1. Parent and Family Presentation Danielle Behlmer

2. Family Resources, Assistance, and Support Terms To Know Educational Resources Family and Social Resources Laws To Know

4. IDEA IDEA is a federal law (1975, amended by the Office of Special Education Programs in 1997) that governs all special education services for children in the United States. Under IDEA, in order for a child to be eligible for special education, they must be in one of the following categories: - serious emotional disturbance- learning disabilities- mental retardation - traumatic brain injury - autism - vision and hearing impairments - physical disabilities- other health impairments. Section 504 Section 504 is a civil rights statute (1973) that requires that schools not discriminate against children with disabilities and provide them with reasonable accommodations. It covers all programs or activities, whether public or private, that receive any federal financial assistance. Reasonable accommodations include untimed tests, sitting in front of the class, modified homework and the provision of necessary services. Typically, children covered under Section 504 either have less severe disabilities than those covered under IDEA or have disabilities that do not fit within the eligibility categories of IDEA. Under Section 504, any person who has an impairment that substantially limits a major life activity is considered disabled. Learning and social development are included under the list of major life activities. ADA The ADA (1990) requires all educational institutions, other than those operated by religious organizations, to meet the needs of children with psychiatric disorders. The ADA prohibits the denial of educational services, programs or activities to students with disabilities and prohibits discrimination against all such students. (AACAP, 2011)

5. Terms To Know

6. Modification vs. Accommodation Sometimes people get confused about what it means to have a modification and what it means to have an accommodation. Usually a modification means a change in what is being taught to or expected from the student. Making an assignment easier so the student is not doing the same level of work as other students is an example of a modification. An accommodation is a change that helps a student overcome or work around the disability. Allowing a student who has trouble writing to give his answers orally is an example of an accommodation. This student is still expected to know the same material and answer the same questions as fully as the other students, but he doesn’t have to write his answers to show that he knows the information. What is most important to know about modifications and accommodations is that both are meant to help a child to learn. (Parent Center, 2010)

7. Educational Resources

8. IEP An Individualized Education Program (IEP) is a written statement of the educational program designed to meet a child’s individual needs. Every child who receives special education services must have an IEP. That’s why the process of developing this vital document is of great interest and importance to educators, administrators, and families alike. Here’s a crash course on the IEP. What’s the IEP’s purpose? The IEP has two general purposes: to set reasonable learning goals for a child, and to state the services that the school district will provide for the child. What’s in an IEP? Each child’s IEP must contain specific information, as listed within IDEA, our nation’s special education law. This includes (but is not limited to): – the child’s present levels of academic achievement and functional performance, describing how the child is currently doing in school and how the child’s disability affects his or her involvement and progress in the general curriculum – annual goals for the child, meaning what parents and the school team think he or she can reasonably accomplish in a year – the special education and related services to be provided to the child, including supplementary aids and services (such as a communication device) and changes to the program or supports for school personnel – how much of the school day the child will be educated separately from nondisabled children or not participate in extracurricular or other nonacademic activities such as lunch or clubs – how (and if) the child is to participate in state and district-wide assessments, including what modifications to tests the child needs – when services and modifications will begin, how often they will be provided, where they will be provided, and how long they will last – how school personnel will measure the child’s progress toward the annual goals. (US Department of Education, 2013)

9. IEP, Cont. Who develops the IEP? The IEP is developed by a team of individuals that includes key school staff and the child’s parents. The team meets, reviews the assessment information available about the child, and designs an educational program to address the child’s educational needs that result from his or her disability. When is the IEP developed? An IEP meeting must be held within 30 calendar days after it is determined, through a full and individual evaluation, that a child has one of the disabilities listed in IDEA and needs special education and related services. A child’s IEP must also be reviewed at least annually thereafter to determine whether the annual goals are being achieved and must be revised as appropriate. (US Department of Education, 2013)

10. Accommodations There are many ways in which accommodations can be used to support your child in the classroom. This list of accommodations and modifications is just a small part of how we can help your child learn to their greatest potential. Accommodations in Presentation affect the way directions and content are delivered to students. Students with visual, hearing, and learning disabilities are much more able to engage in the content when it is presented in a form they can understand. Some examples of accommodations in presentation include: -Oral reading -Large print -Magnification devices -Sign language -Braille -Manipulatives -Audio amplification devices Accommodations in Response offer different ways for students to respond to assessment questions. They help students with visual and hearing impairments, physical disabilities, and organizational problems to structure, monitor, or directly put words to paper. Examples of these accommodations include: -Using a computer/typewriter or a scribe to record answers -Responding directly in the test booklet rather than on an answer sheet -Using organizational devices, including calculation devices, spelling and grammar assistive devices, visual organizers, or graphic organizers (Pacer Center, 2013)

11. Accommodations, Cont. Accommodations in Setting affect either where a test is taken or the way in which the environment is set up. Changing the environment is especially helpful to students who are easily distracted. Some examples include: -Administering the test individually, in a separate room or in a small group -Providing noise buffers such as headphones, earphones, or earplugs Accommodations in Timing/Scheduling allow flexibility in the timing of an assessment. Generally, these are chosen for students who may need more time to process information or need breaks throughout the testing process to regroup and refocus. Timing/scheduling accommodations include: -Extended time -Multiple or frequent breaks -Change in testing schedule or order of subjects -Testing over multiple days (Pacer Center, 2013)

12. Modifications Assessment Modifications: -Use recognition tests (true-false, multiple choice, or matching) instead of essays -Grade spelling separately from content -Provide the first letter of the missing word -Allow take-home or open-book tests -Provide a vocabulary list with definitions -Provide possible answers for fill-in-the blank sections Reading Modifications: -Provide alternative books with similar concepts but at an easier reading level -Give page numbers to help the student find answers Assignment modifications: -Complete fewer or different homework problems than peers -Write shorter papers -Alternate projects or assignments (Strom, 2014)

13. Family and Social Resources

14. First Steps First Steps Early Intervention Provides: Speech, developmental, occupational and physical therapies tailored to the unique needs of each child. Toys and teaching tools specific to the delay — that help keep children engaged and focused while teaching them necessary skills. Working closely with parents and caregivers to teach them how to further their child’s development outside of scheduled therapy sessions so that learning can continue. Providing nutrition counseling as needed. Noble has long been a leader in providing early childhood intervention therapies, and was the first in Indiana to offer these services in natural environments such as the home or daycare rather than in clinical settings. NOBLE of Indiana Through the Indiana First Steps system, the Noble Network provides developmental, occupational, speech and physical therapies to infants and toddlers up to age 3. Noble helps kids with or at risk of development delays reach critical developmental milestones through creative play, enriching educational experiences, and healthy nutrition. Designed to fit the unique needs of each child, therapies focus on: Physical skills such as reaching, sitting up, crawling and walking Cognitive skills like problem solving, learning and thinking Communication skills such as talking and listening Social/emotional skills like playing and being happy Self-help skills like eating and dressing (Noble)

15. IN*Source The mission of IN*SOURCE is to provide parents, families and service providers in Indiana the information and training necessary to assure effective educational programs and appropriate services for children and young adults with disabilities. Virtually all staff are parents of children with disabilities or are persons with disabilities. IN*SOURCE trains parents of children with disabilities to serve as volunteer parent trainers and resources in their local communities throughout Indiana. With parents helping parents, all that IN*SOURCE does directly relates to the provision of information, training, individual assistance and support primarily to parents of children and young adults with disabilities. (INSource) INSTRC The Indiana Secondary Transition Resource Center creates and enhances professional development activities and resources to assist those with disabilities in transitioning from school to their adult lives, working, and participating in their secondary education process. (INSTRC)

16. A special needs diagnosis for your child can be very difficult to understand and I am sure that you have many questions you would like to have answered. I hope that you are able to take this presentation, and the information provided within, and use it to help you and your family adjust to this new challenge. As you can see, there are numerous resources available to you and your child and you do not have to go this alone. Teachers, Professionals, Associations, and Government Organizations are all prepared to help your family find what path is right for you.

17. Reflection The reason I selected these particular topics is because I felt like it was a very comprehensive list of resources. Beginning with educational resources, IEP’s, modifications, and adaptations are all items that can be utilized to help transition a student to an easier level of learning. I also included multiple family and social resources that a family might use. First Steps and Noble of Indiana can be great resources for physical and occupational therapy. INSource and INSTRC can be used by the parent of the child to find support groups, social groups/communities, and transitional services. These go beyond the educational aspect and are just as important for the development of the family unit. It is important to realize that it’s not only the child that is affected, but everyone in their life.

18. References and Bibliography AACAP. (2011, March). Services In School For Children With Special Needs: What Parents Need To Know. Retrieved from American Academy of Child and Adolescent Psychiatry: http://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/Facts_for_Families_Pages/Services_In_School_For_Children_ With_Special_Needs__What_Parents_Need_To_Know_83.aspx INSource. (n.d.). Mission Statement. Retrieved from INSource Special Education Parent Support: http://insource.org/about/mission- statement/ INSTRC. (n.d.). Indiana Secondary Transition Resource Center - Indiana University. Retrieved from Indiana Institute on Disability and Community: http://www.iidc.indiana.edu/index.php?pageId=3283 Noble. (n.d.). First Steps Early Intervention. Retrieved from Noble of Indiana.org: http://www.nobleofindiana.org/first-steps-early- intervention Pacer Center. (2013). School Accommodation and Modification Ideas for Students who Receive Special Education Services. Minneapolis, MN.

19. References and Bibliography, Cont. Pacer Center. (2013). School Accommodation and Modification Ideas for Students who Receive Special Education Services. Minneapolis, MN. Parent Center. (2010, September). Supports, Modifications, and Accommodations for Students. Retrieved from Parent Center Hub.org: http://www.parentcenterhub.org/repository/accommodations/# Strom, E. (2014). Common Modifications and Accommodations. Retrieved from Understood.org: https://www.understood.org/en/learning-attention-issues/treatments-approaches/educational-strategies/common-modifications-and- accommodations US Department of Education. (2013, March). The Short and Sweet IEP Overview. Retrieved from Center For Parent Information and Resources: http://www.parentcenterhub.org/repository/iep-overview/