1. WHO, WHAT, HOW Advocacy 101 Ruth Mathers, CDE Specialist, Deaf Education Colorado Cochlear Kids Camp August 1, 2015

2.  Who knows the child?  Audiologists  Clinical - great resource for device information and advice, monitoring hearing loss  Educational - valuable resource for closely monitoring functional auditory performance in educational setting, can serve as liaison between clinic and school  Therapist  Private – great resource for up-to-date assessment information, can attend IEP meeting and be a good support for the parent  School-based – Has a lot of influence regarding student’s needs  Teacher of the Deaf  Has a lot of influence regarding student’s needs  Parent  Why is it important for the parent to be the advocate? WHO Advocates? 2

3.  Knows the child best  Will be the consistent influence for all the academic years  Has the right by law to be “at the table” in the public school  Is not bound by job security  Capable of moving mountains for the love of their child  Parents are frequently instruments of change that benefit not just their own child Parent as Advocate 3

4. You may or may not have a professional degree related to deaf education, but no one knows your child like you do. Remember…… 4

5.  LRE  Least Restrictive Environment  2 elements to least restrictive environment:  Classroom integration  Neighborhood placement  Before a student with a disability is placed in a ‘special class,’ or separate school, the school must consider using supplementary aids and services to help the student succeed in the regular classroom. [for authority, see: 20 U.S.C. 1412(a)(5)]  Advocacy Consideration:  LRE for a listening and spoken language student may be in the regular classroom OR the self-contained deaf ed classroom Know the Educational Lingo 5

6.  FAPE  Free Appropriate Public Education  Provision of special education services and the related services the student needs to benefit from the education program  No charge to families  Providing education to the student in the least restrictive environment  Think: regular education classroom  Advocacy Consideration:  All of your child’s needs must be documented on her IEP to be considered FAPE for her. Know the Educational Lingo 6

7.  Related Services  Services that a child needs to benefit from his special education programming  Possible related services for a child with hearing loss:  Early identification and assessment of a disabling condition  Transportation  Speech-language pathology  Audiology  Sign interpreting  Physical and Occupational therapy  Recreation  School nurse services (for severe needs)  Advocacy Consideration:  Based on student need….not availability Know the Educational Lingo 7

8.  Manifestation Determination Process  The process used to determine whether the student’s behavior (perceived misconduct) is related to the student’s disability. The manifestation determination is made to avoid punishing students for behavior that is disability related.  Advocacy Consideration:  Deafness does not excuse unacceptable behavior. Know your child and understand what behavior is a demonstration of deafness and what actions are simply inexcusable behavior Know the Educational Lingo 8

9.  Transition  Ultimately, transition services are a set of activities coordinated by school personnel that assist with preparing the student for post-graduation from the public school system.  By law – indicated on the IEP when student reaches 16 yrs. old  Based on student’s needs to prepare for the future  Take into account the student’s strengths, preferences, interests  Planning should include input from agencies providing services to adults (Vocational Rehabilitation Agency)  Advocacy Consideration:  Preparing for the day after graduation should start in early elementary school. Get the conversation started early. Know the Educational Lingo 9

10.  Advocate to see the data the IEP team is using to make decisions. Make sure it is explained to you. Do not rely on teacher observations to determine academic decisions.  Advocate that your child’s individual needs drive the development of special education and related services – not the school’s available programming.  Advocate that assessments for language (whether sign or spoken) be performed annually.  Advocate for real measures of progress that insure a minimum of one year’s growth for each year of school.  Advocate to have meaningful input into the creation of the IEP (Communication Plan) where concerns are turned into goals. WHAT should be on your advocacy radar? 10

11.  Advocate for performance delays to be addressed in the IEP and therefore through daily instruction.  Advocate for transition goals to be put in the IEP starting with preschool and every year thereafter.  Advocate for self-advocacy goals to be put in the IEP starting with preschool.  Advocate for challenging goals and a change of practice when a goal has not been met.  Advocate for professionals to join you in “viewing” your child through a realistic lens that accurately measures his/her performance compared to typical age peers. WHAT should be on your advocacy radar? (cont) 11

12.  An IEP is a legal document. The IEP meeting is a business meeting. Do your homework. Be prepared with what you want to discuss at the meeting. Have a fact-supported plan. Know why your child needs specific services and be able to articulate it.  Always put your requests in writing. It is important to document everything and save all correspondence.  An IEP meeting is one small piece. Get involved with the school to make it better for all children – participate in PTA, get on advisory councils, volunteer to help at field day, be a room parent, etc. Be visible in the school and develop a reputation as a dependable volunteer. If you are a parent who always shows up, your opinion is more valued. HOW do you advocate successfully? 12

13.  Get to know all the school service providers for your child and discuss with them individually you child’s achievement. Ask questions and learn from them about various measures of progress used at the school and how to interpret test scores. People are usually more patient in one-on-one conversations.  Be aware of the academic expectations your child’s current grade level and know at what level your child is performing.  Don’t just show up at school when you have a complaint. Be present when things are going well. This will earn you the right to be heard.  When you express a concern, offer a possible solution.  Educate the administrator about deafness – they probably know very little about it. HOW do you advocate successfully? (cont.) 13

14.  Always mention positives before starting in on the negatives. Everyone on your child’s team needs to know that you appreciate their efforts.  Take a friend with you to important meetings that might be emotionally- charged for you. “Friends don’t let friends go alone to their IEP.” ~~Sarah “Diplomacy is key. The professionals you are negotiating with today will be the same professionals you’ll be calling on for help tomorrow.” ~~Candace HOW do you advocate successfully? (cont.) 14

15.  State Department of Education  Hands & Voices  Alexander Graham Bell Association  Legal Center for Persons with Disabilities  The Educational & Communication Needs of Deaf and Hard of Hearing Children, Lawrence Siegel  The Everyday Guide to Special Education Law, Randy Chapman  Deaf and Hard of Hearing Students Educational Service Guidelines, National Association of State Directors of Special Education  www.successforkidswithhearingloss.com www.successforkidswithhearingloss.com Resources 15

16.  Ruth F Mathers, M.S.  Principal Consultant for Deaf Education  Supervisor: Access, Learning, Literacy Team  Colorado Department of Education  303.866.6909  mathers_r@cde.state.co.us THANK YOU 16