This is a hard time for everyone. While we are all frustrated and coping with
unprecedented challenges raised by COVID-19, the burden is not shared evenly. This pandemic has magnified the extensive inequities present for 7.5 million special education students in our current educational system. 14 percent of all public school students receive federally mandated special education services because of their disabilities. Working together in collective constructive and positive action to face the inequity in education
for our most vulnerable special education learners is our only hope. Everyone's gifts and skills need to be appreciated during this time. Parents are acting as therapists, aides, counselors, and teachers while balancing their own responsibilities, working from home, and parenting.
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The U.S. Department of Education and the Centers for Medicare & Medicaid Services (CMS) have released new guidance to those working in schools and...
SMART GOALS VS. SMARTER GOALS:
For parents, advocates, and teachers IEP meetings can be overwhelming and even create fear. But, when provided with the right supports these fears can be alleviated.
Elenore Rosevelt said, "Do one thing every day that scares you."
Well, parents of children with special needs go far beyond the call with that one!
You are right, handling an IEP meeting should not induce high anxiety, demand pharmaceutical support or have professionals and parents meltdown into confusion, frustration, and anger. Unfortunately, both parents and advocates frequently have an error in approach which helps no one involved in the process, least of all the child.
There are a number of strategic key steps and a complex interdisciplinary IEP development process required (and rarely taught) in developing positive, independent, functional, competency-based outcomes for a student, that are commensurate with their...
PARENTS NEED SPECIAL EDUCATION ADVOCATES NOW
MJ Gore, Roy Lewis, Marie Lewis
Some people say the special education system is broken. It may not be broken as much as dysfunctional, ignored and not complied with. 14% of all children are in special education and 90% of them do NOT have severe disabilities.
Provocative Language provides information on the interface between psychological practice, applied behavioral analysis, and social cognition training in an area that affects the education and welfare of children with specific disabilities like Autism, ADHD, TBI, and Tourette Syndrome. It provides insights on working with schools, mental health providers, and the criminal justice system. It describes principles for best practices and recommends procedures to be followed in IEP and goal development.
THE ANSWERS ARE OUT THERE
WE ARE JUST ASKING THE WRONG QUESTIONS!
“I don’t know what your destiny will be, but one thing I know; the only ones among you who will be really happy are those who have sought and have found how to serve.” Albert Schweitzer
Provocative language is one of many symptoms exhibited by those with
Autism Spectrum Disorder (ASD), Attention Deficit Hyperactive Disorder
(ADHD), Traumatic Brain Injuries (TBIs) and Tourette...