Tag Archives: class

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.

 

Special Ed Burn-Out

Click here to listen to the podcast version of this article.

This posting/podcast is targeted at people working within the field of special education, whether as a public education employee, a lay advocate, or an attorney representing anyone involved in special education. Burn-out happens in every profession, so to the extent that we all know what it is in general, I’m not going to spend time discussing what is already commonly known about burn-out.

What is unique to burn-out in special education are the kinds of things that contribute to it. Unlike some professions, in special education it’s not usually monotony that does people in. Too many things change day-to-day for the job to become monotonous.

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La Administracion de Una Evaluacion no Discriminatoria por Estudiante de Segunda Lengua

Blogger invitado: Jorge Alvarez, LEP, MFT

En ambientes educativos, el tema de la inmigracion se ha convertido en un asunto del discusion importante con amplias perspectivas relacionadas a como los distritos escolares deben de tratar las necesidades de la poblacion inmigrante. Sin embargo, un tema donde no hay desacuerdo es que el la palabra inmigracion esta directamente relacionada con la palabra lenguaje.

Como educador, mi enfoque no esta en la politica emocionalmente relacionada con la inmigracion, sino en como podemos mejorar las situaciones de todos los niños, sin importar las diferencias etnicas, linguisticas, y culturales. Además, es un requisito de procedimiento del proceso de educación especial que la evaluación no se racial o culturalmente sesgada y que los niños se evaluará en su lengua materna, que presenta una serie de desafíos a los distritos escolares que tratan de servir a los niños un segundo idioma que puede haber discapacidades que califican. [Sec de 34 CFR 300.304 (c)]

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Nondiscriminatory Assessment of Second Language Students

Guest Blogger: Jorge Alvarez, LEP, MFT

In educational settings, the issue of immigration has become a topic of important discussion with a wide range of perspectives related to how school districts should address the needs of the immigrant population. However, one thing that is not up for debate is that the term immigration goes hand-in-hand with the word language.

As an educator, my focus is not on the often emotionally charged politics related to immigration but instead on how we can best support the educational needs children of all ethnic, linguistic, and cultural backgrounds. Additionally, it is a procedural requirement of the special education process that assessment not be racially or culturally biased and that children be assessed in their native language, which presents a number of challenges to school districts attempting to serve second language children who may have qualifying disabilities. [34 CFR Sec. 300.304(c)]

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Can’t vs. Won’t

Click here to download the podcast version of this article.

One of the students for whom we’re providing lay advocacy services had an tumultuous experience at school just over a week ago.  More to the point, everyone in her class, including her teacher, had a tumultuous experience with our client right in the middle of it.

This little girl is the poster child for all the cutie-patooties in the world.  She’s an early elementary student who is completely adorable, caring, and engaging.  She’s also compromised by a mood disorder and can have extremely emotional outbursts that come seemingly out of nowhere every once in a great while.

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