Re: Apraxia Network sept 30 meeting notes

[Guest guest]

Apraxia Network sept 30 meeting notes

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>> Apraxia Network Meeting Notes Sept 30th 2009

>>

>> Sorry that I took so long with these there was a lot to go through still

>> haven't finished.. I have so much information that I had to summarize it

>> all. Please contact Mr Dickman for specific questions.

>> The Apraxia meeting opened up at 7pm when Jeanne introduced Emerson

>> Dickman a special education lawyer who has a practice in Maywood. Mr

>> Dickman also belongs to many organizations. He can be reached at

>> www.dickmanalliance.com, and 201-909-0404. The night started off with a

>> lot of questions on what the difference between a 504 and an IEP was.

>> What is ADAPT? IDEA? What is a learning Disability? What it isn't? What

>> is important a crisis of confidence. What is Are you listening versus

>> hearing what is being said at a meetings. The IEP ,What isn't being said.

>> " being honest and informative. Example. PROGRAM-This is what we are

>> going to do. This is who is going to do it.

>> (Instructor.) Trained- this is how it is going to be done (with fidelity)

>> this is when it is going to be done ( 3x's per week.

>> This is where it is going to be done - pull out.

>> The IEP smoke and mirrors. All goals 80% or less, accuracy = mastered.

>> Demonstrate appropriate conversational skills and appropriate times. Will

>> write sentences of varying length and complexity Use models to represent

>> and solve problems. Read with meaning and expression. Be able to read

>> write speak and listen for a variety of purposes. How old is the student?

>> Who grade is the student in? What does the student know? What is the

>> student expected to learn? There are no baselines. There is no bench

>> marks. There is no progress monitoring, and no commitment to adjust

>> instruction necessary to meet a less than expected rate of growth.

>> Educational professionals ask parents to sit back and let them do their

>> jobs, by doing so parents are dis empowered as participants in their

>> child's education. Instead of facilitating, reinforcing and monitoring

>> their child's progress they spend their energies monitoring the school's

>> success. This is no a new thought!

>> The issue parents have an obligation to protect and nurture their child.

>> The law requires parents to be equal partners in the IEP process.

>> Something about Conflict. Two major types of conflict. Consensus

>> conflict- occurs when opinions ideas, or beliefs differ resources

>> competition exists when there are limited resources to meet the needs of

>> both parties. 4 subtypes- real ( veridical) conflict exists and is

>> perceived to exist. Latent conflict exists, but is no perceived to exist.

>> False conflict is only perceived to exist . There is no conflict when

>> conflict does not exist and is not perceived to exist. Conflict 2 types,

>> consensus- resource. -4 subtypes 1/ read, 2 latent, 3 false and 4 no

>> conflict.

>> Consensus, conflict, real goal of education. One half parent's

>> perspective, a happy and productive child. Other half schools perspective

>> adequate academic development. The goad of education - prepare all

>> children to lead independent adult lives to the maximum extent possible.

>> The congress of the united states) Education academic development

>> emotional development social development meta cognitive development

>> adaptive and vocational development " ability is nothing without

>> opportunity " Napoleon I. Resource conflict read reallocation of limited

>> resources. Personnel time, space money. Patents perspective the good of

>> the child. School's perspective, the good of the whole child. Fighting

>> words. Attach the problem not the person. The finger of blame does not

>> point to solutions. Where and how you sit make a difference at the

>> meeting table. ation is gained by empowering parents not by over

>> whelming them. Cecil Dust, happiness, goodwill and trust are contagious,

>> it is hard to dislike someone who is happy. Besides a positive attitude

>> will annoy enough people to make it worth the effort. Herm albright.

>> Active listening. Let the other guy finish. Ask clarifying questions

>> paraphrase to display your understanding. Meta meaning- consider the meta

>> meaning shat is really being said or asked. Fixed pre bias inability to

>> talk about isues not on the agenda. Self serving bias, self serving bias

>> predisposes an individual to attribute successes to internal forces and

>> failures. To forces beyond the individuals control. Parents are prone to

>> see the childs 'difficulty as a fault of the school, the school is prone

>> to see the child's difficulties as the fault of the parents of the child.

>> Empower parents help parents prepare for the meeting. Observe classroom,

>> provide opportunity to meet with case manager to review parents role at

>> the IEP meeting. Provide a tool to help parents organize their thoughts

>> before the meeting. eg strengths, weaknesses, goal, questions, we don't

>> want to forget to ask. The real challenge limited resources knowing the

>> child is more important than knowing the law. Intra individual profile,

>> normal distribution- a pattern of skills and abilities falls within a

>> predictable range above and below average potential. Promote visual

>> spatial, (CRAP compensate, remediate, accommodate and promote. (loved

>> this one). Adaptive functioning the physical mental and social ability

>> necessary to carry out the activities demanded by the culture in which

>> one lives. A working definition the term learning disability refers to

>> neurobiological deficits that are intrinsic to the individual and are

>> deficient relative to other neurobiological skills and ability. Such

>> deficits result in deficiencies in expected performance, in spite of

>> quality instruction and predict difficulties in the development of

>> adaptive functioning. This definition does not preclude the possibility

>> that learning disabilities simply reflect a variation of normal.

>> In other words a learning disability is a relative neurobiological

>> deficiency that places at risk the development of tan ability that is

>> valued by the culture in which individual is expected to perform. There

>> were also many charts too. (o) core neurological barioable that is

>> predictive of difficulty in the development of adaptive functioning. (

>> focal weakness).

>

What is a learning disability? the term learning disability refers to a

class of specific disorders .they are due to neurobiological deficits

intrinsic to the individual. They are deficient relative to other

neurobiological skills and ability. Such disorders results result in

performance deficits in spite of quality instruction. Such disorder predict

difficulty in the development of adaptive functions that have academic

vocational and or social and emotional consequence in the culture in which

the individual is expected to perform. What is isn't. aptitude achievement

discrepancy a severe discrepancy between achievement and itellectual

ability.

Informed x3

Method. Scientific research base, field tested track record of success.

Instructor sufficient training experience and knowledge to deliver the

chosen program of instruction as intended by the author, with fidelity to

design. Environment those elements necessary to ensure a reasonable rate of

progress such as intensity and duration of instruction and the need to

integrate and infuse reinforcement. Progress closing the gap. The intensity

and frequency of instruction should be adjusted based upon the progress

monitoring. Success in life. What is important, what did you learn in high

school. Social skills, non verbal communication making and keeping friends,

empathy, perspective taking meat cognitive and executive function skills.

Setting goals, planning initiations organizing, time emanagement. What make

a successful person , happy self confident, cooperative motivated, organized

popular, creative resourceful self directed, caring good self image, not

afraid to accept a challenge, competitive . Keys to success, initiave

persistence resilience, passon. Education is not the filling of a pail, but

the lighting of a fire. Wb yeats

I never let school interfere with my education- mark twain

[Guest guest]

>

>

>> > Apraxia Network sept 30 meeting notes

> >

> >

> >> Apraxia Network Meeting Notes Sept 30th 2009

> >>

> >> Sorry that I took so long with these there was a lot to go through still

> >> haven't finished.. I have so much information that I had to summarize it

> >> all. Please contact Mr Dickman for specific questions.

> >> The Apraxia meeting opened up at 7pm when Jeanne introduced Emerson

> >> Dickman a special education lawyer who has a practice in Maywood. Mr

> >> Dickman also belongs to many organizations. He can be reached at

> >> www.dickmanalliance.com, and 201-909-0404. The night started off with a

> >> lot of questions on what the difference between a 504 and an IEP was.

> >> What is ADAPT? IDEA? What is a learning Disability? What it isn't? What

> >> is important a crisis of confidence. What is Are you listening versus

> >> hearing what is being said at a meetings. The IEP ,What isn't being said.

> >> " being honest and informative. Example. PROGRAM-This is what we are

> >> going to do. This is who is going to do it.

> >> (Instructor.) Trained- this is how it is going to be done (with fidelity)

> >> this is when it is going to be done ( 3x's per week.

> >> This is where it is going to be done - pull out.

> >> The IEP smoke and mirrors. All goals 80% or less, accuracy = mastered.

> >> Demonstrate appropriate conversational skills and appropriate times. Will

> >> write sentences of varying length and complexity Use models to represent

> >> and solve problems. Read with meaning and expression. Be able to read

> >> write speak and listen for a variety of purposes. How old is the student?

> >> Who grade is the student in? What does the student know? What is the

> >> student expected to learn? There are no baselines. There is no bench

> >> marks. There is no progress monitoring, and no commitment to adjust

> >> instruction necessary to meet a less than expected rate of growth.

> >> Educational professionals ask parents to sit back and let them do their

> >> jobs, by doing so parents are dis empowered as participants in their

> >> child's education. Instead of facilitating, reinforcing and monitoring

> >> their child's progress they spend their energies monitoring the school's

> >> success. This is no a new thought!

> >> The issue parents have an obligation to protect and nurture their child.

> >> The law requires parents to be equal partners in the IEP process.

> >> Something about Conflict. Two major types of conflict. Consensus

> >> conflict- occurs when opinions ideas, or beliefs differ resources

> >> competition exists when there are limited resources to meet the needs of

> >> both parties. 4 subtypes- real ( veridical) conflict exists and is

> >> perceived to exist. Latent conflict exists, but is no perceived to exist.

> >> False conflict is only perceived to exist . There is no conflict when

> >> conflict does not exist and is not perceived to exist. Conflict 2 types,

> >> consensus- resource. -4 subtypes 1/ read, 2 latent, 3 false and 4 no

> >> conflict.

> >> Consensus, conflict, real goal of education. One half parent's

> >> perspective, a happy and productive child. Other half schools perspective

> >> adequate academic development. The goad of education - prepare all

> >> children to lead independent adult lives to the maximum extent possible.

> >> The congress of the united states) Education academic development

> >> emotional development social development meta cognitive development

> >> adaptive and vocational development " ability is nothing without

> >> opportunity " Napoleon I. Resource conflict read reallocation of limited

> >> resources. Personnel time, space money. Patents perspective the good of

> >> the child. School's perspective, the good of the whole child. Fighting

> >> words. Attach the problem not the person. The finger of blame does not

> >> point to solutions. Where and how you sit make a difference at the

> >> meeting table. ation is gained by empowering parents not by over

> >> whelming them. Cecil Dust, happiness, goodwill and trust are contagious,

> >> it is hard to dislike someone who is happy. Besides a positive attitude

> >> will annoy enough people to make it worth the effort. Herm albright.

> >> Active listening. Let the other guy finish. Ask clarifying questions

> >> paraphrase to display your understanding. Meta meaning- consider the meta

> >> meaning shat is really being said or asked. Fixed pre bias inability to

> >> talk about isues not on the agenda. Self serving bias, self serving bias

> >> predisposes an individual to attribute successes to internal forces and

> >> failures. To forces beyond the individuals control. Parents are prone to

> >> see the childs 'difficulty as a fault of the school, the school is prone

> >> to see the child's difficulties as the fault of the parents of the child.

> >> Empower parents help parents prepare for the meeting. Observe classroom,

> >> provide opportunity to meet with case manager to review parents role at

> >> the IEP meeting. Provide a tool to help parents organize their thoughts

> >> before the meeting. eg strengths, weaknesses, goal, questions, we don't

> >> want to forget to ask. The real challenge limited resources knowing the

> >> child is more important than knowing the law. Intra individual profile,

> >> normal distribution- a pattern of skills and abilities falls within a

> >> predictable range above and below average potential. Promote visual

> >> spatial, (CRAP compensate, remediate, accommodate and promote. (loved

> >> this one). Adaptive functioning the physical mental and social ability

> >> necessary to carry out the activities demanded by the culture in which

> >> one lives. A working definition the term learning disability refers to

> >> neurobiological deficits that are intrinsic to the individual and are

> >> deficient relative to other neurobiological skills and ability. Such

> >> deficits result in deficiencies in expected performance, in spite of

> >> quality instruction and predict difficulties in the development of

> >> adaptive functioning. This definition does not preclude the possibility

> >> that learning disabilities simply reflect a variation of normal.

> >> In other words a learning disability is a relative neurobiological

> >> deficiency that places at risk the development of tan ability that is

> >> valued by the culture in which individual is expected to perform. There

> >> were also many charts too. (o) core neurological barioable that is

> >> predictive of difficulty in the development of adaptive functioning. (

> >> focal weakness).

> >

> What is a learning disability? the term learning disability refers to a

> class of specific disorders .they are due to neurobiological deficits

> intrinsic to the individual. They are deficient relative to other

> neurobiological skills and ability. Such disorders results result in

> performance deficits in spite of quality instruction. Such disorder predict

> difficulty in the development of adaptive functions that have academic

> vocational and or social and emotional consequence in the culture in which

> the individual is expected to perform. What is isn't. aptitude achievement

> discrepancy a severe discrepancy between achievement and itellectual

> ability.

>

> Informed x3

>

> Method. Scientific research base, field tested track record of success.

> Instructor sufficient training experience and knowledge to deliver the

> chosen program of instruction as intended by the author, with fidelity to

> design. Environment those elements necessary to ensure a reasonable rate of

> progress such as intensity and duration of instruction and the need to

> integrate and infuse reinforcement. Progress closing the gap. The intensity

> and frequency of instruction should be adjusted based upon the progress

> monitoring. Success in life. What is important, what did you learn in high

> school. Social skills, non verbal communication making and keeping friends,

> empathy, perspective taking meat cognitive and executive function skills.

> Setting goals, planning initiations organizing, time emanagement. What make

> a successful person , happy self confident, cooperative motivated, organized

> popular, creative resourceful self directed, caring good self image, not

> afraid to accept a challenge, competitive . Keys to success, initiave

> persistence resilience, passon. Education is not the filling of a pail, but

> the lighting of a fire. Wb yeats

>

> I never let school interfere with my education- mark twain. The meeting ended

at 8;45pm. Jeanne thanked Mr Dickman for taking time out of his busy schedule

for speaking to the group.

>