Tag Archives: ADA

KPS4Parents’ Parent Education Series

New Sessions to be Held November – December, 2017

Sign up for individual sessions or all six sessions as a package deal.

Your presenter will be Anne M. Zachry, M.A. Ed. Psych.  Ms. Zachry has been a special education and disability resource lay advocate since 1991, a paralegal in special education and related matters since 2005, and an educational psychologist since 2013.  She will take you through the procedural and substantive considerations of identifying each student’s unique learning needs and how the regulations apply to their unique situations.

Our six sessions are as follows:

  • Session 1 – Nov. 4, ‘17:  The Basics of Special Education Parent Rights
  • Session 2 – Nov. 11, ‘17:  Assessments and Present Levels of Performance
  • Session 3 – Nov. 18, ‘17:  Measurable Annual IEP Goals
  • Session 4 – Dec. 2, ‘17:  Determining IEP Services & Placements
  • Session 5 – Dec. 9, ‘17:  Behavioral Interventions and Students with Special Needs
  • Session 6 – Dec. 16, ‘17:  The Differences Between IEPs and 504 Plans

EACH SESSION WILL BE HELD FROM 2:00-4:30pm

at Little Thai Fine Dining

2500 Las Posas Rd., Ste. D, Camarillo, CA  93010

A buffet-style late lunch is included.  This is meant to be a comfortable setting where we can tackle some hard issues and help parents understand how the rules and regulations uniquely apply to their own situations.

Educational Series Course Fees:

  • Single Sessions:  $45/individual, $80/couple
  • Package Deals:  $250 for all 6 sessions/individual, $475 for all 6 sessions/couple

PARTICIPANTS MUST PRE-REGISTER

LIMITED SPACE IS AVAILABLE FOR EACH EVENT, SO REGISTER RIGHT AWAY!

Refunds not available for missed events, but make-up sessions will be conducted.

 

Create Your Own Tactile Schedule

Anne M. Zachry, M.A.

I have the opportunity to work directly with an adult special education student as part of his compensatory education program, which I am designing, implementing, and supervising. It’s an opportunity to try my own ideas based on the available assessment data and see how they work. This student has autism and vision impairment, so the tools that typically would be used to teach in light of his autism do not always work in light of his vision loss.

One of the most common teaching tools used with students who experience any number of developmental disorders is the visual schedule.  Visual schedules are used to take individual students or groups of students through a routine that is expected to play out over time in a specific order of events.  It can be a daily schedule, a weekly schedule, or an activity-specific schedule.

Tactile schedule for throwing a dinner party.

Visual schedules are also good for illustrating the steps in a task analysis. A task analysis is a process in which the individual steps of a task are broken down and taught in sequence. It is a method developed by and frequently used in Applied Behavioral Analysis (ABA).

A task analysis really has to be tailored to the ability of the individual who needs to understand it. I was creating a task analysis of the steps to throwing a dinner party. Throwing a dinner party was the best way for me to tie all of my student’s functional academic goals into a single activity. That way, I could concurrently instruct towards his goal throughout a given session.

I couldn’t put too many steps in the tactile schedule or it would be too much for my student to process at once and would incline him to develop more rigid rules about the activity than appropriate, but I could order the general tasks that had to be performed in sequence. Due to his autism, my student has a tendency to become ritualized to activities that are done the exact same way every time.

So, for example, we couldn’t cook spaghetti every time we met or he’d never generalize the cooking concepts to other foods. Therefore, the schedule, which is pictured here, simply says, “Cook food,” rather than specify which foods are to be cooked.

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OMG, How Do We Protect Our Students, Now?

As we quickly approach the end of 2016, and the next Presidential inauguration in January 2017, those of us who have been protecting the educational and civil rights of students with disabilities already thought this effort was daunting, but now many of us are looking ahead at 2017 through 2021 in absolute horror. Just when we thought it couldn’t get any worse.

In part, we are floored by the reality that someone actively manifesting the symptoms of a personality disorder has been elected into the office of President of the United States. Based on our country’s voting behaviors, half the American public is made up of people who lack adult-level reasoning and perspective-taking abilities; that is, con artists and their regular victims.

On one hand, this could be viewed as a victory for those of us who seek to support and facilitate the integration and inclusion of those challenged by serious mental illness into mainstream society. However, even if we want to dress up this situation as a victory for the mentally ill, it’s going to take the rest of us to keep the current administration from running the ship of democracy onto a rocky reef, thereby ripping open its hull and dissipating our hard-earned freedoms into a sea of melodrama and destruction. We have all suddenly been forced to be our brothers’ and sisters’ keepers, if for no other reason than damage control.

Personality disorders and developmental delays in social-emotional functioning have taken center stage in this last election and will continue to do so once the newly elected and appointed are sworn in. Impairments in judgment, deductive reasoning, and emotional stability – in other words, the symptoms of significant handicapping conditions – are posing a direct threat to the programs and services that help people with disabilities function in their communities with as much independence as possible. I keep hearing Morpheus from The Matrix in my head saying, “Fate, it would seem, is not without a sense of irony.”

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