When and How to Reject your IEP

NAPSEA National Association for Professional Special Education Advocates

Rejecting Your Child’s IEP

In an ideal world, you and the school department will be in complete agreement about what your child needs to succeed…. But, lets get back into the real world for a minute. The IEP proposed by the school district may not include everything that your child needs. What do you do? Most parents will reject the IEP. This is a mistake! Now before you yell at me, I don’t mean that you should accept the IEP as written, what I mean is there is a right way to reject the IEP. You must reject only the parts that you don’t agree with and/or the parts that are missing. Well that sounds easy, but what should it look like?

Did you know that if you don’t write the rejection the right way, your child could lose precious time by not getting some of the services that they need? What about when the school department won’t give you a placement or a program until you sign? How do you reject something that isn’t there?

How to draft your rejection of the IEP?

  1. Write it like you would write a letter
  2. Use headers and sections to identify each area that you are rejecting
  3. Indicate what you want in the section so that you would accept it
  4. For components that are missing, ‘I reject the missing component/service/program of the IEP…..’
  5. To ensure that the parts of the IEP that are not rejected are provided to your child, always use this final statement, ‘Notwithstanding this rejection, all other parts of the IEP not rejected, should be considered accepted and should be implemented immediately’
  6. Always request a meeting to discuss the rejected portions of the IEP
  7. Make sure that you have some documentation or data to support what and why you are rejecting

Get some professional help

Talk to a special education advocate or an attorney to see if you may need some professional help. There are many resources available so that you don’t have to go it alone. You want your child to have the best available to them for their education. Your child only has one chance to get an education. When you are in High School, you can’t go back to elementary school and do things over again. If your child is in High School, you can’t go back to school once you graduate, so make the most of the time you have now.

For more information or to find an advocate or attorney in your area, visit www.napsea.co

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Is There A Magic Pill for ADHD – Guidelines for Parents

NAPSEA National Association for Professional Special Education Advocates

Is There A Magic Pill for ADHD – Guidelines for Parents

Well,if there were a magic pill for ADHD, there wouldn’t be any forums or discussion groups on the Internet. No IEP programs at school either and every child growing up to be a responsible and caring adult without a hint of aggression! Dream on!

There is no magic pill for ADHD, of course and the medical community seems set on preaching about deficit, weakness and disorder. In the meantime, they are laughing all the way to the bank. So, why have they not produced the magic pill for ADHD? The answer is very simple. ADHD is such a complex condition that very little is actually known about the way our brain chemicals work. The same could be said for the lack of a decent cure for anxiety and depression.

How can parents approach the problem of medication? First they should be aware of the alternatives to the pharmaceutical industry and be aware that the ADHD alternative treatment is a mouse beside an elephant. That is because it is not a powerful lobby and is not backed by major companies. Add to that a certain diffidence among the community towards homeopathic and herbal remedies and the die is cast for pill popping. The fact is that ADHD natural remedies are not addictive, are not costly and there are no side effects.


Apart from the remedies and or medication which the parents will decide on, how else can parents help ? First they should have a rewards/consequences system in place at home and both parents are signed up to it and also the kids if they are old enough. There are loads of behavior modification programs and some especially for ADHD which can be a great help. The pill for ADHD cannot teach life skills.

If your child is to have an IEP program, make sure you ask for the moon so that you can work down from that and become more realistic. Why not start with high expectations? You may want to negotiate the ratio of teachers to pupil . It is also important to include a profile of your child in the IEP plan when you go to the IEP meeting. There may be things that are very important for the teacher to know. Some ADHD kids, for example laugh when they are disciplined. If the teacher does not know this, they may react and be offended.

Make sure that your ADHD child has plenty of green time because studies show that after green time, their focus and concentration actually improve. There are no side effects except that the child may be tired out, which is perfect.! Organising sports activities for kids is great too, except they have to be really keen on what they choose, so parents should not choose for them but rather introduce them to a wide variety of sports and let them opt for one if they like it.

Smart parenting which will involve a lot of hard work, attention to diet, for example more fish oils or fish for Omega 3, and organising outdoor activities can go a long way to help pave the way for a happier childhood for the ADHD child. There is no magic pill for ADHD but parents can be decisive in making life easier for their kids and for themselves.

Robert Locke is a Health enthusiast who specializes in Children’s Health. He has written extensively on ADHD. Discover what are the altrenatives to a pill for ADHD .
Smart parenting is the key to successful ADHD treatment and the problem child. Sign up for FREE Parenting Tips to help you cope with
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Down Syndrome Teaching Strategies – Home Schooling And Down Syndrome

Down Syndrome Teaching Strategies – Home Schooling And Down Syndrome

Down Syndrome Teaching Strategies

Making the decision to home school any child is difficult – if not daunting – for any parent, and truly those that have children provided special needs, these kinds of as Down syndrome. Down Syndrome Teaching Strategies

Do the benefits of educating a child at home outweigh those of an education within the public sector? How can one be sure that homeschooling is appropriate for their child? These questions can only be answered by each individual considering the option. However, once the decision for home schooling has been made, there are several things that should be done that will help your child reach their maximum potential in this educational arena.

First and foremost are the child’s individual needs and their learning process. What spectrum, or how severe, is their learning disability? How are their interaction skills with others? What goals are sought and how do you get there? Because each child is different, an individualized plan is critical.


The Individualized Education Program, also known as the IEP, is required for all children that attend a public school. This assessment is also essential for children being home schooled. The IEP analyzes the child’s specific needs and helps to identify a specific program with goals and effective strategies for learning as well as teaching. The plan allows for flexibility so that the child can learn at their own pace and their success can be measured more effectively. Down Syndrome Teaching Strategies

There are several steps involved for the IEP, as well as measurement and re-evaluations, but this highly effective tool is beneficial for students, parents and caregivers alike. Information on the IEP, the steps involved and what can be expected can be found at the below website (1) Down Syndrome Teaching Strategies

The second strategy for creating a successful and positive home schooling education is the environment in which the child will be learning. Having a separate area in the home is essential to the homeschooled student. This area should be used only during the educational process, and at no other time. This area helps to establish the mindset of learning time, just as being at a school or in the library, helps a child to make the correlation between quiet and reading time versus the cafeteria at lunch. The room should be filled with the required learning tools and materials. Some parents also include items that can be used as rewards once a child has successfully completed a given task, or the learning session. The National Home Education Network (NHEN) has excellent resources, links and information for home schooling along with forums, support and help for those just beginning the process or those that have been homeschooling for years. (2) Don’t let your love ones suffer anymore! Lead them out through Down Syndrome Teaching Strategies program now!

Feeling lost without solutions? Down Syndrome Teaching Strategies is a proven Autism Solution for your Child.

Try The Program and change child’s life forever!

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For Parents of Special Needs Students: Raising a Successful College Graduate

For Parents of Special Needs Students: Raising a Successful College Graduate

Children with special needs have experienced more frustration and academic failure than most other children. Yet, some of them become successful college students who graduate with a specialty in a chosen field.

Sadly, most do not. Only about 57 percent of students with disabilities graduate from high school, and only about 10 to 15 percent of those graduating attend college.

What are some reasons students succeed in college? How can parents help their child be among those who accomplish this challenging undertaking?

Parental expectations are a key factor
Children who are raised with the belief that they have the skills to be successful at the college of their choice, if they desire to pursue a college education, have a great advantage! They prepare all of their lives for the experience of college. All through their school years they make powerful decisions that lay the foundation for college success.

Students who believe they will be successful college students study more, they have higher grades, and they seek the guidance of mentors who can guide them to develop strong skills. They “play full out” in school, taking challenging classes and honing their academic skills.

The type of mentoring children receive from their parents is the genesis of the personal coping beliefs and habits that ensure college success. Parents lay the foundation of academic achievement from the moment their child is born. Parents who mentor and support their child all through their lives to believe in their innate intelligence and skill encourage the kind of decisions good students face every day as they pursue their path through the huge array of facts, procedures, skills and habits that support the ultimate acquisition of academic literacy.

When mentored to know he or she will be successful, a student develops personal attributes that support success. Research by the Frostig Center in Pasadena, California provides some insight into these qualities.

Personal qualities that support academic success
Students who have the following personal qualities are much more likely to thrive in college. You can read more detailed descriptions of the qualities that insure college success here.

• Self-awareness and self-acceptance
• Proactivity as opposed to reactivity
• Perseverance
• Skill in setting short and long-range goals
• Use of effective support systems
• Strong emotional coping strategies


Taking specific action increases the likelihood of succeeding in college

Students need to be aware of specific action steps they should take to increase the probability they will be admitted to and graduate from the college of their choice.

Ideally, parents and children should begin to take specific action steps by the time the student reaches 8th grade. For the student, this involves taking the most challenging classes available, while maintaining strong grades and a great attitude toward academics. Completing extra or optional assignments in classes to stretch his or her knowledge, and pursuing activities about which the student is passionate such as sports, artistic, and/or volunteer experiences builds the self-confidence, proactive mindset and time management skills that characterize highly successful students.

Parents should encourage their child to learn from successful adults who are rich sources of information about the nature of their careers, the training they completed, and the strategies they use to be successful. Family friends, teachers, coaches, and neighbors are valuable allies to a student who is eager to learn about the kinds of opportunities available to them as adults.

Students should explore the world of work through paid jobs, internships, and volunteering. They will learn about the working conditions of specific jobs, develop the perseverance needed to commit to a challenging endeavor, and learn valuable interpersonal skills such as cooperation and functioning within an environment that requires meeting high expectations.

It is necessary for students to take a proactive role in their school careers. They should learn how to communicate their strengths and needs to adults. They should attend their IEP meetings and advocate on their own behalf.

Transition planning
Students who qualify under the Individuals with Disabilities Education Act are entitled to receive support services that help them make a transition from high school to postsecondary activities. These services may include coursework, related services, community experiences, development of results-oriented employment and/or adult living objectives in their IEPs, and a functional living skills assessment, when warranted.

Beginning when the student is 14 years of age, the IEP team must consider services that are designed to facilitate the student’s transition to adult living. At the age of 16, the IEP team is required to include results-oriented objectives, matched to a student’s postsecondary goals, that provide support to transition to adult living.

Parents should work with their school’s special education coordinator to determine the range of services available, and express their opinions about services and experiences they would like to have provided for their child.

Summary of performance
Students who are eligible to receive special education services are legally entitled to receive a Summary of Performance (SOP) during their final year in high school. The school district is required by federal law (Individual with Disabilities Education Act of 2004) to provide to high school seniors who will be graduating with a regular diploma, a summary of their academic achievement and functional performance. This information will be used by colleges as a basis to determine accommodations granted to a student.

The school district may use their own format to document a student’s strengths and needs. It is very advantageous to a parent to have a template that illustrates the kind of information a complete SOP should contain. It is advantageous to have a history of specific accommodations that were provided in high school and to include these in the SOP. Parents can download a copy prepared by a national coalition of disability rights organizations here.

Only a small percentage of students with special learning needs attend college, but parents have the opportunity to insure that their child is one of the successful ones. The most valuable step parents can take is to mentor their child to believe in their intelligence and talents and know in their heart they can meet the challenge of obtaining a college education. This belief supports the effective action steps that parents and students take throughout their school career to ensure a college diploma.

Dr. Kari Miller is a board certified educational therapist and director of Miller Educational Excellence, a Los Angeles based educational therapy facility whose mission is to bring about unlimited possibilities for underachieving students by guiding them to discover their true brilliance and use it to change their lives.

To contact Dr. Miller
Email: klmiller555@sbcglobal.net
Website: http://www.millereducationalexcellence.com
Phone: 310-280-9813

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An Inside Look at the Special Education

An Inside Look at the Special Education

Special education professionals production to promote students’ overall behavioral, social and academic growth. Special education professionals supporter students in on the rise socially appropriate behavior surrounded by their genus, educate and population. Teachers of special education help students grow to be more self-confident in their social interactions. Special education professionals administer activities so as to build students’ life skills.

What Does the work Entail?

Are you interested in serving others? Can you lever and consideration used for relatives who be taught differently and contain other behavioral problems? Do you like to tell somebody to a difference in a litter child’s life? If you answered “yes” to slightly of these questions, next you might consider a career in special education. Below is a breakdown of the stunted and long-term responsibilities of a special education teacher.

First and foremost, special education teachers focus on the development and academic needs of children with disabilities. They push learning in disabled students by implementing enlightening modules and behavioral techniques. Special education teachers production deserted or with wide-ranging education teachers to individualize schooling, develop problem-solving techniques and integrate children into cluster projects with other students. Furthermore, special education teachers are accountable used for ensuring so as to the needs of disabled children are met through assessment periods.


Did you know so as to special education teachers production with a team of professionals, qualified organization and genus in order to meet their job chuck? It is firm. In vogue statement, special education teachers production in conjunction with these entities to create an Individualized Education Program (IEP) used for both apprentice. An IEP is designed in collaboration with a child’s parents, educate principal, social member of staff, speech pathologist and wide-ranging education teacher to ensure of use implementation. An IEP targets a student’s needs and growth areas used for highest response. The specialized goals prearranged by the IEP are basket weave the whole time all aspects of a child’s day by day activities. Teachers of special education necessity observer a child’s setbacks and progress and state back to parents and administrators. Planned goals and tasks are outlined used for genus members to refer to while a apprentice is by homewards as well.

The types of disabilities a special education teacher might come upon are hard to predict. For lone, the qualifications used for special education services vary greatly from mild disabilities to extreme belongings of mental retardation or autism. Types of disabilities include, but are not narrow to, the following: Speech impairments, inquiry disabilities, emotional trouble, orthopedic impairments, brain distress belongings, loss of sight, deafness and learning disabilities.

Do You Exhibit These Qualities?

Now so as to you contain an sense of the job’s weight, let’s envision if you contain the birthright qualities to be a special education teacher.

Recognize the symptoms and needs of special needs students


Ability to production with lone or more parties to accomplish short-term and long-term goals

Burly announcement skills

Ability to motivate others

Ability to multi-task

Knowledge of the as a rule current education modules, remedial examination and behavioral practices
# Creativity

Knowledge of the most up-to-date remedial machinery germane to special education

YourRakesh.Com – Your Personal Information Guide with Latest Updates and News.

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Faculty Systems Facilitate Students With Disabilities With Pediatric Physical Therapy

Faculty Systems Facilitate Students With Disabilities With Pediatric Physical Therapy

Current legislation requires that students with disabilities receive provision for care, one of that is pediatric physical therapy. The People with Disabilities Education Act (IDEA) is a federal law that governs public education for all youngsters with disabilities, whether they live in Phoenix or Las Vegas. While this law is only mandated for children of legal faculty age, there’s an optional program that covers kids birth through 3 years. As of now, each state participates in all aspects of IDEA, which means that infants and toddlers can receive pediatric physical therapy through their community.
How School-Primarily based Physical Therapy Works
Each kid with a disability receives an Individualized Education Program (IEP) through the school system. This plan outlines the educational goals of the kid and a pediatric therapist is an integral half of the IEP team. The therapist might be an employee of the school system or work though a private agency. The therapist will work with school personnel to coach them on pediatric physical therapy practice and theory. School rooms will be analyzed and the overall faculty surroundings studied to insure the child can meet all IEP goals.
The pediatric therapist can also work one-on-one with the child to assist them access all areas of the school grounds, as well as restrooms, the cafeteria, lecture rooms, the library, and exit doors. Students needing additional help accessing the facilities will work with the physical therapist and a personal teacher’s aide.
Ought to a child would like this therapy throughout the day, the IEP can outline the services provided by the therapist, including the situation of the services. Therapists might bring special equipment required for an exercises program that replaces the traditional physical education class. Therapists may also pull students out of the traditional classroom to figure on fine or gross motor skills using puzzles or writing activities.
How Community-Primarily based Physical Therapy Works
For children from birth to age three, there is no federal mandate that needs services for disabilities. But, all states currently give services under Set up C of IDEA. Physical therapy for infants and toddlers follows the same protocol as therapy for school-aged youngsters, except the services will be provided through any state agency.
Pediatric physical therapists still work from an individualized arrange called the Individual Family Service Plan. (IFSP) This set up determines the need for physical therapy for little youngsters and outlines where and the way the services can be provided. Physical therapists might utilize a clinic, a faculty, or a community treatment room to perform physical therapy services. The services provided through the IFSP are the identical as those given by non-public clinics. Youngsters and families can be taught a way to function in everyday life, receive education about their disability, and perform physical therapy exercises that promote mobility and independence.
The voluntary participation of every state in this program means that that no family will be denied physical therapy services primarily based on insurance coverage or the inability to pay. With the federal government’s concern for equal opportunities all families addressing a developmental incapacity have the prospect to require advantage of pediatric physical therapy.

Freelance Writers has been writing articles online for nearly 2 years now. Not only does this author specialize in Physical Therapy, you can also check out his latest website about: Liquid Vitamins Minerals Which reviews and lists the best Liquid Nutritional Supplements

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88 Year Old

88 Year Old

So, I went to the schools… and in one of the schools, I met an active 88 year-old Special Education Teacher. 88 years old!!!!!!

A lot things ran through my mind. Ok, she’s 88. She still teaches… BUT – What about technology? What about making IEPs (Individualized Education Plan)??? Uh oh.

So I hugged her. I told her we need to do a lot of things this year. I posted all the pertinent materials on her cabinet. I taught her what to do. I informed her, we will do this, one step at a time! Guess what I found out- she’s a lot of fun! for her age!

After teaching her on how to do the 1st page in the IEP, she asked me, “alright, now answer me, What are gerunds? What are participial adjectives?” I laughed, hard!  She told me, “see there a lot of things that I know, and I am sure you know a lot of things too. So as you teach me I will review you with English matters, is that a deal?”

And there began our journey. IEP data collection –  she does the errands, the testing, the interviewing, I make her write the meat of the IEP, I help her with the rest. So far, so good.

Seeing her do all these things, watching her walk. Hearing her teach. Listening to her funny statements. Feeling her presence in the room. Just made me realize a lot of things about life.


Age doesn’t matter. She said when she turned 70 she just accepted things. She likes everyone. She understands people’s uniqueness and she just lives her life one day at a time.

I asked her ” Why are you still here in school?”, she answered, ” Why not? What will I do at home, my husband’s dead!”. Mmmm, makes sense. She continued, “I would have been traveling too, but I don’t want to travel alone. I like gardening…” I interrupted, “then go gardening!”, she continued, “No, I don’t want to do gardening alone!”, and deducted, nope, she’s not going anywhere.

We can keep going if we want to. Retirement doesn’t and shouldn’t stop us. I can continue to love working, continue to use my brain, remain active and alive for as long as I want to. For as long as I want to.

The teacher’s 88 and she’s got a lot of special education and English resource matters going for her. She complaints not. She is determined. And never mind if she is 88, I don’t discriminate. I get inspired. Really!

Health is wealth. The gift of health is I think what I’ll be praying for when I get to her age. At her age, she still enjoys what she can. At her age, she still enjoys life.

No one is too old to learn new technology. At 88 years old, she’s got FB!!! Hahaha, joke! But yes, she remembers her user id and password in almost all the websites that she needs to be using, she knows her Microsoft Office basics and yes she can even communicate via email!

Love what you do. She stopped me one time and told me, “Maria, I really want to make sure I am on time, SO, if you want, I can work with you after school and during weekends… Actually tomorrow, Saturday, I will be here in school to work on things!” Mmmm… still thinking if that’s too much love of work? or that at her age there isn’t much “life” she can afford to do?

At this time, though I’m still puzzled why she chose to be where she at now, I respect her. I respect her choices and how up to this time, she continues to be giving of her time, talent and skills. For as long at teaching makes her alive and happy then so be it.

The challenge now is, if she can do it at her AGE, then I ______________….

And so it is..

Maria Gemma Hilotin, a Filipino “lifelong learner” started writing at Grade 5. She calls it her outlet. She writes to remember… as she continues to believe that there is so much more to do, to write, to be… that the best is yet to come.. as she discovers, unfolds, demystifies.. the real her deep down..

She is simply a woman, writing her heart out, scribbling the stories of her life. Hoping that  as she uncover mysteries of life in its simplicity and beauty, readers will also be able to relate, find common things, learn, unlearn, undo, redo, own, justify, correct, metamorphose, change… life as it is.


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6 Vital Acronyms You Should Know about Special Education

6 Vital Acronyms You Should Know about Special Education

Article by Adil Masri

The Special Education system has a language of its own. If you are the parent of a child who has been recently identified as exceptional by the school board, you can get lost in the language during your first school meetings. There are many acronyms that are used by school administrators and school staff and most often they don’t think about the fact that parents may not understand their “language”. So it’s up to the parents to become knowledgeable about the language of special education. In this article, I am going to explain the meanings of ten of the most important acronyms in special education.

IEP – Individual Education Plan.The IEP is a document that lists the strengths and needs, and the programs, services, accommodations and supports that are required by a particular student. It lists the annual goals in each alternative or modified subject area, as well as the learning expectations for each term, which are determined by the student’s strengths and needs. A student does not have to be formally identified as an exceptional student to receive an IEP. But if the student is formally identified by an IPRC, it is a requirement of the Regulation 181/98 of the Education Act that they receive an IEP.

IPRC – Identification, Placement and Review Committee.The IPRC is composed of at least three persons, one of whom must be a principal or supervisory officer of the school board. At annual meetings, where the parents are invited to attend, the committee decides whether or not the student should be identified as exceptional and if so, which category of exceptionality. They also decide on an appropriate placement for the student. The parents can either agree to the decisions, or appeal the decisions.

SERT- Special Education Resource TeacherThere is usually one in every school. As the name implies this teacher is a resource for regular classroom teachers. He or she consults with classroom teachers regarding students who have IEPs and are placed in the regular class. In fact the SERT is usually the lead person in charge of developing the IEP for these students. Sometimes small groups of students are withdrawn from the regular class to a resource room for more intensive instruction in math and language. This class is run by the SERT.

EA – Educational AssistantEAs are assigned to classrooms, either regular class or small placement, to support students as part of a multidisciplinary team. They also help teachers with non-instructional tasks. In some school boards, EAs may have the same duties as described below for SNAs.

SNA – Special Needs AssistantThe SNA supports students with special educational needs, usually in a special education classroom, under the supervision of a special education teacher. In addition to helping with their learning needs, duties may include assisting with the students’ safety and physical needs, including hygiene and feeding, as well as assisting with therapy sessions.

ABA – Applied Behaviour AnalysisABA methods are best known for treating people with autism and other developmental disabilities.ABA methods are based on scientific principles of learning and behaviour to build useful repertoires of behaviour and reduce problematic ones. The undesired behaviour(s) are clearly defined and recorded, and the antecedents and reinforcers of the undesired behaviour(s) are analysed. Individualized programs are developed based on this information. The teacher must collect and analyze the data on an ongoing basis in order to measure the student’s progress in each of the program areas. The program must be altered as necessary to maintain or increase a student’s success.

These ten acronyms are just the tip of the iceberg. Take some time to learn some of the “language” of Special Education and you will be a better advocate for your son or daughter with special needs.

Edarabia.com is the largest Middle East Education site; with over 9,000 web listings, the site attracts thousands of visitors daily and covers the entire Middle East and North Africa region. Browse our director and find hundreds of rated:- Schools in UAE – Nurseries in UAE

About the Author

The Special Education system has a language of its own. If you are the parent of a child who has been recently identified as exceptional by the school board, you can get lost in the language during your first school meetings.

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Special Education – Empowers Special Students

Special Education – Empowers Special Students

Education is a fountain that emits knowledge endlessly; it that one thing which is required by all. To put in simple and precise words, right to education is awarded to everyone be it rich or poor, black or white, normal or abnormal. Every person requires education to make himself socially and intellectually capable to upgrade and enhance himself.

Special education is basically for those who have disabilities in learning for e.g. dyslexia, reading or writing disability, etc. Special education is specifically planned to meet the needs of these people with such disabilities. Special education basically encompasses a wide range which includes academic services, speech-language services, psychological services, physical and occupational therapy, counselling services and parent education. These services are specifically provided to the parents with no extra cost in the education process.

The right to education to special education is guaranteed by the law through the federal IDEA (Individuals with Disabilities Education Improvement ACT), 2004 and FAPE (Free Appropriate Public Education) is provided by the Department of Education through state regulations laws.  These laws allow those with the special education who are eligible for special education.


A student who basically ages in the range of 3 to 20 can be eligible for Special education which is specifically designed for him or her. However, it requires a proper evaluation process to rectify whether the student requires special education or not. The evaluation process can be attempted by the students by contacting the higher authorities of the educational organization. During the evaluation process, school proceeds with the written response to the parent.

The evaluation process further verifies student’s capabilities and mindset of the child which in turn helps the school to gauge his needs. The evaluation process encompasses a set of categories for its assessments. It includes health, vision, hearing, social and emotional status, general intelligence, academic performance, communication skills, and motor abilities.

IEP (Individual Education Program) is provided to the student after evaluation. Through this program the child enables to access with the facilities to satisfy his need for education. The IEP has a team which includes parents, students, school administrator, special education teacher and general education teacher.

IEP now recommends certain things for the students with regards to special education. Special education is only delivered if the student is unable to adjust in the normal education format. Mostly special education is provided at homeschooling format however attimes IEP may recommend some special school settings for such students.

IEP also informs the parents with their safeguarded rights. At time parents do not agree with the recognition, valuation, program and placement or FAPE, in such cases parents may opt for a wide array of existing resolution practices like mediation, facilitation, conciliation, etc. Parents can also opt for a written complaint if any partiality experienced in the due process.


Education upgraded my life and writing became my passion since then. Internet became the easiest medium for me to share my opinion, acquire information or enroll for Distance University.


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Special Education: What Does Idea Say About Functional Skills, and How Will it Help My Child?

Special Education: What Does Idea Say About Functional Skills, and How Will it Help My Child?

Are you the parent of a child, with autism or some other disability, that thinks your child may benefit from functional skills training? Would you like to know what the Individuals with Disabilities Education ACT (IDEA) requires in relation to functional skills? Would you like parenting tips on using IDEA requirements to help your child receive functional skill training? This article is for you; it will discuss IDEA requirements, and how you can use them to advocate for functional skills training for your child.

The purpose of IDEA is to ensure that all children with disabilities have available to them a free appropriate public education (FAPE) that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living. Education is more than reading, writing, and math; it also includes functional skills to help children with disabilities live a full and rewarding life. This is especially true for children with autism or intellectual disabilities.

IDEA requires each child’s individual educational plan (IEP) to contain a statement of present levels of academic achievement, and functional performance. School personnel should give you objective information (testing) each year, about your child’s academic and functional performance.


Do not accept teacher subjective observations and grades (also subjective), to determine if your child is making academic and functional progress. Around Christmas time ask that testing be performed in the areas of academics and functional skills, in January, so that these results can be used at the annual IEP meeting. Also ask for copies of the testing at least 14 days before the meeting, so that you will be able to be an equal participant in the meeting.

IDEA also requires that the IEP contains a statement of measurable annual goals, including academic and functional goals. Since you asked for testing at Christmas time, and hopefully have received the results before the IEP meeting, you will have some knowledge of your child’s academic and functional needs.

Write a few academic and functional goals, and make sure they are measurable. In other words, how will you know when your child has made the goal? Bring the list with you to your child’s IEP meeting. Share your input on annual academic and functional goals with the IEP team.

By understanding what the federal law IDEA states about functional skills, you can use the information to ensure that your child is tested in this area, and has annual goals developed for their IEP, if needed. Functional skills will help your child become as independent as possible as an adult, and live a more fulfilled life.

JoAnn Collins is the mother of two adults with disabilities, and has been an advocate for over 15 years, helping other families. She is the author of the book: Disability Deception; Lies Disability Educators Tell and How Parents Can Beat Them at Their Own Game.” The book is filled with advocacy tips, and resources to help parents. For a free E newsletter send an E mail to: JoAnn@disabilitydeception.com. For a link to more free articles go to:


I am the parent of two adults with disabilities and have been an educational advocate for over 15 years. My recently released book “Disability Deception; Lies Disability Educators Tell and How Parents Can Beat Them at Their Own Game” will help parents learn advocacy skills to help their child receive an appropriate education. Check out my Web site at www.disabilitydeception.com.

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