| Home | About Us | Become a Member | Humor | Resources | Links | MFH2 Info | Back Talk | Brimstone Bulletin | | Books from Hell

Things Your Mothers Want You to Know

Parent Input Statement

This is a sample of a parent input statement to bring to an IEP meeting and have attached to the IEP. It is best practice to provide this input statement to the team members a few weeks prior to the meeting so it can be discussed at the meeting. It is also best practice to request services/evaluations/assessments in writing as far ahead of the IEP as possible so they may be implemented, completed or at least researched so as to be fully explored at the IEP meeting.

For example, if you will be expecting to include extended school year services on your child's spring IEP it is best to state this in January or February in writing to your school administrator and to put forth the options you feel will best suit you child's individual educational needs. It is your right, actually your duty, as a parent to provide a written report at the child's IEP and to expect to be respected as an equally knowledgeable professional at the table, after all, you are the actual 'expert' on your child!

Parent Input - IEP - CHILD -Date
submitted by Parent

Placement to remain at SCHOOL in the CLASSROOM through out the rest of this (date) school year with inclusive opportunities in increasing amounts, goal to be ready for full inclusion by the end of the school year. During this time he will continue to receive special education services such as adapted grade appropriate curriculum, specialized delivery of instruction and individual instruction.

Skills to be worked on in order to be included in a regular education setting include but are not limited to learning: self regulation, cooperative living skills such as sharing & turn taking, to wait for gratification, to stay on task with academic activities, to follow class rules, to limit vocalizations. Methods for skills will need to be 'portable', i.e. not connected with a particular place - for example begin use of a small pup tent in the back of the room for a quiet retreat for CHILD to be alone to process his thoughts. These services are covered by the term 'special education' in the federal regulations as well (see attached definition.)

I expect any person hired to be CHILD'S paraprofessional to be provided the opportunity to review all reports/records on CHILD prior to working with him.

All recommendations in CONSULTANT'S report will be implemented/attempted.

A current, accurate functional behavioral analysis and behavior intervention plan will be created utilizing the information in the reports from CONSULTANTS and classroom procedures.

Follow and implement all of the recommendations in the Assistive Technology Evaluation. (See attached federal definition of Assistive Technology services.) AT, computer time in particular, will be used in many areas including speech for articulation, academics-math & reading comprehension, and vocational education (see aforementioned special education definition.) Re-evaluate for Assistive Tech in spring year prior to spring IEP.

During this second semester of the current school year consultants will observe child at least two more times and have reports available for the spring IEP.

Related Services in order of appearance in the federal regulations (see attached definitions for clarification):

Audiology - n/a at this time

Counseling - weekly sessions (30 minutes) with school psychologist.

Early Identification and Assessment of disability - n/a at this time.

Medical services - n/a at this time

Occupational Therapy - direct therapy for sensory integration 30 minutes a week within the classroom, consultation on implementation of sensory diet and sensory breaks also consider oral motor sensory needs as reason for vocalizations - also 30 minutes a week.

Orientation and mobility - n/a at this time.

Parent counseling and training - n/a at this time.

Physical therapy - n/a at this time.

Psychological services - see above 30 minutes direct per week, and prepare the new functional behavioral analysis and behavior intervention plan previously mentioned, as well as ongoing consultation on behavioral issues, etc. - 30 minutes per week.

Recreation - full assessment of leisure function, access therapeutic leisure programs in schools and community. Amount of time as determined by assessment. Assessment may be provided by special recreation personnel, for example.

Rehabilitation counseling - full assessment of career development, independent living skills and community integration; access assistance and training in these areas through community opportunities and utilization of AT services such as computer time for career development (possibilities include animation, drafting, graphics.) Assessment can be done by rehabilitation counselors through LOCAL CIL OR OTHER AGENCIES.

School health services - administration of medication at noon daily by nurse - approx. 15 minutes per week.

Social Work services - in May, previous year I requested social work assistance to find a 'buddy/big brother type'(see attached program description) for CHILD and there have been no results as yet. I have assisted several other families in utilizing their school social worker to receive this service with excellent results - one family had 5 buddies volunteer! This person, ideally a high school or college male student, would be initially a volunteer to spend some time with CHILD after school at home doing homework, watching TV, drawing, etc. Then he will eventually take CHILD to the park, to play with friends, to inclusive community activities, etc. thereby building social, communication and independence skills. This volunteer may use this time towards honor society or service club requirements. This person may also eventually become a paid personal assistant/respite caregiver for CHILD. Finding such an individual will be actively pursued by the social worker - ? minutes - whatever is necessary to fulfill task. Maintain current direct service to CHILD in the classroom as well.

Speech and Language Pathology - goals will focus on conversational skills, social stories for behaviors, use of the computer for articulation, self regulation of voice volume, and assess oral motor sensory needs as source of the vocalizations. 60 minutes per week direct both in the classroom and in small group setting.

Transportation - special transportation will continue, as well as any additional transportation needed to fulfill other services such as Recreation.

(a) General.

(1) As used in this part, the term special education means specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability, including-

(2) The term includes each of the following, if it meets the requirements of paragraph (a)(1) of this section:

(b) Individual terms defined. The terms in this definition are defined as follows:

(1) At no cost means that all specially-designed instruction is provided without charge, but does not preclude incidental fees that are normally charged to nondisabled students or their parents as a part of the regular education program.

(2) Physical education-

(i) Means the development of-

(A) Physical and motor fitness;

(B) Fundamental motor skills and patterns; and

(C) Skills in aquatics, dance, and individual and group games and sports (including intramural and lifetime sports); and

(ii) Includes special physical education, adapted physical education, movement education, and motor development.

(3) Specially-designed instruction means adapting, as appropriate to the needs of an eligible child under this part, the content, methodology, or delivery of instruction-

(i) To address the unique needs of the child that result from the child's disability; and

(ii) To ensure access of the child to the general curriculum, so that he or she can meet the educational standards within the jurisdiction of the public agency that apply to all children.

(4) Travel training means providing instruction, as appropriate, to children with significant cognitive disabilities, and any other children with disabilities who require this instruction, to enable them to-

(i) Develop an awareness of the environment in which they live; and

(ii) Learn the skills necessary to move effectively and safely from place to place within that environment (e.g., in school, in the home, at work, and in the community).

(5) Vocational education means organized educational programs that are directly related to the preparation of individuals for paid or unpaid employment, or for additional preparation for a career requiring other than a baccalaureate or advanced degree.

(Authority: 20 U.S.C. 1401(25))

As used in this part, Assistive technology service means any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device.

The term includes-

(a) The evaluation of the needs of a child with a disability, including a functional evaluation of the child in the child's customary environment;

(b) Purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices by children with disabilities;

(c) Selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing assistive technology devices;

(d) Coordinating and using other therapies, interventions, or services with assistive technology devices, such as those associated with existing education and rehabilitation plans and programs;

(e) Training or technical assistance for a child with a disability or, if appropriate, that child's family; and

(f) Training or technical assistance for professionals (including individuals providing education or rehabilitation services), employers, or other individuals who provide services to, employ, or are otherwise substantially involved in the major life functions of that child.

(Authority: 20 U.S.C. 1401(2))

(a) General. As used in this part, the term related services means transportation and such developmental, corrective, and other supportive services as are required to assist a child with a disability to benefit from special education, and includes speech-language pathology and audiology services, psychological services, physical and occupational therapy, recreation, including therapeutic recreation, early identification and assessment of disabilities in children, counseling services, including rehabilitation counseling, orientation and mobility services, and medical services for diagnostic or evaluation purposes. The term also includes school health services, social work services in schools, and parent counseling and training.

(b) Individual terms defined. The terms used in this definition are defined as follows:

(2) Counseling services means services provided by qualified social workers, psychologists, guidance counselors, or other qualified personnel.

(3) Early identification and assessment of disabilities in children means the implementation of a formal plan for identifying a disability as early as possible in a child's life.

(4) Medical services means services provided by a licensed physician to determine a child's medically related disability that results in the child's need for special education and related services.

(5) Occupational therapy-

(6) Orientation and mobility services-

(i) Means services provided to blind or visually impaired students by qualified personnel to enable those students to attain systematic orientation to and safe movement within their environments in school, home, and community; and

(ii) Includes teaching students the following, as appropriate:

(A) Spatial and environmental concepts and use of information received by the senses (such as sound, temperature and vibrations) to establish, maintain, or regain orientation and line of travel (e.g., using sound at a traffic light to cross the street);

(B) To use the long cane to supplement visual travel skills or as a tool for safely negotiating the environment for students with no available travel vision;

(C) To understand and use remaining vision and distance low vision aids; and

(D) Other concepts, techniques, and tools.

(7) Parent counseling and training means-

(i) Assisting parents in understanding the special needs of their child;

(ii) Providing parents with information about child development; and

(iii) Helping parents to acquire the necessary skills that will allow them to support the implementation of their child's IEP or IFSP.

(8) Physical therapy means services provided by a qualified physical therapist.

(9) Psychological services includes-

(i) Administering psychological and educational tests, and other assessment procedures;

(ii) Interpreting assessment results;

(iii) Obtaining, integrating, and interpreting information about child behavior and conditions relating to learning;

(iv) Consulting with other staff members in planning school programs to meet the special needs of children as indicated by psychological tests, interviews, and behavioral evaluations;

(v) Planning and managing a program of psychological services, including psychological counseling for children and parents; and

(vi) Assisting in developing positive behavioral intervention strategies.

(10) Recreation includes-

(i) Assessment of leisure function;

(ii) Therapeutic recreation services;

(iii) Recreation programs in schools and community agencies; and

(iv) Leisure education.

(11) Rehabilitation counseling services means services provided by qualified personnel in individual or group sessions that focus specifically on career development, employment preparation, achieving independence, and integration in the workplace and community of a student with a disability. The term also includes vocational rehabilitation services provided to a student with disabilities by vocational rehabilitation programs funded under the Rehabilitation Act of 1973, as amended.

(12) School health services means services provided by a qualified school nurse or other qualified person.

(13) Social work services in schools includes-

(i) Preparing a social or developmental history on a child with a disability;

(ii) Group and individual counseling with the child and family;

(iii) Working in partnership with parents and others on those problems in a child's living situation (home, school, and community) that affect the child's adjustment in school;

(iv) Mobilizing school and community resources to enable the child to learn as effectively as possible in his or her educational program; and

(v) Assisting in developing positive behavioral intervention strategies.

(14) Speech-language pathology services includes-

(i) Identification of children with speech or language impairments;

(ii) Diagnosis and appraisal of specific speech or language impairments;

(iii) Referral for medical or other professional attention necessary for the habilitation of speech or language impairments;

(iv) Provision of speech and language services for the habilitation or prevention of communicative impairments; and

(v) Counseling and guidance of parents, children, and teachers regarding speech and language impairments.

(15) Transportation includes-

(i) Travel to and from school and between schools;

(ii) Travel in and around school buildings; and

(iii) Specialized equipment (such as special or adapted buses, lifts, and ramps), if required to provide special transportation for a child with a disability.

(Authority: 20 U.S.C. 1401(22))

A Family using the Buddy Program

High Schoolers as Buddies:

How One Family Has Done This For Eight Years!

When our son, Jack, was diagnosed eight years ago at 20 months of age with autism, the doctor told us the best thing to do for Jack was to bombard him with people, places and events. It seemed impossible at the time. I had a child diagnosed with severe autism and a daughter with heart disease and cancer to boot and another child as well as a career and all the other
stuff life holds: Sunday school teacher, volunteer for hospital board etc. I had to figure out a way to do this and came up with JACK'S project (Joining All Children with Kids with Special needs). What helped me the most and also helped my family was going to our local schools and asking them if any of the kids (seniors) were interested in being a "buddy" for a kid with
autism. The students could use the hours for National Honor Society, Key Club, Scouts etc. The students welcomed this innovative way to do community service and would come 2 at a time an hour a day, 5 times a week.

Since 1993 we have gone through over 75 high school seniors and not a one has disappointed us in dependability, patience or endurance. Sometimes I would have kids come at 6, 7, 8, on one night. First they would just get used to Jack and he with them. Go outside and swing, or jump together on the trampoline, (my husband and I were always nearby). As time went by and we all trusted each other, the kids would go to McDonald's or our Recreation Center. They usually took a sibling of Jack's as well. I would get a few minutes (sometimes that is all we need) to shave my legs or talk to my husband or help another kid with homework, whatever. Jack got this great social experience and, we all were happier.

This has continued for now 8 years and every August I have kids calling me to do "Jack's project" for Scouts, Honor society or parochial school community service hours. It took a little organizing and we had set rules about dependability, etc., but in 8 years I have never been disappointed. Jack gets "A's" in conduct, he was described by one noted Illinois speech/language pathologist as "the most social kid with autism she had ever seen" and I have to think it was the exposure to all these great young men and women, that have been Jack's buddies for the past 8 years. It may not work for all, but it was a workable solution for us and
continues to be.

Sandy -Mom to Jack almost 10 and two other children one still battling cancer and one battling us for his driver's license

A Jacks' project would work for many children, not just those on the autism spectrum. Actually, your local school social worker should help create a project like this, as it falls under recreation and social work as detailed in the Federal Register.

 A Buddy Program

IDEA Federal Register Rules and Regulations March,1999
Section 300.24 Related Services
(b) Individual terms defined
(13) Social work services in schools includes -
(i) Preparing a social or developmental history on a child with a disability;
(ii) Group and individual counseling with the child and family;
(iii) Working in partnership with parents and others on those problems in a child's living situation (home, school and community) that affect the child's adjustment in school;
(iv) Mobilizing school and community resources to enable the child to learn as effectively as possible in his or her educational program;
(v) Assisting in developing positive behavioral intervention strategies.

This most obviously states that the school social worker should help to implement the 'buddy program' for a child with a disability.

The social worker can write letters to and offer to speak to local high schools, colleges, youth groups such as 4H and scouts, churches, and other community organizations.

Here are suggested letters for a social worker to use:

For a high school: on official letterhead (either school district or special educational cooperative)

STUDENT VOLUNTEERS NEEDED

Volunteers are needed to spend time with a child with special needs during the summertime and after school. A parent has requested a teen "buddy" or "buddies" for a 9 year old boy with special needs. Activities would include visits to the park, playing ball and other fun activities.

Parent supervision would be provided during the student volunteer time.

This may be considered as a service project for a service club.

School sponsors or students interested please contact ---------, Dean of Students at --------------- high school for further information.

Thank you,

-----------

(district) School Social Worker

for a college or other community agency: again on letterhead -

ADULT OR STUDENT VOLUNTEERS NEEDED / RESPITE CARE GIVER

Volunteers are sought to spend time with a nine year old boy with special needs during the summer and after school. Activities would include visits to the park, playing ball and other fun activities. This child is verbal and high functioning with autisitic traits.

Parent supervision could be provided during the student volunteer time.

This may be considered as a service project for a service club.

Provision of Respite care is also needed for this child, the position pays $7.00 per hour.

Individuals interested please contact ---------, parent (phone & location) for further information.

Thank you,

----------

School Social Worker