FW:Back-to-school homework assignments

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Subject: [AutismRecoveryNetwork] Back-to-school homework assignments

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Back-to-school

homework assignments

August 19th, 2008, 9:15 am ·

Lynne Arnold is a parent of a child with autism and a volunteer with

Talk About Curing Autism, the Orange County-based support group. Through

conference presentations and mentoring, she helps parents to understand their

child’s rights to appropriate interventions and education. She is the editor of

Autism:

Asserting Your Child’s Right to a Special Education by A.

Sherman.

I asked her to write about how parents of autistic children can make

this a safe and successful school year. Here’s her advice, with a number of

resources at the end.

By LYNNE ARNOLD

Special to the Orange County Register

It’s time to get the kids ready for back to school with new clothes, a fresh

supply of notebooks and maybe a cool new backpack. But what about you? Are you

prepared for your special needs child to start school? Parents need to do their

homework before school gets started.

Even if your child already has an IEP (Individual Education Plan), remember,

it’s just a “plan.” For your child to get the full advantage (and hopefully

significant progress) from the IEP, your participation in and preparation for

its implementation is critical.

Here are 10 homework assignments to help your child to make a successful

transition into the new school year.

1. Read the IEP. I know that sounds totally obvious, but many parents over

rely on their understanding of what happened at the IEP meeting rather than the

document. Like special education attorney says, “Read it like a

love letter and go over each and every sentence.” Remember, an IEP is a legally

binding document.

2. Photocopy the IEP document and go over it with a highlighter. Make a list

of anything ambiguous. Example: You recall the principal at the IEP meeting

saying that your child would have a 1:1 aide but it is not in the services

listing. Write a letter or email to the special ed director (or your child’s

case manager) asking for clarification. See www.aboutautismlaw.com for sample

letters. Hopefully, you taped the IEP meeting so that you can transcribe the

principal’s statement to include in your letter.

3. Be sure that you understand how your child’s progress is being measured.

Will data be taken on a daily basis? Are notes taken at every therapy session?

How and when will you be provided with that information? Ongoing reports about

your child’s progress are critical for parents to fully participate in their

child’s education. For some kids, that might mean a daily log that is sent home

in the child’s backpack or a communication log in the classroom that parents

can read daily.

4. Schedule a meeting with your child’s teacher to review your child’s IEP.

This is a great time to provide the teacher with special insight as to your

child’s learning style, ask questions about homework or provide information if

your child is on a special diet. For many children, it is also a good idea for

the child to meet the teacher as well as any other service providers. If your

child will be attending a new school this is a great time for a tour of the

campus to help to ease any first-day-of-school anxiety.

5. If your child has challenging behaviors, he should have a behavior plan.

Now is the time to also meet with the principal and/or vice principal to

discuss discipline (especially if your child is at a new school). It will

likely be a lot easier to determine how the school can support your child’s

behavior needs in advance, than when administrators are reacting to a problem

and meeting you and/or your child for the first time.

6. If your child is receiving services from an outside agency or vendor, be

sure to confirm that a master contract has been signed with the district to

avoid any gap in services. Although your district can provide compensatory

education later if any sessions are missed, your child is best served by

consistent services from the first day of school.

7. Districts are legally obligated to provide transportation if the child’s

unique needs require it (i.e., child cannot safely and effectively

walk to school) and/or the child’s IEP places him in a school that is not his

neighborhood school. Unless you prefer to do pick up and delivery yourself,

contact the transportation department to make sure your child has been assigned

to a bus route. Discuss any special needs like car seats, transitioning at the

pick-up/drop-off location or whether an aide will be riding the bus with your

child.

8. If you didn’t accept the district’s last IEP offer, the district is

legally required to implement the last agreed-upon IEP in the new school year

while allowing the child to advance to the next grade. Your child has a federal

right to stay put (with all services and placement) until you agree to a new

IEP offer or until the district prevails in a due process hearing. Consider

your child’s IEP to be like an a la carte menu. This means, for example, you

can accept the goals while declining any reduction or termination of other

services/placement. Be sure to send a letter to the special education director

which specifically details which services/placement you are accepting and which

you are declining.

9. Sign up to volunteer at your child’s school (this may involve a

background check and/or fingerprinting) even if it means taking off time from

work. This is one of the best ways to see your child’s progress and challenges

first-hand (while providing support to your child’s school). This is typically

far more effective and insightful than simply doing an observation. Remember,

you have the same right to volunteer at school and in your child’s classroom as

any parent of a regular education child. A district cannot create a volunteer

policy that only applies to special education parents.

10. Keep up the good work and learn more about your child’s right to a Free

Appropriate Public Education (FAPE). Some resources for parents:

• www.wrightslaw.com General

federal special education law

• www.aboutautismlaw.com Autism-specific

special education law

• www.pai-ca.org General California

special education law and advocacy

• www.taskca.org Team of Advocates for

Special Needs Kids (TASK)

• www.tacanow.org Talk About Curing

Autism (TACA) – Families with Autism Helping Families with Autism

After completing your homework (or anytime during the year), you may realize

that your child’s IEP is lacking or needs adjustment. You may want to consult

with an independent professional (like a psychologist or behaviorist) and/or

convene with the IEP team to discuss your child’s changing needs. A parent can

call an IEP meeting at any time and the district is required to hold the

meeting at a mutually convenient date/time within 30 calendar days (beginning

with the first day of school and excluding any breaks that are two weeks or

more). As always, be sure to make your request in writing.

This advocacy homework for your special needs child may initially seem quite

daunting and perhaps even overwhelming. But here’s the reward waiting for you:

it is one of the most powerful and empowering steps you can take to

shape your child’s future.