Posts Tagged: autism

Parenting — No Comments
16
Aug 10

3 Important Requirements For Special Education Tuition Reimbursement!

Are you the parent of a child with Dyslexia, learning disability, or autism that receives special education services? Are you concerned that your child is not learning? Have you considered placing your child in a private school and asking for tuition reimbursement? This article will discuss 3 needed requirements for parents to ask for reimbursement for a private special education placement.

The Individuals with Disabilities Education Act (IDEA) allows parents to seek reimbursement for private school tuition, but only if certain requirements are followed by the parents. The section of IDEA that covers tuition reimbursement was not changed in 2004 when it was reauthorized.

The requirements are:

1. The school must have been found by a hearing officer or court to have denied your child a Free Appropriate Public Education (FAPE)! If a hearing officer or court finds that your child was not denied FAPE then the school district is not responsible for reimbursing private school tuition.

2. The private school must be appropriate to meet the child’s educational needs.

Tuition reimbursement is not only for those children that have previously been in public school. A recent US Supreme Court ruling also allows reimbursement if a child with a disability has been in private school (but public school must deny FAPE), and if a child has been found not to have a disability and denied eligibility for special education services (which is a denial of FAPE)!

3. Before a parent removes a child with a disability from a public program they are required to do the following:

A. At the most recent Individual Education Plan (IEP) meeting parents must state their concerns and reasons why the proposed IEP denies their child FAPE and their intention to place the child in a private school and seek tuition reimbursement from the public school OR

B. 10 business days before you take your child out of the public school program a letter needs to be written which contains the following: Specific concerns in detail about why the proposed IEP denies your child FAPE, your reasons for rejecting the proposed IEP, why your child will be harmed or damaged if put in the school districts proposed program, and a statement of your intent to enroll your child in a private program at public expense (tuition reimbursement)!

If you are a parent considering this course of action I would notify the school district at an IEP meeting and write a letter; this way they cannot say that they were not notified. Hearing Officers and Courts can reduce reimbursement if these rules are not followed. Also take the time to research your states policies and procedures for tuition reimbursement and Case law on the subject! Good luck in your fight for a free appropriate public education for your child!

Parenting — No Comments
10
Apr 10

9 Things to Include in a Special Education No Consent Letter For Seclusion and Restraint

Are you the parent of a child with autism or emotional disturbance that receives special education services? Are you concerned about the use of restraint and seclusion for your child’s negative school behavior? Would you like to learn 9 things about what to include in a No consent letter? This article will discuss restraint and seclusion and things that should be included in a letter making it clear to special education personnel that they do not have your consent to this on your child.

Children with disabilities have the right to receive a free appropriate public education (FAPE). The Individuals with Disabilities Education Act (IDEA) states that school districts need to consider the use of positive behavioral supports and plans if a child’s behavior interferes with their education or the education of others; but most do not do it.

Prone restraints, which means that the child is face down has been responsible for several deaths in the US, because it restricts the child’s breathing. Seclusion can be very scary for a child causing emotional distress. Children can be left alone for long periods of time in a room and not be able to escape.

A No Consent Letter will make it clear that your school district does not have your consent, to use these techniques on your child. Below are 9 things to be included in the No Consent Letter:

Item 1: School District Name and number (if you know the number) and address. Name of the person you are sending the letter to.

Item 2: Date that the letter is sent.

Item 3: Give child’s name, birthdate, age, and school that the child is attending.

Item 4: Give the child’s disability and also state your concern about your child’s behavior, and schools response. For example: My child Alex has autism and has had many behavioral challenges over the years. Because of these challenges I am concerned that District ___ will use aversive interventions on my child. These interventions could be: restraint, seclusion, physical management, seclusionary time outs, forcible holding, dragging, use of ties and straps, slaps, deliberate humiliation, or deprivation of nutrition or exercise.

Item 5: Make it clear that you are not giving permission for any of these strategies to be used on your child. For example: This letter is to make it clear that I have not authorized or given consent to any of the above strategies being used on my child.

Item 6: Add to the letter that IDEA is clear that the appropriate way to handle behavior is by getting a functional analysis of behavior (FBA) and having a positive behavioral plan developed by a trained person. Add that you would also like to be part of the team that does the FBA and develops the positive behavioral plan.

In addition add any things that have helped your child calm down when they become upset or agitated. For Example: In the past Alex has been allowed to separate himself on a chair in the back of the classroom to calm himself down. This has been very successful in preventing outbursts.

Item 7: Add to the letter that if my child’s behavior worsens I am asking that an IEP meeting be held to discuss research based ways to handle negative behavior.

Item 8: Give the number of a person that would be able to go to the school to help in any emergency situation.

Item 9: Thank them for their attention to this matter and I would also let them know that you will be holding them accountable if they use restraint and seclusion on your child, without your permission.

You must be proactive in the matter of restraint and seclusion and your child. To hide your head in the sand could cause your child to be injured or in the worst situation killed! Your child is depending on you to protect them so that school is a safe place to learn and grow!

JoAnn Collins is the mother of two adults with disabilities, and has helped families navigate the special eduation system, as an advocate, for over 15 years. She is a presenter and author of the book “Disability Deception; Lies Disability Educators Tell and How Parents Can Beat Them at Their Own Game.” The book has a lot of resources and information to help parents fight for an appropriate education for their child. For a free E newsletter entitled “The Special Education Spotlight” send an E mail to: JoAnn@disabilitydeception.com. For more information on the book, testimonials about the book, and a link to more articles go to: http://www.disabilitydeception.com

Parenting — No Comments
24
Feb 10

4 Important Areas of Transition For Your Child Receiving Special Education Services

Do you have a child with autism that is 16 years of age or above, receiving special education services? Do you worry about what will happen to your child, after they are no long eligible, for special education services at the age of 22? Would you like to learn what 4 areas need to be considered when you are writing a transition plan for your child? This article will discuss four important areas of transition, that must be included ,when special education personnel write a transition plan for your child.

The Individual with Disabilities Education Act require a transition plan and needed transition services on the plan, for all children with disabilities who are 16 years of age. Some states require that the plan be developed when the child is 14 and ? so check with your state board of education and see what the age requirements are in your state.

Transition Services means a coordinated set of activities, designed in a result oriented process, that is focused on improving the academic and functional achievement, of the child with a disability to facilitate movement from school to post school activities.

There are 4 areas that must be addressed in the transition plan, these are:

1. Employment is defined as competitive, supported etc. Transition assessments may be done in the area of employment to determine Strengths, weaknesses, preferences and interest of the student in developing post school outcomes. You may request a functional vocational evaluation, if you think that your child needs it. It is important to have high expectations in the area of employment so to help a child reach their full potential.

2. Post Secondary Education is defined as college 2 yr. 4 yr, trade school, vocational school based on student preference. The transition goals should help bring the student to the place they need to be in order to go to post secondary education.

3. Post Secondary Training is defined as vocational training, independent living skills training. This is different from #2 because this training is usually given by an agency that works with adults with disabilities. This would be appropriate for students with moderate to severe disabilities, though high expectations should still be expected. Hopefully this training can be given in the community and not at the agencies building (most people refer to such as sheltered workshops). Community is always better!

4. Independent Living Skills training if needed, and is defined as, activities of daily living, functional home skills, cooking, shopping, housework, money skills, budgets, transportation, recreation/leisure, and future planning.

I believe that all students regardless of the level of their disability must be given functional skills training and independent living skills training. It will help the adult become as independent as they can be, and will ensure that they reach their full potential.

If you make sure that your child’s transition plan includes these 4 areas: Employment, Post secondary education, Post secondary training, and Independent Living Skills training, your child will be on their way to reaching their full potential as an adult.

JoAnn Collins is the mother of two adults with disabilities, and has helped families navigate the special eduation system, as an advocate, for over 15 years. She is a presenter and author of the book “Disability Deception; Lies Disability Educators Tell and How Parents Can Beat Them at Their Own Game.” The book has a lot of resources and information to help parents fight for an appropriate education for their child. For a free E newsletter entitled “The Special Education Spotlight” send an E mail to: JoAnn@disabilitydeception.com – For more information on the book, testimonials about the book, and a link to more articles go to: http://www.disabilitydeception.com

Parenting — No Comments
16
Feb 10

Homework – Where Should Your Kids Do Their Homework?

When deciding where your children will do homework, your goal should be to set up a location that, over time, will reinforce their abilities to focus and concentrate. By using the same location and props day after day, you can help your children learn to work more effectively. Wherever you decide, try to be consistent about using it so that eventually your family thinks of it as the homework zone.

Ideally, your children should be doing their homework in a quiet location that’s not full of distractions. It may be tempting to send them to their bedrooms, but that may not be the best location. It’s all too easy for a daydreaming child to completely forget about homework in the quiet of her own room, or even to fall asleep! Children who are easily distracted may find the excitement and stimulus of their bedroom toys too difficult to ignore. And for parents, it can be difficult to monitor what’s going on when the kids are in the other end of the house. Most families need a more public location.

For many families, the kitchen or dining room table is the perfect spot to do homework. Parents can be as close as necessary while doing their own activities. Just take care to have fascinating phone conversations and watch interesting TV shows in another area of the house.

Start to build up a homework focus by setting a consistent tone every day. First, when it’s homework time, remove everything that’s not homework related from the table and then pull out a tray filled with all the pencils and papers and other tools that your kids may need. Over time, the tray becomes a signal that it’s now time to focus on homework.

Depending on your child’s independence, you may want to be sitting at the table too, or just walking past the room periodically. The goal should be to move in the direction of having your child be responsible for his or her own homework. If you need to be present, at least try to have your own activity to do at the table while supervising and assisting your child.

While homework is being done, try to keep distractions away from the table. If the kids need a snack or to make a phone call, have them move away from the homework zone. Over time, this will help reinforce the idea that the table is the place for homework.

Just as it’s important to set up the homework area, it’s equally important to shut it down. This will signal to your family that the homework time is over, and the table is now just a table. Have everyone pack up their backpacks, put away their work and remove the tray of tools. Add back the flowers or the napkins so you all can see that homework time is over.

Check out more homework management ideas in the other articles I’ve published here.

Patricia Robinson, MA, MFT is a licensed Marriage and Family Therapist in private practice in California. She has offices in Danville and San Ramon, CA and works with children and families and runs social skills groups and teaches parenting. Patricia focuses on kids with Asperger’s Disorder, High Functioning Autism, ADD, ADHD and Pervasive Developmental Disorders. She has an MA in Counseling Psychology from Santa Clara University as well as Engineering degrees from MIT. Please visit her at http://www.patriciarobinsonmft.com/

Parenting — No Comments
1
Feb 10

4 Tips For Giving 10 Day Written Notice For Private Special Education Placements

Do you have a child with autism or dyslexia that is not receiving a free appropriate public education (FAPE) from their school district? Have you found a private school that has the knowledge and experience with your child’s type of disability-perhaps a school devoted to children with autism? Did you know that parents that place their children in private schools because they are not receiving FAPE, can be reimbursed for the cost? This article will discuss 4 tips to help you in giving your school district 10 day written notice for a private school placement, due to lack of FAPE.

Tip 1: Contact a Parent Training and Information Center and try and get as much information as you can on how to fulfill the legal requirements for 10 day written notice. Every state has at least one PTIC, and most have experienced parents available to help other parents.

The Individuals with Disabilities Education Act (IDEA) deals with the issue of 10 day notice at 300.148; the category is called: Children With Disabilities Enrolled by Their Parents in Private Schools When FAPE is at Issue.

The law requires that at the most recent IEP meeting prior to removal of the child from the public school, you must inform the IEP team that you are rejecting the placement proposed by the public agency, state your concerns, and also tell school personnel of your intent to enroll your child in a private school at public expense. Reimbursement can be reduced or denied by a hearing officer, if Tip 1 is not carried out!

Tip 2: Bring a parent input statement to the IEP meeting before removal, and include the following: your rejection of the schools proposed placement for your child, your reasons for rejecting the placement, your concern that your child will not receive FAPE, and also your intent of enrolling your child in private school. Make sure that the input statement is attached to your child’s IEP!

IDEA also requires a 10 business day written notice prior to the removal of your child from the public school. Reimbursement can be reduced or denied by a hearing officer, if Tip 2 is not done!

Tip 3: Write a brief letter to special education personnel in your school district and state why you think your child is not receiving FAPE, why you are rejecting the proposed placement, and that you intend to ask for reimbursement for private school due to the school districts denial of a free appropriate public education. Even if you have written a parent input statement that is attached to your child’s IEP, send this letter also. Date the letter, keep a copy, sign the letter, and either hand deliver the letter to the special education office or send by the post office Certified with a return receipt.

Tip 4: Make your child available for any evaluations from your school district; prior to the actual removal of the child. If a parent refuses to allow their child to be evaluated, a hearing officer can reduce or deny reimbursement.

School districts can place a child in a private school at public expense. Though most parents must file for a due process hearing, to receive reimbursement for a private placement, due to lack of FAPE. Try and find an advocate, another parent, or a special education attorney who is experienced in due process hearings. Many parents have won the right to have their children educated in private schools, due to school districts inability to appropriately educate their children. Good luck!

JoAnn Collins is the mother of two adults with disabilities, and has helped families navigate the special eduation system, as an advocate, for over 15 years. She is a presenter and author of the book “Disability Deception; Lies Disability Educators Tell and How Parents Can Beat Them at Their Own Game.” The book has a lot of resources and information to help parents fight for an appropriate education for their child. For a free E newsletter entitled “The Special Education Spotlight” send an E mail to: JoAnn@disabilitydeception.com

For more information on the book, testimonials about the book, and a link to more articles go to: http://www.disabilitydeception.com.