Going to School ~
With school beginning, in some places, here are some ‘special needs’ things to consider. Whether back to school on the short bus, or finding new placement in a school, there are many things to consider. Giving hope and help in my Free ASD Book and in my BLOGs.
Shepherd, D., Csako, R., et al. (2018) share that parents may hesitate to move forward, because they feel vulnerable and overwhelmed by the challenging selection of interventions to choose from. Selection is often easier if their child has more severe deficits in one of autism’s ‘core’ areas; such as communication, behavior, gastrointestinal, or toileting issues. If that is the case, then the choice is narrowed down to finding the therapists or programs which specialize in those areas.
< My Thoughts > “…challenging selection of interventions…”
Consider that the terms 'programs / interventions / services' may be used interchangeably by schools, therapists, insurance companies; and others. Often, these persons professional goals are to 'change behavior'. But, never should they 'imply a cure'. Selected ‘instructional program’ sessions can be held at school, when trained or itinerant staff is available.
Know that problems may arise, due to lack of ‘continuity’ and ‘fidelity’ to your child’s individual program. The staff may NOT be dedicated to the specifics of your child’s program alone, and/or may work with your child in a group setting; thus, wasting valuable time covering things that your child doesn't need. These sessions without purpose, could even cause problems, confusion, and even regression for your child.
Also, when the educational setting is the sole source of intervention, there could be a lack of important program continuance or continuity, due to school holidays and extended breaks. You may find someone to provide services, during this ‘gap’ time. Or, you might wish to pick- up and continue program activities yourself.
One of the reasons for the popularity of these aforementioned 'select' programs / interventions / services may be that they have successfully been marketed to insurance companies. Therefore, these therapies can almost always be assured of ‘provider referral’ and ‘program coverage’ approval, by the parent’s insurance.
Deb, S., Retzer, A., et al. (2020) recommend that when examining programs / interventions / services, look for the following specifics – (with My Thoughts in parenthesis)
(Alternating staff may affect these. Know that each child presents symptoms, & responds to therapy VERY differently. Just because it worked for a child with ‘like’ behavioral symptoms, doesn’t mean it will work for your child.)
(Ask for ‘before’ & ‘after’ therapy data, so that you can clearly understand if your child is making the expected progress. And, if the services are age and ability appropriate for your child.)
(If you want to be involved, ask for your inclusion into sessions. And/or, how to be trained to continue the sessions at home. If your child does not seem to ‘bond’ with the therapist, can you request a change? Many ‘hidden’ factors my effect a therapy. Some children prefer to work with certain ‘types’ of therapists. Our Sonny prefers ‘low-key men’ therapists. The setting, time of day, & ‘sensory factors’ can be huge influences on success, too.)
(Are your child’s ‘most concerning behaviors’ being addressed? How will this ‘therapy’ work in other settings such as school, community, riding in vehicles; or, during transitions? Suppose your child becomes resistant to this therapy. Can you request an immediate reasonably measured ‘reevaluation / reassessment’, to your satisfaction? And, if needed, can your child be removed?)
(Frequently, programs / interventions / services, need to co-exist. Sometimes when you successfully resolve eating / digestive issues, a co-existing ‘behavior therapy’ may start to improve. Always make certain that these therapies don’t interfere with one another. For example, one therapist may offer a ‘favorite food' for cooperation’. But this food might not be on the child’s ‘special diet’ modification program. Also consider that at home, will that same ‘ program reward’ be expected when the child complies with your requests. If so, is that workable for you?)
(Make certain the programs / interventions / services, ‘work’ for you & your family. Siblings may wish to be included. Or, they may feel marginalized, due to the constant interference of the program integration into family life.)
(Do your ‘homework’ about the advantages & disadvantages of starting any therapy. Will you be ‘locked’ into something that is not working? Ask for a ‘trial period’. But, once you obtain a ‘therapy referral’ and an ‘insurance approved provider’, it could be very difficult to make a change.)
Authors Deb & Retzer, et. al felt that ‘parent training’ in this study was considered very important to the success of intervention programs, according to this clinical study.
< My Thoughts > “…‘parent training’…”
Along with ‘parent training’, these programs should include ‘post-testing’ and frequent ‘follow-up’ checks. Parents need to know when things are no longer working, or when more support is needed. Technicians may be ‘experts’ in their field…but, you are an expert in ‘knowing your child’. Also, remember to check on the experience & credential of the actual therapists working with your child. Trust but verify!
Note: DISCLAIMER – Autism ‘intervention’, as with the phrase ‘Early Detection / Early Intervention’, may simply mean to attempt an ‘action’, or attempt to ‘change a course’ or ‘trajectory’ of the person’s autism. Any expectation for a successful ‘change’ must have the cooperation of the participant, the parent, and/or the assigned therapist. Words such as, ‘instruction’, ‘intervention’, ‘integration’, ‘treatment’, ‘therapy’, ‘service’, or ‘program’ imply ‘cure’; or, ‘long-term’ positive effect. That is NOT my intention here, and all information is presented without intent or suggestion of status or effectiveness.
Note: Find on MENU ~ Autism Goes To School, by Dr. Sharon Mitchell (A fictional account of a single ASD parent & his son.); an Extended Review with < My Thoughts > by Sara Luker. Also find under School on the Short Bus on the MENU under Extended Book Review Gallery Slideshow.
With school beginning, in some places, here are some ‘special needs’ things to consider. Whether back to school on the short bus, or finding new placement in a school, there are many things to consider. Giving hope and help in my Free ASD Book and in my BLOGs.
- Has my child been identified as learning impaired or developmentally disabled? (For each child ‘disability’ approved, is guaranteed by U. S. law, a Free & Appropriate Public Education (FAPE) )
- Will my child be in an educational setting appropriate to his or her needs? (A Least Restrictive Environment (LRE) setting with Highly Qualified Teachers.)
- Should my child have an Individualized Education Plan (IEP)? (The Individuals with Disabilities Education Act (IDEA), along with Section 504 of the Civil Rights Rehabilitation Act, and the Americans with Disabilities Act (ADA), provide for exceptional needs and/or services for all students who qualify.)
- Is my child currently being supported by a privately paid therapy program, intervention, or specialized service? (Will that program / intervention / service also be considered, when deciding my child's educational plan?)
- Does my child have a licensed nurse available on campus, if needed? (If my child requires medication, during the school day, will a licensed nurse be available to store and administer those medications?)
- Can I count on the educational system to decide which grade-level curriculum is best for my child; or, should I seek ‘interventions’ on my own? (Parents may also be able to include the child's healthcare professionals, therapists, and a family advocate into all important discussions.)
Shepherd, D., Csako, R., et al. (2018) share that parents may hesitate to move forward, because they feel vulnerable and overwhelmed by the challenging selection of interventions to choose from. Selection is often easier if their child has more severe deficits in one of autism’s ‘core’ areas; such as communication, behavior, gastrointestinal, or toileting issues. If that is the case, then the choice is narrowed down to finding the therapists or programs which specialize in those areas.
< My Thoughts > “…challenging selection of interventions…”
Consider that the terms 'programs / interventions / services' may be used interchangeably by schools, therapists, insurance companies; and others. Often, these persons professional goals are to 'change behavior'. But, never should they 'imply a cure'. Selected ‘instructional program’ sessions can be held at school, when trained or itinerant staff is available.
Know that problems may arise, due to lack of ‘continuity’ and ‘fidelity’ to your child’s individual program. The staff may NOT be dedicated to the specifics of your child’s program alone, and/or may work with your child in a group setting; thus, wasting valuable time covering things that your child doesn't need. These sessions without purpose, could even cause problems, confusion, and even regression for your child.
Also, when the educational setting is the sole source of intervention, there could be a lack of important program continuance or continuity, due to school holidays and extended breaks. You may find someone to provide services, during this ‘gap’ time. Or, you might wish to pick- up and continue program activities yourself.
One of the reasons for the popularity of these aforementioned 'select' programs / interventions / services may be that they have successfully been marketed to insurance companies. Therefore, these therapies can almost always be assured of ‘provider referral’ and ‘program coverage’ approval, by the parent’s insurance.
Deb, S., Retzer, A., et al. (2020) recommend that when examining programs / interventions / services, look for the following specifics – (with My Thoughts in parenthesis)
- Fidelity to protocols & procedures.
(Alternating staff may affect these. Know that each child presents symptoms, & responds to therapy VERY differently. Just because it worked for a child with ‘like’ behavioral symptoms, doesn’t mean it will work for your child.)
- Accurate report of outcome data.
(Ask for ‘before’ & ‘after’ therapy data, so that you can clearly understand if your child is making the expected progress. And, if the services are age and ability appropriate for your child.)
- Parent education/training for involvement in child’s intervention.
(If you want to be involved, ask for your inclusion into sessions. And/or, how to be trained to continue the sessions at home. If your child does not seem to ‘bond’ with the therapist, can you request a change? Many ‘hidden’ factors my effect a therapy. Some children prefer to work with certain ‘types’ of therapists. Our Sonny prefers ‘low-key men’ therapists. The setting, time of day, & ‘sensory factors’ can be huge influences on success, too.)
- The expected effect on child’s targeted ‘core’ symptom cluster.
(Are your child’s ‘most concerning behaviors’ being addressed? How will this ‘therapy’ work in other settings such as school, community, riding in vehicles; or, during transitions? Suppose your child becomes resistant to this therapy. Can you request an immediate reasonably measured ‘reevaluation / reassessment’, to your satisfaction? And, if needed, can your child be removed?)
- Additional therapeutic positive/negative effect on behavior, sleeping, and eating regimes.
(Frequently, programs / interventions / services, need to co-exist. Sometimes when you successfully resolve eating / digestive issues, a co-existing ‘behavior therapy’ may start to improve. Always make certain that these therapies don’t interfere with one another. For example, one therapist may offer a ‘favorite food' for cooperation’. But this food might not be on the child’s ‘special diet’ modification program. Also consider that at home, will that same ‘ program reward’ be expected when the child complies with your requests. If so, is that workable for you?)
- Positive effect on parental stress, knowledge, & confidence in the programs / interventions / services.
(Make certain the programs / interventions / services, ‘work’ for you & your family. Siblings may wish to be included. Or, they may feel marginalized, due to the constant interference of the program integration into family life.)
- Therapists are highly experienced & credentialed, to assure program integrity.
(Do your ‘homework’ about the advantages & disadvantages of starting any therapy. Will you be ‘locked’ into something that is not working? Ask for a ‘trial period’. But, once you obtain a ‘therapy referral’ and an ‘insurance approved provider’, it could be very difficult to make a change.)
Authors Deb & Retzer, et. al felt that ‘parent training’ in this study was considered very important to the success of intervention programs, according to this clinical study.
< My Thoughts > “…‘parent training’…”
Along with ‘parent training’, these programs should include ‘post-testing’ and frequent ‘follow-up’ checks. Parents need to know when things are no longer working, or when more support is needed. Technicians may be ‘experts’ in their field…but, you are an expert in ‘knowing your child’. Also, remember to check on the experience & credential of the actual therapists working with your child. Trust but verify!
Note: DISCLAIMER – Autism ‘intervention’, as with the phrase ‘Early Detection / Early Intervention’, may simply mean to attempt an ‘action’, or attempt to ‘change a course’ or ‘trajectory’ of the person’s autism. Any expectation for a successful ‘change’ must have the cooperation of the participant, the parent, and/or the assigned therapist. Words such as, ‘instruction’, ‘intervention’, ‘integration’, ‘treatment’, ‘therapy’, ‘service’, or ‘program’ imply ‘cure’; or, ‘long-term’ positive effect. That is NOT my intention here, and all information is presented without intent or suggestion of status or effectiveness.
Note: Find on MENU ~ Autism Goes To School, by Dr. Sharon Mitchell (A fictional account of a single ASD parent & his son.); an Extended Review with < My Thoughts > by Sara Luker. Also find under School on the Short Bus on the MENU under Extended Book Review Gallery Slideshow.
Individualized Education Plan (IEP)
The United States Department of Education Individuals with Disabilities Education Act (IDEA), is a law ensuring services to children with disabilities. This law includes ‘autism spectrum disorder’ (ASD), in its list of disabilities which benefit from the protection of the IDEA law.
However, just having autism may not be enough to qualify for state public school special education services, nor for an Individualized Education Plan (IEP). Introduce yourself to the school in your district. Ask them what services they can provide for your child. Also, what documentation, referrals, and/or records they are requesting. It is always good to keep ALL documentation of your child’s diagnosis, testing, medical records / medications; and anything else that you can provide.
Reasons and advantages of seeking an IEP for your child.
Six principles of an Individualized Education Plan (IEP) –
1. Free & Appropriate Public Education (FAPE) for each child as ‘disability’ approved.
2. An appropriate evaluation, before determined eligible to receive an Individualized Education Program (IEP).
3. An Individualized Education Program (IEP) is a written statement of a child’s need for disability accommodations and modifications for education.
4. A Least Restrictive Environment (LRE) setting is where this IEP will provide for the child.
5. Parents and students will have appropriate notification, plus the opportunity to provide advice and consent, regarding the child’s IEP.
6. A copy of the latest IEP Procedural Safeguards (booklet) will be presented and received, yearly to parents and student.
The Individuals with Disabilities Education Act (IDEA), along with Section 504 of the Civil Rights Rehabilitation Act, and the Americans with Disabilities Act (ADA), provide for exceptional needs and/or services.
Special Education teachers, when writing an IEP are expected to create a legal document which describes how the student performs educationally. Creating a picture of their strengths and deficits. Many create a ‘strengths-based’ IEP. This type of IEP helps students make progress by leveraging what they’re good at. See how your child’s IEP goals can be ‘strengths-based’, too.
< My Thoughts > “…writing an IEP…”
Other important legal parts of an IEP are providing students with ‘testing’, ‘transportation’, 'therapists', 'special class' opportunities, and a Least Restrictive Environment (LRE); as developed by a parent involved ‘multidisciplinary IEP Team’. There will be yearly IEP meetings, revisions, and follow-up meetings, during the student's educational journey.
Understood Team (2019) explains that the ‘IEP Team’ is collective group of individuals qualified to interpret data and help to develop your child’s IEP. Members include, but not exclusive to –
If desired –
Each team member may contribute, present, and interpret evaluation data about the child. Compiling this information helps the parent, child, and other team members understand the child’s strengths, as well as their necessary areas of focus. Most areas of focus are those in mathematics, reading, and writing. Depending on the student’s grade level, other areas may be ‘behavior’, and/or assistance, accommodation, and modification for studying, homework, and note taking.
< My Thoughts > “…necessary areas of focus.”
For my middle school students, there was an additional IEP provision allowing them access to the Resource Room, at any time; before/after school, and any ‘time of need’, during the school day. This allowed them to acquire test-taking assistance. Often, they also needed the ‘accommodation’ to dictate or type out answers to ‘Essay Answer’ questions.
A students’ IEP’s can specify that the Resource Room (‘teacher of record’) advocate for them, during the school year. Thus, the 'special education' team becoming a conduit between a ‘general education’ teacher and the ‘special education’ student having problems with ‘communicating’ needs, and ‘understanding assignments’. Or, students otherwise needing a more immediate ‘modification’ and/or ‘accommodation’ for an immediate activity or assignment..
Note: Nastiti, A., & Azizah, N., (2018) state, current ‘special needs’ students in the United State of America, United Kingdom, Australia, Hongkong, New Zealand, Thailand, Saudi Arabia, and Indonesia legally have public and private school IEP’s readily available to them. The authors also mention that other countries are currently working towards developing such programs.
References:
Deb, S., Retzer, A., et al. (2020). The Effectiveness of Parent Training for Children with Autism Spectrum Disorder: A Systematic Review & Meta-analysis; BioMedCentral (BMC) Psychiatry, London, UK.
Nastiti, A., & Azizah, N., (2018). A Review on Individualized Educational Staff Writer (2018). Program in Some Countries; Retrieved online from – Conference: Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018).
Shepherd, D., Csako, R., et al. (2018). Documenting & Understanding Parent’s Intervention Choices for Their Child with Autism Spectrum Disorder; Journal of Autism & Developmental Disorders; V48; p988-1001.
Staff Writer (2018). Developing Your Child’s IEP; Retrieved online from – https://www.parentcenterhub.org/pa12
Understood Team (2019). Who Is on the IEP Team?; Retrieved online from – https://www.understood.org/.../whos-on-the-iep-team/
The United States Department of Education Individuals with Disabilities Education Act (IDEA), is a law ensuring services to children with disabilities. This law includes ‘autism spectrum disorder’ (ASD), in its list of disabilities which benefit from the protection of the IDEA law.
However, just having autism may not be enough to qualify for state public school special education services, nor for an Individualized Education Plan (IEP). Introduce yourself to the school in your district. Ask them what services they can provide for your child. Also, what documentation, referrals, and/or records they are requesting. It is always good to keep ALL documentation of your child’s diagnosis, testing, medical records / medications; and anything else that you can provide.
Reasons and advantages of seeking an IEP for your child.
Six principles of an Individualized Education Plan (IEP) –
1. Free & Appropriate Public Education (FAPE) for each child as ‘disability’ approved.
2. An appropriate evaluation, before determined eligible to receive an Individualized Education Program (IEP).
3. An Individualized Education Program (IEP) is a written statement of a child’s need for disability accommodations and modifications for education.
4. A Least Restrictive Environment (LRE) setting is where this IEP will provide for the child.
5. Parents and students will have appropriate notification, plus the opportunity to provide advice and consent, regarding the child’s IEP.
6. A copy of the latest IEP Procedural Safeguards (booklet) will be presented and received, yearly to parents and student.
The Individuals with Disabilities Education Act (IDEA), along with Section 504 of the Civil Rights Rehabilitation Act, and the Americans with Disabilities Act (ADA), provide for exceptional needs and/or services.
Special Education teachers, when writing an IEP are expected to create a legal document which describes how the student performs educationally. Creating a picture of their strengths and deficits. Many create a ‘strengths-based’ IEP. This type of IEP helps students make progress by leveraging what they’re good at. See how your child’s IEP goals can be ‘strengths-based’, too.
< My Thoughts > “…writing an IEP…”
Other important legal parts of an IEP are providing students with ‘testing’, ‘transportation’, 'therapists', 'special class' opportunities, and a Least Restrictive Environment (LRE); as developed by a parent involved ‘multidisciplinary IEP Team’. There will be yearly IEP meetings, revisions, and follow-up meetings, during the student's educational journey.
Understood Team (2019) explains that the ‘IEP Team’ is collective group of individuals qualified to interpret data and help to develop your child’s IEP. Members include, but not exclusive to –
- Child’s parent(s)
- Special Education Teacher(s)
- General Education Teacher(s)
- School psychologist
- School Administrator (or representative)
If desired –
- Child/student
- School therapist (physical, occupational, speech, etc.)
- Parent/child advocate
- Parent friend/relative
- Language interpreter
Each team member may contribute, present, and interpret evaluation data about the child. Compiling this information helps the parent, child, and other team members understand the child’s strengths, as well as their necessary areas of focus. Most areas of focus are those in mathematics, reading, and writing. Depending on the student’s grade level, other areas may be ‘behavior’, and/or assistance, accommodation, and modification for studying, homework, and note taking.
< My Thoughts > “…necessary areas of focus.”
For my middle school students, there was an additional IEP provision allowing them access to the Resource Room, at any time; before/after school, and any ‘time of need’, during the school day. This allowed them to acquire test-taking assistance. Often, they also needed the ‘accommodation’ to dictate or type out answers to ‘Essay Answer’ questions.
A students’ IEP’s can specify that the Resource Room (‘teacher of record’) advocate for them, during the school year. Thus, the 'special education' team becoming a conduit between a ‘general education’ teacher and the ‘special education’ student having problems with ‘communicating’ needs, and ‘understanding assignments’. Or, students otherwise needing a more immediate ‘modification’ and/or ‘accommodation’ for an immediate activity or assignment..
Note: Nastiti, A., & Azizah, N., (2018) state, current ‘special needs’ students in the United State of America, United Kingdom, Australia, Hongkong, New Zealand, Thailand, Saudi Arabia, and Indonesia legally have public and private school IEP’s readily available to them. The authors also mention that other countries are currently working towards developing such programs.
References:
Deb, S., Retzer, A., et al. (2020). The Effectiveness of Parent Training for Children with Autism Spectrum Disorder: A Systematic Review & Meta-analysis; BioMedCentral (BMC) Psychiatry, London, UK.
Nastiti, A., & Azizah, N., (2018). A Review on Individualized Educational Staff Writer (2018). Program in Some Countries; Retrieved online from – Conference: Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018).
Shepherd, D., Csako, R., et al. (2018). Documenting & Understanding Parent’s Intervention Choices for Their Child with Autism Spectrum Disorder; Journal of Autism & Developmental Disorders; V48; p988-1001.
Staff Writer (2018). Developing Your Child’s IEP; Retrieved online from – https://www.parentcenterhub.org/pa12
Understood Team (2019). Who Is on the IEP Team?; Retrieved online from – https://www.understood.org/.../whos-on-the-iep-team/
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