Tag Archives: IDEA

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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New Video: Understanding Special Education Assessment Reports

Now is the time to start preparing for next school year’s IEPs.

Our latest video is one hour and ten minutes packed full of information regarding the purpose of special education assessment, the special education assessment process, the types of tests that can be used, and what to look for in a report’s interpretation of its data.

The low one-time purchase price of $8.99 helps cover our costs of producing parent training videos and providing services to families who otherwise can’t afford our help.

 

This video will give you important guidance about special education assessments so you can make informed decisions as the most important member of your child’s IEP team: the parent. Protect your right to informed consent and meaningful parent participation in the IEP process by educating yourself as much as possible about your child’s unique needs and the special education process. We are proud to bring you this resource and hope you find special education assessments a lot easier to understand once you’ve watched it.

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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The Approaching End of a Heartbreaking Era

Click here to listen to the podcast version of this blog post.


When the Education of All Handicapped Children’s Act (EAHCA) was enacted as PL94-142 in 1975, it was in the face of enormous opposition from school district administrators and their attorneys who were actively refusing to enroll children with disabilities in our nation’s public schools. Many have remained employed in public education, stewing in their own bile over their legal “loss” while begrudgingly enrolling students with special needs.

The EAHCA was reauthorized as the Individuals with Disabilities Education Act (IDEA) in 1990, which has, itself, been reauthorized twice since then, the last reauthorization being in 2004. Clearly, Congress has no intention of returning to a time when discriminating against those with disabilities was perfectly acceptable.

I don’t know how many of you have experienced an employment situation in which people have been required to do something that they opposed, but it’s been my experience that some people in this position are more likely to sabotage any attempts to do things differently to “prove” it was a bad idea than to willingly go with the program. Some people are just sore losers.

In short, you’re not likely to get buy-in from people who had to be Court-ordered or required by regulation to do the ethical and responsible thing. It says something, anyway, about a person’s character when he/she forgoes ethical solutions for whatever reasons and, therefore, requires enforceable regulations that dictate what his/her behavior should be. Some peoples’ characters create a situation in which the behaviors normally associated with common sense and ethics become subject to regulation.

This is not specific to special education or the legal practices that surround it. This is human nature. Somewhere out there in the world is the person who justified warning labels on suppositories that advise they are not meant for oral consumption. Some people’s functional skills in various aspects of life, for whatever reasons, are seriously limited.

People tend not to make improvements when forced to, particularly when they perceive the improvements as a threat to their familiar, comfortable, self-serving routines. This, too, is human nature.

The problem in special education is that, following the passage of the EAHCA, too many people with chips on their shoulders were left over the decades in positions of authority in public education, passing their “insight” onto the people they were responsible for training and stacking the deck against the success of special education. In other words, ever since the passage of the EAHCA in 1975, there have been career public education administrators undermining the effectiveness of special education in order to win an argument rather than educate children, the latter of which being what we actually pay them six-figure salaries at public expense to do.

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Does the Education Rendered Comport with the IEP?

In special education, the implementing regulations of the Individuals with Disabilities Education Act (“IDEA”) establish the basic framework of how the process is supposed to work, but it’s the case law that comes from due process cases and their appeals that refine the use of some terms in many cases. Often, the case law summarizes bits and pieces of the regulations taken from different legal citations to arrive at the formal definition of a particular term, such as the definition of a Free and Appropriate Public Education (“FAPE”). Continue reading

Podcast: Emotions Part 3 – Administrators

On November 15, 2008, we originally published  Emotions Part 3   Administrators  as the third in a series of text-only blog articles. As we begin to move into the new school year, KPS4Parents will be recording many of our past text-only articles as podcasts so that busy parents, educators, and interested taxpayers can download them and listen to them at their convenience.

As always, feel free to comment on our content. We appreciate the input of our readers and listeners to bring you the information you seek. You can either comment below or email us at info@kps4parents.org.

Click Here to download the podcast,  Emotions Part 3   Administrators.