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
Sunday, May 15, 2005
Thursday, February 10, 2005
MR/DD THERAPY SCHOOLS HAMILTON COUNTY
"I found MR/dd therapeutic schools by accident from asking around about alternative classroom settings beyond what my district school at the time offered. I was about to sign on the dotted line when one the Cincinnati Public School school teachers after noticing my frustration, apprehension, skepticism, and disappointment -- blurted something like "we're not suppose to say this" ... "but" ... when I asked what purpose the "continuum of alternative services" if there were no alternatives available in Cincinnati?"
Recently, Elisabeth and her classmates studied the series "Chronicles of Narnia" at her school, Frederick A. Breyer, an MR/dd operated therapeutic facility designed to meet the developing need of children who function at a very young age or have medical conditions that require a nurse's care or have some other serious delay in communication or mobility. (As a family we were thrilled about this selection of books because we have read this series to all our children when they were younger.)
Her classroom looks different from a typical district school classroom in that the focus is at the center of the room with plenty of room to move around independently. She shares it with 8 other classmates whom switch classes with other groups like their middle-school peers. "Center" stage I call it. The critical part of creating an environment for students like my daughter is that it is spacious, uncluttered, and promotes concentration and focus; key ingredients driving her successes and goals of her IEP.One day while visiting the school "unannounced" I found her teachers using a circular garment rack found in most retail stores and had hung "fur jackets" (made of paper and scraps of fake fur) to recreate the beginning of one of the books where the kids go through the "Wardrobe." The students were being wheeled in and out for tactile stimulation while the therapists assisted and charted each student experiences. The room was filled with laughter and smiles on every student's face. I saw "switch-operated" communications aids on every student's tray or within reach of toes, heads, shoulders (whatever part of the body used to activate the switches. ) Also on their tray, I found other objects associated with the story to help re-create the experience making it more personal. After leaving, I realized something like this could never happen in a classroom of their biological peers; classrooms dictated by cognitive driven exercises and filled with desks, coat racks, lunch bucket, etc.
Each night, we received a sheet with all the "reactions" listed since she is unable to tell us how her day went or what she did all day. Also sent home each night was a box with smaller props that were used throughout the school day so as a family, we could share with Elisabeth at home her experiences from "reading" the book. In most cases, the props serve as a guessing game we played after dinner trying to figure out the object Elisabeth made on her own.Everyday, the teachers, therapists, and volunteers offer very creative and clever adaptations to age-related books and school curricula so that the experiences can be meaningful and purposeful. (Another favorite of mine was "Road to Tarabithia" and "Holes" and it was my 16 year old who guessed why a bright red lipstick was in Elisabeth's box this particular night)Students are kept busy and focused without interruptions. The adaptations are made specifically for their individual needs and guided by an experienced-licensed therapeutic staff based on the special ed. teacher's classroom observations and suggestions. It is collaboration with a capital "T" for teamwork.
Another example when they were studying "earth science" the teachers and therapy staff re-created a beach scene with the sound of waves crashing and had buckets filled with sand, water, and tactile objects of "sea life" and other related props to promote stimulation and response. One of the class projects was making an "aquarium" window box and a mobile with elements of "sea life" for visual stimulation. Again, we used these objects to "communicate" with Elisabeth about what she did all day at school. The space that allows this to happen has room for kids in wheelchairs to move around freely to access their "gear" and stuff. It has room to move and to hang things from the ceiling or walls that wouldn't have a place in a typical classroom.
For art class, another time I came in "unannounced" - I almost cried all the way home after experiencing and participating in a "light show" parade" in the Art Room where wheelchairs, adaptive walkers and standers were being rolled over bubble wrap taped to the floor (among other things) then wheeled through a "shower of tinsel" and next through "beams of spectum colored lights"creating beautiful shadows on the wall. The expression of wonderment and curiosity on my daughter's face and others will stay with me for life. It was something I never experienced with her. At best, it was a "eureka" moment for mother and daughter. And this couldn't happen in a typical art classroom with typical developing children because they need huge tables that take up pretty much room. Most public schools just don't have the space to create multi-sensory experiences.
For gym class Breyer provides "adaptive wheelchair dancing" and have athletic competitions called "Sit Ins" where students compete to see who can sit up the longest without falling over and experiences cheers of encouragement and support from their like-peers, teachers, and families whom are always invited to participate. I remember, too, the "adaptation" of the musical "Cats" for half time entertainment in which many of the students participated.
The reason why it is so easy to provide these adaptations is due to the generous areas of space and rooms that allow a flow of true experiential education opportunities to occur and through the expertise of special education teachers who collaborate daily with the therapists on hand to make last minute adjustments on behalf of the student's individual need. Special pathways open for children who need sensory-stimulation- driven therapies in these special THERAPY SCHOOLS.
I chose this environment for her because it is what she needed to fulfill her IEP goals and her dreams to succeed in a way that her biological peers are able to fulfill their dreams to be teacher, doctors or astronauts in a classroom designed to fit their own specific needs fueled by cognitive stimulation.
At eleven, my daughter's needs are very different from her biological peers and she needs sensory stimulation much like an early preschooler but without the "baby-stuff." It was a long journey finding this gem of a therapeutic school especially after researching and visiting dozens of classroom throughout the southeastern corner of Ohio who claimed to be meeting guidelines of "least restrictive environment" criteria established by law.
I found MR/dd therapeutic schools by accident from asking around about alternatives classroom settings beyond what my district school at the time offered. I was about to sign on the dotted line when one the Cincinnati Public School school teachers noticed my apprehension, skepticism, and disappointment blurted something like "we're not suppose to say this" ... "but" ... when I asked what purpose "continuum of alternative services" had if there were no alternatives available?It is a terrific school and certainly not for every child but it provides an alternative- individualized education for my child that was very badly needed in order for her to receive an individualized education plan guarenteed by law.
Recently, Elisabeth and her classmates studied the series "Chronicles of Narnia" at her school, Frederick A. Breyer, an MR/dd operated therapeutic facility designed to meet the developing need of children who function at a very young age or have medical conditions that require a nurse's care or have some other serious delay in communication or mobility. (As a family we were thrilled about this selection of books because we have read this series to all our children when they were younger.)
Her classroom looks different from a typical district school classroom in that the focus is at the center of the room with plenty of room to move around independently. She shares it with 8 other classmates whom switch classes with other groups like their middle-school peers. "Center" stage I call it. The critical part of creating an environment for students like my daughter is that it is spacious, uncluttered, and promotes concentration and focus; key ingredients driving her successes and goals of her IEP.One day while visiting the school "unannounced" I found her teachers using a circular garment rack found in most retail stores and had hung "fur jackets" (made of paper and scraps of fake fur) to recreate the beginning of one of the books where the kids go through the "Wardrobe." The students were being wheeled in and out for tactile stimulation while the therapists assisted and charted each student experiences. The room was filled with laughter and smiles on every student's face. I saw "switch-operated" communications aids on every student's tray or within reach of toes, heads, shoulders (whatever part of the body used to activate the switches. ) Also on their tray, I found other objects associated with the story to help re-create the experience making it more personal. After leaving, I realized something like this could never happen in a classroom of their biological peers; classrooms dictated by cognitive driven exercises and filled with desks, coat racks, lunch bucket, etc.
Each night, we received a sheet with all the "reactions" listed since she is unable to tell us how her day went or what she did all day. Also sent home each night was a box with smaller props that were used throughout the school day so as a family, we could share with Elisabeth at home her experiences from "reading" the book. In most cases, the props serve as a guessing game we played after dinner trying to figure out the object Elisabeth made on her own.Everyday, the teachers, therapists, and volunteers offer very creative and clever adaptations to age-related books and school curricula so that the experiences can be meaningful and purposeful. (Another favorite of mine was "Road to Tarabithia" and "Holes" and it was my 16 year old who guessed why a bright red lipstick was in Elisabeth's box this particular night)Students are kept busy and focused without interruptions. The adaptations are made specifically for their individual needs and guided by an experienced-licensed therapeutic staff based on the special ed. teacher's classroom observations and suggestions. It is collaboration with a capital "T" for teamwork.
Another example when they were studying "earth science" the teachers and therapy staff re-created a beach scene with the sound of waves crashing and had buckets filled with sand, water, and tactile objects of "sea life" and other related props to promote stimulation and response. One of the class projects was making an "aquarium" window box and a mobile with elements of "sea life" for visual stimulation. Again, we used these objects to "communicate" with Elisabeth about what she did all day at school. The space that allows this to happen has room for kids in wheelchairs to move around freely to access their "gear" and stuff. It has room to move and to hang things from the ceiling or walls that wouldn't have a place in a typical classroom.
For art class, another time I came in "unannounced" - I almost cried all the way home after experiencing and participating in a "light show" parade" in the Art Room where wheelchairs, adaptive walkers and standers were being rolled over bubble wrap taped to the floor (among other things) then wheeled through a "shower of tinsel" and next through "beams of spectum colored lights"creating beautiful shadows on the wall. The expression of wonderment and curiosity on my daughter's face and others will stay with me for life. It was something I never experienced with her. At best, it was a "eureka" moment for mother and daughter. And this couldn't happen in a typical art classroom with typical developing children because they need huge tables that take up pretty much room. Most public schools just don't have the space to create multi-sensory experiences.
For gym class Breyer provides "adaptive wheelchair dancing" and have athletic competitions called "Sit Ins" where students compete to see who can sit up the longest without falling over and experiences cheers of encouragement and support from their like-peers, teachers, and families whom are always invited to participate. I remember, too, the "adaptation" of the musical "Cats" for half time entertainment in which many of the students participated.
The reason why it is so easy to provide these adaptations is due to the generous areas of space and rooms that allow a flow of true experiential education opportunities to occur and through the expertise of special education teachers who collaborate daily with the therapists on hand to make last minute adjustments on behalf of the student's individual need. Special pathways open for children who need sensory-stimulation- driven therapies in these special THERAPY SCHOOLS.
I chose this environment for her because it is what she needed to fulfill her IEP goals and her dreams to succeed in a way that her biological peers are able to fulfill their dreams to be teacher, doctors or astronauts in a classroom designed to fit their own specific needs fueled by cognitive stimulation.
At eleven, my daughter's needs are very different from her biological peers and she needs sensory stimulation much like an early preschooler but without the "baby-stuff." It was a long journey finding this gem of a therapeutic school especially after researching and visiting dozens of classroom throughout the southeastern corner of Ohio who claimed to be meeting guidelines of "least restrictive environment" criteria established by law.
I found MR/dd therapeutic schools by accident from asking around about alternatives classroom settings beyond what my district school at the time offered. I was about to sign on the dotted line when one the Cincinnati Public School school teachers noticed my apprehension, skepticism, and disappointment blurted something like "we're not suppose to say this" ... "but" ... when I asked what purpose "continuum of alternative services" had if there were no alternatives available?It is a terrific school and certainly not for every child but it provides an alternative- individualized education for my child that was very badly needed in order for her to receive an individualized education plan guarenteed by law.
Wednesday, February 2, 2005
What is Least Restrictive Environment?
WHAT IF YOU DON'T LIKE SCHOOL DELIVERY OF LRE (Least Restictive Environment)?
Least Restrictive Environment(Reg)121a.550(b) Each public agency shall insure:(1) That to the maximum extent appropriate handicapped children, including children in public or private institutions or other care facilities are educated with children who are not handicapped, and (2) That special classes, separate schooling or other removal of handicapped children from the regular educational environment occurs only when the nature or severity of the handicap is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.Kinds of Exceptional Student Education Programs(Statute)602(16)
The term ''special education'' means specifically designed instruction at no cost to parents or guardians, to meet the unique needs of a handicapped child, including classroom instruction, instruction in physical education, home instruction, and instruction in hospitals and institutions.(Reg.)121a.551(a) Each public agency shall insure that a continuum of alternative placements is available to meet the needs of handicapped children for special education and related services.(b) The continuum required under paragraph (a) of this section must:(1) Include the alternative placements listed in the definition of special education under121a.13 of Subpart A (instruction in regular classes, special classes, special schools, homeinstruction, and instruction in hospitals and institutions) and(2) Make provision for supplementary services (such as resource room or itinerant instruction) to be provided in conjunction with regular class placement
Copied from http://www.coping.org/specialed/laws.htm
Here's a kinder, gentler version:
Q. What is "Least Restrictive Environment"?
A. The Least Restrictive Environment (LRE) is defined as the educational setting where a child with disabilities can receive a free appropriate public education (FAPE) designed to meet his or her education needs while being educated with peers without disabilities in the regular educational environment to the maximum extent appropriate. The definition of LRE in the Individuals with Disabilities Education Act (IDEA) is: "To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are [1] educated with children who are not disabled, and [2] special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily." It is important to remember that special education is not a "place," but rather a set of services. Similarly, the LRE provision of the IDEA emphasizes services rather than the placement. Learning in less restrictive environments benefits students with and without disabilities in so much as all children are more likely to improve their academic performance, and increase their communication and socialization skills.Back to top
Q. What is the Individuals with Disabilities Education Act (IDEA) and how does it relate to LRE?A. The IDEA is the federal law governing the education of children with disabilities. The IDEA and its regulations define LRE and require that all states demonstrate they have policies and procedures in place to guarantee they meet the federal LRE requirements.Back to topQ. What is Section 504 and how does it relate to LRE?A. Section 504 of the Rehabilitation Act of 1973 prohibits discrimination against students with physical and mental disabilities who attend public school. The section protects students whose physical or mental disabilities substantially limit one or more “major life activities,” such as caring for themselves, seeing, breathing, walking and learning. This statute protects both children with physical and mental disabilities who are not, and should not be, receiving special education services, and children receiving special education services. Section 504 applies only to federal government programs and programs that receive federal funds. Since the New York City Board of Education receives federal funds it is covered by Section 504. Section 504 can require administration of medication, monitoring students’ physical well-being, provision of accessible facilities, use of equipment like tape recorders and calculators, counseling, and test modifications or accommodations. Section 504 is one way of assuring that children with special needs, who do not require special education services, continue to be educated in the LRE.Back to top
Q. Will a child with a disability automatically be sent to a separate class or school?A. The IDEA requires that in seeking the LRE for each individual child the first consideration must always be the general education classroom with the provision of supplementary aids and services in the school the child would attend if the child did not have a disability. Special classes or a segregated setting may be considered only when education in the regular classes with the use of aids and services cannot possibly be achieved. Federal and state regulations also require that a child with a disability be educated in a school as close as possible to the student's home.Copied from:http://www.lrecoalition.org/01_whatIsLRE/index.htm
Least Restrictive Environment(Reg)121a.550(b) Each public agency shall insure:(1) That to the maximum extent appropriate handicapped children, including children in public or private institutions or other care facilities are educated with children who are not handicapped, and (2) That special classes, separate schooling or other removal of handicapped children from the regular educational environment occurs only when the nature or severity of the handicap is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.Kinds of Exceptional Student Education Programs(Statute)602(16)
The term ''special education'' means specifically designed instruction at no cost to parents or guardians, to meet the unique needs of a handicapped child, including classroom instruction, instruction in physical education, home instruction, and instruction in hospitals and institutions.(Reg.)121a.551(a) Each public agency shall insure that a continuum of alternative placements is available to meet the needs of handicapped children for special education and related services.(b) The continuum required under paragraph (a) of this section must:(1) Include the alternative placements listed in the definition of special education under121a.13 of Subpart A (instruction in regular classes, special classes, special schools, homeinstruction, and instruction in hospitals and institutions) and(2) Make provision for supplementary services (such as resource room or itinerant instruction) to be provided in conjunction with regular class placement
Copied from http://www.coping.org/specialed/laws.htm
Here's a kinder, gentler version:
Q. What is "Least Restrictive Environment"?
A. The Least Restrictive Environment (LRE) is defined as the educational setting where a child with disabilities can receive a free appropriate public education (FAPE) designed to meet his or her education needs while being educated with peers without disabilities in the regular educational environment to the maximum extent appropriate. The definition of LRE in the Individuals with Disabilities Education Act (IDEA) is: "To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are [1] educated with children who are not disabled, and [2] special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily." It is important to remember that special education is not a "place," but rather a set of services. Similarly, the LRE provision of the IDEA emphasizes services rather than the placement. Learning in less restrictive environments benefits students with and without disabilities in so much as all children are more likely to improve their academic performance, and increase their communication and socialization skills.Back to top
Q. What is the Individuals with Disabilities Education Act (IDEA) and how does it relate to LRE?A. The IDEA is the federal law governing the education of children with disabilities. The IDEA and its regulations define LRE and require that all states demonstrate they have policies and procedures in place to guarantee they meet the federal LRE requirements.Back to topQ. What is Section 504 and how does it relate to LRE?A. Section 504 of the Rehabilitation Act of 1973 prohibits discrimination against students with physical and mental disabilities who attend public school. The section protects students whose physical or mental disabilities substantially limit one or more “major life activities,” such as caring for themselves, seeing, breathing, walking and learning. This statute protects both children with physical and mental disabilities who are not, and should not be, receiving special education services, and children receiving special education services. Section 504 applies only to federal government programs and programs that receive federal funds. Since the New York City Board of Education receives federal funds it is covered by Section 504. Section 504 can require administration of medication, monitoring students’ physical well-being, provision of accessible facilities, use of equipment like tape recorders and calculators, counseling, and test modifications or accommodations. Section 504 is one way of assuring that children with special needs, who do not require special education services, continue to be educated in the LRE.Back to top
Q. Will a child with a disability automatically be sent to a separate class or school?A. The IDEA requires that in seeking the LRE for each individual child the first consideration must always be the general education classroom with the provision of supplementary aids and services in the school the child would attend if the child did not have a disability. Special classes or a segregated setting may be considered only when education in the regular classes with the use of aids and services cannot possibly be achieved. Federal and state regulations also require that a child with a disability be educated in a school as close as possible to the student's home.Copied from:http://www.lrecoalition.org/01_whatIsLRE/index.htm
Saturday, January 15, 2005
Why We Need A Class Action Suit In Ohiio
Disability Law, Moving Backward
Sign In to E-Mail This
Printer-Friendly
Save Article
Published: November 18, 2005
The federal Individuals With Disabilities Education Act, known as the I.D.E.A., has greatly improved the lives of disabled schoolchildren across the United States. Before the original legislation was passed in 1975, children who were institutionalized with serious emotional problems could sometimes be found strapped to their desks and screaming at the top of their lungs. In the public schools, otherwise bright and capable children with undiagnosed learning disabilities were regularly shunted into corners and ignored.
The worst horror stories are behind us, thanks to I.D.E.A., which requires schools to give disabled children a fair and appropriate public education. There is still much to be done, and the financial burden can strain some school systems, particularly small ones. But the Supreme Court erred this week when it weakened the part of the law that allows parents to challenge the educational plan that the districts are required to make for each child.
The court ruling was the result of a controversy over whether the family or the school district should bear the burden of proof in determining whether a school had failed to provide an appropriate education. Some states argued, sensibly, that the school districts should bear the burden of proof, given their greater resources and public responsibility. But in a case involving a district in Maryland, where state law is silent on the issue, the Supreme Court ruled that the parents, as "the party seeking relief," should have that burden.
The court's ruling ignores the clear advantages that school districts almost always have over parents who challenge their decisions. The districts have the money, and many have lawyers and rosters of experts on their payrolls. But many of the families cannot afford legal representation at all.
With less pressure to justify themselves, the schools can simply stand pat - even when their educational plans have proved disastrous for the disabled children in question. This was clearly not the outcome that Congress intended when it passed this landmark law, and deliberately expanded the rights of disabled children and their parents.
Sign In to E-Mail This
Printer-Friendly
Save Article
Published: November 18, 2005
The federal Individuals With Disabilities Education Act, known as the I.D.E.A., has greatly improved the lives of disabled schoolchildren across the United States. Before the original legislation was passed in 1975, children who were institutionalized with serious emotional problems could sometimes be found strapped to their desks and screaming at the top of their lungs. In the public schools, otherwise bright and capable children with undiagnosed learning disabilities were regularly shunted into corners and ignored.
The worst horror stories are behind us, thanks to I.D.E.A., which requires schools to give disabled children a fair and appropriate public education. There is still much to be done, and the financial burden can strain some school systems, particularly small ones. But the Supreme Court erred this week when it weakened the part of the law that allows parents to challenge the educational plan that the districts are required to make for each child.
The court ruling was the result of a controversy over whether the family or the school district should bear the burden of proof in determining whether a school had failed to provide an appropriate education. Some states argued, sensibly, that the school districts should bear the burden of proof, given their greater resources and public responsibility. But in a case involving a district in Maryland, where state law is silent on the issue, the Supreme Court ruled that the parents, as "the party seeking relief," should have that burden.
The court's ruling ignores the clear advantages that school districts almost always have over parents who challenge their decisions. The districts have the money, and many have lawyers and rosters of experts on their payrolls. But many of the families cannot afford legal representation at all.
With less pressure to justify themselves, the schools can simply stand pat - even when their educational plans have proved disastrous for the disabled children in question. This was clearly not the outcome that Congress intended when it passed this landmark law, and deliberately expanded the rights of disabled children and their parents.
Subscribe to:
Posts (Atom)