- When you choose an advocate, make sure that he or she is prepared
Make sure the person presents him or herself in a professional manner.
Make sure that the advocate shares your views on your child’s education.
Some advocates bring their personal anger to the table. Choose an advocate who is strong but diplomatic.
Do not forego preparation for the IEP meeting because you “trust” your advocate to do this.
Prepare for the meeting WITH your advocate. The advocate must represent your point of view but their job is not to take over. This is YOUR child and YOUR meeting.
When preparing with your advocate, identify what is not negotiable, and what you are willing to compromise on. Prioritize your issues.
Make sure your advocate has a copy of and has read all of your child’s records.
Do not hire an advocate one day before the meeting. This will not give the advocate enough time to read the records and prepare properly with you
from Wrightslaw
Thursday, April 30, 2009
Tips on choosing an advocate
Tuesday, April 28, 2009
How to Handle Disagreements at IEP Meetings
by Sonja Kerr, Esq
Parents often say that when they go to IEP meetings, the school staff won't answer their questions or listen to their requests.
Here is a good approach that parents can use when caught up in the a IEP meeting quagmire.
1. Take a piece of paper, draw a table with three columns. Head them like this:
What Mom Wants - School's Response - Resolved?
2. Make your list.
In the first column, make a list of what you want for your child. Don't get mired up on how to word it, just write what you think your child needs.
For example, "he needs 1:1 reading help" or "He needs counseling once a week" or whatever.
3. Take this paper with you to the meeting.
As the discussions begin, tell the IEP team that you have a few questions too. At various points in the meeting, ask very sweetly for whatever is under column one.
Many times school officials don't respond to parent's questions.
If they don't respond to you, just say, "I'll just take that as a 'no,' then, okay?" or "I'll just write that one down as 'no response.""
This will confuse them because you are not arguing, you are just asking and taking notes.
4. Before you leave the meeting, read what you have written and ask if they agree or not.
If they don't agree, ask again, very politely, if they could send you a letter about whatever they don't agree on. Note this in your written record.
This is like playing 20 questions with the devil.
You won't convince most people to see things your way by arguing with them. You may, however, raise enough questions and have enough proof when you leave your meeting to show that your school district is denying FAPE.
5. Write your follow-up letter.
After the meeting send a copy of your filled-in form to the school along with a letter that says, "Gee, I wish we could have answers to these questions."
I have been suggesting that parents use this approach for about a year. Usually, it serves as a great option when you are feeling very frustrated with your school people and don't seem to be getting anywhere.
The worst thing that happens is that the entire second column reads "no response" and the third column is blank. The best thing that happens is that they actually respond to you and you know where you stand.
If they don't respond, this shows that the school is not listening to you. This forms the basis for your position that you are not an equal participant in the IEP process and that your child is being denied FAPE.
To quote one hearing officer, "More of the same failed approach is not FAPE."
It's critical to include objective measurement in IEPs. Without objective measurement, there is no FAPE, in my opinion. Without objective measurement, there cannot be a determination as to whether progress is being made.
If one cannot determine that progress is being made, FAPE is being denied and it is incumbent on the school district to change their approach.
Saturday, April 25, 2009
2009 Assistive Technology Pre-Conference
2009 Assistive Technology Pre-Conference
Augmentative and Alternative Communication (AAC) hosted by INDATA
Thursday, August 6, 2009
Who Should Attend: Students, Parents, Teachers, SLP’s, Rehabilitation Professionals and anyone interested in AAC
What:
When:
Where:
Cost:
Registration:
Presenters, Topics and Features
Presenter: Dr. Lisa Pufpaff, Ball State University, Department of Special Education,
Topic: Emergent Literacy Development of Children with AAC Needs
Abstract: The components of emergent literacy will be described and illustrated. The impact of little or no functional speech on emergent literacy development will be discussed in terms of research evidence and clinical practice. Specific strategies will be provided for assessing emergent literacy skills among children with little or no functional speech and/or severe physical impairments.
Presenter: Katie Barsness, AAC Specialist at Riley Hospital for Children
Topic: Get Connected to AAC at Home: A “How To” Guide Focusing On Low Tech Strategies
Abstract: Having trouble transitioning AAC strategies from therapy to the home?
· Importance of AAC
· Troubleshooting current system
· Easy organization ideas
· Ideas for everyday use
Presenter: Sarah Wilds, M.S., CCC-SLP, Prentke Romich Company, Regional
Topic: “Not just my fingers”: An Overview of Access Methods in AAC
Abstract: Speech-
Presenter: Beth Cain Beecher, MA CCC-SLP
Assistive Technology Team Coordinator
Hamilton-Boone-Madison Special Services Cooperative Tri County Education Center
Topic: Connecting Abilities to Goals in an AAC/AT Evaluation and Beyond!
Abstract: This session will focus on the before and after of the AAC/AT evaluation. Participants will learn that communication encompasses all areas such as access, positioning, cognitive and social aspects. This is a team process and should be connected in all environments i.e. school or work, home and community. The team can consist of the individual, therapists, school or work staff and family members. Low tech and High tech options will be discussed. The funding process will be briefly discussed. State and national resources (therapy ideas, websites and Boardmaker templates) will be provided.
Unique Features of the AAC PreConference:
“Ask the Expert” Panel: The expert panel will consist of Speech Language Pathologists, Augmentative and Alternative Specialists, and Special Education professionals. The panel will be available for any questions you have concerning augmentative and alternative communication including device specific questions, inquiries about devices that are on the market, which device might work best for your situation, how you could “try a piece of AAC” before the purchase is made as well as funding questions and more.
“AAC Minute Clinic”
You will have twenty minutes with an AAC Specialist (child or adult) to discuss your communication requirements and to ask specific questions about your AAC device operation and/or functionality in regards to your specific goals. Appointments will be scheduled the day of the Preconference. Lana Milburn and Wendy Gahimer from Easter Seals Crossroads are the AAC Specialists for this conference feature.
Lana Milburn M.A. CCC-SLP
Augmentative Communication Specialist
Ms. Milburn is a speech/language pathologist and currently is an Augmentative Communication Specialist with the adult population at Easter Seals Crossroads. She obtained a Bachelor’s from Purdue University and a Master’s from Ball State University. She has 30 years experience as a speech/language pathologist and 18 years experience specializing in Augmentative/Alternative Communication. She has attended several of the well-known conferences on assistive technology such as Closing the Gap, ISAAC and ATIA. She has been a past member of an advisory council for DynaVox Technologies and sat on the AAC committee for the Indiana, Speech, Language and Hearing Association (ISHA) for many years. She has been a guest lecturer on the topic of augmentative communication for several universities within Indiana. She currently is as an adjunct faculty member for the University of Indianapolis where she co-teaches an assistive technology course for physical and occupational therapists.
Wendy Gahimer, M.A., CCC-SLP
Wendy is a Speech Language Pathologist and Augmentative Communication Specialist at Easter Seals Crossroads. She earned her Master’s degree in Speech-Language Pathology at Indiana University in 2002 and has worked in the pediatric field for 6 years. She has extensive experience and a passion for working with children who have Autism, Down Syndrome and a wide variety of other diagnosis. Wendy volunteers with the Johnson County Autism Support Group, serves on the board for Johnson County Special Olympics, and coaches a play skills group in Johnson County for kids with special needs.
Friday, April 24, 2009
Dr. Seuss's AACs
(A Poem about Augmentative & Alternative Communication)
for whom speaking is tough?
Who use signing, and pictures,
and pointing, and stuff?
But those methods can lack;
They can frustrate all!
(And leave us each feeling
quite helpless and small.)
But there are cool new ways
for a voice to be heard,
and to be understood,
without saying a word!
These high-tech-y tools
are expensive and rare...
but each time I check,
a brand new one is there!
They're newer than new,
and they sparkle and shine,
with computering parts
that are finer than fine!
Oh, the wonderful things these devices can do!
They can scroll straight to "cow"! They can help you say "Moo!"
They can show you a "bowl" or a "sister" or "bus;"
they can help you say "Help!" with such minimal fuss!
Take oodles of photos!
Build word lists galore!
Use the voice of your choice,
speak in school -- or the store!
Give your puppy a name!
Select lunch on your own;
ask for milk, juice, or pop!
Even talk on the phone!
Give your teachers a way
to test how much you know!
Tell your dad that
your shoe is too tight on your toe!
Request movies by name!
Then, just for a lark,
tell your mom that you want
to eat cheese in the park!
Yes, the world is your oyster,
and you are it's pearl;
Communication's the KEY
for each boy and each girl!
It's exciting and fresh --talking fun that is fun!
But there IS a small catch:
You can only have ONE!
The selection is vast;
the technology new.
Take a carefullish look;
Find the one right for YOU!
Do you need overlays?
Would a camera be nice?
Do you like Unity?
Or would Minspeak suffice?
Are we shooting towards goals
of literacy?
Is it helpful to have
just a small qwerty key?
And how many screens --
sixty-four or just three?
What? What's that? What's that that you say?You say 64 is the magical way?
Sixty-four will display all the things you might say?
(Are you sure that's not
far too much stuff in the way??)
Or maybe it is?
You really don't know?
How do we decide
which direction to go?
There are all shapes and sizes,
and colors galore!
But we can't try them all,
and they keep making more!
Should one organize wordsby theme or by list?
Have a visual base,
or conceptual twist?
And how does it feel?
Does it fit in your hand?
Do you have to sit down?
Will it work when you stand?
Can you use it in rain?
See the screen in the sun?
Can you lock the controls?
Charge it up on the run?
Is it easy to clean?
Will it fit in your bag?
Is there user support
without having to nag?
Is it heavy to hold?
Are there cords in the way?
Can it actually say
all you hope, dream, and pray?
Does it need USBs?
Or expansioning packs?
Is it easy to learn,
yet has challenging tracks?
Is the camera built-in?
Are there symbols or pix?
Can it play any games?
Does it do any tricks?
Will it speak Japanese?Can it surf on the web?
If I buy the upgrade,
will it dootle or fleb?
Can it dance the fandango
or do the Watusi?
Does it have shoulder straps,
or clip to one's caboose-y?
Is it bluetooth compat?
Does it lay golden eggs?
Can it walk by itself
on its wee robot legs?
Is it unbreakable?
Does it use rocket fuel?
Can it fly on its own
to and from my son's school?
Does it come with its very own echo-locator?
(And if lost, will it come right back --
sooner than later?)
All this pick-y and choose-yand question-y stuff
makes my head feel all woozy!
ENOUGH is ENOUGH!!
So which choice is best?
Which one passes each test?
Which rises above all the lowlier rest?
From near and from far,
North, South, East, or West,
which one is the
perfectest,
bestliest,
BEST?
How I dread, dread, dread, DREAD
sorting through in my head...
Can't anyone out there
TELL
US,
instead?
Wednesday, April 22, 2009
Using Personal Networks to Achieve Goals as You Prepare to Leave High School
Getting ready to leave high school can be both exciting and stressful. Young adults with disabilities need to figure out what their interests are and develop goals for the future. Decisions need to be made about where the young adult might live, what kind of job they might have, or where they may continue their education. New life options create opportunities for more decision-making. Although young adults with disabilities may become more independent during this time, the support and encouragement of others remains crucial for success
Here is what you and your family can do...
You and your family can identify and expand your personal networks and think about ways to reach out to them and practice self-determination.
- Map out your current personal network
- Use the diagram on the top of Worksheet #1 to make a list of everyone you know. This should include all people that you know well enough to have a conversation with. Include family members, friends, community members such as neighbors, and professionals such as teachers, counselors, employers, and co-workers.
- Build your personal network
- Go on a few informational interviews. The goal of this type of interview is to learn about a type of job or a certain company, not to get a job. Informational interviews are an excellent way to explore different interests and jobs while making new contacts. People in your network can help you set up interviews where they work.
- Join different community groups such as local neighborhood organizations, clubs, religious organizations, or recreational facilities.
- Volunteer for a cause you believe in, or an activity that interests you.
- Participate in community events, such as those sponsored by local groups, schools, and libraries.
- Focus on developing relationships. Establish trust. Spend time doing this before you make specific requests of people.
- Think about ways that you can help your network members. Offer your help. Remember, you can be helpful to your network members just as they are helpful to you.
- Reach out to your network
- Ask for help when you are facing big decisions in your life.
- Take the time to tell people what you are thinking about, share your goals, and the challenges you may be encountering.
- Be specific about the ways that you would like people to help you.
- Ask people in your current network about career ideas, and explain your interests. Network members may know about employment opportunities or be helpful in exploring job ideas with you.
- Ask people in your network to introduce you, or refer you, to people they know who may be helpful to you. This can lead to new opportunities.
- Don't be afraid to ask more than once.
- Realize that members in your network will play different roles and you will not get the same thing from each member.
- Realize that network members aren't always able to help. There may be times when you ask for help and they are not able to give it to you. This is okay!
- Keep your network updated on your progress. People like to help and it will make them feel good to know that you are working toward your goals.
You are already exercising self-determination just by reaching out to those you know. Remember, a self-determined person knows what they want and can find the support to achieve their goals! It's up to you to find this support.
You can read the entire article and find planning worksheets here.
Tuesday, April 21, 2009
Age of Majority: Preparing Your Child for Making Good Choices
Parents want their children to have the skills they need to succeed as adults. While this is important for every young person, youth with disabilities often face extra challenges. That’s why they need to be actively involved in setting their high school goals and planning for their transition to adulthood well before they reach the age of majority. (In most states, the age of majority is 18, but there are exceptions. It is important to know your state’s laws.)
The Individuals with Disabilities Education Act (IDEA) gives states the authority to elect to transfer educational decision-making rights to students at the age of majority. In a state that transfers rights at the age of majority, beginning at least one year before a student reaches the age of majority under State law, the student’s individualized education program (IEP) must include a statement that the student has been informed of his or her rights, if any, under Part B of IDEA , that will transfer to the student upon reaching the age of majority. The public agency shall provide any notice required by Part B to both the student and the parents. (This regulation does not apply to students who have been determined to be incompetent under state law.)
In a state that has elected to transfer educational decision-making rights at the age of majority, students become responsible for their educational program. Students, not their parents, are the primary participant in developing their IEP and they become responsible for making other decisions, such as consenting to any changes in placement or requesting mediation or due process hearings to resolve disputes.
Reaching the age of majority can be an exciting time for most students. Transferring rights to young adults who are unable to make informed decisions or take responsibility for their choices, however, carries many risks. Will students decide to drop out of high school or accept a quick diploma and become ineligible for much-needed transition services? Many of the decisions young adults make affect their quality of life after high school.
Some states have a legal process to determine if a student who receives special education and has reached the age of majority continues to need help in planning her or his IEP. Students may not necessarily have the ability to provide informed consent to their educational program even though they have not been determined to be incompetent. Such states have a mechanism to determine that a student with a disability, who has reached the age of majority under State law and has not been determined incompetent, still does not have the ability to provide informed consent with respect to his or her educational program. In such cases, the State shall establish procedures for appointing the parent, or, if the parent is not available another appointed individual, to represent the educational interests of the student throughout the student’s eligibility under Part B of IDEA.
Helping Your Child Prepare for the Age of Majority
As parents, we can begin to help our children prepare for adult-hood by looking at the role we play in their lives. Do we try too hard to sway our children’s decisions? Do we tend to speak for our children instead of letting them speak for themselves? Can we separate our own desires from our children’s wishes? It can be hard to let go of our parental role when we love our children and worry about their future. But we may need to step back and look at our own actions. Our role is to help our children to become comfortable making their own decisions and capable of making good choices. Children develop decision-making skills over time. Young children can practice these skills within the family. Older children can take increasing responsibility for the decisions that affect their lives.
Age of majority is the legal age established under state law at which an individual is no longer a minor and, as a young adult, has the right and responsibility to make certain legal choices that adults make. Rights that transfer in most states— In states that transfer educational rights at the age of majority, all of the educational rights provided to the parents transfer to the student when he or she reaches the age of majority. These educational rights may include the right to. . .
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Teaching Young Children How to Make Decisions
- Include your child in purchasing decisions. Does your child help select his or her own clo
- thing and help with grocery shopping and meal planning?
- Discuss important decisions such as vacation plans and major purchases as a family. Routinely state your thoughts out loud so your children have a model for good decision making: “We are not ready to decide on that yet, let’s talk about it tomorrow after dinner;” or “Let’s gather more information before we buy this.”
- Practice with your child what he or she should do if lost.
Teaching Older Children How to Make Decisions
- Encourage your child to participate in planning his or her IEP and even leading the IEP meeting.
- Role-play IEP meetings with your child ahead of time to help him or her clarify what he or she wants from the meeting. Practice how to step out of the meeting to discuss a decision in private. Ask your child if he or she wants to invite anyone to the meeting for support.
Additional Tips for Helping Your Child Make Informed Decisions
- Help your child develop good working relationships with school personnel and other IEP team members so there is little disruption when he or she reaches the age of majority.
- Do not allow educators to pressure your child into making decisions he or she is not capable of handling.
- Avoid being overprotective. Do not interfere with your child’s desires when it is not truly necessary.
- Stay involved even after you are no longer the primary participant in the development of your child’s IEP. IDEA does not address parents’ attendance at IEP meetings once a student has reached the age of majority. The school or student could, however, invite a parent to attend the meeting as an individual who is knowledgeable about the student’s educational needs and abilities.
Monday, April 20, 2009
Who Invited Him? Involving the Student in the IEP Meeting
My daughter has been attending her own IEP meetings since she was in second grade. Involving her in this process at an early age has empowered her to "take ownership" of her education. It has helped her understand her strengths, her weaknesses, and how her disability
affects her in the classroom. It has also strengthened her relationship with her teachers and service providers, and clarified her understanding of the roles they play in her education.
When a child is developmentally ready to understand and participate in the IEP meeting, it can be done quite simply. Here's how I have done it in the past.
When I receive the "invitation" to the IEP, I immediately contact all of my daughter's teachers. I ask them to prepare 1-2 minutes of positive comments to share with Tess at the upcoming meeting. I also ask them to share with her a "summary" of what her new IEP goals will be.
The teachers and therapists have always been very receptive and enthusiastic about this.
I coordinate the meeting logistics with the vice-principal and classroom teacher. We plan to have my daughter called from her classroom for the final ten minutes of the IEP meeting.
A few days before the scheduled date, I tell my daughter that she will be participating in her upcoming IEP meeting. I show her drafts of her new IEP goals, and we talk about what she will be working on during the next year. I remind her what role each teacher and therapist plays
in her educational program. Together, we look over her Program Description and lists of accommodations. Finally, we have a little chat about her disability, and how it affects her in school. We discuss all of this, and together we determine if she has any questions to ask of the
Team.
On the morning of the meeting, I remind her that she will be called to the front office, and give her an "approximate" time frame of the meeting. The meeting convenes, and we proceed through the agenda, and complete the IEP. When all of the "official business" is completed, someone arranges for the front office to page Tess. She is then instructed to go to the conference room.
The "stage" is set. We are all present, and waiting for Tess. The vice-principal always has a chair ready for her. It is usually a big, office-type chair (which Tess loves to sit in). When Tess arrives, she sits down in her chair. The vice-principal (usually seated next to her),
instructs Tess to "sign in" -- acknowledging her attendance at the meeting. Then, each IEP Team member takes her turn "presenting" to Tess. The general education teacher, the special education teacher, the speech pathologist, the occupational therapist, the social worker -- each
educator addresses Tess directly. No one speaks to me at this point -- they direct their comments strictly towards Tess.
When they are done (this takes less than ten minutes), they ask Tess if she has any questions. So far, she hasn't. Then, we send her back to her classroom.
After school, Tess and I review and discuss what happened at the meeting. I show her the completed IEP, and we briefly look over the document. I always tell her how proud I am of what she has accomplished during the past year. I also tell her how fortunate she is to have
such amazing teachers. I encourage her to keep up the great work. She then skips off to play.
I believe that by involving my daughter in her special education programming, she is becoming more "invested" in her education. She understands why she is being "pulled out" of the classroom. She understands that she learns differently than other students, and that's okay!
She understands why she is given certain accommodations and supports in the classroom - and that it is her right to have them!
This is just the beginning. Over time, I plan to have Tess contribute to the development of her IEP goals and Program Description. This is essential, given that at age 14, we will begin developing her Transition Plan for high school and beyond.
I encourage parents and educators alike to involve students in the IEP process, whenever it is appropriate. The long-term positive impact could be tremendous!
Saturday, April 18, 2009
Person-Centered Planning: A Tool for Transition
The expression, “It takes a village to raise a child,” is never more true than when talking about a child with a disability. Young people with disabilities need a support system that recognizes their individual strengths, interests, fears, and dreams and allows them to take charge of their future. Parents, teachers, family members, and friends in the community who offer informal guidance, support, and love can create the “village” for every child.
Yet when young adults with disabilities are preparing to make the transition from high school to work or postsecondary school, their “village” may be forgotten in the rush to secure new services from programs and systems that provide support for adults with disabilities. These crucial supports may include vocational rehabilitation, day training programs, Social Security, Medicaid waivers, housing, and transportation support. In contrast to a young person’s informal support network, systems tend to use relatively impersonal and formal methods of assessment. Case managers, vocational rehabilitation counselors, and county social workers often have large caseloads as well as a limited amount of time to know the individual needs and abilities of each student on their caseload.
Responsibility for maintaining the “village” is usually left to the family or parents of the student who is graduating. However, parents have little time to become experts on the range of supports available to their child after high school. It is not surprising that the invaluable, informal supports available from a young person’s “village” often remain untapped or underdeveloped while families focus on accessing adult services.
This does not need to be the case. Use of a person-centered planning process with young adults with disabilities as they go through transition can unite formal and informal systems of support. By combining resources and working intentionally toward a common goal, families and professionals can achieve more positive outcomes for youth with disabilities, while at the same time putting long-term community supports in place.
Read more here.
Tuesday, April 14, 2009
Helping Students Participate in Their IEPs
With sufficient preparation and support, students can participate in their IEP process in various ways. The extent of participation will depend on their abilities and interests--for example, some students direct their own meeting, while others take a specific part to direct. Teachers experienced in involving their students in the IEP process have made the following suggestions (ERIC/OSEP Special Project, 2000):
- Begin instruction as early as possible. Some areas of study, such as self-determination skills, can begin in the elementary school.
- Be prepared to support students with sensitive issues. Some students may never have seen their IEP and some may not even know what it means. Even if a student knows about IEPs, reading about one's disability can be unsettling. Teachers need to work through all issues and questions with students. It may help to talk individually with students before sharing the IEP.
- Ensure that students understand what their disability means. It is important that students know about their disability and can talk about it to others. Encourage students to become comfortable stating what they need and what they do not need.
- Make sure you feel comfortable with the process. Students will know if adults are uncomfortable talking about a topic or allowing the student to lead the IEP.
- Schedule time for students to develop skills related to IEP participation on a regular basis. It is very easy to let other subjects--particularly academics--take priority. Teachers must believe that self-determination, planning, and self-advocacy skills are priorities.
- Teach IEP participation skills. Students need sufficient time to master the skills. Although students can be taught skills once a week or in a day-long course, if you really want students to take an active role, you must allow sufficient time.
- Use motivational techniques to interest students. Before you begin training, invite an individual with a disability to talk to students. It helps to have role-alike models as speakers (e.g., an individual who is a college graduate, an individual who has gone to a vocational education center, an individual who works in supported employment, a person who owns a business).
- Communicate with families. Let parents know your intentions. It helps to invite families to a meeting where you can explain the approach and answer their questions.
These teachers believe that with sufficient preparation and support, students at all levels can actively participate in the IEP process. Teachers also have found that without preparation, students may not understand the language or the IEP process, and may feel as if other IEP team members have not listened to them. Teachers who have included students successfully note that they feel good about their participation, and they have a sense of accomplishment and empowerment as a result of their participation in the process.
Saturday, April 11, 2009
Envisioning a positive future for your child 4/15
Envisioning a Positive Future for Your Child
This presentation offers parents of young children a new understanding of how articulating a vision for their child’s future can become one of their strongest advocacy tools in navigating the many service systems that support their child. We will review techniques of creating a vision for their child’s future, and how to use the vision in current service planning meetings and in guiding future service choices. The approach and values of Futures Planning will be reviewed and practical tips on how families can incorporate this approach in IFSP or IEP planning meetings.
Sally Reed-Crawford began her career over thirty years ago, and has worked as a Child Development Specialist in early intervention, community preschools, an acute care pediatric facility, higher education, parent education programs, and private practice. Sally was a Developmental Specialist in the First Steps system for 8 years. She is an Indiana state-approved trainer on Person-Centered Planning Facilitation and has worked with transitioning preschool and high school students and adults with disabilities.
Please register here.
April 15. 7-9 p.m. EDT Webcast
Friday, April 10, 2009
Spring in Indiana: IEP season
My friends’ Facebook status updates, twitters and blog posts reflect a spring time ritual for families across
But, beyond all the reading, planning and record reviewing, another part of this spring ritual rings loudly from my fellow “
As my kids have grown and we have truly had good school partnerships, I am struck by the fact that even “easy” IEPs are stressful for parents. We haven’t had a major disagreement with our school in years; our services are great and our children are flourishing; yet IEPs still leave me wiped out. The stress is not a result of conflict, and it is not a result of lack of advocacy experience or skill, but it is still there. I also like to think that I’m fully aware of my children’s disabilities and their impacts so IEP meetings are not bringing new upsetting information.
The cause of IEP strife and stress is not mysterious: as parents we love and treasure our children; and a meeting dedicated to their deficit driven needs is not, by definition, fun.
So, I say we should all embrace our need for coping. Case conferences should be followed by lunch with a good friend where you can vent, complain, eat yummy food that you didn’t fix, and maybe even have that cocktail. If shopping is your vice of choice, your spring budget should include “case conference money”. Chocolate should be available for those that need it. As for me, you’ll find me at the Mexican restaurant with a margarita!
Wednesday, April 8, 2009
Planning for educational inclusion workshop
A free on-line workshop for parents of children with disabilities
Planning for Educational Inclusion
Date: Tuesday, April 21, 2009 Time: 11:30 am to 1:00 pm, followed by optional Q & A Length: One hour and thirty minutes Presenter: Barb Ziemke, PACER Parent Trainer and Advocate Cost: Free to parents and professionals Planning for Educational Inclusion Parents will learn tips for including students with significant disabilities in grades K-12. Professionals are also welcome to register. Certificates of participation will be provided. This on-line workshop for parents of children with disabilities will address these questions:
Participants will need a computer and phone line. The webinar can be accessed at home, school or business. Registration: Register for this on-line workshop at https://www2.gotomeeting.com/register/870587356 After registering you will receive a confirmation email containing information about joining the Webinar. Evaluations: Follow up evaluations will be emailed to all participants. |
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