The Special Needs SCHOOL Survival Guide - Cara Koscinski

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is to educate yourself on the best option for your student.

      What Can Go Wrong at the IEP/504?

       Is there anything I can do to help avoid a mistake in the meeting?

      There are many things that can go wrong in any meeting. When two or more people get together to discuss anything, there can be disagreements. The unique thing about IEP and 504 plan meetings is that we are all thinking about the best outcomes for a unique student/person. The goal of everyone should be the student’s welfare. Of course, this is the real world and there are many things that can hinder a meeting. Consideration for a school budget, misperception of the difference between school and clinic- based therapy, thinking of the impact on the other students in the classroom, not knowing the law/rights, a parent’s anger over a new “diagnosis” or “label” for the student, etc. can all cause disagreements or raise concerns.

      • Enter the meeting with a positive attitude. Do not assume that the school is “out to get you” because you’ve been an advocate for your child.

      • Read all of the evaluations from the therapists, psychologists, school, etc. prior to the meeting. Highlight the areas that you do not agree with and request corrections. Requests should be written down.

      • Bring someone with you. I always bring a supportive family member, advocate, or friend with me for support. It’s also good to ask that person to take notes and for reviewing the events which occurred at the meeting with someone afterward. I suggest going for coffee or lunch to discuss and process the meeting’s events, the plan, etc. You can choose to have an attorney present if you wish.

      • Do not scream or yell at school staff. When you disagree, try to keep calm and speak clearly. Take deep breaths when upset or ask for a brief break.

      • Never sign anything of which you’re not 100% clear. Ask questions and make sure you understand exactly what’s being suggested for your student. It’s your right to ask for clarification and to understand why your student is being placed into a certain setting, receiving therapy, or what the goals mean. Do not sign the plan at the meeting if you do not agree with it. Request to read it afterwards and make certain you review it to ensure you’ve understood it clearly.

      • Every area of weakness should have a goal addressing it. It’s equally important to know who or which service is working on each goal. There is no limit on the number of goals for any student.

      • The goals and IEP should be written specifically for your student. The goals should be specific to each student’s areas of weakness. There is no such thing as a cookie-cutter or standard IEP or 504 plan. Additionally, the placement of the student should be agreed upon during the meeting.

      • Ensure that everything discussed at the meeting including any changes suggested and any changes you request need to be made in writing. I tell everyone I work with, “If it’s not written down, it did not happen and can be denied.”

      Chapter 1 Resources

www.autismspeaks.org Autism Speaks
www.ed.gov US Dept. of Education
www.nea.org National Education Association
www.NCLD.org National Center for Learning Disabilities
www.parentcenterhub.org Center for Parent Information & Resources
www.wrightslaw.com Wrightslaw

      Chapter 2

      Therapy in School

      What Is Therapy in the School Setting?

      Not all children who attend outpatient or clinic therapy will qualify for therapy in the school setting. It is critical to realize that in order to receive therapy in school, the child’s area of weakness must directly impact function in the educational setting. Furthermore, when a therapist is in a school setting, he/she must write goals which are “educationally relevant.” Therapists in the schools have different roles than those in outpatient clinics. It’s our job to assist students to function in their regular and special education classroom.

      There are times in a school setting when the therapist is “consulting” or providing helpful suggestions based on observations and data. The purpose of the consultative model is to identify and collaborate with school staff/resources to provide suggestions and ways to modify the environment/situation for optimal success. The suggestions are meant for improved functional skills in the classroom, during transition times, with center times (for younger students), for planning/organizing, with grip on pencil or scissors, or for visual-perceptual work. The therapist is working with the people who teach the student, the aide or other staff, but not directly with the student when doing consultation. Additionally, when a therapist is working on goals for carry-over, he must ensure the staff working with the student is well-trained.

      Another model for providing therapy is by direct service. When a therapist is performing direct services, he/she is working with the student to learn new skills and this usually takes place in the therapy room or quiet area of the classroom. The therapist is using hands-on techniques and focuses solely on the student’s needs and goals. For example, when working on pencil grip, the therapist may be using putty with small objects placed inside to increase hand strength. Next, they practice using the appropriate pre-writing strokes of forming lines. This is not taking place with the other students in the classroom since the student needs to focus and receive the therapist’s individual attention. However, a therapist may have other students in a small group with their targeted student. This is often the case when a speech-language pathologist is working on social skills training.

      Some districts use integrated service models. This means that therapists are working hands-on with the student among her peers in her natural environment. The individual student is receiving services to improve functional/ academic skills and achieve goals in the targeted area of weakness. Here’s an example: the OT may be working on cutting with the student while she’s at center time with her peers.

      It is important to note whether a therapist is performing consultative or direct services, because she must always take data on the student’s progress to provide necessary information for IEP goal monitoring. Additionally, law mandates that IEPs be reviewed annually and/or at least every three years. The student must receive services in the least restrictive environment. It can be confusing for caregivers to know what may qualify for school therapy services, so please consult your individual therapist or your district or state regulations. They can usually be found on the district’s website, but it’s your right to know these regulations, so ask for a copy.

      What Are Some Signs My Student May Need Therapy?

      There are many strategies wonderful teachers use with all students or those who may show signs of struggle that are not part of an individualized education plan. They are called “pre-referral interventions.” Schools have been using different approaches to use research-based instruction. Response to Intervention (RTI) is a multi-tiered approach divided into three support levels and the intensity increases with each level. Visit the site: www.rtinetwork.org for information. The site

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