Making Technology Part of Your Back to School Planning

For many families, the back-to-school season means shopping for school supplies and new clothes. As it gets closer to the first day of school, for a young child it means watching the mailbox for a letter from his new teacher, or for older students it means going to school to register and pick up their schedule. With all the excitement of the annual back-to-school rituals, technology is often overlooked. However, thinking about technology tools and supports can facilitate the back-to-school transition for students with learning disabilities. In addition, spending some time learning new technologies before school starts means that more time will be available to focus on using the technology to complete assignments once school begins. To help parents, students, teachers, and administrators complete their back-to-school planning, some suggestions are provided below. Following the suggestions are some important conversations that should be held at the beginning of the school year. Preparing for the School Year: Technology Ideas for Parents If you have a computer at home, talk with your child about the programs that she or he knows how to use. Does she or he know how to use the word processor? Can your child make a graph in a spreadsheet and copy it into a report in a word processor? Can your child make a slide show presentation using PowerPoint? Homework can be challenging for students and their parents. Get a head start on planning for homework by downloading a free copy of an excellent booklet, "25 Tips for Handling Homework." Does your child need assistive technology to be successful in school? For an introduction to assistive technology consideration rights and responsibilities, read "Assistive Technology for Kids with Learning Disabilities - An Overview." Ideas for Students Many schools consider the basic technology toolkit to include a word processor, email, presentation software, and a web browser. How skilled are you with each of these tools? Compare your skills to these National Standards.  What other tools could you add to your toolkit? Begin planning for the homework you will receive this new school year. Locate a few web sites that will help you with your homework and save them as bookmarks or favorites. To start your explorations, consider: KidsClick, Yahooligans, and Cybersleuth. Bored during the final days of summer? Just for fun, check out the following Web sites: sparktop.org, 4kids.org, How Stuff Works. Ideas for Teachers Increased pressure to help all students achieve high academic standards has caused some rigidity in educators' willingness to make instructional accommodations and modifications. Read this article about three meanings of fairness.   Consider having all of your colleagues read and discuss what this article means for students with learning disabilities and other struggling students. Universal design for learning (UDL) is a relatively new philosophy for using technology to enhance learning for all students. Read more about UDL by accessing the free online publication, Teaching Every Student in the Digital Age: Universal Design for Learning.  Consider how the principles of UDL might apply to your classroom this year as you design learning activities. Learn more about assistive technology by reading this online article, "Assistive Technology: What You Need to Know." Use this information to advocate for students with disabilities. To explore specific assistive technology solutions, visit the Learning Disabilities and Assistive Technology page on the Tools for Life Web site. Ideas for Administrators How prepared are your teachers to fulfill their responsibilities associated with the consideration and use of assistive technology for students with learning and other disabilities? Learn more about the policy and practical issues of these IDEA mandated responsibilities in Enhancing System Change and Academic Success through Assistive Technologies for K-12 Students With Special Needs. Learn more about assistive technology by downloading the free booklet, "A Resource Guide for Teachers and Administrators about Assistive Technology." What is your plan for dealing with the digital divide? One suggestion is to provide portable keyboards like AlphaSmart or Laser PCs or laptop computers for students to checkout and take home to complete writing assignments. Essential Conversations To make this new school year as successful as possible, parents, teachers, and administrators need to commit to working together and keeping the lines of communication open. At the beginning of the school year, teachers and parents should have a number of conversations that outline expectations for the school year, how to deal with frustration, reasonable timelines for completing learning activities, reasonable accommodations and modifications, etc. As schools are under more pressure to demonstrate that each student in making adequate yearly progress (AYP), we may forget that the ultimate outcome of schooling is to produce citizens engaged in lifelong learning. As a result, there is a clear need to understand the role of technology for enhancing academic performance. Unfortunately, assistive technology for students with learning disabilities is increasingly viewed by some as equivalent to cheating. The statement, "We have high standards," is being used as a shield for curriculum, instruction, and assessment that takes the form of one-size-fits-all. Obviously, much more work remains to be done to help everyone understand the role of assistive technology for students with learning disabilities. Dave L. Edyburn, Ph.D., is an Associate Professor in the Department of Exceptional Education at the University of Wisconsin-Milwaukee. He earned his Ph.D. in special education from the University of Illinois, Champaign-Urbana. He has classroom teaching experience in both learning disabilities and behavior disorders at the middle school and secondary levels. Dr. Edyburn's teaching and research interests focus on the use of technology to enhance teaching, learning, and performance. He has authored over 100 articles and book chapters on assistive and instructional technology. He is past editor of Learning Disabilities Quarterly. He is co-editor of the new book, Handbook of Special Education Technology Research and Practice and editor of Special Education Technology Practice.

For many families, the back-to-school season means shopping for school supplies and new clothes. As it gets closer to the first day of school, for a young child it means watching the mailbox for a letter from his new teacher, or for older students it means going to school to register and pick up their schedule. With all the excitement of the annual back-to-school rituals, technology is often overlooked. However, thinking about technology tools and supports can facilitate the back-to-school transition for students with learning disabilities. In addition, spending some time learning new technologies before school starts means that more time will be available to focus on using the technology to complete assignments once school begins. To help parents, students, teachers, and administrators complete their back-to-school planning, some suggestions are provided below. Following the suggestions are some important conversations that should be held at the beginning of the school year. Preparing for the School Year: Technology Ideas for Parents If you have a computer at home, talk with your child about the programs that she or he knows how to use. Does she or he know how to use the word processor? Can your child make a graph in a spreadsheet and copy it into a report in a word processor? Can your child make a slide show presentation using PowerPoint? Homework can be challenging for students and their parents. Get a head start on planning for homework by downloading a free copy of an excellent booklet, "25 Tips for Handling Homework." Does your child need assistive technology to be successful in school? For an introduction to assistive technology consideration rights and responsibilities, read "Assistive Technology for Kids with Learning Disabilities - An Overview." Ideas for Students Many schools consider the basic technology toolkit to include a word processor, email, presentation software, and a web browser. How skilled are you with each of these tools? Compare your skills to these National Standards.  What other tools could you add to your toolkit? Begin planning for the homework you will receive this new school year. Locate a few web sites that will help you with your homework and save them as bookmarks or favorites. To start your explorations, consider: KidsClick, Yahooligans, and Cybersleuth. Bored during the final days of summer? Just for fun, check out the following Web sites: sparktop.org, 4kids.org, How Stuff Works. Ideas for Teachers Increased pressure to help all students achieve high academic standards has caused some rigidity in educators' willingness to make instructional accommodations and modifications. Read this article about three meanings of fairness.   Consider having all of your colleagues read and discuss what this article means for students with learning disabilities and other struggling students. Universal design for learning (UDL) is a relatively new philosophy for using technology to enhance learning for all students. Read more about UDL by accessing the free online publication, Teaching Every Student in the Digital Age: Universal Design for Learning.  Consider how the principles of UDL might apply to your classroom this year as you design learning activities. Learn more about assistive technology by reading this online article, "Assistive Technology: What You Need to Know." Use this information to advocate for students with disabilities. To explore specific assistive technology solutions, visit the Learning Disabilities and Assistive Technology page on the Tools for Life Web site. Ideas for Administrators How prepared are your teachers to fulfill their responsibilities associated with the consideration and use of assistive technology for students with learning and other disabilities? Learn more about the policy and practical issues of these IDEA mandated responsibilities in Enhancing System Change and Academic Success through Assistive Technologies for K-12 Students With Special Needs. Learn more about assistive technology by downloading the free booklet, "A Resource Guide for Teachers and Administrators about Assistive Technology." What is your plan for dealing with the digital divide? One suggestion is to provide portable keyboards like AlphaSmart or Laser PCs or laptop computers for students to checkout and take home to complete writing assignments. Essential Conversations To make this new school year as successful as possible, parents, teachers, and administrators need to commit to working together and keeping the lines of communication open. At the beginning of the school year, teachers and parents should have a number of conversations that outline expectations for the school year, how to deal with frustration, reasonable timelines for completing learning activities, reasonable accommodations and modifications, etc. As schools are under more pressure to demonstrate that each student in making adequate yearly progress (AYP), we may forget that the ultimate outcome of schooling is to produce citizens engaged in lifelong learning. As a result, there is a clear need to understand the role of technology for enhancing academic performance. Unfortunately, assistive technology for students with learning disabilities is increasingly viewed by some as equivalent to cheating. The statement, "We have high standards," is being used as a shield for curriculum, instruction, and assessment that takes the form of one-size-fits-all. Obviously, much more work remains to be done to help everyone understand the role of assistive technology for students with learning disabilities. Dave L. Edyburn, Ph.D., is an Associate Professor in the Department of Exceptional Education at the University of Wisconsin-Milwaukee. He earned his Ph.D. in special education from the University of Illinois, Champaign-Urbana. He has classroom teaching experience in both learning disabilities and behavior disorders at the middle school and secondary levels. Dr. Edyburn's teaching and research interests focus on the use of technology to enhance teaching, learning, and performance. He has authored over 100 articles and book chapters on assistive and instructional technology. He is past editor of Learning Disabilities Quarterly. He is co-editor of the new book, Handbook of Special Education Technology Research and Practice and editor of Special Education Technology Practice.

Schools Struggle to Balance Digital Innovation and Academic Accountability

Educators struggle through trial and error to forge new approaches that work

By Michelle R. Davis

When North Carolina's Mooresville Graded School District launched a 1-to-1 laptop initiative three years ago, Superintendent Mark Edwards prepared himself for an"innovation dip," a small drop in student performance as educators and students adjusted to the new approach.

He says he anticipated it would take time for students and teachers to master the use of laptop computers, digital curricula, and more personalized ways of teaching and learning. Though he believed that in the long run the approach would benefit students and be borne out in test scores, Edwards says he and the school board were mentally and philosophically prepared for a drop in scores over the first couple of years as the 5,600-student district worked out the kinks.

But just the opposite happened.

In three years, the district went from ranking 30th in the state in school performance measurements to fourth, and Edwards says he is gunning for first place this year. District officials saw boosts in other areas, too. Suspensions dropped at the high school level by 65 percent and districtwide by 50 percent, Edwards says.

For an example of education innovation in New York City,

read the related story, "Taking Risks and Achieving Results,"

June 15, 2011.

 

"Students like using relevant tools and materials," he says. "The kids are more engaged and excited about school. They're doing things in class and saying, 'I will do this in my future.' "

Click here for full article.

Don't Let Kids Take a "Braincation" This Summer

This is an article found in the Dayton Daily News in the USA.  The summer is full of fun, local learning activities!  Local museums, art galleries, festivals, and libraries are just the beginning! 

By Debbie Juniewicz, Contributing Writer 6:07 PM Tuesday, June 21, 2011

While the backpacks are tucked in the closet and textbooks are nowhere to be found, summer vacation doesn’t have to be a vacation from learning.

And it shouldn’t be.

“It is well documented that keeping kids engaged in the summer really does matter,” said Katie Kinnucan-Welsch, chairwoman of the department of teacher education at the University of Dayton School of Education and Allied Professions. “Particularly for kids who are struggling with school, but really for all kids, it’s important to have continuous opportunities for learning.”

But you won’t have to worry about groans and eye rolling because summertime means countless fun and free learning opportunities throughout the Miami Valley.

Natural learners

“If left to their own devices, children are natural learners and are naturally curious,” Kinnucan-Welsch said. “Once you provide them with an opportunity for learning, you can stand by and let them go.”

Those opportunities are available on a daily basis, whether it’s a word game in the car, a walk through the park or a trip to the library.

“Every day is an opportunity to learn something new and kids should have multiple learning experiences every day,” Kinnucan-Welsch said.

That doesn’t mean learning has to be a chore. It could be as simple as having a conversation. Kinnucan-Welsch suggests pointing out unusual objects as you drive by or playing vocabulary or rhyming games in the car.

“Conversations are important for vocabulary development,” she said.

But it isn’t just about introducing new words or concepts. How you introduce them can make all the difference.

“The old fashioned way of learning was to memorize,” she said. “But a more lasting way to learn is having the concept be part of an authentic context.”

Learning the names for plants or animals while hiking, working with numbers to figure out percentage-off prices on the department store sale rack, or even keeping track of bowling scores in your head instead of relying on the monitor are all examples of incorporating learning into everyday activities.

Turning the page

According to the International Reading Association and the National Council of Teachers of English, summer vacation can have a significant negative effect on student learning. The solution is simple — summer reading. Regular summer reading can prevent documented reading achievement losses.

“Parents need to tune into what their kids are interested in and encourage them to learn more about it,” Kinnucan-Welsch said.

Letting young readers choose their books increases the likelihood that they will make it to the last page. If incentives are helpful, many local libraries and bookstores offer summer reading clubs complete with prizes.
If parents want even more resources, the IRA/NCTE ReadWriteThink website offers materials for children from kindergarten through high school. Printouts, activities, games, projects and even podcasts are available online.

But while the Internet is a good starting point, there is no substitute for getting out and learning firsthand.

Living and learning 
in the Miami Valley

Five Rivers MetroParks
Toddlers and preschoolers
Children’s Discovery Garden at Wegerzyn Gardens MetroPark. Interactive programming at 2 p.m. Mondays, Wednesdays and Thursdays through Aug. 31.
Butterfly House at Cox Arboretum MetroPark, July 9 through Labor Day.
The historical farm at Carriage Hill MetroPark or the sustainable farm at Possum Creek MetroPark provide children with an up-close look at animal husbandry and food production in two very different ways.
Tike Hike programs at 
10 a.m. on various days at various MetroParks facilities. Each hike is geared toward young children and introduces them to the beauty of nature.
School-aged children
The Passport to Nature program gives children and their parents incentives for learning about nature and discovering the world around them through basic science and biology.
Fishing at several locations in the MetroParks does not require an Ohio fishing license, including: Cedar Lake and North Woods Pond at Carriage Hill; Eastwood lagoon and Blue Lake at Eastwood MetroPark; the ponds and Argonne Lake at Possum Creek; and Dogwood Pond and Lake George at Twin Creek.
Tweens and teens
Nature programs suggested for “all ages” or “14 and older” are appropriate for older children who already have a working knowledge of basic science and biology concepts. Café Sci programs are for children who are curious about nature and want to expand their knowledge. The Environmental Film series features films and engaging discussions.

Dayton Metro Library
From story time to craft projects and puppet shows to chess clubs, the Dayton Metro Library branches have a calendar packed with daily children’s activities. There are programs geared toward the preschool set, grade school children and teens.
There are reading clubs for grades six and younger (Make a Splash), teens (Heroes @ Your Library) and adults (Novel Destinations), with prizes available at all levels.

Around town
The Dayton Art Institute Experiencenter provides formal and informal learning and recreational activities for children and their families.

ADHD Fact Sheet from NICHY

By: National Dissemination Center for Children with Disabilities (NICHCY) (2004)

Mario's story

Mario is 10 years old. When he was 7, his family learned he had AD/HD. At the time, he was driving everyone crazy. At school, he couldn't stay in his seat or keep quiet. At home, he didn't finish his homework or his chores. He did scary things, too, like climb out of his window onto the roof and run across the street without looking.

Things are much better now. Mario was tested by a trained professional to find out what he does well and what gives him trouble. His parents and teachers came up with ways to help him at school. Mario has trouble sitting still, so now he does some of his work standing up. He's also the student who tidies up the room and washes the chalkboard. His teachers break down his lessons into several parts. Then they have him do each part one at a time. This helps Mario keep his attention on his work.

At home, things have changed, too. Now his parents know why he's so active. They are careful to praise him when he does something well. They even have a reward program to encourage good behavior. He earns "good job points" that they post on a wall chart. After earning 10 points he gets to choose something fun he'd like to do. Having a child with AD/HD is still a challenge, but things are looking better.

What is AD/HD?

Attention-Deficit/Hyperactivity Disorder (AD/HD) is a condition that can make it hard for a person to sit still, control behavior, and pay attention. These difficulties usually begin before the person is 7 years old. However, these behaviors may not be noticed until the child is older.

Doctors do not know just what causes AD/HD. However, researchers who study the brain are coming closer to understanding what may cause AD/HD. They believe that some people with AD/HD do not have enough of certain chemicals (called neurotransmitters) in their brain. These chemicals help the brain control behavior.

Parents and teachers do not cause AD/HD. Still, there are many things that both parents and teachers can do to help a child with AD/HD.

How common is AD/HD?

As many as 5 out of every 100 children in school may have AD/HD. Boys are three times more likely than girls to have AD/HD.

What are the signs of AD/HD?
There are three main signs, or symptoms, of AD/HD. These are:

1. Problems with paying attention,
2. Being very active (called hyperactivity)
3. Acting before thinking (called impulsivity).

More information about these symptoms is listed in a book called the Diagnostic and Statistical Manual of Mental Disorders (DSM), which is published by the American Psychiatric Association (2000).

Based on these symptoms, three types of AD/HD have been found:

Inattentive Type
A person with this type can't seem to get focused or stay focused on a task or activity.  Many children with AD/HD have problems paying attention. Children with the inattentive type of AD/HD often:

• do not pay close attention to details;
• can't stay focused on play or school work;
• don't follow through on instructions or finish school work or chores;
• can't seem to organize tasks and activities;
• get distracted easily;
• lose things such as toys, school work, and books.  (APA, 2000, pp. 85-86)

Hyperactive-Impulsive Type
A person with this type of AD/HD is very active and often acts without thinking.  Being too active is probably the most visible sign of AD/HD. The hyperactive child is "always on the go." (As he or she gets older, the level of activity may go down.) These children also act before thinking (called impulsivity). For example, they may run across the road without looking or climb to the top of very tall trees. They may be surprised to find themselves in a dangerous situation. They may have no idea of how to get out of the situation.  Hyperactivity and impulsivity tend to go together. Children with the hyperactive-impulsive type of AD/HD often may:

• fidget and squirm;
• get out of their chairs when they're not supposed to;
• run around or climb constantly;
• have trouble playing quietly;
• talk too much;
• blurt out answers before questions have been completed;
• have trouble waiting their turn;
• interrupt others when they're talking;
• butt in on the games others are playing. (APA, 2000, p. 86)

Combined Type
Of course, from time to time, all children are inattentive, impulsive, and too active. With children who have AD/HD, these behaviors are the rule, not the exception.

These behaviors can cause a child to have real problems at home, at school, and with friends. As a result, many children with AD/HD will feel anxious, unsure of themselves, and depressed. These feelings are not symptoms of AD/HD. They come from having problems again and again at home and in school.

How do you know if a child has AD/HD?

When a child shows signs of AD/HD, he or she needs to be evaluated by a trained professional. This person may work for the school system or may be a professional in private practice. A complete evaluation is the only way to know for sure if the child has AD/HD. It is also important to rule out other reasons for the child's behavior, and find out if the child has other disabilities along with AD/HD.

What about treatment?

There is no quick treatment for AD/HD. However, the symptoms of AD/HD can be managed. It's important that the child's family and teachers:A person with this type is inattentive, impulsive, and too active.  Children with the combined type of AD/HD have symptoms of both of the types described above. They have problems with paying attention, with hyperactivity, and with controlling their impulses. 

• find out more about AD/HD;
• learn how to help the child manage his or her behavior;
• create an educational program that fits the child's individual needs;
• provide medication, if parents and the doctor feel this would help the child.

What about school?

School can be hard for children with AD/HD. Success in school often means being able to pay attention and control behavior and impulse. These are the areas where children with AD/HD have trouble.

There are many ways the school can help students with AD/HD. Some students may be eligible to receive special education services under the Individuals with Disabilities Education Act (IDEA). Under the newest amendments to IDEA, passed in 1997, AD/HD is specifically mentioned under the category of "Other Health Impairment" (OHI). We've included the IDEA's definition of OHI below. Other students will not be eligible for services under IDEA. However, they may be eligible for services under a different law, Section 504 of the Rehabilitation Act of 1973. In both cases, the school and the child's parents need to meet and talk about what special help the student needs.

Most students with AD/HD are helped by supports or changes in the classroom (called adaptations). Some common changes that help students with AD/HD are listed under "Tips for Teachers" below. More information about helpful strategies can be found in NICHCY's briefing paper called Attention-Deficit/Hyperactivity Disorder. The resources listed at the end of this publication will also help families and teachers learn more about ways to help children with AD/HD.

IDEA's definition of "Other Health Impairment"

Many students with ADHD now may qualify for special education services under the "Other Health Impairment" category within the Individuals with Disabilities Education Act (IDEA). IDEA defines "other health impairment" as...

"...having limited strength, vitality or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, and sickle cell anemia; and adversely affects a child's educational performance."  34 Code of Federal Regulations §300.7(c)(9)

Tips for parents Praise your child when he or she does well. Build your child's abilities. Talk about and encourage his or her strengths and talents.

Be clear, be consistent, be positive. Set clear rules for your child. Tell your child what he or she should do, not just what he shouldn't do. Be clear about what will happen if your child does not follow the rules. Have a reward program for good behavior. Praise your child when he or she shows the behaviors you like.

Learn about strategies for managing your child's behavior. These include valuable techniques such as: charting, having a reward program, ignoring behaviors, natural consequences, logical consequences, and time-out. Using these strategies will lead to more positive behaviors and cut down on problem behaviors. You can read about these techniques in many books. See "Resources" at the end of this publication.
Talk with your doctor about whether medication will help your child.

Pay attention to your child's mental health (and your own!). Be open to counseling. It can help you deal with the challenges of raising a child with AD/HD. It can help your child deal with frustration, feel better about himself or herself, and learn more about social skills.

Talk to other parents whose children have AD/HD. Parents can share practical advice and emotional support. Call NICHCY to find out how to find parent groups near you.

Meet with the school and develop an educational plan to address your child's needs. Both you and your child's teachers should get a written copy of this plan.

Keep in touch with your child's teacher. Tell the teacher how your child is doing at home. Ask how your child is doing in school. Offer support.

Tips for teachers

Figure out what specific things are hard for the student. For example, one student with AD/HD may have trouble starting a task, while another may have trouble ending one task and starting the next. Each student needs different help.

Post rules, schedules, and assignments. Clear rules and routines will help a student with AD/HD. Have set times for specific tasks. Call attention to changes in the schedule.
Show the student how to use an assignment book and a daily schedule. Also teach study skills and learning strategies, and reinforce these regularly.

Help the student channel his or her physical activity (e.g., let the student do some work standing up or at the board). Provide regularly scheduled breaks.

Make sure directions are given step by step, and that the student is following the directions. Give directions both verbally and in writing. Many students with AD/HD also benefit from doing the steps as separate tasks.
Let the student do work on a computer.

Work together with the student's parents to create and implement an educational plan tailored to meet the student's needs. Regularly share information about how the student is doing at home and at school.
Have high expectations for the student, but be willing to try new ways of doing things. Be patient. Maximize the student's chances for success.

Resources
Learn more about AD/HD. The resources and organizations at the end of this publication will help you identify behavior support strategies and effective ways to support the student educationally. We've listed some strategies below.Learn about AD/HD. The more you know, the more you can help yourself and your child. See the list of resources and organizations at the end of this publication.
American Academy of Pediatrics. (2001, October). Clinical practice guideline: Treatment of the school-aged child with attention-deficit/hyperactivity disorder. Pediatrics, 108(4), 1033-1044. (Available online at: www.aap.org/policy/s0120.html)
Barkley, R. (2000). A new look at ADHD: Inhibition, time, and self-control [video]. New York: Guilford. (Telephone: 800.365.7006. Web: http://www.guilford.com/)
Barkley, R. (2000). Taking charge of AD/HD: The complete authoritative guide for parents (Rev. ed.) New York: Guilford. (See contact information above.)
Dendy, C.A.Z. (1999). Teaching teens with ADD and ADHD: A quick reference guide for teachers and parents. Bethesda, MD: Woodbine House. (Telephone: 800.843.7323. Web: http://www.woodbinehouse.com/)
Fowler, M. (1999). Maybe you know my kid: A parent's guide to helping your child with ADHD (3rd ed.). Kensington, NY: Citadel. (Telephone: 877.422.3665. Web: http://www.kensingtonbooks.com/)
Fowler, M. (2002). Attention-deficit/hyperactivity disorder. NICHCY Briefing Paper, 1-24. (Telephone: 800.695.0285. Also available on NICHCY's Web site.)
National Institutes of Health. (1998). Diagnosis and treatment of attention deficit hyperactivity disorder. NIH Consensus Statement, 16(2), 1-37 [On-line]. Available: http://odp.od.nih.gov/consensus/cons/110/110_statement.htm
Wodrich, D.L. (2000). Attention deficit hyperactivity disorder: What every parent wants to know (2nd ed.). Baltimore, MD: Paul H. Brookes. (Telephone: 800.638.3775. Web: http://www.brookespublishing.com/)
Organizations
Attention Deficit Disorder Association
P.O. Box 543
Pottstown, PA 19464
484.945.2101
EMail: mail@add.org
Web: http://www.add.org/
CH.A.D.D. (Children and Adults with Attention-Deficit/Hyperactivity Disorder)
8181 Professional Place, Suite 150
Landover, MD 20785
301.306.7070
800.233.4050
Web: http://www.chadd.org/

A Breif Overview of the Special Education / IEP Process

By: PACER Center (2007)

An overview for parents

The chart below offers an overview of the special education process. It is not designed to show all steps or the specific details. It shows what happens from the time a child is referred for evaluation and is identified as having a disability, through the development of an individualized education program (IEP).
The process begins when someone (school staff, parents, etc.) makes a referral for an initial evaluation. An explanation of each numbered area follows the chart.

How the process works

1. Parents, school personnel, students, or others may make a request for evaluation. If you request an evaluation to determine whether your child has a disability and needs special education, the school district must complete a full and individual evaluation. If it refuses to conduct the evaluation, it must give you appropriate notice and let you know your rights.
You must give permission in writing for an initial (first time) evaluation and for any tests that are completed as part of a reevaluation.
2. A team of qualified professionals and you will review the results of the evaluation, and determine if your child is eligible for special education services.
3. If your child is not eligible, you will be appropriately notified and the process stops. However, you have a right to disagree with the results of the evaluation or the eligibility decision.
If you disagree with the results of an evaluation, you have a right to an Independent Educational Evaluation (IEE). Someone who does not work for the school district completes the IEE. The school district must pay for the IEE or show at an impartial due process hearing (see Key Terms below) that its evaluation is appropriate.
4. If you and the school district agree that your child is eligible for services, you and the school staff will plan your child’s Individualized Education Program (IEP), at an IEP team meeting. You are an equal member of this team. Some states may have a different name for the IEP team meeting.
5. The IEP lists any special services your child needs, including goals your child is expected to achieve in one year, and objectives or benchmarks to note progress. The team determines what services are in the IEP, as well as the location of those services and modifications. At times, the IEP and placement decisions will take place at one meeting. At other times, placement may be made at a separate meeting (usually called a placement meeting.)
Placement for your child must be in the Least Restrictive Environment (LRE) appropriate to your child’s needs. He or she will be placed in the regular classroom to receive services unless the IEP team determines that, even with special additional aids and services, the child cannot be successful there. You are part of any group that decides what services your child will receive and where they will be provided.
6. If you disagree with the IEP and/or the proposed placement, you should first try to work out an agreement with your child’s IEP team. If you still disagree, you can use your due process rights.
7. If you agree with the IEP and placement, your child will receive the services that are written into the IEP. You will receive reports on your child’s progress at least as often as parents are given reports on their children who do not have disabilities. You can request that the IEP team meet if reports show that changes need to be made in the IEP.
8. The IEP team meets at least once per year to discuss progress and write any new goals or services into the IEP. As a parent, you can agree or disagree with the proposed changes. If you disagree, you should do so in writing.
9. If you disagree with any changes in the IEP, your child will continue to receive the services listed in the previous IEP until you and school staff reach agreement. You should discuss your concerns with the other members of the IEP team. If you continue to disagree with the IEP, you have several options, including asking for additional testing or an Independent Educational Evaluation (IEE), or resolving the disagreement using due process.
10. Your child will continue to receive special education services if the team agrees that the services are needed. A reevaluation is completed at least once every three years, unless you and the school district agree that reevaluation is not needed, to see if your child continues to be eligible for special education services and to decide what services he or she needs.

Key terms

Due process protects the right of parents to have input into their child’s educational program and to take steps to resolve disagreements. When parents and school districts disagree with one another, they may ask for an impartial hearing to resolve issues. Mediation must also be available.
Mediation is a meeting between parents and the school district with an impartial person, called a mediator, who helps both sides come to an agreement that each finds acceptable.
An impartial due process hearing is a meeting between parents and the school district. Each side presents its position, and a hearing officer decides what the appropriate educational program is, based on requirements in law.

School districts must give parents a written copy of special education procedural safeguards. This document outlines the steps for due process hearings and mediation. A copy of their procedural safeguards must be given to parents once each year, except that a copy also shall be given to them:

1. upon initial referral or parental request for evaluation;
2. upon the first occurrence of the filing of a complaint under subsection (b)(6); and
3. upon their request.

Writing IEP Goals

By: Ruth Heitin (2011)

We all set goals for ourselves, whether we are aware of it or not. Our goals can be as simple as getting to work on time. They can be as complex as budgeting our expenses. We know what we need to do, and we set out to do it.

An IEP goal is not unlike a personal goal. With an IEP goal, we create an educational program for a child with special needs. An IEP goal describes what we hope the child will achieve, or the intended outcome of instruction.

The outcome is stated as an action we expect to see. Goals must be measured in an objective way. We have to be able to see the action or count it or score it. When we state goals clearly as actions, measuring progress comes naturally from the goal. A goal must establish a criterion for acceptable mastery.

In short, when we write instructional goals we have to know what the child needs to learn and what action we want to see. We have to measure progress toward the goal. Finally, we set a level of mastery that we expect.

We use standardized tests and informal assessments to measure a child's progress toward the goals. We can do tallies or checklists or give tests specific to the action we seek. Anyone who looks at the measurement should be able to understand it. And, all those who review the measurement should be able to come to the same conclusion.

Learning how to write individualized IEP goals is an important first step in developing your child's IEP. IEP goals should also be SMART and based on good educational practice.

SMART IEP goals are:

• Specific
• Measurable
• Use Action words
• Realistic
• Time-limited

Educational research will help you identify essential skills in the core academic subjects of reading, writing, and math. When you know the sequence of skills< for a subject, you will know how skills build on each other. You can identify gaps in skills — skills that your child hasn't mastered and needs to learn.

Think about how children learn math. A child learns how to add and subtract. Then he is ready to learn how to multiply and divide.

Before you can develop measurable IEP goals, the child's skills must be measured objectively. Objective data about a child's skills are the baselines for goals. This data also should show progress, or lack of it, when measured over time.

We tend to use the terms "goal" and "objective" to mean the same thing. In IEPs, there is a distinction between them. We write annual goals. Objectives are the short-term steps to reach goals.

Reading

In 2000, the report of experts on the National Reading Panel explained the research in reading. This included more than 10,000 research studies. All this information helped form a better understanding of reading and what works in teaching (see National Reading Panel). The findings from the research changed reading instruction forever. In 2001, Congress passed No Child Left Behind (see Wrightslaw). The results of the research were included there, too.

Reading instruction requires explicit, intensive, and systematic instruction in the five necessary components of reading instruction:

• Phonemic Awareness — the ability to hear and sequence sounds in spoken words.
• Phonics — the relationship between the letters of written language and the sounds of spoken language.
• Fluency — the ability to read text accurately and quickly.
• Vocabulary — the words students must know to communicate effectively.
• Comprehension — the ability to understand and gain meaning from what has been read.

Learning to read requires a child to learn specific skills in sequence. Children who have difficulty learning to read have deficiencies in phonemic awareness skills. A child with weak phonemic awareness skills will have difficulty learning phonics skills. This child will not be a fluent reader. If the child does not master phonics and fluency, he will not be able to master vocabulary and reading comprehension.

One young teacher made a banner to illustrate the sequence of reading skills. This came from the specialized program she was using. As students learned a skill, she would advance them down the banner. This made it easy for her to write specific reading goals.

Math

After children master math operations skills (adding, subtracting, multiplying and dividing), they learn how to use reasoning to solve word problems.

One of my clients, Jane, had this math goal in her IEP:  Jane will use problem solving strategies to solve 2 step word problems with + and — (0 — 999) and x and division (0 — 12) on 3/4 trials.

This is NOT a good IEP goal. Why not?

The intended outcome might have been for Jane to solve two-part word problems. But this goal says she needs to learn to use problem-solving strategies. The goal does not state whether she will be able to solve problems. Worse, this goal includes all math operations (adding, subtracting, multiplying and dividing), making the goal overly broad.

Jane's math goal is not SMART. It is not specific or measurable. It does not use action words, and is not realistic or time-limited.

How can we revise this goal to make it SMART?

According to Jane's IEP, using objects helps her to solve problems. A better goal for Jane might be:  Using real money, Jane will be able to show how much money she has after she receives two weeks of allowance, and how much money she will have left after she buys one object, with 75 percent accuracy measured twice weekly each quarter.

Now, the goal meets the five criteria for a SMART IEP goal.

Writing

Achievement in written language requires many skills. Mechanics help make thoughts clear. Word usage and sentence structure help make the writing interesting. Good thought expression sends the desired message.

In Jane's IEP, her writing goal read:  Jane needs to write a paragraph, with a topic sentence and at least 4 detail sentences, on one given topic using her editing checklist measured twice monthly.

So, if Jane writes that paragraph, has she achieved that goal?
By the way it was written, the intended outcome is that Jane only "needs" to write a paragraph to meet the goal.

A better writing goal for Jane is:

Jane will write and edit a five-sentence paragraph that addresses a given subject twice a month. Each paragraph will include a topic sentence, at least four details and a conclusion. She will earn a score of 75 percent or higher on a writing rubric for each writing assignment. There will be at least four writing assignments per quarter.

Tip

Rubrics are useful scoring tools that measure a child's progress. A writing rubric includes the criteria and standards used to assess a child's performance on writing assignments.

The revised goal is specific and measurable. It uses action words, is realistic, and time-limited. The revised goal is SMART!

About the author

Dr. Ruth Heitin is a Special Education Consultant serving students with special needs and their parents — evaluating students, consulting with families and schools, and serving as an expert witness in legal proceedings. Dr. Heitin's doctoral degree is in Special Education Administration. She has been certified as a general education teacher, special education teacher and elementary school principal. Dr. Heitin has been a speaker with Pete Wright in Wrightslaw training — All About IEPs. She is also a contributor to the Wrightslaw newsletter, the Special Ed Advocate, as well as authoring articles in other educational publications.

Making Basic Education a Reality in Nicaragua with Cycle 4 SchoolBox

On June 7, 2011 Ilan Levy embarked on an 8000 km bike ride across Canada to raise money for a charity called SchoolBox.

Schoolbox raises money to help children in Central America go to school by building classrooms and purchasing school supplies. 

Basic education for all children is increasingly becoming regarded a fundamental right of children, and this charity helps the children of Nicaragua obtain an education that they would not otherwise have. 

To increase awareness and raise funds for this cause Canadian Ilan Levy is cycling from Vancouver BC to St. John's Newfoundland.  It will take him 81 days to complete the journey, 66 of the days planned for cycling.

Get involved by finding out more about the charity, follow Ilan as he makes his trek across the country, find out how close they are to reaching their $100,000 fundraising goal, learn more about the man making the trek and cycling machine Ilan Levy, make a donation, or find out how you can volunteer.

The Special Education Big Picture

I have been considering the idea of taking an Additional Qualification Course in Special Education.  As I reflect on some of the most important issues in Special Education, I have asked myself the following questions:

1. What are the main areas of knowledge for Special Education Teachers, or Classroom Teachers with students with Special Needs?  What do they need to know about?

• Knowledge of the IEP Process.
• Advocacy Process (getting students what they need).
• Knowledge and Understanding of the Whole Child, as well as Disorders and Disabilities.
• Knowledge of the entities involved in Special Education and their role.

     2.  What are the most important skills Teachers and Special Education Teacher need?

• Effective communication with all entities involved in Special Education.
• Flexible Problem Solving.
• Effective Assessment for a variety of purposes
• Effective Differentiation, inclusion
• Effective Classroom Management.
• Effective IEP Creation, Development, and Delivery.

     3.  What are the most important practices undertaken by Special Education Teachers?

• Regular reflection.
• Regular research.
• Regularly connect and learn with other professionals and learn about new resources, collaboration.