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Tips for the Transition into
the IU
1.
Try to think of this as a business transaction. Being
respectful and straightforward is important. – Of the evaluators
and IU case workers.
2.
Discuss with your partner what you want your child to
have prior to the Evaluations and certainly prior IEP meeting.
This way, you are both on the same page during the meetings.
During the IEP meeting, the number of weekly hours of therapy is
negotiable. If you are not comfortable negotiating, bring
someone with you who is comfortable.
3.
It is important that you share your vision for what kind
of services and what kind of setting you wish for your child.
It is important to do this with each evaluator at the IU.
4.
Montgomery County has a reimbursement program for typical
preschools. It is a program that is intended for children who
have a “socialization” goal on their IEP. If this scenario
applies to your situation, it is important to ask about the
program. If we had not asked about it, it would never have been
offered. – The number of hours reimbursed weekly is negotiable,
ask for the maximum amount of hours to be reimbursed and
negotiate if necessary. If you don’t ask, the IU will not offer
this.
5.
For every request you make of the I.U., you need to have
a specific reason. For example, “I would like to have speech
therapy sessions one on one [vs. group] because my child is
easily distracted.”
6.
This may feel uncomfortable, but stress your child’s
challenges when asking for certain things.
7.
If you wish for your child to be in a typical setting at
age 3, it is harder for the IU to try to veto that wish if your
child is already in a typical daycare.
8.
The IU must consider a typical setting first [if that is
what you want for your child]. You will actually sign a paper
stating this on your first visit to the IU.
9.
If you are interested in a typical setting, ask how many
kids with special needs vs. kids with no special needs are in
attendance at the school.
10.
When investigating a school, ask how many children
present are verbal and how many do they have that currently have
DS.
- If you
are interested in a typical preschool for your child, ask if
children need to be potty trained prior to entering the #’s
classroom.
Transtition Advice and Thoughts for your
child with Trisomy 21
by, Lizanne Magarity Pando
LMagarity@aol.com
215-778-8451
You should start thinking and looking at what you want for
your child just after they turn two.
Think about:
What is your child like?
Make a list - active, shy, loud, quiet, curious, likes music,
likes to play with kids, likes to play independent, medical
needs, etc.
What are your goals for your child from 3 to 5?
Make a list.
Discuss these lists with your primary therapist and/or case
manager (some times your therapists are better suited for this
conversation - sometimes your case manager is)
Find the programs that are catering to "Special Needs" in your
community and take a walk through. (There was an ICC evening
meeting that brought all of the local programs to the PaTTAN
bldg. before Jenna Transitioned - this allowed us to talk with
many programs in one evening instead of going out to eanch
facility.)
Make a list of questions with your spouse to ask while at their
facility.
Look into transportation - mobility issues - will you get to
keep the same therapists at this new facility or will you have
to use theirs? Will your child still receive One on One therapy
or Group? What is their policy on communication? on your
stopping in? what is the ratio of teacher to student? Do they
have after care? Does this mix classes - and how will this
affect your child - what is the ratio in aftercare?
Talk to the parents in your neighborhood - where are the typical
kids going? Where are the other children in your family going?
What are their policies on taking kids with Special Needs?
Remember these are the kids they will be in school (and on the
soccer team) with.
Don't let a therapist or case manager tell you that you won't
get services at a typical school placement - that would be the
Least Restrictive Environment - and by law they have to bring
the appropriate services to you.
Special Note:
*Our experience has been that the policies flow from the top -
so if the director seems all for it (or the principal) then the
program will fly - but beware of the skeptical person at the
top.
*Religious programs such as at a Church Nursery School and
Synagogue will not be funded.
The Jenna Pando Story
We sent Jenna to Carson Valley School (a typical program) 5
days a week. She was in a regular program and they sent
therapists to the school during the morning and aftercare
programs. We had an Aide for her 8 hours a week and they also
funded us back these hours for socialization. We had to pay for
aftercare ourselves.
We were in written and verbal communication with the school and
therapists on Jenna's progress and I would stop in several times
a week to meet therapists there or participate in school
activities.
We chose this school because our daughter, Cyndi, was going
there and we liked their program.
When we started, the director was all for it and the first few
years were fantastic. Each time a problem arose we would come
in and sit and address it.
Jenna loved it there and the sisters loved being together. This
program was perfect for us. I feel it was the right move for our
family.
Remember - if it feels right then it usually is - if it doesn't
feel right - it usually is not.
Please feel free to call me or email me with any questions.
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Jenna is a healthy, happy, 8 yr.
old, included little girl in first grade at Blue Bell Elem.
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And
here is her confident self in action (she did not learn this
at school - she learned it from her mother ;-)
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