When we revised our son’s Individualized Education Plan for next year we tried to “fight” for a Teacher’s Assistant (TA) but they did not want to provide him with one because his IEP for next year is extensive and the classroom he will be in is much more conducive to his needs.

Harold Doherty of Facing Autism in New Brunswick has eight suggestions on how to secure a TA for your child.

Wrightslaw states that parents are often frustrated by the school districts response to a request for a TA. Rightly so, right? Most school districts will immediately deny a request for a TA suggesting that students can be successful during the day, especially in a small, self contained classroom with two aides and a teacher.

However, schools can assign TA’s for a variety of reasons; behavior management, instructional support, daily living (toileting, dressing, hygiene), social skills, task redirection, safety, etc. We requested a TA for behavior management, student safety, sensory occupational breaks, and task redirection.

When it comes down to it, most school districts will maintain the ruling that the self contained (aide enhanced classroom) is adequate and meeting the student’s needs because a TA costs them more money.

To state your case for an assistant:
1. Find a Special Education Advocate
2. Find Parents to help who already have or are in the process of getting TA’s
3. Use documentation from your team of specialists that specifically state that your child needs a TA to succeed. ie: our neuropsychologist recommended a TA so that AJ could take heavy work breaks at scheduled times without interrupting the rest of the classroom.
4. Safety is key for all students in school, not just special education students. However, this must be stressed especially if your child is a danger TO others or a danger at playgrounds, on the bus, or even is not physically capable of participating because he/she is not developmentally able.

This is cross posted from Discussing Autism.

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Post from: Blisstree

How to get an aide for your child

Goals and Objectives MUST be written after much of the initial IEP preparation is already done. You have already prepared for the IEP by brainstorming your child’s strengths and weaknesses (or you should have), you have brainstormed possible accommodations, modifications, you have gathered all of your documents, and you have mustered up a positive attitude.

Now, FINALLY, its time to evaluate everything and create the goals and objectives with the entire team.

Goals and objectives must be measurable and observable to ensure that your child is making progress. This is the hardest part of creating goals and objectives because they need to be “objective” forms of measurement.

According to Learning Abled Kids, teacher observation and classroom grades are NOT valid forms of measurements and are designated as appropriate measures of progress. Teachers can observe success but they must track progress using tracking sheets. However, objective measurements are based upon standardized testing for specific skills or through ongoing data collection.

Data collection is preferable as it will show a trend over time and doesn’t rely on performance at a single point in time (when the child may be having an exceptionally good or exceptionally bad day). Objective measures should be “observable” by anyone at any time.

Goals and Objectives can be written to address any area of a child’s ability or disability, any area of the curriculum, and educational need, or any behavioral aspect the child struggles with.

Examples of measurable goals: (Note: these are three different ways to write a functional IEP)
Three Year Old High Functioning Autism- Social
Five Year Old Developmental Delay
Seven Year Old Autism

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Post from: Blisstree

IEP Goals and Objectives

Well, modifications are the actual modifications that are to be made to the curriculum base in order to meet the needs of the student. However, accommodations provide tools for the student, modifications will minimize expectations depending upon skill level and performance.

For example:
1. students may be included in the same spelling test but only have to do the first five words because they are at a lower academic level than the later five
2. different tasks in the same unit: your child builds castle blocks while the other children examine the geometric shapes
3. evaluate specific portions of the assignment
4. withdrawal from specific skills to avoid frustration level ie: difficult fine motor tasks that would take a long time can be amended or excused.
5. sensory integration techniques need to also be modified within the curriculum. If there is a gym class activity that includes swinging or sliding that the child has a fear or gravitational insecurity of the child NEEDS to be excused.But, occupational therapy needs to work this into therapy to build up a tolerance.

Most important in creating modifications is taking advantage of your child’s strengths and ensuring that the IEP team is not “dumbing” down the curriculum.

To make sure, look at what the IEP team has written and find out if it is the same curriculum the rest of the class is being taught (if inclusive) and have the IEP team help you to determine if the content is simply watered down or in a different format. Many times (I have found) IEP teams have taken alternative material because it is easier to find.

Here is an excellent list of Accommodations and Modifications.

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What are modifications

When creating an IEP the entire team must evaluate all types of 7. accommodations that your child might need in order to be successful.

Accommodations are: adjustments to make sure kids have equal access to curriculum and a way to be successful.
An accommodation is a teaching support or service that a student NEEDS to be successful and addresses HOW a student will learn.

That said, what are some ways that special needs children can have accommodations on an IEP?

1. decrease quantity of items per task
2. provide two sets of textbooks and/or materials (one for school and one for home).
3. repeat directions
4. give short and simple directions and/or stand near student/touch student when giving instructions
5. sensory motor integration may necessitate reduced quantity and speed
6. provide copies of notes and/or use visual aids with presentations
7. allow use of calculator
8. sit near the teacher
9. sit in a low distraction area
10. use a study carrel or face a blank wall
11. allow tape recorder of lesson
12. use high impact game/physical activity
13. untimed work and/or testing
14. oral work and/or testing
15. sensory breaks
16. large type and formatting simple, dark ink, buff color instead of white, no distractions, etc.
17. PM study halls and AM check-ins for organization.
18. Training in organization, time management, study skills, taking tests, Sensory regulation, Note taking, etc.
19. Weekly or daily progress reports, daily and/or weekly assignment sheets
20. Base grades on IEP objectives, achievements or correct answers, not incorrect ones.

What is important to note here is that accommodations do not change knowledge content and what the classroom (and your child) is learning. IDEA specifically states that accommodations give the child access to the same knowledge by whatever means necessary and that by allowing them accommodations they have they have the same chance to learn as the person next to them (if they chose to take it).

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What are accommodations

But, many parents don’t know what services their child qualifies for.I don’t always.

That is part of the reason I freelance…to learn more about my son, his disabilities, and the services for which he qualifies.

But I am also determined to help you know more about the appropriate services available. All this week, since school is just around the corner, I will be bringing you information on how to get the most out of your school district personnel and your teachers.

Today I have an article from Lisa B. Wershaw, an attorney who practices special education law. In her article she offers back to school tips to help parents get the school year off to a good start.

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Special Education Back to School Tips