At Harcourt Assessment/Psych Corp, we understand the challenges facing School clinicians.
With NCLB and the anticipated changes with IDEA 2004, the expectations of
the School clinician continue to rise. At the heart of these changes is the goa
l to see all children succeed
http://harcourtassessment.com/haiweb/Cultures/en-US/Harcourt/SupportAndResources/IndustryTopics/IDEIA/EvolvingwithIDEA.htm
Fine Motor Skills Goals:
http://www.ed.uiuc.edu/sped/SPARK/teachermat/alligator/skills-finemotor.html
or
http://www.playistherapy.com/?gclid=COzotP_894oCFQVAgQodakArlw
Attention goals:
http://www.fape.org/pubs/fape-41.pdf
http://specialed.about.com/od/iep/a/iepattention.htm
Self help: http://www.iep4u.com/iepsh1~1.htm
http://www.kid-power.org/samples/goals.html
It's IEP Season, Just a reminder that a Regular Education
Teacher must be present in the IEP it is a denial of FAPE! See court case below!
M.L. v. Federal Way Sch. Dist., 387 F.3d 1101 (9th
Cir. 2004). Click here to read the case /Documents/ML Case.pdf
The failure of the school district to have a regular
education teacher at the IEP meeting for an
autistic and intellectually impaired student was
sufficient to find a denial of FAPE. The District’s
omission was a “critical structural defect” because
there was a possibility of placement in an
integrated classroom and the IEP recommendation
might have been different had the general
education teacher been involved. When the general
education teacher was unable to attend,
District should have cancelled the meeting and
not proceeded without the benefit of input from
the general education teacher regarding curriculum
and environment.
What Does IDEA Mean for A Child With Autism?
IDEA is our nation's special education law. IDEA stands for Individuals with Disabilities Education Act. IDEA guides how states and school districts provide special education and related services to more than six million eligible children with disabilities. Learn more about this important federal law here!
What does IDEA mean for a child with autism?
IDEA is divided into four sections, called Part A–D. Each part relates to some area of educating children and youth with disabilities. These parts are:
1. Part A defines the terms used in the law. For example, the terms Child with a Disability and Free Appropriate Public Education are defined in Part A.
2. Part B gives money to States to provide services for eligible children and youth with disabilities. Part B includes the rules and regulations that States and school systems must follow to receive funds from the Federal government. This includes what must be done with respect to:
• evaluating children for the presence of a disability and their eligibility for special education and related services;
• notifying parents and involving them in their child's education;
• working with parents to write IEPs for eligible children;
• providing special education and related services to children with disabilities;
• resolving conflicts between parents and the school system; and much, much more.
Because Part B focuses on schools and children, it is probably the best known part of the law.
3. Part C is the Early Intervention Program for Infants and Toddlers with Disabilities. This program helps States develop and operate a system for providing early intervention services to infants and toddlers and their families. This system must include all of the agencies that might provide services, such as the Department of Education, Health, and Social Services. Some of these services may include family training, counseling and home visits, speech-language services, occupational therapy, and physical therapy. Like Part B, Part C is well known, primarily because it, too, deals with children.
4. Part D helps State education departments and other agencies improve how they work with children and youth with disabilities. Although lesser known than Parts B and
C, Part D is critically important, because it builds the capacity of early intervention systems and schools to address the unique needs of children who have disabilities. Part D provides the information and research that informs professional practice and families. Under Part D, the Federal government provides grants to universities, colleges, and other organizations to:
• Prepare teachers to teach all students, including students with disabilities;
• Do research into best practices for children and youth with disabilities;
• Publicize information about services to parents, teachers, and other professionals working with children;
• Operate parent training and information (PTI) centers, which work directly with families;
• Operate information centers like NICHCY;
• Develop technologies for professionals and children; and
• Operate demonstration projects that investigate new or promising educational practices.
Each part of the law has a crucial role to play in the education of children with disabilities. Together, they work to ensure that the four purposes of the law are carried out. As stated in the opening words of IDEA's implementing regulations for Part B:
"The purposes of this part are—
(a) to ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for employment and independent living;
(b) To ensure that the rights of children with disabilities and their parents are protected;
(c) To assist States, localities, educational service agencies, and Federal agencies to provide for the education of all children with disabilities; and
(d) To assess and ensure the effectivenessness of efforts to educate children with disabilities." (34 Code of Federal Regulations Section 300.1, Purposes.)
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IRC
http://www.ed.gov/parents/needs/speced/iepguide/index.html
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FAPE Solutions
Educator's World
Great Assistive Technology Link provided by Tom and Shelby Nurse! Wrights Law
Books, Websites & Newsletters from Wrightslaw
Books & DVDs
Pete and Pam Wright are co-authors of several books published by Harbor House Law Press:
Wrightslaw: Special Education Law, 2nd Edition (ISBN: 978-1-892320-16-2, 456 pages) is available as a print book and print book & e-book combo; includes the full text of the Individuals with Disabilities Education Act and IDEA 2004 regulations with analysis and commentary, Section 504, NCLB, Family Education Rights and Privacy Act (FERPA), McKinney-Vento Homeless Assistance Act, decisions in special education cases from the U. S. Supreme Court, resources and references. (2007)
Wrightslaw: From Emotions to Advocacy - The Special Education Survival Guide, 2nd Edition by Pam Wright and Pete Wright (ISBN: 1-892320-09-6, 338 pages, perfect bound $19.95). (2005)
Surviving Due Process: Stephen Jeffers v. School Board, the award-winning DVD about a special education due process hearing (2004).
Wrightslaw: No Child Left Behind by Peter W. D. Wright, Pamela Darr Wright and Suzanne Whitney Heath, ISBN: 1-892320-12-6, 384 pages, perfect bound, includes No Child Left Behind CD-ROM. (2003)
Wrightslaw: IDEA 2004 by Peter W. D. Wright, Esq. and Pamela Darr Wright (ISBN: 1-892320-05-3, 168 pages) perfect bound, also available as an e-book. (2005) - Out-of-print in 12/06; replaced by Wrightslaw: Special Education Law, 2nd Edition.
Wrightslaw Tactics & Strategy Manual by Peter Wright and Pamela Wright, ISBN: 1-892320-18-5, 144 pages (2000) - Out of print; replaced by Wrightslaw: From Emotions to Advocacy.
Wrightslaw: Special Education Law (1999) - Out of print, replace by Wrightslaw: Special Education Law, 2nd Edition.
Newsletters
The Special Ed Advocate is a free online newsletter, published weekly, about special education law and advocacy. Read back issues in the Newsletter Archives.
The Beacon: The Journal of Special Education Law & Practice is a multi-disciplinary electronic journal of special education law and practice published by Harbor House Law Press. Read back issues of The Beacon.
Websites
IDEA 2004 at Wrightslaw provides current, reliable information about the Individuals with Disabilities Education Act of 2004 (IDEA 2004). Learn about new requirements for IEPs, IEP teams, IEP meetings, eligibility, evaluations, eligibility for specific learning disabilities, child find, reevaluations, parental consent, accommodations, alternate assessments, transition, and more.
No Child Left Behind at Wrightslaw offers accurate, up-to-date information about the No Child Left Behind Act - research-based instruction, proficiency testing, parent involvement, tutoring and supplemental educational services, highly qualified teachers, and public school choice.
Wrightslaw: From Emotions to Advocacy has a companion website at Fetaweb.com with advocacy information and resources to supplement the book.
Special Connections
http://www.specialconnections.ku.edu/cgi-bin/cgiwrap/specconn/index.php
Special Edcation IEP http://www.spedforms.com/goals/criteria.htm
http://specialed.about.com/cs/iep/a/ieparticle.htm
Dear Parent Advocates,
We all seem to be having some kind of problem with the FLDOE and the Florida ESE system lately. I hope that some of the contact information below will be of help to you in your future advocacy work. The only way the system is going to change is if we continue to advocate and work together to make the necessary changes happen for our children.
Restraint and Seclusion
IDEA non-compliance
IEP non-compliance
Parents bullied and intimidated at IEP meetings by school district.
File intake information with the Florida Advocacy Center for Persons with Disabilities, Inc. http://www.advocacycenter.org/intake/index.cfm
File a written complaint with the FLDOE about your situation in regards to your child being restrained or put in seclusion. This may not do much but at least it will be documented and on file. This will create a paper trail that you may need in the future. The electronic form is attached.
File a complete with your Department of Children and Families Services (DCF) if your child has been injured physically or mentally. The Welfare of Children Act (HB 7173) amended the definition of "other person responsible for the child's welfare" to include school personnel. Parents can now report suspected abuse by school personnel to DCF. Florida Child Abuse Hot Line 1-800-962-2873
File a complaint with your local police department if your child has been injured physically or mentally.
Florida's Positive Behavior Support Project http://cfs.fmhi.usf.edu:80/cfsnews/2006news/PBSupdate8.06.html.
This is free program to all Florida schools but they have to be invited in by the school district. Make this request to your ESE Director and your school board. Make this request by phone or in person but always put it in writing also.
Educate and work with your local and state legislatures about restraint and seclusion in the public school system on children with disabilities. Identify problems and present solutions to help solve the current problems our children are facing. Find your Legislators in the link below by ZIP+4 Code (the 4 extra number can be found on most of your incoming mail next to your zip code) http://www.flsenate.gov/Legislators/index.cfm?Mode=Find%20Your%20Legislator&Submenu=3&Tab=legislators&ZipCode=33436
Work with other parent advocates creating and submitting new bills to your local legislatures. Example of bill subjects: Burden of proof put back on the schools districts, Behavior committee to oversee policies/rules are being followed, State Data system set up by school districts to track restraint, seclusion, suspensions, baker acts and arrests of children with disabilities.
Work with other parent advocates changing current laws that are outdated and need to be revised.
Call and order 20 - 30 free booklets "Making Your Case" 1-877-348-0505 (toll free) and pass them out to other parent advocates. This is a beginners guide to teach advocates how to work with legislators.
Speak at school board meetings about what restraint and seclusion has done to your child, family and other families. Educate school board members about the dangers and trauma of restraint and seclusion. Restraint & Seclusion is NOT a positive behavior treatment, it's a FAILURE to treatment.
Send a "No Restraint" letter to the school principal and ESE Director. Change the letter to fit your situation. A sample letter can be found here: http://www.bridges4kids.org/IEP/NoRestraintLetter.html
Take pictures of any visible injuries your child comes home with. And make sure you document everything.
Take your child to his/her Pediatrician or the Emergency room for a complete physical examination if needed.
Contact your local media and ask them if they will do a story to educated the public.
Restraint and Seclusion - Join the Yahoo group http://groups.yahoo.com/group/RESTRAINT_INFO/
to find information and support.
Pass this information on to other parents that may need help.
Other Contact Numbers
Statewide and Local Advocacy Councils http://www.floridasac.org/
The Florida Developmental Disabilities Council http://www.fddc.org/HOME/index.asp\
U.S. Department of Justice http://www.usdoj.gov/crt/edo/filecomp.htm
Office of Civil Rights http://wdcrobcolp01.ed.gov/CFAPPS/OCR/complaintform.cfm
U.S.Office of Civil Rights Washington office http://wdcrobcolp01.ed.gov/CFAPPS/OCR/contactus.cfm
Regards,
Phyllis
Families Against Restraint and Seclusion
http://familiesagainstrestraintandseclusion.blogspot.com/
FLORIDA Families Against Restraint and Seclusion
http://floridafamiliesagainstrestraint.blogspot.com/
Another great Universal Education Guide
http://www.fddc.org/council/FDDC_UnivEd4.pdf