The Cornerstone of IDEA the Special Education Law

     In yesterday's issue of Education is Special, I answered the questions: What is special education?  How does a child qualify for special education? What are the thirteen categories of special education? and: What is an Individualized Education Plan?
     We learned that special education is governed by a federal law, called the Individuals with Disabilities Education Act (IDEA). Today I'm going to discuss the eleven categories that make up the cornerstone for IDEA.

1. Free and Appropriate Education (FAPE) - FAPE is the educational right for every child with disabilities to receive a free and appropriate education at the expense of the public. Every child's education is different. Your child's education will be dictated by the IEP which was determined by the IEP team which includes the parents and the child when appropriate. I always invite my students to their own IEP meeting. Students need to learn to self-advocate and take ownership in their education. Students do have a say. In some situations a student attending may not be appropriate but if the student is able and wants to participate then they can.
2. Evaluation-  IDEA states that the child must be assessed by various assessments and scales to determine if the child has a disability. the initial evaluation must be completed within 60 days after the school district has been given the consent by the parents or guardians. Parents may request only one evaluation per year unless the school agrees that more testing is needed. If the parent disagrees with the outcome of the evaluation, then an education evaluation by an independent provider may be conducted at no cost to the parent.
3. Informed parental consent- Prior to completing an educational evaluation, the school district must be given written consent. The parent is allowed to be informed of the information for the consent in their own native language. If a parent does not speak English, then an interpreter must be provided at no cost to the parents. Consenting to the educational evaluation, does not mean that the parent consents to the child being placed in soecial education. That is a separate consent. Parental consent is voluntary and may be revoked in writing at any time. Should the school district want to continue after the parent has revoked the consent in writing, then the district must use due process procedures to continue. Due Process is the 11th category that will be discussed.
4. Least Restrictive Environment- The least restrictive environment (LRE) depends on the child's unique, individual needs. This means that the child will complete classes that are deemed the most appropriate for the child always starting with the learning environment that the child performs the most optimally in. 
5. Cumulative File-The cumulative file contains all important information relevant to the child. It may contain: report cards, medical information, attendance records, testing scores, discipline records and teacher reports. IDEA mandates that the school district grants the parents right to see the cumulative file before an IEP meeting and/or within 45 days of a parents request.
6. Transition Plan-  A transition plan will include how a student is going to proceed after high school. The special education teacher will begin transition planning prior to the child's 15th birthday.  The school district has the legal responsibility to coordinate transition planning and to coordinate transition services.
7. Stay put right-All students must follow the rules and procedures of the school. They all can be disciplined which may include a detention, suspension, or expulsion. Before, the school district can take action IDEA requires that the school district determines whether or not the student's disability played a part in the student's  behavior. This is referred to as manifest determination.
8. Ten Day Rule- Stay Put protection, only applies if the child is facing more than ten consecutive days out of school, thus the name ten day rule. a special education student who is suspended for less than ten days is not eligible for IDEA protection under the special education law.
9. Weapons and drug related offenses-IDEA also makes an exception if a student brings drugs or weapons to school. In this case scenario the student can be removed for up to 45 days without parental consent.
10. Private Placement-IDEA only provides the right to a child being placed in a private school if the school district cannot provide an appropriate program based on the child's needs.  The school district must prove that they cannot serve this child before they pay for and place a child in a private placement.
11. Due Process-After a dispute, the parents have two years to file for due process. After a dispute is filed the other party has ten days to respond. The school district has fifteen days after receiving the due process to conduct a meeting to try and settle the dispute. There may be a mediation or a hearing. The parents have the right to take their dispute to a neutral third party. The decision may be appealed all the way yo the supreme Court.                                 Most of all, remember, you are your child's advocate. In my experience all parties involved with your child want what's best for your child. Check your states guidelines for special education services. Know the laws. My blog is to provide information but i would suggest checking at the state and district level to know your rights as a parent.  

Daily Parent Link: Think it's Attention Deficit Holding Your Child Back in School?
http://www.additudemag.com/adhd/article/10711.html

Educator Link: Ten Tips to Know Before Becoming a Google Educator 
http://mykidslocker.com/10-tips-to-know-before-becoming-a-google-certified-educator/

Teen Book Review:

     Red Scarf Girl, is an absolute treasure. It is a memoir of twelve year old Ji Li Jiang from Communist China. The year was 1966.  Ji Li had everything a girl could want:  she was respected by her school mates, she was smart, she had a close knit family, and had a bright future ahead of her. Then everything changed when Mao Zedong began the Cultural Revolution. 
     Ji Li's family was afraid and humiliated over and over again. They struggled daily. This is a wonderful book for students to read to help them understand the Cultural revolution in China. It is one of those books, that once started you can't put it down.

Strategies to Help Students Cope with Anxiety

     Anxiety in students can be a difficult behavior for classroom teachers to identify and calm. Anxiety comes in many forms and displays in many different ways. All students feel anxious at one time or another which is to be expected. Anxiety disorders on the other hand, and be described as a maladaptive emotional state or a behavior that is caused by excessive fears and worries whether real or imagined. Some students, suffer from anxiety that is severe enough to interfere with daily activities Some behaviors limit a child's progress in school due to the inability to actively engage in everyday activities and routines. Anxiety also can limit friendships which leads to isolation and loneliness.
   Anxious behaviors include by are not limited to: restlessness, irritability, trouble focusing, tires quickly, sweating, blushing, muscle tenseness, avoidance of an activity,non-compliance, destruction of property, fidgeting, talking out, cursing, disrupting classmates, obsessions, compulsions, extremely shy or introverted, in a daydream like state, agitation, disorganization, or extreme organization, anger, withdrawal, flight, worry, crying, truancy, frequent illness or injury, and/or school refusal.
    Suspected student anxiety that lasts more than a week should be shared with your school's mental health support team such as the school psychologist, guidance counselor, nurse, and social worker.. The observations should also be shared with the child's parents and/or guardian's. Parents and guardian's often have valuable information in regards as to changes in the student's home environment that can cause anxiety.
     As a special education teacher I encounter students with anxiety on a daily basis. All of my students have had team meetings where various strategies have been discussed. Knowing which strategy to use often comes from simply connecting with the student and knowing which strategy to use to help him/her cope with the anxiety provoking situation. Below, I've made a chart with sample situations that students face each day, and possible strategies that may help. Remember, consistency is key, and what may not work on day one may work on day five as long as the strategy fits the situation and the students and its use is consistent.  Students who are anxious work best in a calm, supportive, organized classroom with clear expectations.  Students work best with a teacher who is clearly in authority but uses positive rewards and reinforcement who respects and listens to  the student.

Anxiety Strategy Chart:

   

   *Remember, anxiety is a serious  condition. Please check with your school's mental health team and the child's parents and/or guardians before beginning ant type of formal strategy plan.

Sample Response Cards:   

Gimme A Break Box:

http://mittaubs.blogspot.com/2014/11/gimme-break-box.html

Mitt Aubin's Book Review:

    Today's book review comes from Gene Zion and Margaret Bloy Graham in their picture book, Harry the Dirty Dog.  Harry, has been around entertaining children for over 50 years!  I chose to write about Harry because he has anxiety about getting baths!  So he does what a lot of anxious people do, he fled and avoids the bath altogether! He even hides his bath, scrubbing brush! In the process, Harry gets very dirty! His family becomes very worried about him when they can't find him! When they finally see Harry, they don't recognise him because he is so dirty! So, Harry overcomes his fear of baths in a desperate measure to reunite with his family! You will have to read the rest of this book or listen to my dear idol, Betty White to hear and see how happy one can become when overcoming their fears! 

What is Special Education?

 What is Special Education?  Special education is specially designed instruction that meets the unique and individual needs of a child who has a disability. Special education is governed by federal law, called the Individuals with Disabilities Act (IDEA). Special education is definded under IDEA as "Specially designed instruction at no cost to the parent, to meet the unique needs of a child with a disability." Special education law has thirteen categories of special education. Each category has its own detailed requirements. Special education pertains to students ages 3-22 who attend a public school.
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     How does a child qualify for special education?  To qualify, a child must have been identified as having one of the thirteen disabilities, and, it must adversely impact his/her educational performance. A child who is suspected to need special education services can be referred to the school's special education committee by the parents, teachers, or both. Every school district has the legal responsibility to identify and assess children who are suspected of needing special education services. Before the school can begin any formal testing, the parents must sign a consent form.

     What are the thirteen categories of special education included in IDEA?

• Autism
• Deaf or Blindness
• Developmental Delays
• Emotional Disturbance
• Hearing Impairments
• Intellectually Disabled
• Multiple Disabilities                                                   
• Orthopedic Impairments
• Other Health Impairments
• Specific learning Disabilities
• Speech and language Impairments
• Traumatic Brain Injury
• Visual Impairments                                     

What is an Individual Education Plan (IEP)?  After the child qualifies for special education services, an IEP is developed by the child's educational team which includes the parents. The IEP contains goals, objectives, additional supports, accommodations, and modifications that the child needs. The ultimate goal is to help the child reach his/her highest potential.

Going Forward:  In future blogs I will explain special education services in more detail. There are so many facets to special education. I will also go more in depth in each of the thirteen categories included in the Individuals with Disabilities Act. I believe in special education deeply. My goal is to spread the word on just how special all education is. If you suspect your child needs special education services I would start by contacting your child's school district.

Daily Educator Link:
The Five Key Features of Project-based Learning
http://dailygenius.com/key-features-of-project-based-learning/

Daily Parent Link:
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Children's Book Review: 
Today I am sharing with you one of my childhood favorites that has been re-released as a 50th Anniversary version, it is Harry the Dirty Dog written by Gene Zion. Just like many children, Harry the dog does not like to get baths!  To avoid getting a bath, harry runs away from home! Harry plays hard all day and gets so dirty that his family doesn't recognize him when he gets home! I will not spoil the ending, though most of my readers have probably read this book as a child! Harry the Dirty Dog, is the first of a four part series. the Harry books are great and I highly recommend sharing them with the children in your lives.Though, I must admit when I saw the 50th anniversary edition in a small bookshop in Vermont, I had to buy it for myself! I have posted a You-tube Video of Betty White reading Harry the Dirty Dog on my profile page.

Authentic Literacy

   

Dear Readers,

 Tonight’s blog topic is authentic literacy.Authentic Writing is writing for real purposes and real audiences. Authentic writing is 

writing that is most like that which occurs in everyday life.  I have shared an authentic literacy project.  I hope you find this useful.

Authentic Literacy Project:

            We are teaching in an era where technology has literally taken over the written word. Students’ text, e-mail, tweet, message and the list go on. Days of looking up words in a dictionary are becoming fewer and fewer. Today’s students rely on the computer or an electronic speller to define words.  Even reading books and newspaper are often read on e-readers or on the internet. However, in light of this, literacy particularly writing is still a main focus in school. Students still need to know how to express themselves in writing. Students still learn to write complete, grammatically correct sentences with proper spelling. They still need to know how to take notes, write essays, and summaries. As teachers it’s very important that we take the time to teach authentic reading and writing. Authentic reading and writing activities such as writing letters and reading newspapers are skills that our students still need to know to be successful in the “real” world.

            In thinking about how to integrate authentic literacy activities into my classroom, I thought a lot about the lives of my students. I wanted to do something with authentic reading and writing that would enhance their lives. Many of my student’s families are struggling financially. Many come from broken homes. Many have lost compassion for others. It’s their lack of empathy that is critical. I thought more about authentic literacy. An integral part of authentic literacy is writing for an audience. Think about it, outside of the classroom, people almost always write when there is someone to read their writing. So, I decided to give my students an authentic literacy project that will give them both an audience and perhaps a new appreciation for others as well. Perhaps in these times where families are falling apart and kids are losing compassion doing an authentic literacy project that brings people together may just be the key to enhancing not only my students’ lives but the lives of those in our small, rural community as well.

Project Goals:

            Primary Goal:  The students as a group will write a newspaper article in search of senior citizens who would like to participate in our educational writing program. The students will write friendly letters to area senior citizens who volunteer to participate.  The main focus of the letters will be gathering the history of the elder’s life. Students will be provided with a data collection sheet to gather significant data on.

            Secondary Goal: Each student will be responsible for gathering information on their senior partner. One component will be to find out the favorite recipe of the senior. The students must also find out how life was different for their elderly buddy when they were children.

Final Project:  Each student must give an oral report featuring the life and times of their elderly buddy. In their report they must include how their life is different than the person they wrote letters to. Each student should also have a poster depicting their elder buddy’s life., including a timeline. 

Teen Book Review:

   I have used the novel Flygirl in my 7th grade literacy class. It is just a great novel on so 

many levels. First, although the novel is fiction, it is historically correct. Second, It is a novel that appeals to both boys and girls because the topic is World War II, but it is about a little known group called the WASPs (Womens Airforce Service Pilots) third, it explains what life was like in the 1940's for black Americans in the South.  As stated, Flygirl, is set in the 1940'3 in Louisiana. It is about a young black girl who wants to follow in her dead father's footsteps and be a pilot. She also wants to help in the war effort to save her older brother who is stationed overseas. The only problem is that the WASPs are for white girls only, so Ida Mae Jones, tries to pass herself off as white.  Ida Mae quickly learns that having a different name and uniform can't hide the person that she is on the inside. I highly recommend this novel for teen readers.

  

Take As Much As You Need

 
      Dear Readers...Tonight I am writing about one of my favorite back to school activities for students. It's called, "Take As Much As You Need". It is not my original activity but one that I heard about and used.  I gather all of my students and my teacher's aides and we sit in a big circle. I then, get out, a big, brand new roll of toilet paper. My only direction is: "Take as much as you need!"  It's so much fun looking at the students expressions because they don't know why they are being asked to take the toilet paper squares. There are always a few giggles! Most kids are afraid of taking too much so they usually take less than five squares. There is usually one jokester who takes many sheets, however the joke is usually on him/her!  The funny part is that last year it was the teacher's aide who took thirteen squares! This turned out to be a very large ice breaker! 
     I go first to model for my students.  I tell them, "For each square of toilet paper that you too, you must tell every one one thing about you." Since I know what the activity is and don't want to steal the students thunder, I take four sheets. So, for example I may:
                      Tear off sheet one and say, "I am married to Mr. Aubin."
                      Tear off sheet two and say, "I have four children."
                      Tear off sheet three and say, "I have two really great dogs. Quibbley and Kirah."
                      Tear off sheet four and say, "I have a tortoise, named Squirt."
     I want my students to see me as a person too. I want them to know that just like them I have a family and pets.  I then go to the person next to me to take their turn. We continue around the circle until every one has had a turn. 
     I love this activity because it really gets every one talking. We all show each other mutual respect as we take turns speaking. Day one of school is all about creating an environment that will be conducive to learning. The physical layout of the classroom was set up before the students arrive. Day one is to explore that layout and establish the type of atmosphere you want in your classroom. Students need to know all classroom procedures and how their day will rotate. They also need to establish relationships with the adults in the room and with each other. Taking time to establish a routine and to communicate with each other gives the students a sense of community and will make for a positive start to the new school year. 

Daily Educator and Parent Link:

Education is Special:  http://mittaubin.weebly.com

Digital Parenting: http://educationevangelist.com/digital-parenting-2/6939/

New Feature...A Book Review:

The Rock and the River by Kekla Magoon

It's Chicago, 1968. Sam is the 14 year son of a civil-rights activist who is friends with Dr. Martin Luther King. Sam's dad, Roland Childs, is a staunch support of civil disobedience. Sam wants to follow his dad's beliefs that you can effect change without violence. Sam however is deeply effected by the assassination of Dr. Martin Luther King, and witnesses police brutality toward a friend. He is then drawn toward his older brother "Stick's" plight with the Black Panthers whose revolutionary platform is completely opposite of his father's belief of non-violent protest. The Childs are a middle class family that are loving and loyal even when they disagree.

When Sam's Dad is stabbed, will the brothers retaliate with violence? What will Sam do? Follow his father or his brother? Will he follow his heart or mind? Sam is trapped in a uncomfortable place, between a rock and a river.

This book is recommended for students in grades 6-10. Though the story is fictional the historical facts are accurate and poignantly teach students about the Civil Rights Movement in America lasting from 1955-1968.

The Value of Listening to Students

"Continuous effort not strength or intelligence is the key to unlocking our potential." - Winston Churchill

At the end of the day whether they be my biological children or my students past and present I hope that life's challenges never become so great that they give up. Not every one is born strong, intelligent or beautiful but we can all strive for excellence. Sometimes I have to give kids credit just for having the strength to get up out of bed and get themselves to school. As educators, we never know what is going on at home. Do mom, dad, or their guardian have jobs, or do mom, dad, or the guardian work too much? Is someone critically ill or disabled in the family? Is there someone in the family with an addiction problem? Is there enough food, or even healthy food? Do they have clean clothes? We just never know.
I am lucky to be able to spend a little over six hours a day with my students. I always take the time to listen because this helps the child focus on his/her school work. Five minutes spent listening makes room for a full schedule for the rest of the day. When listened to, the child feels heard and cared for. Building trust takes a long time. Next week when school begins one of my biggest tasks will be to build trust in my students. Once my students feel validated and genuinely valued they can then learn. They can then focus on their academic work because they have reaffirmed that they are valued.
I'm looking forward to this school year because I will have the same students that I had last year. I cannot wait to see them! Let me tell you, my students are amazing! My students come to school knowing what is expected of them,knowing that they have a schedule, and there is a clear course of action. They know the class and school rules and the consequences for poor choices. They know that every wrong doing is given a consequence but as quickly as it happened it is forgotten. There are no grudges in my room, but there is forgiveness, and there are always second chances. I always want my students to know that they can count on me for consistency and a continuum of education.
So, all of this being said, the best thing I can give to my students is the work ethic to always strive for the best that they can do. Their personal best. I can not ask for more than this. May no my children never give up! They will then, learn the key to unlocking their true potential.

Daily Educator Link:

30+ Resources for Differentiated Instruction:
http://www.edutopia.org/article/differentiated-instruction-resources?utm_source=twitter

Daily Parent Link:

Surprise-Students Aren't Getting Enough Sleep!

http://www.theatlantic.com/education/archive/2014/08/surprise-student-arent-getting-enough-sleep/379020

Living the Dream...Thank you Joanna

   

      My favorite quote comes from the novel Jonathan Livingston Seagull, by Richard Bach: "You don't love hatred or evil, of course. You have to practice, to see the good in everyone and then to help them see it in themselves."  Since my middle school English teacher introduced me to this quote, I have lived by it. Every one has a purpose and a mission in life...everyone! In some cases a person's mission is easy to see, in others not so much. Every one is valuable. 
     While a student at Marywood University in Pennsylvania,  earning my B.S, in special education I was sent to a residential school for severely and profoundly challenged people with multiple disabilities. My client was, Joanna.  Joanna was seven years old. I was there, as I would be every night for a semester, to feed Joanna dinner. Sounds easy, right? Actually it was after I got the knack for it! The uniqueness of this situation was that Joanna was the size of an infant. She laid in a crib. She could not sit up or speak. She could not chew even though she had a mouth full of teeth. She drooled. She showed no outward emotion. Joanna was unable to acknowledge that I was there.  Joanna ate pureed food. Every evening, I sat Joanna in her specially designed high chair that held her securely.  I then fed her pureed food from a spoon. Joanna had a lot of difficulty swallowing so usually both she and I were covered in her food by the time she was finished. After she ate I cleaned her up. and placed her back in her crib. I of course always spoke to Joanna, and sang, and smiled. A smile after all,  is the universal symbol for "I like you." I wanted Joanna to know just how important she is. 
     What struck me during all of my visits with Joanna was just how much she was loved. Hanging in her crib were letters and drawings from a younger sister. Drawings with red hearts and colorful flowers. Drawings of a Mom, Dad, and two sisters holding hands.  New drawings and letters were hung every few days. Joanna had a family. A good family. A family that cared. Joanna's family lived several hours away, but never stopped thinking about her.  I just knew how much this family valued this precious child.  How much Joanna's Mom, Dad, and sister adored this little girl who was too fragile to live at home. It was impossible not to love Joanna, just being with her touched my life. Joanna added something very powerful to all of the lives of the people who knew her. I am grateful to Joanna for bringing out the good in me and I hope that during the semester I spent dinner time with her that her life was better as well.

What are Instructional Accommodations and how Can They Benefit A Child With ADHD?

    Every parent wants what's best for their child. So, if your child is diagnosed with ADHD there are things that can be done at school to help your child reach his/her full potential. These things are called, accommodations".  Accommodations are usually physical and/or environmental changes made in the classroom.  They are included in your child's Individualized Education Plan (IEP) ,504 plan or sometimes by special arrangement with the teacher. Accommodations address the lesson presentation style given by the teacher, the assignment structure, the classroom arrangement, and other factors that can be altered without lowering academic expectations or standards.  A student who receives accommodations still follows the same curriculum and meets the same standards as other students. As mentioned in my previous blog, ADHD Informational Blog-Part1 students who have ADHD usually have difficulty paying attention, staying organized, and/or sitting in class. Keep in mind that every student is different so each student will need different accommodations based on his or her individual needs or symptoms.Below, I've listed several classroom accommodations that are often used by teachers who have students with ADHD.
Instructional Accommodations:

• Frequent breaks-Students with ADHD brains need time to rest and "recharge". .Since it takes more effort for a student with ADHD to remain focused, frequent breaks prevent fatigue.  When students are permitted to get up and move around, they will be more likely to be able to regain focus after the break.
• Variation of Activities-  Changing pace allows students the opportunity to "switch gears". and keeps students from growing bored and restless.
• Using a daily log or agenda book- Making the student responsible for recording assignments and homework on a daily basis not only reinforces organizational skills, but gives parents and guardians a way to keep track of their child's progress.
  
• Give directions in short, sequential steps-Clear, concise directions are easier for students with ADHD to follow and process. Instructions offered both orally and visually are most effective. Visual directions give the student something to fall back on if they were unable to pay attention to the oral directions.
• Seat the student near a student role model-This placement, allows the student a chance to work cooperatively and learn from peers in class.
• Provide low-distraction work areas-If space permits,make available a quiet, distraction free area for quiet study time and test taking.
• Keep noise level down, play soft music, or use a therapeutic noise machine.
• Divide work into smaller chunks or units- "Chunking" work helps the student to not become overwhelmed by too much work at once. This allows the student to stay more easily focused on the smaller task placed before him/her.
• Highlight key points- Highlight key words or points in the directions to help the child focus on what is important to success in the lesson.
• Recorded books or e-books- These devices can stimulate interest in traditional reading and can be used to reinforce or compliment reading lessons.             

     I hope that this list of instructional accommodation suggestions gives ideas to parents and/or teachers who want to  ensure the most appropriate education to all children.