Accommodations in the Classroom...

I was talking to a parent a few days ago & she was telling me that she didn't really know what to ask for concerning accommodations for her son in the IEP meeting.. So, I thought this would be a great topic for one of our blogs. Here is a list of some accommodations that might be good to ask for concerning your child..This is just a list of some, not all, accommodations that might help your child in the classroom.

Look over them & pick the ones that would help your child the most & ask for them in a written letter form while attending the IEP meeting or mail it certified to them before hand, or give it to them while attending the meeting. If the educators refuse to do any of your request, then ask for a "Prior Written Notice" letter. This is a letter that states why they are refusing to accommodate your child in the classroom.

For Example: If you go into the IEP meeting & ask for a calculator for your son to use in the classroom. You strongly believe that this calculator could really help your son, but the educators refuse to agree. Then you say," Since we agree to disagree, then I would like a "Prior Written Notice" letter stating why you disagree with my request."

REMEMBER: The public school system is considered "Paper Driven". Which means, they have to have paper documents for everything. Which again means, if they are supposed to do something, It must be in writing before they will actually do it.

So, it may be worth your while to write down as many of the accommodations that might help your child & give that list in a written letter form to your child's teachers, the district's Student Services Director, & make sure you keep a copy for yourself before or during the IEP meeting.

If they refuse to do your accommodations that you suggested, Then you ask for the "Prior Written Notice" letter. This is a letter for your records just incase later on you need to call Protection & Advocacy or any other attorney.

Example of a Written Letter form letter:
If you feel that your child is having trouble in Math & you want to give him/her the accommodation of having a calculator in his/her Math class.

Then write a letter like this: Example:

Dear Ms( Teacher), Ms( Principal) and so on,

It is my concern that ( your child's name) is having trouble in Math & due to his/her diagnoses of (your child's diagnoses), I believe that he/she would benefit from using a calculator during the Math drills in Math class. This will help him/her by, blah blah blah.etc...

Sincerely,
Mr.or Ms. So & So

I hope this helps you in receiving the accommodations that your child needs in order for them to succeed. Please double click on the accommodation photos below in order to make them larger for viewing.

Our Communication skills.....

I was just speaking with a parent concerning how she communicates to the public school system educators about her son's IEP issues.. She told me that she didn't really communicate with them at all.. She feels as though they never listen to her or her concerns.

So, I thought this would be a great topic for one of our blogs on our website. This information was actually in one of my PROParents binders that I obtained from one of their wonderful workshops that I attended months ago. I hope this information will help you & your family become a better communicator on behalf of your child.

What is Communication??

Communication is a relationship between two or more parties, which is 55% speaking and writing and 45% body language, gestures, etc.. A good communication relationship can lead to the sharing of attitudes, concerns, ideas, & opinions.

Communication between parents & others exists on several basics:
* There will always be differences of opinion about children
* All conflicts will eventually be resolved
* People are OK, but their behavior may not be
* To win does not always mean to take ALL
* It helps to think positively

Ways To See Authority:
The Webster’s dictionary defines authority as, “ power to influence thought, opinion or behavior… persons in command… a convincing force.”

When dealing with the special needs of your child, this authority can seem to be a stumbling block or obstacle. No ONE individual has full authority over the needs of YOUR child. It is a team effort. Teams members come from varying backgrounds and areas of expertise; each very important, but only a part of the WHOLE picture. YOU, as a parent, are an IMPORTANT member of the team; YOU ARE THE EXPERT ON YOUR OWN CHILD.

Communicating at an IEP Meeting;
As parents of a child with disabilities it is very necessary for you to KNOW the educational laws and to be able to communicate effectively with educators to obtain an appropriate educational program.

At an IEP meeting effective communication involves:
* Expressing facts about your child’s educational & social needs
* Expressing feelings and opinions about your concerns
* Maintaining your personal and legal rights

Using communication and listening skills allows you to gain more information about:
* Educational options and the actions and feelings of other members of the IEP team. Such information can help you assist in problem solving
* Be a part of a decision making team

Some suggestions for communication techniques:
* BE DIRECT- direct your comments to the person for whom the message is intended; do not communicate through a third person
* BE CONSISTENT- what you feel and say should match your non-verbal behavior
* BE ACCEPTING- accept and admit your own feelings and do not try to push them on someone else
* BE CONFIDENT- make request without feeling guilty or intimidated
* BE INVOLVED- ask questions about testing, terminology, programs, participate in discussions about your child’s needs

Non-assertive and aggressive responses do not foster a positive working team approach or focus on the individual needs of your child.

AVOID NON-ASSERTIVE RESPONSES-
* Avoid agreeing with everything said
* Avoid feeling afraid to make demands

AVOID AGGRESSIVE RESPONSES-
* Avoid belittling others
* Avoid being defensive
* Avoid dominating the case conference
* Avoid being manipulative

Tips on being Assertive:
* Say what you really want to say
* Be specific and to the point
* Be firm, be persistent
* Use “I” statements
* Describe your feelings
* Be aware of your voice- volume & tone
* Maintain good eye contact
* Relax
* Avoid nervous laughter, jokes, and gestures
* Avoid whining, pleading, screaming, and sarcasm

Don’t Forget To Listen:
Communication has two sides- You also have to be willing to listen. Listening is a skill and has to be learned. Listening is giving your attention to another person so you can take in what is being said. Communicating assertive and really listening can make it possible for a real partnership to develop!!

Listening tips:
* Stop talking
* Wait to hear what is being said
* Turn off your “negative feelings” about the person
* Don’t jump to conclusions
* Ask questions

You must learn to negotiate effectively:
Negotiation: Is a give & take; it is not a debate.
Negotiation should improve the relationship between both parties.
Negotiation is back & forth communication designed to reach agreement when two or more parties have some interests in common and some that are opposed.
In every negotiation, three crucial perceptions are generally present: Information, Time, & Power.

All power is based on perception. If you think you have it, then you have it. If you think you do not have it, even if you have it, then you do not have it. In short, you have more power if you BELIEVE you have power and view your life’s encounters as negotiations.

If you would like to have more information on Communication, Please contact PRO-Parents at (803) 772-5688 or 1-800-759-4776 or email at PROparents@aol.com

What exactly is Assistive Technology??

A parent called me today and wanted to ask, "What exactly is Assistive Technology??" So after speaking to her, I thought this would be a great topic for our POPS Blog.. I found this information in a few of my educational database materials that I have at home.. This actually was given to me by the SC Assistive Technology Program (SCATP) in Columbia. Please double click the pictures to make them larger to view...

Introduction to School Choice

This is an awesome video about school choice in the state of SC.

The School Choice Bill

As most of you know, I am a School Choice advocate. If you go to our POPS website at www.pops-supportgroup.webs.com, you will see a blog posted by me concerning our trip to the State House to talk to a few senators about the new School Choice Senate bill number S520 that will be on the House floor the week of the 24th of March. There is more information about this bill on the POPS website blog.. But, here is the bill itself. You may have to double click on the picture to make it larger to read though..

Can Children Outgrow ADHD??

I found this article off of the ADDitudeMag.com website. It was actually an article from the August/September issue of ADDitude. I hope this will be very helpful to you & your family....

Can Children Outgrow ADHD?
Parents of children with attention deficit disorder often wonder if their kids will stay on ADD drugs for life. A medical expert explains.

by Larry Silver, M.D.

I recently diagnosed eight-year-old Aidan with attention deficit disorder (ADD ADHD). When I met with his parents to explain the disorder, each time I described a symptom, his mother exclaimed, “That’s me!” or “I’ve been like that all my life, too.” At the end of the appointment, she asked me if she should be evaluated, as well.

As an adult, Aidan’s mother had jumped from job to job, and had difficulty meeting household demands. As a child, she had struggled through school, often getting into trouble and getting poor grades. After a thorough evaluation of her chronic and pervasive history of hyperactivity, distractibility, and other symptoms of ADHD, she was diagnosed by a psychiatrist who works with adults.

Aidan and his mother both started on ADHD medication. Aidan’s grades and behavior improved. His mom reported being more relaxed and efficient at work and at home. On a follow-up visit, she remarked, “If only I had been on medication as a child. I could have finished college, I could....” Then she paused: “Oh, my gosh, does this mean that Aidan will take medication for the rest of his life?”

Good question. The best answer I could give was, “Possibly.” Why can’t I be more specific? Didn’t she deserve a clearer answer? Until the early 1990s, the medical community considered ADHD a “childhood disorder.” Believing that children “outgrew” the condition, physicians routinely took them off medication before high school. In many cases, however, the teens struggled socially and academically, making it clear that ADHD symptoms had not gone away. And, as greater efforts were made to educate parents about ADHD, more and more of them, like Aidan’s mother, began to recognize their own ADHD symptoms.

Clinically, we have seen that some individuals do show enough improvement after puberty that they no longer need medication. But the American Academy of Family Physicians reports that two-thirds of children with ADHD continue to grapple with the condition throughout adulthood.

How do I determine whether a particular child still needs medication? I advise taking children and adolescents off medication once a year. If the symptoms of hyperactivity, inattention, and/or impulsivity are no longer noticeable, they stay off. Should these behaviors return, medication should be restarted. This process teaches adolescents about the challenges ADHD presents in their lives, and how to determine themselves whether medication is needed in school, at home, with friends, and so on. Medication should be used whenever symptoms interfere with the demands and expectations of a specific task or activity. It is not necessarily needed all day, every day.

For example, a college student may learn that she benefits from an eight-hour capsule to cover morning and afternoon classes, but can be off medication while she relaxes, exercises, or socializes later in the day. On evenings when she needs to study, she can take a four-hour tablet at about 6 p.m. An adult may find that he needs medication at work but not at home, or for some social functions, but not others.

Will your child need medication for the rest of his life? Possibly. You can find out one year at a time. And, if medication is needed, you can teach him to use it for specific times and situations. In the future, I hope that fewer adults will tell me, “If only I had been on medication as a child....”

Introduction to Special Education

This is an AWESOME video.. It's a great informational video explaing the processes of Special Education eligibility.. Please take a look at it, especially if you don't understand how these processes work.. Wonderful video..

Tips for IEPs & Section 504 plans

Hi you guys,

These are some Tips for IEPs & Section 504 plans. I know the picture seems small, but if you double click on it. It will become larger so you can read it better.. Just don't click the close button after you have done reading, it will close the blog altogether.. Just hit the go back arrow button & it will take you back to the blog...

Take care for now,
Bridgette