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Presenters:
Susan Davis; davisphily@comcast.net
Heather Ronca; hronca@comcast.net
When to
Start?
About 6-8 months before your child’s 5th
birthday, you will receive a notice from the IU indicating that
your child is eligible to enroll in Kindergarten in your school
district. If you have decided to enroll, or if you are not
sure, then a transition meeting will be scheduled. You do not
have to enroll your child in Kindergarten at age 5. You may
choose to continue the services provided via the Early
Intervention program for another year. Even if you are not sure
what you want to do, start the process and use it as an
opportunity to learn about what your school district has to
offer.
Recommendation: Start investigating
services and programs in your school district about 1 to 2 years
in advance. Typically, Special Education services fall under
the Director of Pupil Services. Call or set up a meeting to get
information. Observe the different classrooms (Learning
Support, Regular Ed Kindergarten or Inclusive Kindergarten, Life
Skills). This is a good time to contact other parents in the
district who have children in special education and find out how
their experiences have been, keeping in mind that every child is
different!
What
Happens Next?
At the transition
meeting, you will be asked to give permission for the school
district to evaluate your child, and for existing early
intervention records to be made available to the District.
The next step, should you decide to proceed
at this time, is to develop your child’s IEP (Individualized
Education Plan). Depending on the date of your most recent IEP,
the school can accept your child’s current IEP, and then
re-write it once they start school, or write a new IEP prior to
kindergarten. The IEP is written by the educators, with input
from all team members…including YOU the parent! You do NOT need
to sign the IEP during the meeting. I like to take it home and
read it again. Also, I always request a copy of the draft
before the IEP meeting so there are no surprises (some educators
will be writing it right up to the meeting and might not be able
to accommodate you.
You must determine what you want for your
child. This is not always easy. Generally there are three
options available for children requiring special education
services, Inclusion, Learning Support, and Life Skills. By law,
your child has the right to a “Free and Appropriate Public
Education” in the “Least Restrictive Environment” 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.
Recommendation: Sometimes parents
go into their IEP meetings and assume the school district will
be an adversary. Give them the benefit of the doubt and treat
all team members with respect. Remember, you will be working
with these people for a long time and if they respect you and
your conduct, you will have an easier time in the long run
getting what your child needs!
Inclusion: What is it?
Inclusion is an educational practice where
students with and without disabilities are educated together
with the essential supports and services in an age appropriate
regular education classroom in their neighborhood school. The
student will receive the same special education services;
however they will be delivered in a regular education
classroom. There are various teaching methods that are being
used in inclusive classrooms, such as co-teaching,
differentiated instruction, and others. Therapies, such as
speech, OT, and PT are delivered, if the child qualifies and it
is in their IEP, either in the classroom, or on a pull-out
basis.
The NDSS has published a nice booklet on
Inclusion, as well as a study that indicates that generally
children with Trisomy 21/ Down syndrome make greater academic
and social gains in an inclusive educational setting compared to
segregated special education classrooms. Also, there are many
other studies and resources available on the Internet searching
under Inclusion. Keep in mind what inclusion is not… inclusion
IS NOT dumping a child in a regular education class without
proper support and expecting them to keep up.
For Inclusion to be successful, proper
support services must be present, materials typically need to be
adapted, and the goals, as established in the IEP, need to be
worked on daily.
Learning
support: What is it?
Learning support is usually where special
education services are delivered in a self-contained classroom
(A self-contained classroom is one in which the students share
similar academic requirements. For example, all the children
with disabilities in a school or school district will be
contained in the same classroom). Often there are multiple
grade levels and multiple levels of ability in each classroom
(e.g. K- 2.) The classroom sizes are typically smaller, the
teachers are special education teachers, and there may be other
adults in the classroom serving as aides or classroom
assistants. Sometimes children can spend part of their day in
Learning Support, and part of their day in a Regular Education
classroom. Also, children receiving academic instruction in a
Learning Support classroom can be included with their peer group
for “specials” such as Art, Music, and Physical Education.
Note: A disadvantage to special
education classrooms can often be that they are not housed in
your home school, and your child must be bussed to a school not
in your neighborhood. Getting to know the children in your
neighborhood is an important social learning opportunity! One
of the drawbacks to having your child split their day in two
different classrooms, is that they may not feel that they
“belong” in either one. If you pursue this arrangement, take
care to make sure that your child has a cubby, etc., in both
rooms so that she/he is deemed to be a “member” of both
classrooms, not a “visitor.”
Life
Skills: What is it?
A Life Skills
program generally emphasizes functional* academics,
communication, self-help, social, vocational, and community
living skills. It is for students who have intellectual
abilities which prevent them from obtaining meaningful progress
in a general education curriculum and who require instruction to
prepare them to work, live, and function in the community.
* An example of
functional learning would be learning to sight read signs, such
as “exit”, “stop”, and “boy’s room” as opposed to learning to
read books and literature.
What
about a one-on-one Aide?
Depending on your
past experience, this can be new territory in school age
transition. A one-on-one aide is specifically assigned to your
child. If you are requesting this, make sure it is written into
the IEP! What does an aide do? Generally they are there to
assist in making sure that the child receives the services and
support that he/she needs to be successful. An aide DOES NOT
replace the teacher or the special Ed teacher. An aide can also
assist in daily living skills as needed, such as toileting,
helping with lunch, etc. Generally, aides do not have teaching
certificates or special education training, but they are now
required to have a college degree. Aides are hired by and paid
by the School District. If you have problems with your child’s
aide, use the “normal” channels of communication, using your
judgment based on the severity of the issue. Many parents have
found a one-on-one aide is essential when including a child with
a disability in a regular education classroom.
Communication
Communication is
always important. If you have issues or concerns, then a
friendly, professional letter is always in order and can really
help. Stick with the facts, keep the emotions out of the
letter, and make your point using polite language. A wonderful
communication tool is the communication book, whereby you, the
teacher and the aide can communicate on a daily basis.
My view is that this is a partnership, and
berating and alienating the team that is responsible for
teaching your child and helping him/her to be successful will
not help. That does not mean that you should just accept
situations that are less than ideal. Also, if the teachers have
done something particularly well, a letter commending the
specific effort would be appropriate.
Generally speaking, the level of
communication on a daily basis will probably drop from what you
are used to getting in E.I. This is OK, but it is hard to get
used to. Many families have used charts, with varying degrees
of detail, which have helped to keep them informed of their
child’s day. I have always believed that more communication is
better than less, so I would encourage you to provide as much
info as possible.
Even things that you may think are not
important, can be. A written “profile” describing your child,
likes and dislikes, favorite things to do, incentives or
language that you use at home, shared at your child’s IEP
meeting or sent in later, can be helpful
Example: I got a note home from Sara’s
Kindergarten teacher that she was “defiant” and screamed ‘NO!”
when doing an activity in the classroom. It turned out that the
activity was related to Johnny Appleseed where they made hats
and put them on the children’s heads. My daughter has a sensory
issue with things on her head. She will not wear hats, she
dislikes hot showers, others combing her hair, headphones, etc.
If I had told them about this ahead of time, this “problem”
could have been avoided.
Teaching protocol – we have a “teaching
protocol” that is included as part of our daughter’s IEP. This
is very specific guidance for how to approach situations that
may arise in or out of the classroom. Also, the aide’s role
should be very specifically written out. For example, we wanted
the aide to be available if Sara needed help outside on the
playground, but not to be hovering over her, as studies have
shown that the presence of an adult can hinder other children
from socializing with the child. The guidelines in her IEP
state that the aide should not be in close proximity to the
student, but that the student should be in view.
Homework
Kindergarten in
our district did not routinely give homework, although there
were some small assignments that came home. At times we
received work to complete at home that Sara did not finish
during classroom time. First grade we received homework every
night. Additionally, we had a packet of math assignments that
we were to use for Sara if she could not complete the regular
homework assigned for the whole class. In some cases, homework
came home for Sara where it was the same as the regular class,
however just recopied to reduce the amount of information on one
page. You can also just cover up some of the page when working
with your child so they can focus on one thing at a time. Many
times we did both specially assigned homework, and the regular
classroom homework. It is a lot of work, but worth it, in my
opinion, to optimize your child’s success in an Inclusive
classroom.
Progress
Reports
We received a
progress report on the IEP goals each marking period. Since
Sara was in a regular Ed classroom, we received a regular
education report card showing how she was doing in the regular
education curriculum. This was important as we expected Sara to
learn many of the skills included in the regular curriculum and
they were not specifically identified in her IEP.
Resources that can be helpful:
$
NDSS –
www.ndss.org
Inclusion booklet
§
Research study on Inclusion – NDSS.org, click on
educational resources
$
Down Syndrome Educational Trust – www.downsed.org
$
Wright’s Law –
www.wrightslaw.com
Information on special education law, services and guidance on
writing and implementing effective IEP’s , courses
$
“Creating an Inclusive School”, author Dr. Richard
Villa
$
Kindergarten curriculum – obtain specific from
your school district, or search online
$
Kindergarten readiness materials - available
online
$
Woodbine House books –
www.woodbinehouse.com
– “Teaching Reading to Children with Down Syndrome”, “Teaching
Math to Children with Down Syndrome and Other Concrete Learners”
$
PA Training and Technical Assistance Network (PaTTan)
http://parent.pattan.net/default.aspx
$
Educational Law Center – The Education Law Center
(ELC), is a non-profit legal advocacy and educational
organization, dedicated to ensuring that all of Pennsylvania's
children have access to a quality public education. Their
website: http://www.elc-pa.org/
The
ABC’s of Special Education:
Americans with Disabilities Act (ADA): A law that took
effect in 1992 that defines “disability” and prohibits
discrimination by employers, by any facility open to the general
public, and by State and local public agencies that provide such
services as transportation (Public Law 101-336).
Assistive Technology Device (AT): Any item, piece of
equipment, or product system, whether acquired commercially off
the shelf, modified, or customized, that is used to increase,
maintain, or improve functional capabilities of individuals with
disabilities. Public schools are required to consider the
assistive technology needs of students with disabilities
Behavioral Assessment (BA): Gathering (through direct
observation and by parent report) and analyzing information
about a child’s behavior. The information may be used to plan
ways to help the child change unwanted behaviors. Observations
include when a behavior occurs as well as the frequency and
duration of the behavior.
Special Education: Specialized instruction tailor-made to
fit the unique learning strengths and needs of students with
disabilities. A major goal of special education is to teach the
skills and knowledge the child needs to be as independent as
possible. Special education programs focus on academics and also
include therapy and other related services to help the child
overcome difficulties in all areas of development. These
services may be provided in a variety of educational settings
but are required by IDEA to be delivered in the least
restrictive environment.
Behavior Intervention Plan (BIP): A plan that is put in
place to teach a child proper behavior and social skills. It
should be positive in nature, not punitive.
Due Process: A process for resolving a dispute between
the family and the child and family service agency related to
the delivery of early intervention services. In special
education, due process refers to a process for resolving a
dispute between the family and the public school related to the
identification, evaluation, or placement of a child with
disabilities.
Due Process Hearing: A legal proceeding, similar to a
court proceeding, where a hearing officer is presented evidence
by disagreeing parties. A verbatim record is taken of the
proceedings, and a hearing officer writes a decision that may be
appealed to the State education agency, and if desired, to a
civil court.
Extended School Year (ESY): The delivery of special
education and related services during the summer vacation or
other extended periods when school is not in session. The
purpose for ESY is to prevent a child with a disability from
losing previously learned skills. The IEP team must consider the
need for Extended School Year at each meeting and must describe
those services specifically with goals and objectives. Not all
special education students require an extended school year.
Individuals with Disabilities Education Act (IDEA): The
federal law that provides the legal authority for early
intervention and special educational services for children birth
to age 21. Part B outlines services for children ages three to
21. Part C outlines services for children birth to age three.
Individualized Education Program (IEP): A written
statement of a child’s current level of educational performance
and an individualized plan of instruction, including the goals,
specific services to be received, the staff who will carry out
the services, the standards and timelines for evaluating
progress, and the amount and degree to which the child will
participate with typically developing peers (Inclusion/Least
Restrictive Environment). The IEP is developed by the child’s
parents and the professionals who evaluated the child and/or are
providing the services. It is required by the Individuals with
Disabilities Education Act (IDEA) for all children eligible for
special education.
LRE - 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.
No Child Left Behind (NCLB): Reauthorized in 2001, the
Elementary and Secondary Education Act (ESEA) is the principal
federal law affecting education from kindergarten through high
school for children “at risk.” The NCLB provides opportunities
for children to learn and progress.
NOREP - Once the
IEP
team develops your child's Individualized Education Program, you
will receive a
Notice of Recommended
Educational Placement (NOREP).
The
NOREP
explains the recommended educational placement or class for your
child, and explains your rights. You must approve the
IEP
and your child's educational placement in writing before the
school is allowed to begin implementation.
Prior Written Notice (PWN): Must inform parents of their
rights. It is a form that the school must use to tell parents
why they’re doing what they’re doing or why they’re not doing
what they’re not doing—they must tell parents in writing.
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