FREE Special Education Guide During COVID-19

 

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.

 CLICK BELOW FOR YOUR FREE GUIDE

The U.S. Department of Education and the Centers for Medicare & Medicaid Services (CMS) have released new guidance to those working in schools and...

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IMPROVED IEP OUTCOMES REQUIRE SMARTER GOALS

 

SMARTER GOALS ARE MANDATED BY IDEA

SMARTER GOALS = COMPETENCY-BASED OUTCOMES

 

Marie Lewis, RN, Ph.D., BCEA

 

SMART GOALS VS. SMARTER GOALS:

  • SMART: Get advice from pre-fab goals created by advocates or lawyers that are not specific to your child's identified educational needs.
  • SMARTER: Get advice on goals that are specific to the child's identified areas of need and splinter skills not mastered. (There are many reasons why reading fluency may not be progressing - What skill actually needs to be remediated)

 

  • SMART: Skill “mastery." you think is defined
  • SMARTER: Skill mastery is defined in terms that require consistent performance, independence, and generalization across environments. Real-life functional and fluent performance that lacks prompts.

 

  • SMART: Legally sufficient IEPs based only on limited evaluations and input.
  • SMARTER: Legally sufficient IEPs are child-focused, individualized, and competency-based. This requires:

Information...

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IEP PREPARATION - FOR A SUCCESSFUL IEP

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! 

 

STRUGGLING WITH IEPs?

IT DOESN’T HAVE TO BE THIS HARD!!

 

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...

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PARENTS NEED SPECIAL EDUCATION ADVOCATES

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.

  • “A significant lack of school accountability, poor enforcement of existing federal laws, and systemic barriers have denied students their educational rights and opportunities”  Achieving Independence: The Challenge for the 21st Century, NCD
  • “In the past 25 years, States have not met their general supervisory obligations to ensure compliance with the civil rights requirements of IDEA at the local level… The Federal Government has frequently failed to take effective action to enforce the civil rights protections of IDEA when federal officials determine that states have failed to ensure compliance with the law.”  National Council On...
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Provocative Language - A Misunderstood Behavior - Autism, ADHD, TBI, and Tourette Syndrome

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...

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