Tag Archives: Team meetings

Separate Classrooms for Children with Special Educational Needs (Special Education Programs)

29 May

 

NOTE:  This post is intended to answer the questions of parents of children that are not cognitively impaired by a neurological problem or brain injury.  If you or your child’s school feel that they may benefit from a separate classroom or program, you may be wondering what types of programs are available to them.  Most districts have some special education programs that they run themselves.  They may also be part of an educational collaborative, where several public districts share the costs of running the sped programs.  The last resource is a privately run program that the district pays to send a student to.  The biggest caution that I have for  parents, is to ask if the district mixes students that are cognitively impaired with students that are not cognitively impaired in separate classrooms (especially if your child is not cognitively impaired).  This is not considered best educational practice mostly because these two groups have very different needs in the educational setting.  Also know that their is a difference between a cognitively impaired child and a cognitively delayed child and the districts should usually not be designing one program to serve both types of children.

Before Agreeing to a Separate Program (or Classroom):

  • Observe the program at least once (while students are present)
  • Ask the teacher questions about how the class is run, the expectations for the students, and the specialists that work with her
  • Ask if cognitively impaired students are included in the program (if your child is not cognitively impaired)
  • Ask if there will be mainstreaming during the day
  • Ask about what comes next (is the program available at the middle and high school level)
  • Make your goals for your child clear to the team (if you want them fully mainstreamed as soon as possible, let that be known)
  • Research what outside programs are available and how those programs run
  • Find out what is considered the best interventions for your child’s disability
  • Ask the district representative about other available programs (you always want to know everything that is available so you can make a good decision)

Here are three of the most common types of separate programs that both public and private institutions run for children with special educational needs:

Programs for Emotionally and/or behaviorally Impaired Students [Emotional,/Behavioral Disabled (EBD) Classrooms]

These are substantially separate classrooms for elementary, middle and high school students with social, emotional, and/or behavioral problems that prevent participation in the general education setting. The programs are designed so students develop the skills and strategies needed to take part in a full academic school day, accessing general education curriculum in the least restrictive setting. Mainstreaming and inclusion opportunities are usually provided to the maximum extent possible depending on individual student progress.  Social workers, psychologists, adjustment counselors, and behavioral consultants may work with students.  In addition to academics, students will receive stress/anger management instruction, social skill building instruction, and behavior improvement plans.  The staff will work on replacing negative behaviors with more socially acceptable behaviors.  The goal is to move these students back into the general education setting as soon as possible with a new set of skills and strategies to help them be more successful.  The environment is purposefully less stressful, more supportive, and highly structured.  Some EBDs are for students that are cognitively impaired and  the academic part of this program may be much different from the general education curriculum.

Parents should ask their school district if they include cognitively impaired and non-cognitively impaired students in the same program.  It is not considered best practices in SPED to do this and it may be a negative step for your child if they are not cognitively impaired.  If this is the case in your district, you can ask that your child be mainstreamed for academics and still receive the therapeutic aspects of the program.  You can also ask for an outside placement in a private school that is for emotionally/behaviorally impaired students that are not cognitively impaired.

Programs for Students with Language-based Disabilities [Language-Based (LB) Classrooms]

There are difference among these programs as well.  Some LB programs are specifically designed for children with Pervasive Developmental Disorders (PDD), such as Autism or Aspergers and are for severe disabilities marked by communication, social and cognitive delays. Other LB programs are for children with PDD that do not have cognitive delays.  The programs foster independence in communication and enable the learners socially, functionally and academically as they pursue the goal of inclusion.  Other LB classrooms focus on specific areas of language, such as reading and/or writing, and are more geared toward dyslexic students that are not cognitively impaired.  These programs will have intensive instruction in reading and writing, as well as oral communication.  Social workers, reading specialists, speech and language pathologists, psychologists, and occupational therapists may work with students in these programs.

Parents should ask about the types of students serviced in the program that has been recommended for their child.  Again, it is not best practice to mix cognitively impaired students with students that have learning disabilities but are not cognitively impaired.  If this is the case, be sure to schedule an observation of the classroom before agreeing to it for your child.  Ask for an outside placement if you do not think the academics are challenging enough for your child.

Learning Centers

Usually for middle and high school students, learning centers offer academic support for students that are partially or fully mainstreamed.  Tutoring, editing, review, study skills, and behavioral or emotional support are offered.  Some students spend a significant part of thier day in a learning center, while others spend only one period there.  Sometimes other specialists work in the learning center, such as the guidance counselor or a social worker.  Some learning centers provide life skills or vocational training to students.  Before placing your child in a learning center, find out about the program and what types of students it serves.

Does my child really need an IEP?

28 May

Does my child really need an IEP?

This is a question that many of us have wondered about. We worry that by allowing the school to give our children special education that they will be labeled and tracked for the rest of their school days.  We wonder if they will be denied by colleges if they see SPED on their records.  What will the other children think and say? As parents, we worry about the lasting effects of special education on our children.  Stereotyping, assumptions, bullying, and poor self-esteem are some of the negative things we hear about special education.  So you ask, “Is all of this worth allowing the school to put my child on an IEP?”  If you consider the benefits that your child may receive from being on an IEP, you may decide the answer to your question is yes.

What are the positives  if my child were put on an IEP?

While it is true that sometimes people make assumptions (or stereotype) children in special education, most educational professionals are aware that children with disabilities have strengths as well as their weaknesses.  When an IEP is written for your child, there will be a specific place where the team will write your child’s strengths.  These strengths will be reported by you, the teachers, and the specialists who tested your child.  The IEP should be designed to work off of your child’s areas of strength.  Without the IEP to guide them, many general education teachers may never get to the point where they even discover your child’s strengths because they are so focused on catching them up in their areas of weakness.   The weakness becomes the focal point for instruction, not your child’s strength.

Yes, it is also true that children in special education are victims of bullying.  However, in recent studies it has been found that 1 in 4 of all children are victims of bullying at some point in their childhood.  Bullying has become a hot topic in education now.  Schools are working on coming up with prevention plans for all children.  In Massachusetts, a bullying prevention law was recently passed in congress.  Because of the increase of inclusion programs for special education students, children are more accepting  of a child’s differences than they were in the past.  Children and adults with disabilities are no longer hidden away, they are involved in the school and general community.  While every parent should stay vigilant about bullying, I would not deny my child services because I thought they may get bullied.  There are ways to prevent and stop that problem if it were to occur.

While poor self-esteem is a definite concern for any child that struggles in school, giving a child help usually does not cause a child to have low self esteem.  In fact failing school or struggling with grade-level work is more likely to cause the low self-esteem of a child with learning disabilities.  Children are happy when they feel successful, when they are accomplishing their goals, and when they are not struggling.  Receiving more time from teachers, instruction that is at their level and tailored to build off their strengths will only help to raise the child’s self-esteem.  Another important consideration is that special education services are a matter of confidentiality.  It is not noted in a child’s permanent record or on their report cards that they are receiving special education services.  This information is kept in a separate file and not shared with staff that does not work directly with your child.

If my child’s IEP is carefully planned, written, and carried out, what could be the benefits?

  • Lower teachers to student ratios (more time face to face with the teacher)
  • More time given for review of curriculum (this is extra help for the child)
  • Special testing accommodations (no time limits, use of reference sheets, use of a scribe)
  • Accommodations in the classroom (less homework, use of a spell checker, books on CD)
  • Specialized instruction (Wilson Reading, Orton-Gillingham, Touch Math)
  • Special therapies (physical or occupational therapy, social skills groups)
  • Use of non-standard accommodations (sensory stimulation, fidget-toys, seat cushions, behavior modification plans)
  • No cost summer program
  • Accountability (progress reports, frequent assessment of goals, yearly team meetings)
  • Confidentiality

While special education is not right for every child, it is exactly what others need to be successful. Consider the positives as closely as you consider the negatives when you are deciding whether to give your consent.  Again, I suggest you do your research about your child’s disability, take the time to visit the school and see their special education program, and know what options are available to your child before you make any decisions.

NOTE:  If you feel your child needs special education services and was denied by the school district, there are things you can do to try to get your child the help they need.  I discuss this issue further in What You Can Do if Your Child Has Been Denied SPED Services .

Top 10 Ways to Get What You Want at an IEP Meeting

27 May

10.  Understand your child’s diagnosis prior to the meeting.  Read the testing reports and look up things you don’t understand.  Ask someone to help you interpret the results.

9.  Prepare for the meeting.  Have a list of goals and questions to ask.  Leave space to write the answers.

8.  Be reasonable.  Having unreasonable expectations and being inflexible will not  help in the end.

7.  Research available programs/resources in your district and surrounding area.  Knowing your child’s options is up to you, the district may not tell you what is available.

6.  Take an active role in the planning and writing of the IEP.  Make suggestions and voice your approval or disapproval of each item (even if you’re not asked).

5.  Bring another person to take detailed notes and help keep you focused on your goals.  Having support for yourself is helpful when sitting at the IEP table.

4. Know what it is that you truly want for your child.  Write it down before the meeting.

3.  Stay calm.  Do not raise your voice, slap the table, point your finger, or use insults at the meeting.  Excuse yourself for a moment if you feel yourself losing control.

2.  Ask for what you want and then some.  Have some things you are willing to compromise on, but remain firm on what you truly want for your child.

1.  Remember that you are an equal member of your child’s team.  You are speaking for your child and your opinion is just as important as any other team members.

IEP Process Guide

26 May

This is a guide to the IEP process that is published by the Massachusetts Department of Education.  Some laws and procedures may be different in some states, however, states are bound to the federal laws of IDEA.  Your state probably has a guide similar to this one on their state department of education website.  IEP Process guide