or when or where or why or how. There are certain triggers we as parents, therapists, and special education teachers can recognize and respond. There are some we cannot and a lot can happen in an hour and half.
A whole lifetime can pass in one second.
I received a call from a mom who was worried sick upon hearing her child's bus ride will be one hour and a half to school. I try consoling her by saying Elisabeth's ride had been this way for six years and she appears to be adjusting to it. Although I have no way to detect her feeling about it or what actually goes on while in the bus drivers care one way or the other, I can tell she is in good hands by the smile and giggle she gives to him in the morning sharing a "high five " moment.
I explain to Worried Mom, I get the full report if she was happy, sad, sleepy, unusually quiet, or pale. When she gets off the bus into our home, I do the usual inspection of her arms, legs, and body in general while changing her diaper just to be safe. The only thing I notice is her fingers are shrivelled from her stroking her tongue and sucking on her tongue. She does this when she is left alone for long periods of time out of boredom but also out of pleasure after eating or before she goes to sleep. For this fixation I am selfishly grateful she cannot explore other parts of her body for now.
From my experience, these people, the bus people, are compassionate, engaging, and respectful to her needs. They are the first ones to recognize when our children are sick or in trouble. They were the first people who informed me that my daughter's other school was scheduled to close followed by a "I'm really sorry this is happening." The mother paused. There was silence. She begins iin one breath:
"No, you don't understand, he is too figidy after a few minutes and sometimes he can be perceived as having a tantrum and out of control. And to be left on the bus for this long? He does strange things that might not be understood by someone who is not trained to work with kids like him. He might take his clothes off or become fixated by his seatbelt and remove if he is unsupervised. He's fast. She continues with the question we all ask from time to time about services in general, is this humane knowing how tantrums and freakouts are initiated and then putting kids in an environment that causes it? How safe is it for the bus if the bus driver who has to stop the bus to investigate a situation he or she is not fully trained to understand or respond?"
I was silent. Very silent. I suggested asking the bus company to have somebody sit with him. "Can you call your pediatrician to write a note with an explanation?" This is practical and having a doctor's note will provide justification and she will pay extra for someone to sit next to her son. Her little boy, she explains presents as "autistic" but still has no prognosis or diagnosis to explain his neurological impairment. She jokes "I'll call the bus company, I'm sure they have a neurologist or expert on hand that can advise me."
Many of our children are helpless in this situation. Their typical developing peers can communicate if something is wrong. Our's cannot. It takes a long time to get used to being on bus for an hour and half. Shoes, baseball caps and clothes that get tossed out are just the "tip of the iceberg." Sometime, they become aggressive biting themselves or others. Maybe even putting the other kids at risk everytime the bus driver has to stop. The bus driver and monitor called me one time about one of the kids swinging at Elisabeth who showed no signs of distress.
We are frozen in a time zone trying to figure how we can provide and protect our children who have developmental patterns frozen in a different time zone of infancy. Their cognition impairment and neurological disorders cause their behavior to change as quickly as a second hand on the clock prompted by who knows what. When we are not there, it is natural for us to we worry. We feel guilty because we know things can happen but we don't know what or when or where or why or how. There are certain triggers we as parents, therapists, and special education teachers can recognize and respond. There are some we cannot and a lot can happen in an hour and half.
A whole lifetime can pass in one second.
Tuesday, August 15, 2006
FAPE PAGE
Here is a gold mine of information about FAPE
This is a resource that is so extensive, it should be handed out to every parent in America who has a child with special needs. Thank you, Sandy.http://fapepage.blogspot.com/
This is a resource that is so extensive, it should be handed out to every parent in America who has a child with special needs. Thank you, Sandy.http://fapepage.blogspot.com/
Saturday, August 12, 2006
NEW IDEA REGULATIONS AUGUST 2006
I just glanced through the new IDEA regulations reinterpreted and there are 330 pages to it. That's right, 330 pages. Basically, it will take you a few days to sort through it or you're going to have to hire a lawyer to interpret it or rely on what your school district says.
http://www.ed.gov/legislation/FedRegister/finrule/2006-3/081406a.pdf
Just remember, the law hasn't changed. Everyone is still entitled to IEP's and alternative placements. I would suggest that everyone with a child currently protected by this law to take to your next IEP meeting or assessment at least one catalog of adaptive equipment to identify any curricula tools or adaptive equipment that will help your child be included in the classroom and to fulfill their IEP. Also bring along at least one advocate for each of your child's impairment and make sure you have a specialist or physician's statement to help describe the areas of deficiency and strengths if your child is not ready for an inclusive environment or if you are not satisfied with your school's "least restrictive environment" or if there are other services offered in your community that best match your child's needs not currently offered by the school.
Happy reading:
http://www.ed.gov/legislation/FedRegister/finrule/2006-3/081406a.pdf
http://www.ed.gov/legislation/FedRegister/finrule/2006-3/081406a.pdf
Just remember, the law hasn't changed. Everyone is still entitled to IEP's and alternative placements. I would suggest that everyone with a child currently protected by this law to take to your next IEP meeting or assessment at least one catalog of adaptive equipment to identify any curricula tools or adaptive equipment that will help your child be included in the classroom and to fulfill their IEP. Also bring along at least one advocate for each of your child's impairment and make sure you have a specialist or physician's statement to help describe the areas of deficiency and strengths if your child is not ready for an inclusive environment or if you are not satisfied with your school's "least restrictive environment" or if there are other services offered in your community that best match your child's needs not currently offered by the school.
Happy reading:
http://www.ed.gov/legislation/FedRegister/finrule/2006-3/081406a.pdf
Thursday, August 3, 2006
Who Stole the Cookie for the Cookie Jar?
No Child Left Behind and Ohio Proficiency Test: Who Took the Cookie from the Cookie Jar?
A few days ago, I received in the mail Elisabeth's report card from the State of Ohio. Not only is she beyond proficient in math, science, reading, spelling, and social studies, she is perfect. She scored a "perfect" on the State of Ohio's Proficiency examination.
I've been thinking about contacting Governor Taft to congratulate him for his success in providing a testing mechanism that can accurately define and measure the proficiency level for all children with varying learning abilities, disorders, disabilities, and delays throughout the State of Ohio. I had no idea Elisabeth's strengths were cognition driven. In fact, when she was born I was informed by the head of neurology that this part of her brain was "disconnected."
I'm sure the research staff at the University of California in SF will also be amazed since it was only last week when they suggested we take a non declarative approach in addressing her needs. Do I dare suggest that maybe the research for Elisabeth's diagnosis is on the wrong track. too, and that they should consider hopping on the O.D.E.'s bandwagon?
I suppose President Bush is due for a big "thank you" as well since "NO CHILD LEFT BEHIND" legislation was the driving force for introducing proficiency testing in Ohio. This is how they both got their current jobs in government. Both of their big ideas would provide a cost savings to tax payers from shifting the financial burden of operating public schools onto local school districts leaving both the Federal and State with no other responsibility except for providing reading programs for two years, lunches for kids, and proficiency testing.
Are there Nobel Prizes for Cookie Jar Economics and Proficiency Tests? President Bush should be nominated for his "bait and switch" talent with Cookie Jars. Governor Taft, on the other hand, should be commended for investing the money he saved for tax payers by putting it into the antiquities market.
In the meantime, Elisabeth and I are going to have a heart to heart discussion tonight about why she's been holding out on me all these years. Had I known she was beyond proficient, I would have considered science or math camp this summer or I would have asked her to spell out for me why she hasn't talked to me for the past 12 years.
posted by Elisabeth's Mom @ 6:28 AM 1 comments
Wednesday, June 28, 2006
A few days ago, I received in the mail Elisabeth's report card from the State of Ohio. Not only is she beyond proficient in math, science, reading, spelling, and social studies, she is perfect. She scored a "perfect" on the State of Ohio's Proficiency examination.
I've been thinking about contacting Governor Taft to congratulate him for his success in providing a testing mechanism that can accurately define and measure the proficiency level for all children with varying learning abilities, disorders, disabilities, and delays throughout the State of Ohio. I had no idea Elisabeth's strengths were cognition driven. In fact, when she was born I was informed by the head of neurology that this part of her brain was "disconnected."
I'm sure the research staff at the University of California in SF will also be amazed since it was only last week when they suggested we take a non declarative approach in addressing her needs. Do I dare suggest that maybe the research for Elisabeth's diagnosis is on the wrong track. too, and that they should consider hopping on the O.D.E.'s bandwagon?
I suppose President Bush is due for a big "thank you" as well since "NO CHILD LEFT BEHIND" legislation was the driving force for introducing proficiency testing in Ohio. This is how they both got their current jobs in government. Both of their big ideas would provide a cost savings to tax payers from shifting the financial burden of operating public schools onto local school districts leaving both the Federal and State with no other responsibility except for providing reading programs for two years, lunches for kids, and proficiency testing.
Are there Nobel Prizes for Cookie Jar Economics and Proficiency Tests? President Bush should be nominated for his "bait and switch" talent with Cookie Jars. Governor Taft, on the other hand, should be commended for investing the money he saved for tax payers by putting it into the antiquities market.
In the meantime, Elisabeth and I are going to have a heart to heart discussion tonight about why she's been holding out on me all these years. Had I known she was beyond proficient, I would have considered science or math camp this summer or I would have asked her to spell out for me why she hasn't talked to me for the past 12 years.
posted by Elisabeth's Mom @ 6:28 AM 1 comments
Wednesday, June 28, 2006
Sunday, July 30, 2006
TEN PERCENT CLUB
A few weeks ago, a friend and I planned to pack a picnic and go on the bike trail at Miami Whitewater with our daughters in tow. Driving over to pick her family up, I didn't pay any attention to the rain clouds and pools of water accumulating on the streets. It wasn't even close to being a decent day for a bike trip but there was no question about proceeding because when I pulled in her driveway, her girls were waiting with helmets in hand. This was the sign I needed.
I don't remember how our conversation started but I remember the giggles from the girls in back, the heavy clouds hanging overhead, and the rain pounding on the roof of the car. At some point the conversation up front was going in the direction about why married couples with children who have special needs end in divorce and I think she threw out "90%." It sounded a little too high, but our friendship suddenly transformed into something more private and special after we started taling about the implications of any marriage falling apart for this reason. Our marriages are hardly perfect we agreed. We can count the many times we've considered ending it before saving it. We spent our whole lives preparing for our children without even knowing it. Every little encounter we had with these feelings drew us closer to our children.
It was raining very heavy and I thought I missed the exit so everyone became quiet in the car. It seemed like forever until finally we read the next sign "Miami White Water Park - this exit." I was happy that I didn't have to turn and travel back. The rain slowed down to a slight drizzle as we looked up at the sky to see where the storm was going. Before we got out of the car, we saw a clearing and signs of a Sun peeking through. We heard no thunder so we got ready for the bike trail adventure.While we were setting up the bikes and burleys, I saw a mother fighting an emotion and expression on her face when she realized one of her younger daughter was missing. We called out to the little one scattering behind the few parked cars until we found her peddling toward us calling out "are we ready yet?"
It was difficult to have any conversation throughout the ride beyond how we will manage the next few minutes. At about 3/4 of the way and two hours later, near the marsh, the girls were showing signs of mutiny. Since I could not offer an escape route, I used the park map on the shelter board up ahead to give the girls something more hopeful but tangible to relieve their exhaustion. For the little one, I demonstrated on her arm "the shoulder is where we started and the fingers are where we will end. We are right here" pointing to the wrist.Their discovery became our own victory.
Just as we road into the parking lot, it began to drizzle while more clouds and thunder moved in. We got everything packed up just in time before the downpour. As our daughters' excited conversations continued to fill the car, I kepted my eyes glued on the blurry road while my friend took a call from her husband. I sensed his appreciation for her patience when he heard about their success because the weather to him didn't appear to be cycling weather.
It was her patience, I discovered that day, that qualified her to be in the "ten percent" club. Her patience, which is different from mine, is what helped her decide when to go through the windows of opportunity in her life or through the windows of preparation for another life. I discovered, too, something about myself and why I made up ten percent of the parents with children with special needs.Neither she nor I, bothered to check the weather report that day and taking a rain check never entered our thoughts. The prize, I discovered, was having the ability to see that "90%" of the time, things are going to be okay.
I don't remember how our conversation started but I remember the giggles from the girls in back, the heavy clouds hanging overhead, and the rain pounding on the roof of the car. At some point the conversation up front was going in the direction about why married couples with children who have special needs end in divorce and I think she threw out "90%." It sounded a little too high, but our friendship suddenly transformed into something more private and special after we started taling about the implications of any marriage falling apart for this reason. Our marriages are hardly perfect we agreed. We can count the many times we've considered ending it before saving it. We spent our whole lives preparing for our children without even knowing it. Every little encounter we had with these feelings drew us closer to our children.
It was raining very heavy and I thought I missed the exit so everyone became quiet in the car. It seemed like forever until finally we read the next sign "Miami White Water Park - this exit." I was happy that I didn't have to turn and travel back. The rain slowed down to a slight drizzle as we looked up at the sky to see where the storm was going. Before we got out of the car, we saw a clearing and signs of a Sun peeking through. We heard no thunder so we got ready for the bike trail adventure.While we were setting up the bikes and burleys, I saw a mother fighting an emotion and expression on her face when she realized one of her younger daughter was missing. We called out to the little one scattering behind the few parked cars until we found her peddling toward us calling out "are we ready yet?"
It was difficult to have any conversation throughout the ride beyond how we will manage the next few minutes. At about 3/4 of the way and two hours later, near the marsh, the girls were showing signs of mutiny. Since I could not offer an escape route, I used the park map on the shelter board up ahead to give the girls something more hopeful but tangible to relieve their exhaustion. For the little one, I demonstrated on her arm "the shoulder is where we started and the fingers are where we will end. We are right here" pointing to the wrist.Their discovery became our own victory.
Just as we road into the parking lot, it began to drizzle while more clouds and thunder moved in. We got everything packed up just in time before the downpour. As our daughters' excited conversations continued to fill the car, I kepted my eyes glued on the blurry road while my friend took a call from her husband. I sensed his appreciation for her patience when he heard about their success because the weather to him didn't appear to be cycling weather.
It was her patience, I discovered that day, that qualified her to be in the "ten percent" club. Her patience, which is different from mine, is what helped her decide when to go through the windows of opportunity in her life or through the windows of preparation for another life. I discovered, too, something about myself and why I made up ten percent of the parents with children with special needs.Neither she nor I, bothered to check the weather report that day and taking a rain check never entered our thoughts. The prize, I discovered, was having the ability to see that "90%" of the time, things are going to be okay.
Sunday, July 2, 2006
Conductive Learning Information In Cincinnati
Conductive Education Article
I recommend every parent who has a child with motor delays to read this article. There is one one in Covington, KY.
http://www.iacea.org/CE.htmhttp://www.conductive-ed.org.uk/What.htm
http://www.autism-pdd.net/testdump/test397.htm
Article about the school http://wcpo.com/wcpo/localshows/9onyourkidsside/11762e8f.html and an article from CP http://www.cerebralpalsysource.com/News_and_Articles/conductive-learning/index.html
I recommend every parent who has a child with motor delays to read this article. There is one one in Covington, KY.
http://www.iacea.org/CE.htmhttp://www.conductive-ed.org.uk/What.htm
http://www.autism-pdd.net/testdump/test397.htm
Article about the school http://wcpo.com/wcpo/localshows/9onyourkidsside/11762e8f.html and an article from CP http://www.cerebralpalsysource.com/News_and_Articles/conductive-learning/index.html
Saturday, July 1, 2006
White Collar Crime in our Backyard?
A simple law that was created to protect the civil rights of children with severe disabilities by giving them the right to a free education base on their individual need due to their disability has been violated. The same law that allows a child with special needs to have a individualized education plan (IEP) designed by parents and school district based on the child's individual disability was also violated.
Also in violation of the law is the parents right to define and determine alternative services through their school district by "continuum of alternative services" and their right to be properly notified if any changes will be made in services.
The heavy regulated “No Child Left Behind” statute imposed many restrictions on our children's 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 IEP (Individual Education Plan) making any IEP throughout the US void. The purpose of an IEP is to allow the school district and parent to design a proper special education plan that meets the individual needs of the child.
It is the school district and parent who can accessed alternative services through "continuum of services" which is part of their child's civil rights. It also guarentees that they cannot be removed without first notifying their parents.
However the children were removed without parental notification from a school at was closed by the MR/dd Superintendent and Board who re-defined "services" and transferred the childen without their parent's permissin to another location or to the district school without first notifying parents. "Services" that are to be determined by parent and district school according to federal law.
It is through the 1974 IDEA federal law that allows children the right to attend a special therapy center through "continuum of alternative services" and protects them from being removed without properly notifying the parents or guardian. How these services are defined and determined are through the parents and district schools. The facility providing services cannot remove or transfer a child into another location or service because they are only providing the services, not defining it for the parents and districts.
Here are some references to look at:
Question: Once a determination is made that a disabled student cannot be educated satisfactorily in the regular educational environment, even with the provision of supplementary aids and services, what considerations govern placement?
ANSWER: IDEA does not require that every student with a disability be placed in the regular classroom regardless of individual abilities and needs.This recognition that regular class placement may not be appropriate for every disabled student is reflected in the requirement that school districts make available a range of placement options, known as a continuum of alternative placements, to meet the unique educational needs of students with disabilities. This requirement for the continuum reinforces the importance of the individualized inquiry, not a "one size fits all" approach, in determining what placement is the LRE for each student with a disability. The options on this continuum must include "the alternative placements listed in the definition of special education under § 300.17 (instruction in regular classes, special classes, special schools, home instruction, and instruction in hospitals and institutions). " 34 CFR §300.551 (b) (1).These options must be available to the extent necessary to implement the IEP of each disabled student. The placement team must select the option on the continuum in which it determines that the student's IEP can be implemented. Any alternative placement selected for the student outside of the regular educational environment must maximize opportunities for the student to interact with nondisabled peers, to the extent appropriate to the needs of the student.It also should be noted that under IDEA, parents must be given written prior notice that meets the requirements of §300.505 a reasonable time before a public agency implements a proposal or refusal to initiate or change the identification, evaluation, or educational placement of the child, or the provision of FAPE to the child. Consistent with this notice requirement, parents of disabled students must be informed that the public agency is required to have a full continuum of placement options, as well as about the placement options that were actually considered and the reasons why those options were rejected. 34 CFR §§300.504-300.505; Notice of Policy Guidance on Deaf Students Education
Posted by Labeled Disable
Also in violation of the law is the parents right to define and determine alternative services through their school district by "continuum of alternative services" and their right to be properly notified if any changes will be made in services.
The heavy regulated “No Child Left Behind” statute imposed many restrictions on our children's 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 IEP (Individual Education Plan) making any IEP throughout the US void. The purpose of an IEP is to allow the school district and parent to design a proper special education plan that meets the individual needs of the child.
It is the school district and parent who can accessed alternative services through "continuum of services" which is part of their child's civil rights. It also guarentees that they cannot be removed without first notifying their parents.
However the children were removed without parental notification from a school at was closed by the MR/dd Superintendent and Board who re-defined "services" and transferred the childen without their parent's permissin to another location or to the district school without first notifying parents. "Services" that are to be determined by parent and district school according to federal law.
It is through the 1974 IDEA federal law that allows children the right to attend a special therapy center through "continuum of alternative services" and protects them from being removed without properly notifying the parents or guardian. How these services are defined and determined are through the parents and district schools. The facility providing services cannot remove or transfer a child into another location or service because they are only providing the services, not defining it for the parents and districts.
Here are some references to look at:
Question: Once a determination is made that a disabled student cannot be educated satisfactorily in the regular educational environment, even with the provision of supplementary aids and services, what considerations govern placement?
ANSWER: IDEA does not require that every student with a disability be placed in the regular classroom regardless of individual abilities and needs.This recognition that regular class placement may not be appropriate for every disabled student is reflected in the requirement that school districts make available a range of placement options, known as a continuum of alternative placements, to meet the unique educational needs of students with disabilities. This requirement for the continuum reinforces the importance of the individualized inquiry, not a "one size fits all" approach, in determining what placement is the LRE for each student with a disability. The options on this continuum must include "the alternative placements listed in the definition of special education under § 300.17 (instruction in regular classes, special classes, special schools, home instruction, and instruction in hospitals and institutions). " 34 CFR §300.551 (b) (1).These options must be available to the extent necessary to implement the IEP of each disabled student. The placement team must select the option on the continuum in which it determines that the student's IEP can be implemented. Any alternative placement selected for the student outside of the regular educational environment must maximize opportunities for the student to interact with nondisabled peers, to the extent appropriate to the needs of the student.It also should be noted that under IDEA, parents must be given written prior notice that meets the requirements of §300.505 a reasonable time before a public agency implements a proposal or refusal to initiate or change the identification, evaluation, or educational placement of the child, or the provision of FAPE to the child. Consistent with this notice requirement, parents of disabled students must be informed that the public agency is required to have a full continuum of placement options, as well as about the placement options that were actually considered and the reasons why those options were rejected. 34 CFR §§300.504-300.505; Notice of Policy Guidance on Deaf Students Education
Posted by Labeled Disable
Tuesday, June 27, 2006
Good Services Forced Into Decline ...
MR/dd Tax Levy Review.pdg
Cutting the tree down ...
Here's an interesting report that shows a steady increase in number of children served from 1995 to 1999... and then it drops off. This is when they started closing the federal-state-county run preschools that were housed in MR/dd facilities...
Cutting the tree down ...
Here's an interesting report that shows a steady increase in number of children served from 1995 to 1999... and then it drops off. This is when they started closing the federal-state-county run preschools that were housed in MR/dd facilities...
Wednesday, June 7, 2006
MR/dd School Closing Residuals
The reality of MR/dd school closings around Ohio has sadly resulted in an over-population of kids with special needs who are being warehoused in their district school. Just heard from licensed board-certified special ed. teacher about the problems she is having in her classroom with the new ODE regulations. She says its a mess and the "warehouse" I've been writing about is reality she deals with every day.
Another therapist I met with over the weekend informs me that Cincinnati Public schools aren't even close to meeting the needs of the individual students and she urges every parent in Cincinnati with a child with special needs to rethink their child's IEP based on their child's ability and not what the school offers.
Remember, we still have two MR/dd therapy schools open and if you can't get in, you need to call the county commissioners because they are the ones who vote to put the levees on the ballot... they need to know you were shut out. They'll tell you this is not their job, but you need to remind about the tax levy ballot process and how you would like to be contacted the next time a levy goes on the ballot.
Another therapist I met with over the weekend informs me that Cincinnati Public schools aren't even close to meeting the needs of the individual students and she urges every parent in Cincinnati with a child with special needs to rethink their child's IEP based on their child's ability and not what the school offers.
Remember, we still have two MR/dd therapy schools open and if you can't get in, you need to call the county commissioners because they are the ones who vote to put the levees on the ballot... they need to know you were shut out. They'll tell you this is not their job, but you need to remind about the tax levy ballot process and how you would like to be contacted the next time a levy goes on the ballot.
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