We've been discussing the importance of properly assessing your child's progress toward meeting their IEP goals for a few posts now, and today we will talk about the importance of a key component of any successful IEP: appropriate and measurable goals (formerly known as "benchmarks").
Our last post focused on the first factor in determining whether your child is adequately making progress against the goals set forth in his or her IEP: having a comprehensive evaluation performed. This post will address additional factors and criteria used to ensure that your child's IEP is both an accurate representation of his or her actual abilities and challenges, and that it is appropriately being used as a benchmark to guide your child's development.
Being the parent of a special needs little one - be it from a learning disability, physical challenge, behavioral condition or other disorder - can be a challenge in and of itself. You must often find new and creative ways to perform routine tasks like going to the store or getting ready for school in order to accommodate your child's needs. Where school is concerned, you oftentimes must work with special education staff to develop an Individualized Education Program (IEP) to best help your child learn given his or her specific roadblocks.
In the Oakland School District almost half of the teacher vacancies in February were for special education teachers. While there may not be the same number of vacancies in Santa Cruz, it does raise an important issue.
If your child has received a diagnosis of autism, you have probably learned a lot about the condition and where your child ranks on the spectrum. Once your child reaches school age, you will need to become your child’s advocate to get the right services in place.
When your child is struggling at school, you need to move quickly. Troubles with reading or math can easily cause your child to miss key concepts that build on each other. Not sitting still or paying attention frustrates teachers and often leads to removal from classrooms.
Section 504 of the Rehabilitation Act of 1973 along with the Individuals with Disabilities Educations Act of 2004 (IDEA) require that public schools provide children with visual impairments the same access to a comparable education as other students. An individualized educational plan (IEP) will detail what is needed, such as providing Braille textbooks.
It is questionable whether suspending a student from school is an effective discipline strategy. When it is your child, you may need to step in and fight what might be disproportionate discipline.
Even though it is the middle of the school year, parents of special needs kids still have the right to ask for a change. An IEP needs updating as appropriate..
Children with exceptional intelligence can also struggle with learning disabilities. Coined in a 1997 Journal of Learning Disabilities article, the term twice-exceptional describes a child who is at both ends of the learning spectrum. Examples include kids who have a huge disparity between math and reading skills or a high IQ but act out in a classroom because of a learning disability.