Post by CC on Apr 22, 2006 16:16:26 GMT -5
KIDS TOGETHER, Inc.
Tips for Getting What Your Child Needs
Prepare for meetings - AVOID "SURPRISES"
Find out who will be attending
Make sure key people (ex: reg. and special ed teachers, therapist, etc.) are attending
Ask for a person trained on inclusion and adaptations to facilitate the meeting.
It is legally required that parents receive a written invitation to IEP meetings and that
they are held at mutally convenient (a/k/a mutually inconvenient) times.
Ask exactly what the meeting will cover
"Get to know you" meetings can end up being CER's and IEP's
Make sure enough time is allotted
Be sure there are start and finish times, and that key people will be attend entire time
Some IEP's are broken up into several shorter meetings
For a child with significant needs, planning can take 16 hours or longer
Total time should not be limited, keep rescheduling if not finished in the session's time limits
Get copies of any reports or evaluations that will be discussed, prior to the meeting
Nothing can throw off you ability to think clearly then having people over analyze your child.
Many professional's have not shifted to using strength based evaluations.
Listening to reports that describe what is wrong with your child, what he or she can't do,
and how that compares to others can be very emotionally overwhelming.
Plan to make the meeting festive, bring food, color and music
(Your not planning a funeral, your planning for your child's success, make it fun!)
Prepare a vision statement for your child's future
refer to the vision during all of your planning
Write a draft version of the IEP
plan on collaborating with the team
include family, friends and others who know your child to help you prepare
Write priorities
Decide what services, or supports etc. you feel you must get for your child,
and which areas you may be willing to compromise if needed.
Organize copies of laws, information and resources that address your child's needs
Include State and Federal laws covering special education services,
interpretations of the laws ex: BEC's or Basic Education Circulars,
resources and information on assistive technology that may help your child succeed
information on inclusion, adaptations and trainings
phone numbers ex: Education Law Center, Consult Line, advocates etc.
At the meetings
Never go to a meeting alone!
Take an advocate, an informed parent, family member, friend or neighbor
Sometimes meetings can end up emotional, unclear or even out of compliance
Its good to have others on your side to help listen, clarify and support you
If possible spouses should always attend together
The child should always attend when appropriate
Reschedule if the key people are not present or there are other surprises
Let everyone know you asked ahead of time for this information,
To be productive you need the right people and information to plan
Simply pick up your things and tell them to reschedule when it can be done right
Begin IEP meetings by reading your child's vision statement
Hand out copies of your vision, if possible include a photo
This helps everyone get on the same page
Goals need to be based on acheiving this vision, not deficits nor life skills.
Have the facilitator write notes on large flip chart paper
This way everything dicussed is clear and visable to all participants.
Begin with one sheet for each area, ex: reading, math, social, self-help, behavioral.
Draw a vertical line and begin by listing strengths on the left.
Needs and goals can be listed on the right, use as many sheets as needed.
Be clear in describing what you want and why
You can expect more collaboration when others understand exactly
what it is you are asking of them and why.
Don't just describe a service or device, tell how it will help your child learn and progress
Give a clear visual picture of what you think a situation will look like with your child having this.
Be a good listener
Allow others to finish what they are saying, even if you disagree
Repeat back a summary of what they said to avoid miscommunication.
Once they agree that you understand them, then go ahead and state your views.
Get issues out in the open
Don't play mind games, get anything and everything that concerns you out on the table.
Most people can't read minds, be upfront, confront the issues and be proactive.
If you think that a teacher or school doesn't want your child in the regular class, tell the team this.
You'll be surprised how much relief you'll feel by getting the issues out.
Begin your statements with 'I feel", "I think" etc. to help open up lines of communication.
Avoid arguing over issues that are not leading to planning your child's success
Don't get drawn into other issues such as funding, training , etc. first write an appropriate IEP
Jot a note to place in front of you at the meeting."Does this topic lead toward my child's success."
Glance at this note throughout the meeting and if you find a topic isn't appropriate
interrupt and ask to get back to planning for your individual child's success.
Take a break
If information is overwhelming, emotional or confusing take a ten minute break.
Use this time to reorganize, refresh, energize, make phone calls,
collaborate with others helping you attend the meeting.
Decide if you can go on, or need to reschedule.
Insist on positive language used to describe your child
Parents are team members and have a right.
Reports need to state what your child can do and then what is expected
IEP's are for individuals, comparative information to others is not needed.
CER's, if you can't get the language rephrased positively, file a desenting opinion.
Every service and support needed for your child must be written in the IEP
IEP's are legally binding contracts. If its not in there they don't have to provide it.
If told something doesn't have to be in writing, explain, you are protecting your child's rights.
IEP's must be implemented with 10 days, including providing assistive technology that is listed
You could allow flexibility to show that you are willing to work with the team, but
don't get taken advantaged of.
Have periodic planing meetings written into the IEP
Plan on the front line staff, those working directly with your child, to meet regularly.
Start out with weekly meetings and if all is going well move to bi-weekly, then monthly.
Behavior plans must be a part of the IEP
If a child's behavior interferes with his or her learning, a behavior plan is required.
Have training and supports for staff included in the IEP.
Review the IEP before accepting it
Be sure the goals are realistic, achievable, objective, measurable and academic in nature.
Make sure all areas are addressed, including extended school year, transition and supports.
Check that if assitive technology needed there is full time access and it is written into the goals.
The system never determines your child's program
What your child needs is not determined by what is available, its based only on your child.
You don't have to accept statements like, we don't have the funding, training, or staff for that.
Special education is a service, not a place. Services follow the child.
It doesn't matter what is being done for any other child, you are only planning for you own.
If the team will not write down something your child needs, you must be given a NORA
Get it in writing, who is responsible for implementing each part
Who is going to coordinate all team members in addressing your child's goals?
Who will be making adaptations and modifications, scheduling trainings, ordering devices?
Who will be looking at daily class activities and determining what it will look like for your child?
Before people leave schedule any necessary follow-up meetings
When all goes well, (It can happen!) give positive reinforcement to team members
Thank everyone for attending, and working toward your child's success.
Tips for Getting What Your Child Needs
Prepare for meetings - AVOID "SURPRISES"
Find out who will be attending
Make sure key people (ex: reg. and special ed teachers, therapist, etc.) are attending
Ask for a person trained on inclusion and adaptations to facilitate the meeting.
It is legally required that parents receive a written invitation to IEP meetings and that
they are held at mutally convenient (a/k/a mutually inconvenient) times.
Ask exactly what the meeting will cover
"Get to know you" meetings can end up being CER's and IEP's
Make sure enough time is allotted
Be sure there are start and finish times, and that key people will be attend entire time
Some IEP's are broken up into several shorter meetings
For a child with significant needs, planning can take 16 hours or longer
Total time should not be limited, keep rescheduling if not finished in the session's time limits
Get copies of any reports or evaluations that will be discussed, prior to the meeting
Nothing can throw off you ability to think clearly then having people over analyze your child.
Many professional's have not shifted to using strength based evaluations.
Listening to reports that describe what is wrong with your child, what he or she can't do,
and how that compares to others can be very emotionally overwhelming.
Plan to make the meeting festive, bring food, color and music
(Your not planning a funeral, your planning for your child's success, make it fun!)
Prepare a vision statement for your child's future
refer to the vision during all of your planning
Write a draft version of the IEP
plan on collaborating with the team
include family, friends and others who know your child to help you prepare
Write priorities
Decide what services, or supports etc. you feel you must get for your child,
and which areas you may be willing to compromise if needed.
Organize copies of laws, information and resources that address your child's needs
Include State and Federal laws covering special education services,
interpretations of the laws ex: BEC's or Basic Education Circulars,
resources and information on assistive technology that may help your child succeed
information on inclusion, adaptations and trainings
phone numbers ex: Education Law Center, Consult Line, advocates etc.
At the meetings
Never go to a meeting alone!
Take an advocate, an informed parent, family member, friend or neighbor
Sometimes meetings can end up emotional, unclear or even out of compliance
Its good to have others on your side to help listen, clarify and support you
If possible spouses should always attend together
The child should always attend when appropriate
Reschedule if the key people are not present or there are other surprises
Let everyone know you asked ahead of time for this information,
To be productive you need the right people and information to plan
Simply pick up your things and tell them to reschedule when it can be done right
Begin IEP meetings by reading your child's vision statement
Hand out copies of your vision, if possible include a photo
This helps everyone get on the same page
Goals need to be based on acheiving this vision, not deficits nor life skills.
Have the facilitator write notes on large flip chart paper
This way everything dicussed is clear and visable to all participants.
Begin with one sheet for each area, ex: reading, math, social, self-help, behavioral.
Draw a vertical line and begin by listing strengths on the left.
Needs and goals can be listed on the right, use as many sheets as needed.
Be clear in describing what you want and why
You can expect more collaboration when others understand exactly
what it is you are asking of them and why.
Don't just describe a service or device, tell how it will help your child learn and progress
Give a clear visual picture of what you think a situation will look like with your child having this.
Be a good listener
Allow others to finish what they are saying, even if you disagree
Repeat back a summary of what they said to avoid miscommunication.
Once they agree that you understand them, then go ahead and state your views.
Get issues out in the open
Don't play mind games, get anything and everything that concerns you out on the table.
Most people can't read minds, be upfront, confront the issues and be proactive.
If you think that a teacher or school doesn't want your child in the regular class, tell the team this.
You'll be surprised how much relief you'll feel by getting the issues out.
Begin your statements with 'I feel", "I think" etc. to help open up lines of communication.
Avoid arguing over issues that are not leading to planning your child's success
Don't get drawn into other issues such as funding, training , etc. first write an appropriate IEP
Jot a note to place in front of you at the meeting."Does this topic lead toward my child's success."
Glance at this note throughout the meeting and if you find a topic isn't appropriate
interrupt and ask to get back to planning for your individual child's success.
Take a break
If information is overwhelming, emotional or confusing take a ten minute break.
Use this time to reorganize, refresh, energize, make phone calls,
collaborate with others helping you attend the meeting.
Decide if you can go on, or need to reschedule.
Insist on positive language used to describe your child
Parents are team members and have a right.
Reports need to state what your child can do and then what is expected
IEP's are for individuals, comparative information to others is not needed.
CER's, if you can't get the language rephrased positively, file a desenting opinion.
Every service and support needed for your child must be written in the IEP
IEP's are legally binding contracts. If its not in there they don't have to provide it.
If told something doesn't have to be in writing, explain, you are protecting your child's rights.
IEP's must be implemented with 10 days, including providing assistive technology that is listed
You could allow flexibility to show that you are willing to work with the team, but
don't get taken advantaged of.
Have periodic planing meetings written into the IEP
Plan on the front line staff, those working directly with your child, to meet regularly.
Start out with weekly meetings and if all is going well move to bi-weekly, then monthly.
Behavior plans must be a part of the IEP
If a child's behavior interferes with his or her learning, a behavior plan is required.
Have training and supports for staff included in the IEP.
Review the IEP before accepting it
Be sure the goals are realistic, achievable, objective, measurable and academic in nature.
Make sure all areas are addressed, including extended school year, transition and supports.
Check that if assitive technology needed there is full time access and it is written into the goals.
The system never determines your child's program
What your child needs is not determined by what is available, its based only on your child.
You don't have to accept statements like, we don't have the funding, training, or staff for that.
Special education is a service, not a place. Services follow the child.
It doesn't matter what is being done for any other child, you are only planning for you own.
If the team will not write down something your child needs, you must be given a NORA
Get it in writing, who is responsible for implementing each part
Who is going to coordinate all team members in addressing your child's goals?
Who will be making adaptations and modifications, scheduling trainings, ordering devices?
Who will be looking at daily class activities and determining what it will look like for your child?
Before people leave schedule any necessary follow-up meetings
When all goes well, (It can happen!) give positive reinforcement to team members
Thank everyone for attending, and working toward your child's success.