The Importance Of Including Your Child in Their Own IEP Meeting

We as parents spend a lot of time advocating for our children when they are young.  However, there comes a time when our children become older and they have to learn how to advocate for themselves; knowing when the time is right will depend on your child.  If your child is still attending elementary school, they are most likely NOT mature enough to participate.  For those of you who have children in middle school, now is the time to think about the prospect of someday having your child attend their own IEP meeting.

When you and your child have come to the conclusion that they are ready to participate in their IEP meeting….then by all means, bring them in!!  When they first attend, it’s not necessary to bring them in for the entire meeting.  It’s important to make them feel comfortable and let them know that the team is there to help them in school.  The purpose of the IEP is not to discipline your child but to encourage them to become an integral part of some of the decisions pertaining to their IEP.  When you have finished discussing whatever you needed with the school, then bring your child in to participate.  It’s important to make it a positive experience so they are not afraid to participate….it can be frightening for a pre-teen/teenager to walk into a room by themselves with ten adults staring at them.

Read more of Dennise Goldberg's Special Education Advisor article HERE.

Send Em’ To The Principal’s Office!

When I was in elementary school, I had a bit of a tough time of it.  From first to third grade I spent an inordinate amount of time in the principal’s office, the punitive measure of choice at my elementary school.  Every paper thrown, inappropriate comment bellowed and t-shirt removed during a reading lesson (I won’t get into this) evoked the same response from my teachers:

“Go to the principal’s office.”

The office secretary knew me by name, I knew the number of carpet squares I would trod upon en-route and had more or less memorized the spiel I’d get from the principal.

“Don’t do _________ again, Zach.   Don’t you realize that you’re disrupting the class?  I’m disappointed in you.”

It struck me later while studying the principles of behavior that, although my elementary school teachers were sending me to the principal’s office as a punishment for my various infractions, going to the office was not punishing at all.

Martin and Pear (2003) define a Punisher as “an event that, when presented immediately following a behavior, causes the behavior to decrease in frequency.”

Martin and Pear (2003) nicely illustrate the Principle of Punishment:

If, in a given situation, somebody does something that is immediately followed by a punisher, then that person is less likely to do the same thing again when he/she next encounters a similar situation.

Additionally, Cooper, Heron and Heward  (2007) note that “like reinforcement” punishment is“defined by its effects on the future frequency of behavior.”

I assume that my teachers’ propensity for sending me to the principal’s office was “done with the intention of reducing [my] tendencies to behave in certain ways” (Skinner, 1953).

However, in retrospect, it didn’t work.  If going to the principal’s office were effective as a punisher, it would’ve reduced the future frequency of my behavior (for the record, I removed my shirt several more times during reading group).

So why did they keep sending me up to that office if it didn’t reduce my behavior?  I think there are a couple of reasons.

Read more of Zachary Ikkanda's Special Education Advisor Blog article HERE.

Dyslexia: Hear Us Roar

A recent IEP meeting began the same way they always do, “Jake is a great kid. He has a lot of friends and he tries really hard. We really like him and enjoy having him on campus.” Much to my surprise and my utter joy, Jake’s dad took off his glasses, leaned forward and said, “I know my kid is great. I know he has a lot of friends. But that is not why we are here. My kid can’t read, so let’s talk about that.” I beamed with pride and wished this could be said at every IEP/school meeting. Guess what? It can – just do it.

The niceties are over. The pleasantries are done. Dyslexia affects up to one in five children in this country, and it is still laughed off, brushed off, ignored and scoffed at in almost every IEP/SST meeting I attend. The word is not getting to the frontline staff and administrators, and I think it is because we are whispering. Well, now it is time to roar. I usually advocate for a win-win relationship and a healthy relationship between the school and the parents, but my tune is beginning to change. Niceties and pleasantries are not working, so the gloves are off, and we are asking schools the tough, relevant questions. It’s time for the dyslexia community to take control of the situation and ask the questions that require the districts to justify their responses and create some positive, meaningful change.

Read Mr. of Dr. Kelli Sandman-Hurley's Special Education Advisor article HERE.

Peer-Reviewed Research & Research Based Instruction

The Individuals with Disabilities Education Act (IDEA) when reauthorized in 2004 introduced the concept of Research Based Instruction. This was done in order to align the regulations with the No Child Left Behind Act and to hold Schools more accountable for the lack of progress children with disabilities were making in their classrooms.

Congress, in their findings, determined, “the implementation of this title (IDEA) has been impeded by low expectations, and an insufficient focus on applying replicable research on proven methods of teaching and learning for children with disabilities.”

With these findings in mind congress added to IDEA that all Individualized Education Programs (IEPs) must include, “a statement of the special education and related services and supplementary aids and services, based on peer-reviewed research to the extent practicable, to be provided to the child, or on behalf of the child, and a statement of the program modifications or supports for school personnel that will be provided for the child”

The first problem with this addition was IDEA did not define the term “peer-reviewed research” anywhere in the regulations. This created a number of requests for clarification which was addressed in the Federal Register / Vol. 71, No. 156 Page 46664:

“Peer-reviewed research” generally refers to research that is reviewed by qualified and independent reviewers to ensure that the quality of the information meets the standards of the field before the research is published. However, there is no single definition of ‘‘peer reviewed research’’ because the review process varies depending on the type of information to be reviewed. We believe it is beyond the scope of these regulations to include a specific definition of ‘‘peer-reviewed research’’ and the various processes used for peer reviews.

Read more of Doug Goldberg's Special Education Advisor article HERE.

Top Ten Most Viewed Special Education Advisor Guest Articles for 2011

By Dennise Goldberg Featured, Special Education Advisor Blog

The following is a list of the most viewed special education advisor guest articles from 2011. Thank you to all of the guest authors that have submitted articles to Special Education Advisor in 2011. The quality of articles and their content has been outstanding and we really appreciate every single submission. Without your submissions we would not be able to fulfill our mission to families with children who have special education needs. Enjoy the list:

1. Seven Things I Wish Someone had Told Me When My Daughter Was First Diagnosed with Autism - 1. You’re not alone. No, really, really not alone. About one in 110 of us are on the autism spectrum. Throughout the world, autism affects all races, social classes, religions, and income levels. You are going to meet some amazing people who are walking this road right with you. You may even find that you or your spouse are on the spectrum, but that’s a whole ‘nother subject. Read More

2. Dear School Personnel, Community Members and Neighbors - To Whom it May Concern, I am the parent of a special needs child. I was overwhelmed, confused, heart broken and struggling to unravel the complexities before me. Read More

3. The Treatment of Executive Function Skills Using Equine Assisted Therapy and Hippotherapy - Equine Assisted Therapy (EAT) and Hippotherapy (HPOT) can be used in the treatment of Executive Function problems. Therapists who utilize these therapeutic methods know that a therapy horse can facilitate learning, and, with children, it has long been known to help activate language. HPOT uses the movement of the horse to facilitate language, while EAT uses riding activities to promote goals; both are directed by the treatment principles and goals that apply to the particular profession of the therapist. (Macauley, 2004)Read More

4. What a Good IEP Looks Like - I set out to write a post on “what a good IEP looks like” at the request of the brilliant Larry Ferlazzo when the great KIPP debate (one and two) burst out. But as in any “real” learning, I’m glad I was interrupted, because I learned a great deal during that conversation, and that conversation altered what I am writing now. Read More

5. Why Parents Need to Know About Neuroplasticity - Four words revolutionize how we now view and help kids with special needs: The brain can change. That’s a powerful statement with huge implications. Only a few decades ago, scientists were convinced the brain was hard-wired . . . that was until modern technology, such as MRIs and PET scans, proved otherwise. With the same certainty that we know the sun rises, we now also know that the brain has the ability to change and re-organize itself. This phenomenon is called neuroplasticity. Read More

6. I’m NOT Your Enemy: Secrets from Your Child’s Special Education Teacher - How often have you read articles, blogs, or tweets where the special education teacher appears as the bad guy? The special education teacher has an alternate agenda or makes a plan without the knowledge of the parents? The IEP team excludes the parents as part of the team? Too many articles and blogs point to the special education teacher and make him/her appear as an enemy to the parents of the child with special needs. Read More

7. Preschool For Children with Special Needs - Making choices about the preschool years for your child with special needs can be stressful and confusing. With so much emphasis on the early years, it is not uncommon for parents to hear every single tick of the clock. It feels like there is no time for mistakes. One decision can seem like it will have repercussions for a lifetime. The fact is, you cannot predict the future outcome of your choices today, but you can make educated decisions based on what you know now. Read More

8. Top Ten Ways to Tell if Your Child’s School is Inclusive - Inclusion, as special education experts agree, is the ideal way of educating students with special needs. Students with special needs are placed in general education classrooms along side their same-age peers, despite physical or academic ability levels. Often, however, inclusive education is a term that is misused and misunderstood by parents, teachers and staff. Here is a list of top ten ways to tell if your child’s school is truly inclusive: Read More

9. Developmental Milestones: Relevance to Nursing and Early Childhood Education - Often, college students do not realize the relevance a class may have in other academic areas. One example is developmental milestones of children. Pediatric nursing as well as early childhood education both focus on these aspects in their curriculum and show intertwining relevance to the respective educational and career paths. While most people realize children grow and develop, most do not comprehend the importance of assessing the process of growth and development. Read More

10. Overnight camp for my kid with special needs? – Selecting the right camp and understanding common misconceptions about overnight camp for children with learning differences & social skill needs. Overnight summer camp is one of the most rewarding experiences that you can provide your child with if you know how to choose a camp where your child can be successful. Overnight camp can provide children with learning differences, social skill needs, mild Autism Spectrum Disorders, Non-Verbal Learning Disability and ADD/ADHD with many benefits. Read More

If you would like to read any of the other guest articles from 2011 and earlier you can find them on the Special Education Articles page.

Article HERE.

Top Ten Most Viewed Special Education Advisor Blogs for 2011

By Dennise Goldberg Featured, Special Education Advisor Blog

The following is a list of the most viewed special education advisor blogs from 2011. This doesn’t include any of our guest articles which will be published separately. 2011 was Special Education Advisor’s first full year of operation and we have grown more quickly that we could ever imagine. We currently have over 21,000 visitors a month and over 50,000 page views per month. We continue to grow every month and it’s all because of our members and visitors. Thank you for your continued support and without further adieu here is the list:

1. 50 Essential Special Education Twitter Feeds to Follow - Below is a list of 50 Special Education Twitter Feeds worth following. The list includes Parents, Educators, Advocates, Attorneys, Therapists and National Organizations. This list should keep you up to date on everything happening in and around the world of Special Education. Read More

2. A Letter to Ron Clark: What Parents Really Want to Tell Teachers - I have recently read your article, “What Teachers Really Want to Tell Parents” and found it to be ill-conceived, short sided and quite frankly wrong on many accounts. I am aware of your accolades and achievements as written in the editor’s note prior to the article but I will also point you to Rule #51 in your Essential 55 Rules, “Live so that you will never have regrets”. If you don’t already, I feel you will learn to regret writing this article. This article has the ability to create an even bigger chasm between Parents and Teachers. Parent Involvement in a Child’s Education, as proven by 20 years of research, is one of the most effective methods in a child’s academic success. Educating our children needs to be a partnership between Parents and Teachers. Especially, since school age children spend 70% of their time outside of school. Read More

3. Disability Categories under IDEA - The following list outlines the definitions of each of the disability categories established under the Individuals with Disabilities Education (Improvement) Act of 2004 (“IDEA”). Read More

4. IEP Recreation: There is no Friendship Algorithm - Making friends isn’t easy for anyone but becomes even more difficult if you are a child with special needs who has an Individualized Education Program (IEP). While most schools use an IEP to primarily focus on academics, one of the most overlooked uses is to help with socialization and recreation. The Individuals with Disabilities Education Act (IDEA) allows for support services, known as “Related Services” that helps the child receive a Free Appropriate Public Education (FAPE). The definition of Related Services as defined by IDEA says: Read More

5. Top Ten Questions to Ask at an IEP - If your child has an IEP, the following top ten list is comprised of generic questions that all parents should be asking. This list is not specific to any disability or situation. Read More

6. Top Ten Common Mistakes Made at an IEP - Discussing placement before everything else has been established (i.e. needs, present level of performance, goals, etc); Read More

7. Ten Related Services for an IEP you may not know about - In General the term Related Service means services designed to enable a child with a disability to receive a Free Appropriate Public Education (FAPE) as described in the Individualized Education Program (IEP) as may be required to assist a child with a disability to benefit from special education. The Related Services most people are familiar with are Speech and Language Therapy, Occupational Therapy, Physical Therapy and Transportation. The following list describes ten Related Services you may not know about: Read More

8. Top Ten Excuses School Districts use to get out of testing for Special Education - The list of excuses below are some of the more common themes I hear every day from school districts who are trying to get out of testing a child for special education. None of these or other excuses should be accepted by a parent who is trying to find answers for why their child can’t access the curriculum. As a parent, trust your instincts, if you think there is a problem most likely there is. Read More

9. Ten Steps to Writing Effective IEP Goals - The Individuals with Disabilities Act (IDEA) requires that all Individualized Education Programs (IEPs) include: A statement of measurable annual goals, including academic and functional goals, designed to (a) meet the child’s needs that result from the child’s disability to enable the child to be involved in and make progress in the general education curriculum; and (b) meet each of the child’s other educational needs that result from the child’s disability. Read More

10. Special Education Facebook Pages to Like – The following is a list of Facebook pages that do a wonderful job of tracking, educating and informing on all aspects of Special Education and advocacy. Anyone that has a child with an individualized education program (IEP) or individual family service plan (IFSP) should like these pages. Read More

Honorable Mention (Top Ten until two days ago) The Purpose of an IEP - I was reading a few blogs about Individualized Education Programs (IEP) over the last month and a few of them have me concerned that as hard as we try to educate parents about IEP’s many still don’t understand their purpose. Some of the misconceptions I have heard or read about lately include: Read More

Article HERE.

Top Ten Special Education Supreme Court Cases

The list outlines the top ten Special Education Supreme Court Cases and a short description of each ruling. See Doug Goldberg's Special Education Advisor Blog HERE.

Top Ten Questions to Ask at an IEP

If your child has an IEP, the following top ten list is comprised of generic questions that all parents should be asking. This list is not specific to any disability or situation.

10. How has the School updated the present levels of performance?

The Present Levels of Performance (PLOPs) are crucial to writing a successful IEP. Since many IEP Teams only perform assessments every 3 years, for the triennial IEP, it’s important to understand how this section is being updated. “This section forms the basis and justification for all goals and objectives. In turn, the goals and objectives form the basis for all services and placements.” (Brannigan and Margolis, IEP Goals and Objectives are these any good)

Read more of Dennise Goldberg's Special Education Advisor Blog HERE.

A Challenge to All Fathers With Special Needs Children

It might take a village to raise a child, but it takes a nation to raise a special needs child. Once the nation gets involved and laws are enacted, complications always arise. This is why it is so important for BOTH parents to be fully involved in their child’s special education needs. As a parent of a special needs child and an Advocate I attend many IEP meetings, workshops, seminars and conferences. The majority of attendees at these functions are women. It always amazes me when I attend an IEP meeting and Mom is alone. Even worse when I ask Dad, “what is your child’s eligibility in their IEP” and he answers, “I’ll have to ask my wife”. For those Dads that attend IEP meetings, know what’s in their child’s IEP and help with therapies, I applaud you. For those Dads that think this is their spouse’s responsibility because you work fulltime, you are wrong. How do I know, because I was once you.

Read Doug Goldberg's article in the Special Education Advisor HERE.

Can Students with Learning Disabilities Learn How to Learn?

Many middle school and high school students with reading disabilities have difficulty understanding their textbooks and succeeding on assignments. Reasons for their difficulties include:

Their inability to understand the demands of the task

Instruction devoted solely to the mastery of subject materials, such as a social studies chapter.

The last reason is certainly not the fault of subject matter teachers; often, they lack the time needed to cover the reams of material for which they’re responsible. Many of them think they have no time to teach children how to read for understanding. Certainly, they have no time to teach students with learning disabilities the higher order thinking skills needed for reading comprehension, such as identifying, explaining, and supporting their interpretations of what they’ve read. Sadly, this focus on content alone often condemns students with reading and other learning disabilities to ongoing failure.

Read By Dr. Gary G. Brannigan and Dr. Howard Margolis Special Education Advisor article HERE.

The Cost of Respect in an IEP

By Doug Goldberg Special Education Advisor Blog

Cue the music…..What you want. Baby, I got. What you need. Do you know I got it? All I’m askin’. Is for a little respect. At the IEP. R-E-S-P-E-C-T Find out what it means to me.

Respect, is something we all want when we are discussing a way to help our children; unfortunately this doesn’t always happen. So, when did the cost of respect start equaling my advocacy fee? Granted, advocates are only called when there are disagreements between the School and the Parents but these disagreements should not be over how we treat each other in an IEP. The last two IEP meetings I attended I was warned by the Parent about one member of the IEP Team that didn’t respect their opinion. Upon leaving both IEP meetings the first comment from the Parent was, “that was quite a bit different from last time.” By the way, one of the two meetings we are still going to have to file for Due Process but at least the disagreement was about the child’s IEP and not about respect.

I’m in no way saying everyone needs to hire an advocate to get respect or that hiring an advocate guarantees respect. Try reading Predetermination in an IEP and you will see my wife and I run into our share of “Intimidators” but the majority of the time we are able to facilitate a discussion. Parents do need to know that they should be respected and if that is not currently happening, it might be a good idea to talk with an experienced advocate or attorney.

My son has had an IEP for almost seven years and we love the current IEP Team that we have in place. That doesn’t mean we always agree on the proper services but it means that we can have an open dialogue and discussion that might still end in a disagreement. We have actually filed for Due Process four times over various disagreements but that has not affected our relationship with the current team. As a matter of fact, we had an issue last week at School with my son regarding State testing that took the combined efforts of the Resource Teacher, General Education Teacher, my wife and myself to work out but you will hear more about that in my wife’s blog later in the week.

I started this blog by asking, when did the cost of respect start equaling my advocacy fee? I really didn’t answer the question because the only people that can answer are the team members that are showing the disrespect. My hope is by telling parents they deserve respect they will know how to handle the situation if it arises.

Article HERE.

Concern With Medicating Your Child with ADD or ADHD?

Are you worried about medicating your child with ADD or ADHD? Read more on this article by Dr. Kari Miller on Special Education Articles. Click here.

Top 10 Mistakes At An IEP Meeting

To view the Top Ten Common Mistakes Made at an IEP written by Doug Goldberg at Special Education Advisor Blog, click here.

Don’t Sweat the Milestones

Here is an article by By Doug Goldberg from the Special Education Advisor Blog :

Understanding and recognizing when your child isn't reaching their developmental milestones at the appropriate age is an important part of getting early intervention, but after that don’t sweat it! If you have the problem diagnosed and are providing your child with as much intervention as you can stressing over what your child can’t do isn’t going to help anyone.

Read more HERE.

The Ever Changing IEP

Whether your child has an annual or triennial IEP, it’s a good idea to review it from top to bottom with the entire IEP team. Believe it or not, there are always changes that need to be made. The goals that were set in the previous grade may need to be changed because they have already been attained, the curriculum has become harder, or adequate progress has not yet been made. As a result, a team effort between the school and yourself must be attempted to make the adjustments necessary to help your child improve on their ability to access the curriculum.

Read Dennise Goldberg's Special Education Advisor blog article HERE.