At the 1/26/12 School Committee meeting, Dr. Cathleen E. Estep was unanimously approved as our new Interim Special Education Director for Georgetown. The appointment required a joint approval by both Superintendent Carol Jacobs and the School Committee.
Dr. Estep has extensive experience in Special Education, and in fact, plans to retire after a 30+ year career at the end of this school year. Her last nine years were spent as Director of Pupil Services for the Burlington Public Schools in Burlington, MA. Dr. Estep will be working two days a week, on Tuesdays and Thursdays, plus one Wednesday a month for the Georgetown School District for the remainder of this school year.
The Georgetown SEPAC would like to congratulate and welcome Dr. Estep to our Special Education Community at our next SEPAC Meeting, which will be on FEBRUARY 14th, Tuesday night, 6:30-8:00pm, at the Penn Brook Library, 68 Elm St.
Please join us that evening to welcome, meet, greet, and speak with Dr. Estep. Bring any general questions you may have for her, along with ideas for what you see as important directions for our Special Education Department to develop in. New understanding, positive direction and fruitful progress for our overall special education programs depends on establishing an open, vital, mutually respectful, and continuing dialog between parents and our school administration. Come be part of the discussion!
We can also have fun wishing each other a Happy Valentine's Day! Light refreshments will be served, but any homemade Valentine's goodies will be welcome!
Friday, January 27, 2012
Monday, January 16, 2012
SEPAC 1-10-12 Meeting Minutes
Georgetown Special Education Parent Advisory Council (SEPAC) Meeting
Meeting Minutes, January 10, 2012 – 7:00pm, Penn Brook Library
January 10, 2012 – Georgetown SEPAC Meeting, 7-9pm, Penn Brook Library, 68 Elm St.: Bullying Prevention & Special Education
Did you know that while bullying is a problem for all students, special needs students suffer disproportionately? MA General Law 71 defines bullying as… defines bullying as “the repeated use by one or more students of a written, verbal or electronic expression or a physical act or gesture or any combination thereof, directed at a victim…” Richard Lavoie’s film, “Last One Picked…First One Picked On,” will help us better understand how students with special needs fare socially. “For most children, playing with friends is a daily ritual. But kids with learning disabilities are often isolated and rejected, lacking the social skills to make and keep friends. This 62 minute film will show how to help these kids succeed in everyday situations LAST ONE PICKED…FIRST ONE PICKED ON give parents and teachers greater understanding of social skills deficits and specific strategies for developing and fostering social competence.”
Before we show the film, Ms. Julie DeRoche, Director of Curriculum for the Georgetown School District, will speak for about 30 minutes on our district’s bullying prevention plan, professional development for teachers on bullying prevention, and how we as parents can support our children.
***************************************************************************
The Georgetown SEPAC thanks Georgetown District Curriculum Director Julie DeRoche very much for sharing with us her summary of the current Bully Prevention Curriculum our district has place. Ms. DeRoche noted that extensive teacher training in anti-bullying curriculum and classroom management techniques take place at regular faculty meetings as well as professional development programs. One focus has been on identifying “gateway behaviors,” such as eye-rolling, kids left to themselves, excessive giggling, and learning how best to respond to those in order to prevent bullying situations. Another concern of faculty has been how to teach children to advocate for themselves or others, how to speak up in dangerous situations to an adult for help. One parent questioned, “If we think our child is being bullied, who should we go to?” “That is a question many parents wonder about. I would advise first contacting your child’s teacher. If the problem continues, you should contact the school adjustment or guidance counselor, and then the school principal.” The handout Ms. DeRoche brought included the following information:
Georgetown Public Schools
2011-2012 Bullying Prevention Curricula
Perley & Penn Brook
• Bullying prevention curricula: Bully-proofing Your School – Thematic lessons include
o Friendship
o Making and Keeping Good Friends
o Caring Acts
o Kindness
o Concept of Bullying
o Rules of Bully-Proofing the Classroom
o Teaching Strategies for Victims
o Teaching Strategies for Helpers/Bystanders
o Creating and Maintaining the Caring Majority
o Collaboration with Parents, Family, and the Community
• Integrated lessons are taught in Physical Education classes (carry over to sports)
• Responsive Classroom Program, which teachers cooperation, assertion, responsibility, empathy, and self-control.
Georgetown Middle and High School
• Bullying prevention curricula: Bully-proofing Your School, taught in Wellness Classes, which are required at every grade level. Thematic lessons for the Middle School include:
o Adolescent Development
o Bullies, Victims, and Bystanders
o Teasing and Sexual Harrassment
o Avoiding Victimization
o Creating Caring Communities
Thematic lessons at the High School include:
o Legal and personal consequences of bullying
o Bystanders
o Emotional Impact of Bullying
o Bystanders: How to be part of the solution and not the problem
• 6 additional bullying prevention lessons for the high school were created and added to Bully-proofing Your School during district Professional Developments through collaboration between Guidance and Health teachers.
• Monthly staff meetings are held to assess and improve on the implementation of these lessons.
Resources and Training:
http://webhost.bridgew.edu/marc/ - MARC: Massachusetts Aggression Reduction Center-Bullying and Cyberbullying Prevention
http://www.englanderdownloards.webs.com/ - MARC: Parent Resources
www.elizabethenglander.com - What To Do If Your Child Is Being Bullied, and more….
http://www.bettereducator.com/program.aspx?programId=15
Everyone was fascinated by Rick Lavoie’s movie! Here are a few notes from it:
“Last One Picked…First One Picked On”
The greatest pain parents have does not spring from their children’s academic deficits, it comes from their social deficits.
Academic deficits affect your child in certain situations. A math or reading problem is not an issue at soccer. But social deficits affect the child in every situation, so there is no getting away from them.
People with particularly good social skills often make the worst teachers of social skills, because they cannot break down the skills for kids in order to teach them. The skills come too automatically to people who are socially comfortable. We assume a child will understand something that we teach them, but unless we have the vocabulary to break the behavior down step-by-step for them, they don’t. We have a hard time teaching what we don’t have to think about doing.
Learning disabled (LD) kids must be taught everything step-by-step.
The way most adults get interactions and conversations going is by asking questions of each other, through interrogation. That is extremely difficult for LD kids. Conversations for LD kids usually consist of a few declarative sentences, no questions. This causes huge social problems for them.
One big misconception that people have about kids with ADHD is that they have short attention spans. Many ADHD kids will hyper-focus on some things, often highly visual stimuli. In fact, high distractibility much more often characterizes ADHD kids than a short attention span. A child with a short attention span pays attention to almost nothing, and often functions at a lower cognitive level. A child with high distractibility pays attention to everything, often at a high cognitive level. Everything interests the highly distractible child, which leads them to view the world with a wide-angle lens. This lens can produce great creativity and energy. But when the world is requiring the child to focus on one thing in particular for a long time, that creates a challenge. For instance, instead of hearing a whole lecture, the child’s mind will start out on the lecture, then move to someone’s watch, their clothes, the curtains, the clock, etc.
Many children with learning differences often have disinhibition, which means that their inhibitory responses are low. Whatever is on their mind, comes out their mouth. There is no “edit” button on their speech. This is a huge social deficit that creates problems.
The impulsivity that ADHD kids experience produces an attitude in school, “If I can’t do it right, I’ll do it fast.” Ready, fire, aim. Thoughts of consequences are minimal. This also causes social problems.
In order to help our children learn from social situations, we help them conduct a “social skills autopsy.” What is an autopsy? A postmortem examination to discover the cause of death or the extent of disease. What is a “social skills autopsy”? A post social situation examination to discover the cause of a social situation gone awry. What was the action that caused the problem? What social choices could have been made that might have resulted in a better situation?
Two researchers, Fox and Weaver, broke students down socially into four groups:
- the rejected
- the ignored
- the controversial
- the popular (a person who others say they like even if they don’t know him)
Then they studied the popular group to find out what do these kids are doing right. What positive behaviors do they exhibit that make others like them? The Seven Positive Behaviors were:
- smiling and laughing
- greeting others
- extending invitations
- conversing
- sharing
- giving compliments
- maintaining a good appearance
Teach these to your kids, and their social standing will improve.
In another study, they found teacher pleasing behaviors, which included:
- being punctual
- establishing eye contact
- participating in class
- using the teacher’s name
- submitting work on time
- using the required format
- not crossing a lot out
- requesting explanations
- thanking the teacher
Teachers see all of the above as common courtesy. Teach these behaviors to your child to help him get along better with his teachers.
General teachers at a certain school told special education teachers that the most important skills they wanted special education students to have in class were 1) listening, 2) following directions, 3) staying on task, and 4) knowing how/when to get help.
What is the “hidden curriculum of the school”? It is the unwritten, unspoken rules of the school which make up the culture of the school. Embarrassment is what adolescents fear most, and understanding the school’s hidden agenda is critical to avoiding that.
The key to raising adolescents is to realize that 1) you cannot win, and 2) adolescents are not to be embarrassed. Every day, your adolescent starts off their day with some form of the plea, “Please God, do not let me be humiliated today.”
Kids reject other kids that teachers reject. Teachers need to set the example in accepting special needs kids. It helps if a teacher rewards the whole class for one student’s accomplishments, for example, if a teacher might say, “Wow, John, you turned your homework in on time, in the right place. Terrific job. Now we’re all doing well at that, so let’s celebrate with a movie (or a game, or group work, etc).” Then the other kids feel that John helped them get a reward.
Kids think, “Wow, Mr. Jones likes John, he likes me, so maybe there is something to like about John.” A teacher’s acceptance of a child fosters mutual respect.
Parents need to prepare the child for the situation and the situation for the child. To do that, we need to see things from the child’s perspective.
Some relevant websites include:
http://www.ricklavoie.com/gateindex.html
http://www.ricklavoie.com/aboutrick.html
http://ricklavoie.com/batteries.pdf - article, Batteries NOT Included, “I can’t,” versus “He won’t.”
http://www.ldonline.org/lavoie/_From_the_Mouths_of_Babes%3A_What_Kids_Tell_Us_About_Friendships
http://www.edpubs.gov/document/ed005207w.pdf?ck=9 - Jonathan Cohen on School Climate: Engaging the Whole Village, Teaching the Whole Child.
Recommended Books:
Motivation Breakthrough: 6 Secrets to Turning on the Tuned-Out Child, by Richard Lavoie, 2008, 416pp
It’s So Much Work to Be Your Friend: Helping the Child with Learning Disabilities Find Social Success, by Richard Lavoie, 2006, 448 pp
The 6 Success Factors for Children with Learning Disabilities, by the Frostig Center, Foreward by Richard Lavoie, 2009, 232pp
Educating Minds and Hearts: Social Emotional Learning and the Passage into Adolescence, by Jonathan Cohen
Bullying, Prevention & the Law
http://www.georgetown.k12.ma.us/LinkClick.aspx?fileticket=9uVO2vhgCjg%3d&tabid=824 - The Georgetown School District’s Bullying Prevention and Intervention Plan
http://www.olweus.org/public/laws_massachusetts.page - MA State Laws
http://www.wrightslaw.com/info/harassment.index.htm - Wrightslaw: Bullying & Harrassment
http://www.abilitypath.org/areas-of-development/learning--schools/bullying/articles/walk-a-mile-in-their-shoes.pdf - Bullying and the Child with Special Needs
http://parentingsquad.com/five-ways-protect-your-child-with-special-needs-from-bullying
Let’s Get Along – Use kind words. Be quick to forgive. Listen. Share. Encourage others. Take turns. Think before acting. Talk it over. ☺
Meeting Minutes, January 10, 2012 – 7:00pm, Penn Brook Library
January 10, 2012 – Georgetown SEPAC Meeting, 7-9pm, Penn Brook Library, 68 Elm St.: Bullying Prevention & Special Education
Did you know that while bullying is a problem for all students, special needs students suffer disproportionately? MA General Law 71 defines bullying as… defines bullying as “the repeated use by one or more students of a written, verbal or electronic expression or a physical act or gesture or any combination thereof, directed at a victim…” Richard Lavoie’s film, “Last One Picked…First One Picked On,” will help us better understand how students with special needs fare socially. “For most children, playing with friends is a daily ritual. But kids with learning disabilities are often isolated and rejected, lacking the social skills to make and keep friends. This 62 minute film will show how to help these kids succeed in everyday situations LAST ONE PICKED…FIRST ONE PICKED ON give parents and teachers greater understanding of social skills deficits and specific strategies for developing and fostering social competence.”
Before we show the film, Ms. Julie DeRoche, Director of Curriculum for the Georgetown School District, will speak for about 30 minutes on our district’s bullying prevention plan, professional development for teachers on bullying prevention, and how we as parents can support our children.
***************************************************************************
The Georgetown SEPAC thanks Georgetown District Curriculum Director Julie DeRoche very much for sharing with us her summary of the current Bully Prevention Curriculum our district has place. Ms. DeRoche noted that extensive teacher training in anti-bullying curriculum and classroom management techniques take place at regular faculty meetings as well as professional development programs. One focus has been on identifying “gateway behaviors,” such as eye-rolling, kids left to themselves, excessive giggling, and learning how best to respond to those in order to prevent bullying situations. Another concern of faculty has been how to teach children to advocate for themselves or others, how to speak up in dangerous situations to an adult for help. One parent questioned, “If we think our child is being bullied, who should we go to?” “That is a question many parents wonder about. I would advise first contacting your child’s teacher. If the problem continues, you should contact the school adjustment or guidance counselor, and then the school principal.” The handout Ms. DeRoche brought included the following information:
Georgetown Public Schools
2011-2012 Bullying Prevention Curricula
Perley & Penn Brook
• Bullying prevention curricula: Bully-proofing Your School – Thematic lessons include
o Friendship
o Making and Keeping Good Friends
o Caring Acts
o Kindness
o Concept of Bullying
o Rules of Bully-Proofing the Classroom
o Teaching Strategies for Victims
o Teaching Strategies for Helpers/Bystanders
o Creating and Maintaining the Caring Majority
o Collaboration with Parents, Family, and the Community
• Integrated lessons are taught in Physical Education classes (carry over to sports)
• Responsive Classroom Program, which teachers cooperation, assertion, responsibility, empathy, and self-control.
Georgetown Middle and High School
• Bullying prevention curricula: Bully-proofing Your School, taught in Wellness Classes, which are required at every grade level. Thematic lessons for the Middle School include:
o Adolescent Development
o Bullies, Victims, and Bystanders
o Teasing and Sexual Harrassment
o Avoiding Victimization
o Creating Caring Communities
Thematic lessons at the High School include:
o Legal and personal consequences of bullying
o Bystanders
o Emotional Impact of Bullying
o Bystanders: How to be part of the solution and not the problem
• 6 additional bullying prevention lessons for the high school were created and added to Bully-proofing Your School during district Professional Developments through collaboration between Guidance and Health teachers.
• Monthly staff meetings are held to assess and improve on the implementation of these lessons.
Resources and Training:
http://webhost.bridgew.edu/marc/ - MARC: Massachusetts Aggression Reduction Center-Bullying and Cyberbullying Prevention
http://www.englanderdownloards.webs.com/ - MARC: Parent Resources
www.elizabethenglander.com - What To Do If Your Child Is Being Bullied, and more….
http://www.bettereducator.com/program.aspx?programId=15
Everyone was fascinated by Rick Lavoie’s movie! Here are a few notes from it:
“Last One Picked…First One Picked On”
The greatest pain parents have does not spring from their children’s academic deficits, it comes from their social deficits.
Academic deficits affect your child in certain situations. A math or reading problem is not an issue at soccer. But social deficits affect the child in every situation, so there is no getting away from them.
People with particularly good social skills often make the worst teachers of social skills, because they cannot break down the skills for kids in order to teach them. The skills come too automatically to people who are socially comfortable. We assume a child will understand something that we teach them, but unless we have the vocabulary to break the behavior down step-by-step for them, they don’t. We have a hard time teaching what we don’t have to think about doing.
Learning disabled (LD) kids must be taught everything step-by-step.
The way most adults get interactions and conversations going is by asking questions of each other, through interrogation. That is extremely difficult for LD kids. Conversations for LD kids usually consist of a few declarative sentences, no questions. This causes huge social problems for them.
One big misconception that people have about kids with ADHD is that they have short attention spans. Many ADHD kids will hyper-focus on some things, often highly visual stimuli. In fact, high distractibility much more often characterizes ADHD kids than a short attention span. A child with a short attention span pays attention to almost nothing, and often functions at a lower cognitive level. A child with high distractibility pays attention to everything, often at a high cognitive level. Everything interests the highly distractible child, which leads them to view the world with a wide-angle lens. This lens can produce great creativity and energy. But when the world is requiring the child to focus on one thing in particular for a long time, that creates a challenge. For instance, instead of hearing a whole lecture, the child’s mind will start out on the lecture, then move to someone’s watch, their clothes, the curtains, the clock, etc.
Many children with learning differences often have disinhibition, which means that their inhibitory responses are low. Whatever is on their mind, comes out their mouth. There is no “edit” button on their speech. This is a huge social deficit that creates problems.
The impulsivity that ADHD kids experience produces an attitude in school, “If I can’t do it right, I’ll do it fast.” Ready, fire, aim. Thoughts of consequences are minimal. This also causes social problems.
In order to help our children learn from social situations, we help them conduct a “social skills autopsy.” What is an autopsy? A postmortem examination to discover the cause of death or the extent of disease. What is a “social skills autopsy”? A post social situation examination to discover the cause of a social situation gone awry. What was the action that caused the problem? What social choices could have been made that might have resulted in a better situation?
Two researchers, Fox and Weaver, broke students down socially into four groups:
- the rejected
- the ignored
- the controversial
- the popular (a person who others say they like even if they don’t know him)
Then they studied the popular group to find out what do these kids are doing right. What positive behaviors do they exhibit that make others like them? The Seven Positive Behaviors were:
- smiling and laughing
- greeting others
- extending invitations
- conversing
- sharing
- giving compliments
- maintaining a good appearance
Teach these to your kids, and their social standing will improve.
In another study, they found teacher pleasing behaviors, which included:
- being punctual
- establishing eye contact
- participating in class
- using the teacher’s name
- submitting work on time
- using the required format
- not crossing a lot out
- requesting explanations
- thanking the teacher
Teachers see all of the above as common courtesy. Teach these behaviors to your child to help him get along better with his teachers.
General teachers at a certain school told special education teachers that the most important skills they wanted special education students to have in class were 1) listening, 2) following directions, 3) staying on task, and 4) knowing how/when to get help.
What is the “hidden curriculum of the school”? It is the unwritten, unspoken rules of the school which make up the culture of the school. Embarrassment is what adolescents fear most, and understanding the school’s hidden agenda is critical to avoiding that.
The key to raising adolescents is to realize that 1) you cannot win, and 2) adolescents are not to be embarrassed. Every day, your adolescent starts off their day with some form of the plea, “Please God, do not let me be humiliated today.”
Kids reject other kids that teachers reject. Teachers need to set the example in accepting special needs kids. It helps if a teacher rewards the whole class for one student’s accomplishments, for example, if a teacher might say, “Wow, John, you turned your homework in on time, in the right place. Terrific job. Now we’re all doing well at that, so let’s celebrate with a movie (or a game, or group work, etc).” Then the other kids feel that John helped them get a reward.
Kids think, “Wow, Mr. Jones likes John, he likes me, so maybe there is something to like about John.” A teacher’s acceptance of a child fosters mutual respect.
Parents need to prepare the child for the situation and the situation for the child. To do that, we need to see things from the child’s perspective.
Some relevant websites include:
http://www.ricklavoie.com/gateindex.html
http://www.ricklavoie.com/aboutrick.html
http://ricklavoie.com/batteries.pdf - article, Batteries NOT Included, “I can’t,” versus “He won’t.”
http://www.ldonline.org/lavoie/_From_the_Mouths_of_Babes%3A_What_Kids_Tell_Us_About_Friendships
http://www.edpubs.gov/document/ed005207w.pdf?ck=9 - Jonathan Cohen on School Climate: Engaging the Whole Village, Teaching the Whole Child.
Recommended Books:
Motivation Breakthrough: 6 Secrets to Turning on the Tuned-Out Child, by Richard Lavoie, 2008, 416pp
It’s So Much Work to Be Your Friend: Helping the Child with Learning Disabilities Find Social Success, by Richard Lavoie, 2006, 448 pp
The 6 Success Factors for Children with Learning Disabilities, by the Frostig Center, Foreward by Richard Lavoie, 2009, 232pp
Educating Minds and Hearts: Social Emotional Learning and the Passage into Adolescence, by Jonathan Cohen
Bullying, Prevention & the Law
http://www.georgetown.k12.ma.us/LinkClick.aspx?fileticket=9uVO2vhgCjg%3d&tabid=824 - The Georgetown School District’s Bullying Prevention and Intervention Plan
http://www.olweus.org/public/laws_massachusetts.page - MA State Laws
http://www.wrightslaw.com/info/harassment.index.htm - Wrightslaw: Bullying & Harrassment
http://www.abilitypath.org/areas-of-development/learning--schools/bullying/articles/walk-a-mile-in-their-shoes.pdf - Bullying and the Child with Special Needs
http://parentingsquad.com/five-ways-protect-your-child-with-special-needs-from-bullying
Let’s Get Along – Use kind words. Be quick to forgive. Listen. Share. Encourage others. Take turns. Think before acting. Talk it over. ☺
Sunday, January 1, 2012
A 504b Plan: The Right Choice for Your Child?
Are you wondering if a 504 plan can really help your child? That will depend on both the nature of your child's disability and what you, possibly your child, and the school district choose to do with it.
Section 504 of the Rehabilitation Act of 1973, the precursor to the Americans with Disability Act (ADA) enacted in 1990, protects the rights of disabled students with the 504b Plan. Section 504 prohibits programs that receive federal dollars from discriminating against individuals with disabilities. It requires public schools to make accommodations for eligible handicapped children, whether or not they qualify for special education services under IDEA. A 504b plan could therefore provide accommodations for children with disabilities in regular classrooms, such as multi-modal instruction, extra time for tests, providing examples, study guides, use of graphic organizers, facilitating small group work, checking in for comprehension, and changes in assignments and testing procedures. Accommodations change how a student is taught or tested, but not what they are taught or expected to know.
What is a 504b Plan?
A 504 plan is a legal document that outlines a plan of instructional services for students in the general education setting. It is an agreement between a public school, a student, and a teacher. The document usually describes the types of accommodations and instructional strategies that will be made for a student in school. Not all children with disabilities are entitled to services under IDEA, only those who are "eligible" under the specified disability categories, or those whose disabilities adversely impact their ability to access the general education curriculum. Section 504 is less discriminatory: it protects all persons with a disability who
1. have a physical or mental impairment which substantially limits one or more major life activities, such as learning
2. have a record of such an impairment; or
3. are regarded as having such an impairment.
The Section 504 regulations further define a "physical or mental impairment" as any physiological disorder or condition, cosmetic disfigurement or anatomical loss affecting one or more of the following body systems: neurological, musculoskeletal, special sense organs, respiratory including speech organs, cardiovascular, reproductive, digestive, genito-urinary, hemic and lymphatic, skin or endocrine: or any mental or psychological disorder such as mental retardation, organic brain syndrome, emotional or mental illness and specific learning disabilities.
Federal law requires that students with disabilities be educated along with nondisabled students to the maximum extent appropriate to the needs of the students with disabilities. This means that students with disabilities must be assigned to regular courses or classes if the students’ needs can be met there. Also, decisions on academic placement must be based on an individual student’s needs.
A 504b Plan, once in place, will be reviewed by the 504 Administrator and a student’s parents on an annual basis.
Who qualifies for a 504b Plan?
Student with disabilities that do not significantly impair, but may still adversely affect, their access to the general curriculum or impede their academic progress, may qualify for a 504b Plan. For these students, it is not the standards or contents of the curriculum that need to be altered, but rather the way instruction is delivered.
Following are examples of students who may be protected by Section 504, but who may not be eligible for (IEP) services under the IDEA:
• students with communicable diseases (i.e., hepatitis)
• students with ADHD but no co-occuring disability
• students with temporary disabilities arising from accidents who may need short term hospitalization or homebound recovery;
• students with allergies or asthma;
• students with environmental illnesses/allergies/exposure to environmental toxins
• students who are addicted to alcohol or drugs, as long as they are not currently using illegal drugs
• students with disabilities who are 22 or older depending on state law
What kind of schools do 504b Plans apply to?
Section 504 has a specific set of regulations that apply to preschool, elementary and secondary programs that receive or benefit from federal financial assistance. These are found at Title 34 of the Code of Federal Regulations (CFR), Part 104. Thus Section 504 applies only to organizations that receive federal funding, while the ADA applies to a much broader universe. Both statutes are administered by the Office for Civil Rights and considered essentially identical.
Identifying and providing services for disabled children.
Parents or teachers may both request student evaluation for a 504b Plan. Requests should be submitted to the school’s 504b Administrator, which is often the school principal. Placement decisions must be made by a team that includes people who know about the student and understand the meaning of the evaluation information. The placement team must consider a variety of documented information for each student. Identifying and providing services for eligible children with disabilities requires specialized knowledge in many areas. Evaluators should make sure that evaluation is free of racial, cultural, and gender bias.
Advantages of a 504b Plan vs. an IEP
For students who do not require curriculum content adjustments to make academic progress, but who do benefit from specialized instruction and support, several services are available that special education students cannot access. These include Title 1 math & reading programs, literacy programs, and math support programs. Occupational therapist, social adjustment, and guidance counseling services are available to students on either an IEP or a 504.
What are teachers responsible for?
To be able to provide an appropriate education to all disabled children, teachers must be able to recognize the symptoms of disabilities, and know school procedures for referral and evaluation. Once a 504 Plan has been filed, teachers are responsible for carrying out the accommodations required by it. In addition to classroom and teacher strategies, reporting requirements to parents or administrators may be a part of the plan to be adhered to. Teachers must also know school policies for administering the medications that are sometimes part of treatment, how to monitor the effects of medication, and how to report effects to supervisors, parents, and professionals. Finally, teachers must know a variety of academic and behavioral strategies to help children with disabilities succeed in the classroom. Lack of teacher training in intervention strategies is potentially tragic for students, who may fail because their teachers don't know how to help them learn.
Procedural Safeguards
Schools must establish procedures that allow the parents or guardians of students in elementary and secondary schools to challenge evaluations, placement procedures, and decisions. The law requires that parents or guardians be notified of any evaluation or placement action, and that they be allowed to examine their child’s records.
If they disagree with the school’s decisions, parents or guardians must be allowed to have an impartial hearing, with the opportunity to participate in the discussions. A review procedure must be made available to parents or guardians who disagree with the hearing decision.
Nonacademic Services and Activities
Students may not be excluded on the basis of disability from participating in extracurricular activities and nonacademic services. These may include counseling services, physical education and recreational athletics, transportation, health services, recreational activities, special interest groups or clubs sponsored by the school, referrals to agencies that provide assistance to students with disabilities, and student employment.
Discrimination in counseling practices is prohibited. Counselors must not advise qualified students with disabilities to make educational choices that lead to more restrictive career objectives than would be suggested for nondisabled students with similar interests and abilities.
What happens at the college level to student disability rights?
A 504b Plan can be carried on to a public university, unlike an IEP. At private schools and colleges, only the ADA requirements apply. The Americans with Disabilities Act prohibits discrimination against individuals with disabilities at work, at school, and in public accommodations, and is not limited (like Section 504) to those organizations and programs that receive federal funds. The ADA requires all schools, both public and private, to make reasonable accommodations for handicapped or disabled persons.
Section 504 Online Resources
www.wrightslaw.com/advoc/articles/504_IDEA_Rosenfeld.html - Section 504 and IDEA
http://www.ldonline.org/article/Understanding_the_Differences_Between_IDEA_and_Section_504
http://www.ldonline.org/article/5975
http://www2.ed.gov/pubs/parents/Including/chapter3.html - Finding Services and Supports Under the Law
http://www.doe.mass.edu/sped/links/sec504.html - Section 504 and ADA
Title 1 (reading & math)
http://www2.ed.gov/programs/titleiparta/index.html - US Dept. of Education, Title 1 description
Section 504 of the Rehabilitation Act of 1973, the precursor to the Americans with Disability Act (ADA) enacted in 1990, protects the rights of disabled students with the 504b Plan. Section 504 prohibits programs that receive federal dollars from discriminating against individuals with disabilities. It requires public schools to make accommodations for eligible handicapped children, whether or not they qualify for special education services under IDEA. A 504b plan could therefore provide accommodations for children with disabilities in regular classrooms, such as multi-modal instruction, extra time for tests, providing examples, study guides, use of graphic organizers, facilitating small group work, checking in for comprehension, and changes in assignments and testing procedures. Accommodations change how a student is taught or tested, but not what they are taught or expected to know.
What is a 504b Plan?
A 504 plan is a legal document that outlines a plan of instructional services for students in the general education setting. It is an agreement between a public school, a student, and a teacher. The document usually describes the types of accommodations and instructional strategies that will be made for a student in school. Not all children with disabilities are entitled to services under IDEA, only those who are "eligible" under the specified disability categories, or those whose disabilities adversely impact their ability to access the general education curriculum. Section 504 is less discriminatory: it protects all persons with a disability who
1. have a physical or mental impairment which substantially limits one or more major life activities, such as learning
2. have a record of such an impairment; or
3. are regarded as having such an impairment.
The Section 504 regulations further define a "physical or mental impairment" as any physiological disorder or condition, cosmetic disfigurement or anatomical loss affecting one or more of the following body systems: neurological, musculoskeletal, special sense organs, respiratory including speech organs, cardiovascular, reproductive, digestive, genito-urinary, hemic and lymphatic, skin or endocrine: or any mental or psychological disorder such as mental retardation, organic brain syndrome, emotional or mental illness and specific learning disabilities.
Federal law requires that students with disabilities be educated along with nondisabled students to the maximum extent appropriate to the needs of the students with disabilities. This means that students with disabilities must be assigned to regular courses or classes if the students’ needs can be met there. Also, decisions on academic placement must be based on an individual student’s needs.
A 504b Plan, once in place, will be reviewed by the 504 Administrator and a student’s parents on an annual basis.
Who qualifies for a 504b Plan?
Student with disabilities that do not significantly impair, but may still adversely affect, their access to the general curriculum or impede their academic progress, may qualify for a 504b Plan. For these students, it is not the standards or contents of the curriculum that need to be altered, but rather the way instruction is delivered.
Following are examples of students who may be protected by Section 504, but who may not be eligible for (IEP) services under the IDEA:
• students with communicable diseases (i.e., hepatitis)
• students with ADHD but no co-occuring disability
• students with temporary disabilities arising from accidents who may need short term hospitalization or homebound recovery;
• students with allergies or asthma;
• students with environmental illnesses/allergies/exposure to environmental toxins
• students who are addicted to alcohol or drugs, as long as they are not currently using illegal drugs
• students with disabilities who are 22 or older depending on state law
What kind of schools do 504b Plans apply to?
Section 504 has a specific set of regulations that apply to preschool, elementary and secondary programs that receive or benefit from federal financial assistance. These are found at Title 34 of the Code of Federal Regulations (CFR), Part 104. Thus Section 504 applies only to organizations that receive federal funding, while the ADA applies to a much broader universe. Both statutes are administered by the Office for Civil Rights and considered essentially identical.
Identifying and providing services for disabled children.
Parents or teachers may both request student evaluation for a 504b Plan. Requests should be submitted to the school’s 504b Administrator, which is often the school principal. Placement decisions must be made by a team that includes people who know about the student and understand the meaning of the evaluation information. The placement team must consider a variety of documented information for each student. Identifying and providing services for eligible children with disabilities requires specialized knowledge in many areas. Evaluators should make sure that evaluation is free of racial, cultural, and gender bias.
Advantages of a 504b Plan vs. an IEP
For students who do not require curriculum content adjustments to make academic progress, but who do benefit from specialized instruction and support, several services are available that special education students cannot access. These include Title 1 math & reading programs, literacy programs, and math support programs. Occupational therapist, social adjustment, and guidance counseling services are available to students on either an IEP or a 504.
What are teachers responsible for?
To be able to provide an appropriate education to all disabled children, teachers must be able to recognize the symptoms of disabilities, and know school procedures for referral and evaluation. Once a 504 Plan has been filed, teachers are responsible for carrying out the accommodations required by it. In addition to classroom and teacher strategies, reporting requirements to parents or administrators may be a part of the plan to be adhered to. Teachers must also know school policies for administering the medications that are sometimes part of treatment, how to monitor the effects of medication, and how to report effects to supervisors, parents, and professionals. Finally, teachers must know a variety of academic and behavioral strategies to help children with disabilities succeed in the classroom. Lack of teacher training in intervention strategies is potentially tragic for students, who may fail because their teachers don't know how to help them learn.
Procedural Safeguards
Schools must establish procedures that allow the parents or guardians of students in elementary and secondary schools to challenge evaluations, placement procedures, and decisions. The law requires that parents or guardians be notified of any evaluation or placement action, and that they be allowed to examine their child’s records.
If they disagree with the school’s decisions, parents or guardians must be allowed to have an impartial hearing, with the opportunity to participate in the discussions. A review procedure must be made available to parents or guardians who disagree with the hearing decision.
Nonacademic Services and Activities
Students may not be excluded on the basis of disability from participating in extracurricular activities and nonacademic services. These may include counseling services, physical education and recreational athletics, transportation, health services, recreational activities, special interest groups or clubs sponsored by the school, referrals to agencies that provide assistance to students with disabilities, and student employment.
Discrimination in counseling practices is prohibited. Counselors must not advise qualified students with disabilities to make educational choices that lead to more restrictive career objectives than would be suggested for nondisabled students with similar interests and abilities.
What happens at the college level to student disability rights?
A 504b Plan can be carried on to a public university, unlike an IEP. At private schools and colleges, only the ADA requirements apply. The Americans with Disabilities Act prohibits discrimination against individuals with disabilities at work, at school, and in public accommodations, and is not limited (like Section 504) to those organizations and programs that receive federal funds. The ADA requires all schools, both public and private, to make reasonable accommodations for handicapped or disabled persons.
Section 504 Online Resources
www.wrightslaw.com/advoc/articles/504_IDEA_Rosenfeld.html - Section 504 and IDEA
http://www.ldonline.org/article/Understanding_the_Differences_Between_IDEA_and_Section_504
http://www.ldonline.org/article/5975
http://www2.ed.gov/pubs/parents/Including/chapter3.html - Finding Services and Supports Under the Law
http://www.doe.mass.edu/sped/links/sec504.html - Section 504 and ADA
Title 1 (reading & math)
http://www2.ed.gov/programs/titleiparta/index.html - US Dept. of Education, Title 1 description
Tuesday, December 6, 2011
December 13th SEPAC Meeting "How Difficult Can This Be?"
December 13, 2011 – Georgetown SEPAC Meeting – 7:00-9pm, Penn Brook Library
Join us for a night at the movies! We will be showing an excellent DVD by Richard LaVoie on how children subjectively experience having a learning disability. Richard D. Lavoie, M.A., M.Ed., is a nationally-known expert on learning disabilities. He has worked in special education since 1972, as a teacher, administrator, author, and consultant. The movie is called, "How Difficult Can This Be?" The F.A.T. (Frustration, Anxiety and Tension) City Workshop - 70 minutes. For kids with learning disabilities, the classroom can be an intimidating place. In this workshop, Richard D. Lavoie shows why. He leads a group of parents, educators, psychologists, and children through a series of exercises that cause frustration, anxiety, and tension . . . feelings all to familiar to children with learning disabilities. By dramatizing the classroom experience so vividly, Lavoie lets us see the world through the eyes of a child. At the end of the workshop, participants discuss strategies for working more effectively with learning disabled children. Find out more at www.ricklavoie.com. We hope everyone will feel free after the movie to discuss their impressions and related thoughts. Light refreshments will be served. We invite all SEPAC members and the public to this viewing. Please call Pam Lundquist 978-352-5407 if you have any questions, or check out Georgetown SEPAC on Facebook or at www.georgetownsepac.blogspot.com.
Join us for a night at the movies! We will be showing an excellent DVD by Richard LaVoie on how children subjectively experience having a learning disability. Richard D. Lavoie, M.A., M.Ed., is a nationally-known expert on learning disabilities. He has worked in special education since 1972, as a teacher, administrator, author, and consultant. The movie is called, "How Difficult Can This Be?" The F.A.T. (Frustration, Anxiety and Tension) City Workshop - 70 minutes. For kids with learning disabilities, the classroom can be an intimidating place. In this workshop, Richard D. Lavoie shows why. He leads a group of parents, educators, psychologists, and children through a series of exercises that cause frustration, anxiety, and tension . . . feelings all to familiar to children with learning disabilities. By dramatizing the classroom experience so vividly, Lavoie lets us see the world through the eyes of a child. At the end of the workshop, participants discuss strategies for working more effectively with learning disabled children. Find out more at www.ricklavoie.com. We hope everyone will feel free after the movie to discuss their impressions and related thoughts. Light refreshments will be served. We invite all SEPAC members and the public to this viewing. Please call Pam Lundquist 978-352-5407 if you have any questions, or check out Georgetown SEPAC on Facebook or at www.georgetownsepac.blogspot.com.
Thursday, November 17, 2011
Georgetown SEPAC Meeting Minutes, 11-8-11
Georgetown Special Education Parent Advisory Council (SEPAC) Meeting
Meeting Minutes, November 8, 2011 – 7:00pm, Penn Brook Library
The Georgetown SEPAC Presents: Transition 101 - High School to Adulthood, Tuesday, November 8, 2011, 6:30-9:00pm, Penn Brook Library, 68 Elm St., Georgetown, MA. We all have hopes and dreams, learn how to help students with disabilities plan to achieve theirs! From The ARC of Greater Haverhill-Newburyport, Kerry Mahoney, Transition Specialist and Family Support Coordinator, will speak about what transition planning is, the laws, effective use of IEP and transition planning forms (required by IDEA 2004) for students ages 14-22, transition map design, timelines, and family resources. IEP's of students 14 and over should include a post school vision statement that identifies the transition services necessary to support the vision. The workshop's goal is to help families plan for positive post high school outcomes and opportunities in education, training, and/or employment for students with disabilities. Starting the process early prepares students with disabilities to think about what they want to be able to do in adult life. Discussion includes age of majority, interagency collaboration, adult services, self determination and self advocacy, life skill development and preparing students to pursue as independent an adult life as possible. Find out more at www.georgetownsepac.blogspot.com or by calling Pam Lundquist at 978-352-5407 – Light refreshments will be served – Please join us!
Who is the Arc?
The ARC of Greater-Haverhill-Newburyport (ARCGHN) supports individuals with developmental disabilities and their families through Advocacy, Resources & Customized services.
The Arc is devoted to promoting and improving supports and services for all people with intellectual and developmental disabilities. We are a member of The Arc of Massachusetts and also of The Arc of the United States. The Arc is the world's largest community based organization of and for people with intellectual and developmental disabilities. It provides an array of services and support for families and individuals and includes over 140,000 members affiliated through more than 730 state and local chapters across the nation.
Did You Know the Arc of GHN...?
• Advocates for resources and supports
• Educates and works together to shape visions and life plans
• Promotes and inspires respectful and trusting relationships
• Creates opportunities through customized services
The Arc of GHN provides individualized and customized supports to families and individuals to live and to work where and with whom they wish. Our person-centered and person-directed approach relies heavily on relationship building. We partner with families and individuals in order to recruit, hire and match support staff.
The Arc’s approach aligns itself with the principles and values of self-determination. Self-determination is a process that differs from person to person according to what each individual determines is necessary and desirable to create a satisfying and meaningful life.
Furthermore, the Arc embraces the beliefs of the self-advocacy movement to assist in the empowerment of individuals and their families. We work tirelessly to strengthen the voice and leadership of people with intellectual and developmental disabilities while at the same time taking our lead from the self-advocates by listening to what they need and want.
What is transition? Transition is about planning for life!
The transition your son or daughter will make from school to adult life in the community is a long journey. This journey can be difficult for anyone, but for a child with a disability, determining where to go, the best way to get there, and then completing the journey can be especially challenging. This is why it is so important for you to think, as early as possible, about the important steps your child will need to make and to develop a plan for his/her future.
Inclusive Concurrent Enrollment (ICE) is a system of partnerships between between high schools in public school districts and state public institutions of higher education (IHE) exists, as defined in Section 1 of Chapter 71B of the General Law. This program offer educational credit and non-credit courses to students ages 18-22 with severe disabilities for both those seeking to graduation from high school or college. These programs must:
be designed to promote and enhance academic, social, functional, and employment skills and outcomes;
provide opportunities for the inclusion of students with severe disabilities in credit and non-credit courses with their non-disabled peers;
provide linkages to adult agencies and organizations;
promote participation in the student life of the college community; and
include student participation in community-based employment related directly to course selection and career goals.
Numerous federal and state laws guide the delivery of transitional educational services to children with disabilities. It is important for parents to understand these laws and the rights of their disabled children and families.
For instance, upon turning 18, a student reaches the Massachusetts “age of majority.” This means he or she is “of legal age,” which means they are no longer under the custody and supervision of their parents. They are responsible for making their own decisions, including those about school. Guardianship is intended to assist individuals who need guidance in making decision in major life areas. Guardianship can be limited to education decisions, or it can include more than one major life area. Guardianship is a legal process, and the decision is made by a judge. An attorney can help you understand the ramifications in your particular case. If you have a severely disabled child, completely unable to make their own decisions, you might consider getting a health care proxy, power of attorney, and formal guardianship.
What can all parents do to prepare for their child’s transition? The road leading to a successful transition from childhood to adulthood should begin much earlier than the teenage years. It starts when children learn about themselves, their strengths and weaknesses and, so doing, begin to value themselves. It ends when, as adults, these same children can take control over choices and decisions that impact their lives and take responsibility for their actions. This is called Self-Determination. It starts with a dream! A dream for a meaning life for our children.
Age 13, 14, 15
- Talk about the value of work and teach behaviors that develop employment potential.
- Provide opportunities to see people at work in different settings.
- Allow as much independence as possible; assign responsibility for certain chores to help unstill a positive work ethic.
- Teach money management skills along with shopping experiences and banking skills.
- Promote appropriate behavior at home and in social situations.
- Provide opportunities to make choices and decisions, to explore and take risks, and to learn from experiences of success and failure.
- Assist in good grooming skills and emphasize the importance of physical fitness.
- Think about volunteer job opportunities in the community, paper routes, or other ways to develop job skills.
- Attend parent workshops on Transition to become informed about the process of Transition Planning.
- Help your child to become a self-advocate.
- Continue these activities through the teen years.
Age 16
- Encourage self-advocacy skills in your child.
- Be sure your child’s IEP addresses all the areas where skills are needed to make the biggest difference in your child’s ultimate independence.
- Have your child attend IEP meetings.
- First job experience ought to be considered if your child is not already working.
- Help your child to understand his/her disability and medical needs.
Age 17
- Develop a long-term plan (5 year) to cover educational, vocational, community experiences and independent living skills.
- If you are planning to apply for Social Security Insurance (SSI), get information about eligibility. Students with assets exceeding $2,000 are not eligible for SSI benefits. Consult an attorney or financial planner about a special needs trust or other arrangement that will protect eligibility for benefits.
- Investigate the need for guardianships and other options for legal protection. At age 18, all people are presumed to be legally competent to make all life decisions.
- Have interest surveys and vocational assessments done to determine interests and abilities.
Age 18
- Apply for SSI/MassHealth. If SSI eligible, an individual will automatically be eligible for MassHealth. If not eligible for SSI, apply separately to the Division of Medical Assistance for MassHealth.
- Help your child actively participate in his/her IEP meeting. He/she should be part of planning their learning and life goals.
- Apply for Section 8 Housing Vouchers.
- Make sure emphasis on IEP is on post-school goals that will make the biggest differences in the life of your child.
- Understand Age of Majority.
- Register men for Selective Service.
- Determine eligibility for adult services through the Department of Developmental Services, Department of Mental Health, MA commission for the Blind, and Mass Rehab Commission.
- Have your child register to vote.
- Maker sure your child has some work experience.
- Network with other families who have been through the Transition process.
Other things parents can do:
- Consider the skills that your child needs for a meaningful and purposeful life and be sure that these are included in the child’s IEP at the appropriate school level.
- Encourage your child to develop gradual independence in all areas of life including self-care activities, money management, decision-making and travel in the community.
- Attend parent trainings on transition and be informed about the process of transition planning and the law.
What happens to a child’s IEP upon entry to college? Private colleges are not required to follow an IEP, just as private high schools are not. However, most do have a Disability Services Office, that can provide support services, which ensure ADA compliance and generally improve their retention and graduation rates. Accommodations are required only at public colleges, under the 504b section; IEPs do not carry through. Appointments can be made after acceptance. Prior to applying, however, you can also set up and appointment with the Disabilities Coordinator, and ask what the process is for receiving accommodations. Colleges typically will ask for an evaluation that is no more than 3 years old; they will not usually evaluate a student themselves. The Disability office can authorize a letter of accommodations that a student may give to each professor. Typical accommodations may include: extra time/distraction-free location for tests, preferential seating, a note taker, online powerpoints, class breaks, free tutor or referral to a tutoring center but not a support teacher, flexibility with deadlines, classes in strategic reading and learning. Course requirements, such as for Foreign Languages, may be waived. Schools which are more specialized in their accommodations, such as Landmark or Curry, will have more guarantees and evaluations available to you prior to enrolling.
The Massachusetts Office of Rehabilitation and Vocational Training Program (VRP) assists individuals with disabilities to obtain and maintain employment. The Vocational Rehabilitation Program helps individuals with physical, psychiatric and/or learning disabilities face the challenges of the modern workplace. This may include identifying job goals based on individual interests and aptitudes, providing funds for college and vocational training, assessing worksite accommodations, educating an employer about the Americans With Disabilities Act, or assisting an individual returning to work after adjusting to a new disabling condition. Vocational rehabilitation services can often reduce or remove barriers to employment. Priority is given to those individuals who have the most severe disabilities in areas such as communication, mobility, work tolerance and work skills. The Vocational Rehabilitation Program is mandated and regulated by the federal government while being administered through state government. Find out more information about the VR Program's federal parent agency, the Rehabilitation Services Administration. Chapter 688 of the law identifies students in need of such services after age 22.
A few of the many programs directed under the ARC’s umbrella include:
School to Community Transition Program
The Arc of Greater Haverhill-Newburyport and The Arc of Massachusetts received one of five $100,000 matching grants through The Arc of United States School-to-Community Transition Program funded by the Walmart Foundation!
We are partnering with schools from the Greater Boston area as well as Newburyport Public Schools to implement this three-year demonstration project. The project aims to increase transition outcomes and to build inclusion and involvement of youth with intellectual and developmental disabilities in independent living, employment, post-secondary education or vocational training, and community, social and civic affairs. Specifically, The Arc of GHN project will provide 10 Newburyport Middle and High School students with person centered plans to promote partnerships, self advocacy, self determination and leadership while we encourage each student to develop his or her own talents, skills, interests, and preferences. The project focuses on concrete outcomes for students to be prepared for adult life in the community. These include employment, social & recreational activities, transportation and housing. A "whole person, systems" approach will help staff focus on individual student goals, skills and training needs while encouraging parent/family involvement and a leadership role on the part of the student. Family members will be trained to assist the student to develop collaborative relationships for the purposes of achieving the student's vision.
The Adult Family Care Program (AFC) – A program funded by MassHealth (Medicaid) that pays family members or non-family members to care for people with disabilities or frail elderly adults in a home setting. The goal of the program is to delay or prevent out of home placements for individuals who cannot live safely on their own.
AutismNOW –This program, initiated by the national ARC and funded by The Administration on Developmental Disabilities, aims to be the central point of high quality resources and information across the lifespan for individuals with Autism Spectrum Disorders (ASD) and other developmental disabilities, their families, caregivers and professionals in the field. Connects the public with information through webinars, online resources, and counselors.
Suggested Reading:
Legal Planning for Special Needs in Massachusetts, by Barbara Jackins
The Special Needs Planning Guide: How to Prepare for Every Stage in Your Child's Life / Edition 1, by John W. Nadworny, Cynthia Haddad
Preparing Students with Disabilities for College Success: A Practical Guide to Transition Planning / Edition 1 by Stan F. Shaw, Joseph W. Madaus, Lyman L. Dukes III
Helpful Websites:
http://www.doe.mass.edu/sped/links/transition.html - Special Education: Transition from School to Adult Life (includes sample transition forms, filled out)
www.thearc.org
www.thearcofghn.org
www.autismnow.org
http://finance1.doe.mass.edu/grants/grants11/rfp/235.html (ICE)
http://www.lawlib.state.ma.us/subject/about/guardian.html
http://www.mass.gov/eohhs/gov/departments/dta/ - The Department of Transitional Assistance (low income), Dept. of Health and Human Services, MA
http://www.mass.gov/eohhs/consumer/disability-services/vocational-rehab/vr-services-2.html
Questions for Kerry Mahoney? Please feel free to contact her at the
The Arc of Greater Haverhill-Newburyport www.thearcofghn.org
Kerry Mahoney 978-373-0552 ext 201. Plan for life’s changes by finding out about more great ARC workshops and when they are scheduled, such as Ready to Work! or Transition: The Emotional Journey.
Meeting Minutes, November 8, 2011 – 7:00pm, Penn Brook Library
The Georgetown SEPAC Presents: Transition 101 - High School to Adulthood, Tuesday, November 8, 2011, 6:30-9:00pm, Penn Brook Library, 68 Elm St., Georgetown, MA. We all have hopes and dreams, learn how to help students with disabilities plan to achieve theirs! From The ARC of Greater Haverhill-Newburyport, Kerry Mahoney, Transition Specialist and Family Support Coordinator, will speak about what transition planning is, the laws, effective use of IEP and transition planning forms (required by IDEA 2004) for students ages 14-22, transition map design, timelines, and family resources. IEP's of students 14 and over should include a post school vision statement that identifies the transition services necessary to support the vision. The workshop's goal is to help families plan for positive post high school outcomes and opportunities in education, training, and/or employment for students with disabilities. Starting the process early prepares students with disabilities to think about what they want to be able to do in adult life. Discussion includes age of majority, interagency collaboration, adult services, self determination and self advocacy, life skill development and preparing students to pursue as independent an adult life as possible. Find out more at www.georgetownsepac.blogspot.com or by calling Pam Lundquist at 978-352-5407 – Light refreshments will be served – Please join us!
Who is the Arc?
The ARC of Greater-Haverhill-Newburyport (ARCGHN) supports individuals with developmental disabilities and their families through Advocacy, Resources & Customized services.
The Arc is devoted to promoting and improving supports and services for all people with intellectual and developmental disabilities. We are a member of The Arc of Massachusetts and also of The Arc of the United States. The Arc is the world's largest community based organization of and for people with intellectual and developmental disabilities. It provides an array of services and support for families and individuals and includes over 140,000 members affiliated through more than 730 state and local chapters across the nation.
Did You Know the Arc of GHN...?
• Advocates for resources and supports
• Educates and works together to shape visions and life plans
• Promotes and inspires respectful and trusting relationships
• Creates opportunities through customized services
The Arc of GHN provides individualized and customized supports to families and individuals to live and to work where and with whom they wish. Our person-centered and person-directed approach relies heavily on relationship building. We partner with families and individuals in order to recruit, hire and match support staff.
The Arc’s approach aligns itself with the principles and values of self-determination. Self-determination is a process that differs from person to person according to what each individual determines is necessary and desirable to create a satisfying and meaningful life.
Furthermore, the Arc embraces the beliefs of the self-advocacy movement to assist in the empowerment of individuals and their families. We work tirelessly to strengthen the voice and leadership of people with intellectual and developmental disabilities while at the same time taking our lead from the self-advocates by listening to what they need and want.
What is transition? Transition is about planning for life!
The transition your son or daughter will make from school to adult life in the community is a long journey. This journey can be difficult for anyone, but for a child with a disability, determining where to go, the best way to get there, and then completing the journey can be especially challenging. This is why it is so important for you to think, as early as possible, about the important steps your child will need to make and to develop a plan for his/her future.
Inclusive Concurrent Enrollment (ICE) is a system of partnerships between between high schools in public school districts and state public institutions of higher education (IHE) exists, as defined in Section 1 of Chapter 71B of the General Law. This program offer educational credit and non-credit courses to students ages 18-22 with severe disabilities for both those seeking to graduation from high school or college. These programs must:
be designed to promote and enhance academic, social, functional, and employment skills and outcomes;
provide opportunities for the inclusion of students with severe disabilities in credit and non-credit courses with their non-disabled peers;
provide linkages to adult agencies and organizations;
promote participation in the student life of the college community; and
include student participation in community-based employment related directly to course selection and career goals.
Numerous federal and state laws guide the delivery of transitional educational services to children with disabilities. It is important for parents to understand these laws and the rights of their disabled children and families.
For instance, upon turning 18, a student reaches the Massachusetts “age of majority.” This means he or she is “of legal age,” which means they are no longer under the custody and supervision of their parents. They are responsible for making their own decisions, including those about school. Guardianship is intended to assist individuals who need guidance in making decision in major life areas. Guardianship can be limited to education decisions, or it can include more than one major life area. Guardianship is a legal process, and the decision is made by a judge. An attorney can help you understand the ramifications in your particular case. If you have a severely disabled child, completely unable to make their own decisions, you might consider getting a health care proxy, power of attorney, and formal guardianship.
What can all parents do to prepare for their child’s transition? The road leading to a successful transition from childhood to adulthood should begin much earlier than the teenage years. It starts when children learn about themselves, their strengths and weaknesses and, so doing, begin to value themselves. It ends when, as adults, these same children can take control over choices and decisions that impact their lives and take responsibility for their actions. This is called Self-Determination. It starts with a dream! A dream for a meaning life for our children.
Age 13, 14, 15
- Talk about the value of work and teach behaviors that develop employment potential.
- Provide opportunities to see people at work in different settings.
- Allow as much independence as possible; assign responsibility for certain chores to help unstill a positive work ethic.
- Teach money management skills along with shopping experiences and banking skills.
- Promote appropriate behavior at home and in social situations.
- Provide opportunities to make choices and decisions, to explore and take risks, and to learn from experiences of success and failure.
- Assist in good grooming skills and emphasize the importance of physical fitness.
- Think about volunteer job opportunities in the community, paper routes, or other ways to develop job skills.
- Attend parent workshops on Transition to become informed about the process of Transition Planning.
- Help your child to become a self-advocate.
- Continue these activities through the teen years.
Age 16
- Encourage self-advocacy skills in your child.
- Be sure your child’s IEP addresses all the areas where skills are needed to make the biggest difference in your child’s ultimate independence.
- Have your child attend IEP meetings.
- First job experience ought to be considered if your child is not already working.
- Help your child to understand his/her disability and medical needs.
Age 17
- Develop a long-term plan (5 year) to cover educational, vocational, community experiences and independent living skills.
- If you are planning to apply for Social Security Insurance (SSI), get information about eligibility. Students with assets exceeding $2,000 are not eligible for SSI benefits. Consult an attorney or financial planner about a special needs trust or other arrangement that will protect eligibility for benefits.
- Investigate the need for guardianships and other options for legal protection. At age 18, all people are presumed to be legally competent to make all life decisions.
- Have interest surveys and vocational assessments done to determine interests and abilities.
Age 18
- Apply for SSI/MassHealth. If SSI eligible, an individual will automatically be eligible for MassHealth. If not eligible for SSI, apply separately to the Division of Medical Assistance for MassHealth.
- Help your child actively participate in his/her IEP meeting. He/she should be part of planning their learning and life goals.
- Apply for Section 8 Housing Vouchers.
- Make sure emphasis on IEP is on post-school goals that will make the biggest differences in the life of your child.
- Understand Age of Majority.
- Register men for Selective Service.
- Determine eligibility for adult services through the Department of Developmental Services, Department of Mental Health, MA commission for the Blind, and Mass Rehab Commission.
- Have your child register to vote.
- Maker sure your child has some work experience.
- Network with other families who have been through the Transition process.
Other things parents can do:
- Consider the skills that your child needs for a meaningful and purposeful life and be sure that these are included in the child’s IEP at the appropriate school level.
- Encourage your child to develop gradual independence in all areas of life including self-care activities, money management, decision-making and travel in the community.
- Attend parent trainings on transition and be informed about the process of transition planning and the law.
What happens to a child’s IEP upon entry to college? Private colleges are not required to follow an IEP, just as private high schools are not. However, most do have a Disability Services Office, that can provide support services, which ensure ADA compliance and generally improve their retention and graduation rates. Accommodations are required only at public colleges, under the 504b section; IEPs do not carry through. Appointments can be made after acceptance. Prior to applying, however, you can also set up and appointment with the Disabilities Coordinator, and ask what the process is for receiving accommodations. Colleges typically will ask for an evaluation that is no more than 3 years old; they will not usually evaluate a student themselves. The Disability office can authorize a letter of accommodations that a student may give to each professor. Typical accommodations may include: extra time/distraction-free location for tests, preferential seating, a note taker, online powerpoints, class breaks, free tutor or referral to a tutoring center but not a support teacher, flexibility with deadlines, classes in strategic reading and learning. Course requirements, such as for Foreign Languages, may be waived. Schools which are more specialized in their accommodations, such as Landmark or Curry, will have more guarantees and evaluations available to you prior to enrolling.
The Massachusetts Office of Rehabilitation and Vocational Training Program (VRP) assists individuals with disabilities to obtain and maintain employment. The Vocational Rehabilitation Program helps individuals with physical, psychiatric and/or learning disabilities face the challenges of the modern workplace. This may include identifying job goals based on individual interests and aptitudes, providing funds for college and vocational training, assessing worksite accommodations, educating an employer about the Americans With Disabilities Act, or assisting an individual returning to work after adjusting to a new disabling condition. Vocational rehabilitation services can often reduce or remove barriers to employment. Priority is given to those individuals who have the most severe disabilities in areas such as communication, mobility, work tolerance and work skills. The Vocational Rehabilitation Program is mandated and regulated by the federal government while being administered through state government. Find out more information about the VR Program's federal parent agency, the Rehabilitation Services Administration. Chapter 688 of the law identifies students in need of such services after age 22.
A few of the many programs directed under the ARC’s umbrella include:
School to Community Transition Program
The Arc of Greater Haverhill-Newburyport and The Arc of Massachusetts received one of five $100,000 matching grants through The Arc of United States School-to-Community Transition Program funded by the Walmart Foundation!
We are partnering with schools from the Greater Boston area as well as Newburyport Public Schools to implement this three-year demonstration project. The project aims to increase transition outcomes and to build inclusion and involvement of youth with intellectual and developmental disabilities in independent living, employment, post-secondary education or vocational training, and community, social and civic affairs. Specifically, The Arc of GHN project will provide 10 Newburyport Middle and High School students with person centered plans to promote partnerships, self advocacy, self determination and leadership while we encourage each student to develop his or her own talents, skills, interests, and preferences. The project focuses on concrete outcomes for students to be prepared for adult life in the community. These include employment, social & recreational activities, transportation and housing. A "whole person, systems" approach will help staff focus on individual student goals, skills and training needs while encouraging parent/family involvement and a leadership role on the part of the student. Family members will be trained to assist the student to develop collaborative relationships for the purposes of achieving the student's vision.
The Adult Family Care Program (AFC) – A program funded by MassHealth (Medicaid) that pays family members or non-family members to care for people with disabilities or frail elderly adults in a home setting. The goal of the program is to delay or prevent out of home placements for individuals who cannot live safely on their own.
AutismNOW –This program, initiated by the national ARC and funded by The Administration on Developmental Disabilities, aims to be the central point of high quality resources and information across the lifespan for individuals with Autism Spectrum Disorders (ASD) and other developmental disabilities, their families, caregivers and professionals in the field. Connects the public with information through webinars, online resources, and counselors.
Suggested Reading:
Legal Planning for Special Needs in Massachusetts, by Barbara Jackins
The Special Needs Planning Guide: How to Prepare for Every Stage in Your Child's Life / Edition 1, by John W. Nadworny, Cynthia Haddad
Preparing Students with Disabilities for College Success: A Practical Guide to Transition Planning / Edition 1 by Stan F. Shaw, Joseph W. Madaus, Lyman L. Dukes III
Helpful Websites:
http://www.doe.mass.edu/sped/links/transition.html - Special Education: Transition from School to Adult Life (includes sample transition forms, filled out)
www.thearc.org
www.thearcofghn.org
www.autismnow.org
http://finance1.doe.mass.edu/grants/grants11/rfp/235.html (ICE)
http://www.lawlib.state.ma.us/subject/about/guardian.html
http://www.mass.gov/eohhs/gov/departments/dta/ - The Department of Transitional Assistance (low income), Dept. of Health and Human Services, MA
http://www.mass.gov/eohhs/consumer/disability-services/vocational-rehab/vr-services-2.html
Questions for Kerry Mahoney? Please feel free to contact her at the
The Arc of Greater Haverhill-Newburyport www.thearcofghn.org
Kerry Mahoney 978-373-0552 ext 201. Plan for life’s changes by finding out about more great ARC workshops and when they are scheduled, such as Ready to Work! or Transition: The Emotional Journey.
Sunday, October 30, 2011
Transition Planning Workshop to replace Basic Rights
I regret to inform you that the November 8th Basic Rights Workshop, a Federation for Children with Special Needs (FCSN) workshop, in Georgetown has been cancelled. We will be trying to reschedule the Basic Rights Workshop for sometime in 2012, either with a nearby town or by ourselves. In the meantime, a schedule of FSCN workshops in Massachusetts can be found at http://fcsn.org/pti/workshops/home.php.
We will still be meeting on Tuesday, November 8th, with Kerry Mahoney of the Greater-Haverhill-Newburyport ARC presenting an interactive discussion, Transition 101 - High School to Adulthood, regarding Transition Planning for student ages 14 and over. We would love to have some GMHS Special Education and Guidance staff, as well as our parents, to contribute to our discussion!
I am hoping that some people will be able to connect the Transition Planning meeting in a meaningful way to our Tuesday, December 13th meeting, Financial Planning for Special Needs Families. This workshop will feature a Financial Planner who is a Certified Special Needs Advisor, John Mahoney (not related to Kerry), to help our families consider their financial planning needs to provide for loved ones far into the future.
The two workshops are as follows:
November 8, 2011 - The Georgetown SEPAC Presents: Transition 101 - High School to Adulthood, 7:00-9:00pm, Penn Brook Library, 68 Elm St., Georgetown, MA. We all have hopes and dreams, let's help students with disabilities plan to achieve theirs! From The ARC of Greater Haverhill-Newburyport, Kerry Mahoney, Transition Specialist, will speak about what transition planning is, the laws, effective use of IEP and transition planning forms (required by IDEA 2004) for students ages 14-22, transition map design, timelines, and family resources. IEP's of students 14 and over should include a post school vision statement that identifies the transition services necessary to support the vision. The workshop's goal is to help families plan for positive post high school outcomes and opportunities in education, training, and/or employment for students with disabilities. Starting the process early prepares students with disabilities to think about what they want to be able to do in adult life. Discussion includes age of majority, interagency collaboration, adult services, self determination and self advocacy, life skill development and preparing students to pursue as independent an adult life as possible. Find out more at www.georgetownsepac.blogspot.com or by calling Pam Lundquist at 978-352-5407 – Light refreshments will be served – Please join us!
December 13, 2011 – Georgetown SEPAC Meeting - 6:30-9pm, Penn Brook Library
Financial Planning for Special Needs Families – Learn how to streamline your financial planning from this panel of qualified professionals! Our keynote speaker will be John Mahoney, Financial Advisor, Certified Special Needs Advisor, Merrill Lynch Wealth Management, 125 High Street, Boston, MA 02110.
John Mahoney and his professional advisor team are dedicated to simplifying the lives of families who have loved one(s) with special needs. Disability attorneys, social service experts, trust accountants and administrators together form an experienced cohesive unit, led by Mr. Mahoney.
This workshop will feature a panel of professionals in order to cover a lot of ground and answer questions while underscoring the team concept.
Families that include children with special needs must plan in the traditional ways that all families do, but also have the added concerns of how to provide continuing quality of life for their children long into the future. Expensive therapies and services may be needed on a long-term basis. How can effective planning for these financially significant needs and events be simplified by a team approach to help families provide for their loved ones?
Join us for this interactive workshop on Tuesday, December 13th, 6:30-9pm, at the Library in the Penn Brook School, 68 Elm St., Georgetown, MA 01833. Please call Pam Lundquist 978-352-5407 if you have any questions, or check out Georgetown SEPAC on Facebook or at www.georgetownsepac.blogspot.com.
I hope to see as many of you as possible at these meetings! I am sincerely sorry that the Basic Rights Workshop has not worked out this year, we will keep on trying to make it happen.
We will still be meeting on Tuesday, November 8th, with Kerry Mahoney of the Greater-Haverhill-Newburyport ARC presenting an interactive discussion, Transition 101 - High School to Adulthood, regarding Transition Planning for student ages 14 and over. We would love to have some GMHS Special Education and Guidance staff, as well as our parents, to contribute to our discussion!
I am hoping that some people will be able to connect the Transition Planning meeting in a meaningful way to our Tuesday, December 13th meeting, Financial Planning for Special Needs Families. This workshop will feature a Financial Planner who is a Certified Special Needs Advisor, John Mahoney (not related to Kerry), to help our families consider their financial planning needs to provide for loved ones far into the future.
The two workshops are as follows:
November 8, 2011 - The Georgetown SEPAC Presents: Transition 101 - High School to Adulthood, 7:00-9:00pm, Penn Brook Library, 68 Elm St., Georgetown, MA. We all have hopes and dreams, let's help students with disabilities plan to achieve theirs! From The ARC of Greater Haverhill-Newburyport, Kerry Mahoney, Transition Specialist, will speak about what transition planning is, the laws, effective use of IEP and transition planning forms (required by IDEA 2004) for students ages 14-22, transition map design, timelines, and family resources. IEP's of students 14 and over should include a post school vision statement that identifies the transition services necessary to support the vision. The workshop's goal is to help families plan for positive post high school outcomes and opportunities in education, training, and/or employment for students with disabilities. Starting the process early prepares students with disabilities to think about what they want to be able to do in adult life. Discussion includes age of majority, interagency collaboration, adult services, self determination and self advocacy, life skill development and preparing students to pursue as independent an adult life as possible. Find out more at www.georgetownsepac.blogspot.com or by calling Pam Lundquist at 978-352-5407 – Light refreshments will be served – Please join us!
December 13, 2011 – Georgetown SEPAC Meeting - 6:30-9pm, Penn Brook Library
Financial Planning for Special Needs Families – Learn how to streamline your financial planning from this panel of qualified professionals! Our keynote speaker will be John Mahoney, Financial Advisor, Certified Special Needs Advisor, Merrill Lynch Wealth Management, 125 High Street, Boston, MA 02110.
John Mahoney and his professional advisor team are dedicated to simplifying the lives of families who have loved one(s) with special needs. Disability attorneys, social service experts, trust accountants and administrators together form an experienced cohesive unit, led by Mr. Mahoney.
This workshop will feature a panel of professionals in order to cover a lot of ground and answer questions while underscoring the team concept.
Families that include children with special needs must plan in the traditional ways that all families do, but also have the added concerns of how to provide continuing quality of life for their children long into the future. Expensive therapies and services may be needed on a long-term basis. How can effective planning for these financially significant needs and events be simplified by a team approach to help families provide for their loved ones?
Join us for this interactive workshop on Tuesday, December 13th, 6:30-9pm, at the Library in the Penn Brook School, 68 Elm St., Georgetown, MA 01833. Please call Pam Lundquist 978-352-5407 if you have any questions, or check out Georgetown SEPAC on Facebook or at www.georgetownsepac.blogspot.com.
I hope to see as many of you as possible at these meetings! I am sincerely sorry that the Basic Rights Workshop has not worked out this year, we will keep on trying to make it happen.
Saturday, October 22, 2011
Dealing With Autism Spectrum Disorder (ASD) - Oct. 11, 2011 Georgetown SEPAC Meeting Notes
Georgetown Special Education Parent Advisory Council (SEPAC) Meeting
Meeting Minutes, May 17, 2011 – 7:00pm, Penn Brook Library
Meeting Topic: October 11, 2011 – Dealing With Autism Spectrum Disorder (ASD), Georgetown SEPAC Meeting, Tuesday, Oct. 11, 2011 at the Penn Brook School Library, 68 Elm St. in Georgetown, 7-9PM. Refreshments will be served. Everyone, parents, school staff, the public, is invited!
Dr. Ali Pedego, Ph.D., BCBA-D, Behavior Analyst, of The Melmark School, will speak with the Georgetown SEPAC about what Autism Spectrum Disorder is, how it is identified and diagnosed. What are the best ways to help and understand our children with related special needs? What strategies in school and at home are useful? Applied Behavior Analysis (ABA) – What is ABA and how does it work? What can school special education programs include and feature to help children with ASD? What outside resources and/or support are available? All parents, school staff, and the public are welcome. Refreshments will be served. Questions? Call Pam Lundquist, 978-352-5407. A Behavior Analyst is a practitioner who specializes in analysis of behavior problems and development of appropriate intervention and treatment plans. Find more info at www.melmark.org
Dr. Ali Pedego has been working with the Georgetown School District for 3 years to develop special education programs for students with Autism Spectrum Disorders in all schools, beginning with the Middle School.
Handouts included: powerpoint presentation: An Overview of Pervasive Developmental Disabilities
Objective For Participants
- Introduction to Pervasive Developmental Disabilities
- Areas of impairment
- Behaviors you may observe
- General learning characteristics of persons on the Autism Spectrum
What is Autism Spectrum Disorder?
Autism is one of five developmental disorders classified in the DSM IV-TR under Pervasive Developmental Disorders (PDD). These include:
- Autistic Disorder
- Asperger’s Disorder
- Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS)
- Childhood Disintegrative Disorder
- Rett’s
• The diagnosis of these disorders is based on a defined group of behaviors which combine to result in a disrupted pattern of development.
• All of these disorders are characterized by varying degrees of impairment in:
- Communication skills
- Social Interactions
- Restricted, repetitive and stereotyped patterns of behavior
Prevalence/Etiology
Recent reports indicate that as many as 1 in 110 children are diagnosed with Autism Spectrum Disorder.
- 10/10,000 people with “classic” autism
- 20/10,000 people with ASD, including PDD
- 50/10,000 people with ASD, including PDD and Asperger syndrome
Higher risk in siblings
4 times more common in boys than in girls
Occurs across all racial, ethnic, and social groups
Diagnosis
Involves a comprehensive evaluation by a psychologist, a neurologist, or a psychiatrist with experience with children with Pervasive Developmental Disorders
The evaluation should involve input from family and possibly, educational staff
Improved diagnoses and environmental influences are two often considered explanations for increases in incidence.
Qualitative Impairment in Social Interactions
Marked impairment in the use of multiple nonverbal behaviors (eye contact, facial expressions, body posture, gestures to regulate social interaction)
Failure to develop peer relationships appropriate to developmental level
Lack of spontaneous seeking to share enjoyment, interests, or achievements with other people (eg, showing, bringing, or pointing out objects of interest).
Lack of social or emotional reciprocity
Qualitative Impairment in Communication
Delay in, or total lack of, the development of spoken language (not accompanied by an attempt to compensate through alternative modes of communication such as gesture or mime).
For those with adequate speech, marked impairment in the ability to initiate of sustain a conversation with others
Stereotyped and repetitive use of language or idiosyncratic language
Lack of varied spontaneous make believe play or social imitative play appropriate to developmental level
Restricted, Repetitive, And Stereotyped Pattern of Behavior
Preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus
Apparently inflexible adherence to specific, nonfunctional routines or rituals
Stereotyped and repetitive motor mannerisms (eg, hand or finger flapping or twisting, or complex whole body movements)
Persistent preoccupation with parts of objects
Rett’s Disorder
All of the following:
- apparently normal prenatal and perinatal development
- apparently normal psychomotor development through the first five months after birth
- normal head circumference at birth
Onset of all of the following after the period of normal development:
- deceleration of head growth between ages 5 and 48 months
- loss of previously acquired purposeful hand skills between ages 5 and 30 months with the subsequent development of stereotyped hand movements (eg, handwringing handwashing)
- loss of social engagement early in the course (although often social interaction develops later)
- appearance of poorly coordinated gait or trunk movements
- severely impaired expressive and receptive language development with severe psychomotor retardation.
Childhood Disintegrative Disorder
Apparently normal development for at least the first two years after birth as manifested by the presence of age-appropriate verbal and nonverbal communication, social relationships, play, and adaptive behavior.
Clinically significant loss of previously acquired skills (before age 10 years) in at least two of the following areas:
- expressive or receptive language
- social skills or adaptive behavior
- bowl or bladder control
- play
- motor skills
Abnormalities of functioning in at least two of the following areas:
- qualitative impairment in social interaction (eg, impairment in nonverbal behaviors, failure to develop peer relationships, lack of social or emotional reciprocity)
- qualitative impairments in communication (EF, delay or lack of spoken language, inability to initiate or sustain a conversation, stereotyped and repetitive use of language, lack of varied make-believe play)
- restricted, repetitive, and stereotyped patterns of behavior, interests and activities, including motor stereotypes and mannerisms)
The disturbance is not better accounted for by another specific pervasive developmental disorder or by schizophrenia.
Asperger’s Syndrome
Qualitative impairment in social interaction, as manifested by at least two of the following:
- marked impairment in the use of multiple nonverbal behaviors such as eye-to-ety gaze, facial expression, body postures, and gestures to regulate social interaction
- failure to develop peer relationships appropriate to developmental level
- lack of spontaneous seeking to share enjoyment, interests, or achievements with other people (EG, by a lack of showing, bringing, or pointing out objects of interest)
- lack of social or emotional reciprocity
Restricted, repetitive, and stereotyped patterns of behavior, interests, and activities, as manifested by at least one of the following:
- preoccupations with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus
- apparently inflexible adherence to specific, nonfunctional routines or rituals
- stereotyped and repetitive motor mannerisms (eg, hand or finger flapping or twisting, or complex whole body movements)
- persistent preoccupation with parts of objects
Significant impairment in social, occupational, or other important areas of functioning
No significant delay in language (EG, single words used by age 2 years, communicative phrases used by age 3 years)
No significant delay in language (eg, single words used by age 2 years, communicative phrases used by age 3 years)
No significant delay in cognitive development or in the development of age-appropriate self-help skills, adaptive behavior (other than in social interaction), and curiosity about the environment
Currently, there are no effective means to prevent autism, no fully effective treatments, and no cure.
Research supports the concept that autism is a biologically based developmental disorder but there is no definitive cause at this time.
Research indicated that early intervention in an appropriate educational setting for at least two years during the preschool years, can result in significant improvements for many. Effective programs focus on developing social , cognitive and communication skills.
Putting it All Together
- Poor Social Skills
- Atypical Behaviors and Interests
- Diminished Communication Skills
All three work together to create Challenging Behaviors
The Person with Autism Spectrum Disorder
May….
- not understand what is expected
- not respond to commands
- avoid eye contact, say “look at my eyes”/”look at me”
- not be able to communication with words
- be echoic (repeat back what you say)
- say “no” or “yes” to all questions
- say “no” for “yes” and “yes” for “no”
- not judge personal space too well (too close or not enough)
- be hypersensitive to sensory input (touch/head/cold/wet/sirens/crowds)
- give misleading statements
- not acknowledge physical pain or be hypersensitive to pain
- not be able to communicate the extent of trauma due to lack of understanding, or inability to communicate verbally
- not use correct volume
- sound rude/blunt
Other Behaviors You May Observe….
- Hyperactivity, short attention span, self-injurious behavior, aggressive behavior
- Abnormal cognitive development
- Odd responses to sensory input
- Abnormal eating, sleeping patterns
- Abnormal mood/affect
- May have other co-occurring disorders or medical conditions
- Seizure disorders (1 in 4)
- Unusual reactions to sensory input: auditory, tactile, visual
- May demonstrate inappropriate vocals
General Learning Characteristics
- difficulty attending
- rote learning/memorizing
- resistance to physical prompting
- focus on less important components of lessons and reading materials, missing key information/themes
- variability in performance
- mistakes interfere with learning
- avoids social interactions
- difficulty establishing independent responding
- difficulty generalizing skills
What is Applied Behavior Analysis?
Applied Behavior Analysis (ABA) is a special kind of teaching. It is the only approach with large amounts of data supporting its effectiveness as an intervention for Autism Spectrum Disorders. Positive support strategies are aimed at teaching skills, how to….develop a friendship, start/continue/end a conversation,
ABA is…..
- Applied – Used to address real-world problems
- Behavioral – We identify and count behavior
- Analytic – We demonstrate, convincingly, that our changes are helping.
- Based on scientific principles of behavior
- Based on the work of many researchers and practitioners for over 30 years.
ABA is not…..
- new, a fad, a therapy, just discrete trial instruction, just for addressing challenging behavior, against inclusion, about turning students into “robots”
What is Applied Behavior Analysis?
- Procedures are experimentally derived from principles of behavior/learning
- Treatment procedures are well-defined and systemically applied
- Focus on teaching skills and making socially valid changes in behavior that lead to meaningful improvements in people’s lives
- Ongoing assessment to ensure that teaching or treatment procedures are responsible for changes in skills and/or behavior
Quality ABA Programs…..
- Are comprehensive, in that they address all skill areas
- Measure skills by direct observation
- Break skills down into components
- Include teaching that is broken into components: instructions, prompt, student’s behavior, and consequence
- Target skills that are meaningful and socially valid for the individual student
Characteristics of ABA Programs
- Start simple, build to more complex skills
- Students are provided with many learning opportunities, in a variety of learning contexts: 1 on 1, group, inclusion settings, reverse inclusion (bring in same-age peers)
- Focus on teaching new skills, not just decreasing “bad” behavior
- Requires formal training and experience to oversee
ABA Really is…
- Fun for the student…emphasis is placed on determining how the student learns and what they prefer
- Individualized to the student’s skill level, attention level, and learning style
- All about success…ABA used correctly results in a highly successful student!
There are a variety of ways to support children with Pervasive Developmental Disabilities at school, at home, and within the community….
Systematic Preference Assessment….determines what (activity, person, place, thing) motivates a child the best, and then that preference is offered as a reward for accomplishment/good behavior. However, preferences are ever changing, so the assessment process is fluid and ongoing.
Environmental Supports
- Make things predictable
- Consistent routines
- Avoid surprises
- Reduce distractions
Behavioral Supports
- Function-based interventions
- Visual supports (schedules, rules, checklists, social stories, colorful labels, graphic organizers)
- Teach self-management
- Behavioral contracts
- Reinforcement (praise, reward with preferences)
- Teach to request “escape” (taking a break) when needed, before “it’s too late”
Academic Supports
- Visuals (highlighting, manipulatives, graphic organizers, checklists and outlines)
- Direct instruction (often for reading comprehension)
- Dealing with Special Interests
- Controlled access
- Encourage other activities
- Preferred interest/activity contingent on participation
- Earn access to special interest
Social Skills Training
- Individualized social skills curriculum
- Support at recess
- Lunch Bunch
- Pre-teach before social situations
- Teach how to enter play/conversation
- Teach to accept mistakes and say “I don’t know”
- Teach how to observe and respond to nonverbal cues from others
Resources:
- Diagnostic and Statistical Manual of Mental Disorders, 4th Edition, Text Revision (DSM-IV-TR) (2000) American Psychiatric Association, Arlington, VA
- Gray, C. (2000) The New Social Story Book: Illustrative Edition. Arlington, TX Future Horizons, Inc.
- Henry, K.A. (2005) How Do I Teach This Kid? Visual Work Tasks for Beginning Learners on the Autism Spectrum. Arlington, TX, Future Horizons
- Hodgdon., L.A. (1995) Visual Strategies for Improving Communication: Practical Supports for School and Home. Troy, MI: Quirk Roberts Publishing
- Hodgon, L.A. (19999) Solving Behavior Problems in Autism: Improving Communication With Visual Strategies. Troy, MI: Quirk Roberts Publishing.
- McClannahan, L.E., Krantz, PJ (1999) Activity Schedules for Children with Autism – Teaching Independent Behavior. Bethesda, MD; Woodbine House
- McClannahan, L.E., Krantz, PJ (2005) Teaching Conversation to Children with Autism – Scripts and Script fading. Bethesda, MD; Woodbine House
- Rouse, C., Katera (1997) Quick and Easy Ideas and Materials to Help the Nonverbal Child “Talk” at Home. Solana Beach, CA: Mayer-Johnson Co.
- Savner, J.L., Smith Myles, B (2000) Making Visual Supports – Work in the Home and Community: Strategies for Individuals with Autism and Asperger Syndrome; Shawnee Mission, KS; Autism Asperger Publishing Company
- Wrobel, M. (2003) Taking Care of Myself: A Healthy Hygiene, Puberty and Personal Curriculum for Young People with Autism. Arlington, TX, Future Horizons, Inc.
Useful Web Sites
- adapted stories.com
- joeschedule.com
- news-2-you.com
- tinships.org
- trainland.tripod.com/pecs.htm
- do2learn.org
- speakingofspeech.com
- abaresources.com
- mayer-johnson.com
- usevisualstrategies.com
- polyxo.com/socialstories
Additional Resources
- autismspeaks.org
- picsearch.com
- photobucket.com
- clip art
- boardmaker
- asatonline.org (read information under treatment)
- autism-society.org
- www.autism.org
- www.autism.com/ari/
Thank you very much, Dr. Pedego, for doing such great work with the Georgetown School District and for sharing your wealth of knowledge with us this evening!
Respectfully submitted, Pam Lundquist, Georgetown SEPAC, Chairperson, 10/14/11
* Please do not reproduce any of this material in any unauthorized way. Thank you.
Other Useful Websites:
Behavior Analyst Certification Board - http://www.bacb.com/
http://www.mayoclinic.com/health/aspergers-syndrome/DS00551
http://www.ncpamd.com/aspergers.htm
Meeting Minutes, May 17, 2011 – 7:00pm, Penn Brook Library
Meeting Topic: October 11, 2011 – Dealing With Autism Spectrum Disorder (ASD), Georgetown SEPAC Meeting, Tuesday, Oct. 11, 2011 at the Penn Brook School Library, 68 Elm St. in Georgetown, 7-9PM. Refreshments will be served. Everyone, parents, school staff, the public, is invited!
Dr. Ali Pedego, Ph.D., BCBA-D, Behavior Analyst, of The Melmark School, will speak with the Georgetown SEPAC about what Autism Spectrum Disorder is, how it is identified and diagnosed. What are the best ways to help and understand our children with related special needs? What strategies in school and at home are useful? Applied Behavior Analysis (ABA) – What is ABA and how does it work? What can school special education programs include and feature to help children with ASD? What outside resources and/or support are available? All parents, school staff, and the public are welcome. Refreshments will be served. Questions? Call Pam Lundquist, 978-352-5407. A Behavior Analyst is a practitioner who specializes in analysis of behavior problems and development of appropriate intervention and treatment plans. Find more info at www.melmark.org
Dr. Ali Pedego has been working with the Georgetown School District for 3 years to develop special education programs for students with Autism Spectrum Disorders in all schools, beginning with the Middle School.
Handouts included: powerpoint presentation: An Overview of Pervasive Developmental Disabilities
Objective For Participants
- Introduction to Pervasive Developmental Disabilities
- Areas of impairment
- Behaviors you may observe
- General learning characteristics of persons on the Autism Spectrum
What is Autism Spectrum Disorder?
Autism is one of five developmental disorders classified in the DSM IV-TR under Pervasive Developmental Disorders (PDD). These include:
- Autistic Disorder
- Asperger’s Disorder
- Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS)
- Childhood Disintegrative Disorder
- Rett’s
• The diagnosis of these disorders is based on a defined group of behaviors which combine to result in a disrupted pattern of development.
• All of these disorders are characterized by varying degrees of impairment in:
- Communication skills
- Social Interactions
- Restricted, repetitive and stereotyped patterns of behavior
Prevalence/Etiology
Recent reports indicate that as many as 1 in 110 children are diagnosed with Autism Spectrum Disorder.
- 10/10,000 people with “classic” autism
- 20/10,000 people with ASD, including PDD
- 50/10,000 people with ASD, including PDD and Asperger syndrome
Higher risk in siblings
4 times more common in boys than in girls
Occurs across all racial, ethnic, and social groups
Diagnosis
Involves a comprehensive evaluation by a psychologist, a neurologist, or a psychiatrist with experience with children with Pervasive Developmental Disorders
The evaluation should involve input from family and possibly, educational staff
Improved diagnoses and environmental influences are two often considered explanations for increases in incidence.
Qualitative Impairment in Social Interactions
Marked impairment in the use of multiple nonverbal behaviors (eye contact, facial expressions, body posture, gestures to regulate social interaction)
Failure to develop peer relationships appropriate to developmental level
Lack of spontaneous seeking to share enjoyment, interests, or achievements with other people (eg, showing, bringing, or pointing out objects of interest).
Lack of social or emotional reciprocity
Qualitative Impairment in Communication
Delay in, or total lack of, the development of spoken language (not accompanied by an attempt to compensate through alternative modes of communication such as gesture or mime).
For those with adequate speech, marked impairment in the ability to initiate of sustain a conversation with others
Stereotyped and repetitive use of language or idiosyncratic language
Lack of varied spontaneous make believe play or social imitative play appropriate to developmental level
Restricted, Repetitive, And Stereotyped Pattern of Behavior
Preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus
Apparently inflexible adherence to specific, nonfunctional routines or rituals
Stereotyped and repetitive motor mannerisms (eg, hand or finger flapping or twisting, or complex whole body movements)
Persistent preoccupation with parts of objects
Rett’s Disorder
All of the following:
- apparently normal prenatal and perinatal development
- apparently normal psychomotor development through the first five months after birth
- normal head circumference at birth
Onset of all of the following after the period of normal development:
- deceleration of head growth between ages 5 and 48 months
- loss of previously acquired purposeful hand skills between ages 5 and 30 months with the subsequent development of stereotyped hand movements (eg, handwringing handwashing)
- loss of social engagement early in the course (although often social interaction develops later)
- appearance of poorly coordinated gait or trunk movements
- severely impaired expressive and receptive language development with severe psychomotor retardation.
Childhood Disintegrative Disorder
Apparently normal development for at least the first two years after birth as manifested by the presence of age-appropriate verbal and nonverbal communication, social relationships, play, and adaptive behavior.
Clinically significant loss of previously acquired skills (before age 10 years) in at least two of the following areas:
- expressive or receptive language
- social skills or adaptive behavior
- bowl or bladder control
- play
- motor skills
Abnormalities of functioning in at least two of the following areas:
- qualitative impairment in social interaction (eg, impairment in nonverbal behaviors, failure to develop peer relationships, lack of social or emotional reciprocity)
- qualitative impairments in communication (EF, delay or lack of spoken language, inability to initiate or sustain a conversation, stereotyped and repetitive use of language, lack of varied make-believe play)
- restricted, repetitive, and stereotyped patterns of behavior, interests and activities, including motor stereotypes and mannerisms)
The disturbance is not better accounted for by another specific pervasive developmental disorder or by schizophrenia.
Asperger’s Syndrome
Qualitative impairment in social interaction, as manifested by at least two of the following:
- marked impairment in the use of multiple nonverbal behaviors such as eye-to-ety gaze, facial expression, body postures, and gestures to regulate social interaction
- failure to develop peer relationships appropriate to developmental level
- lack of spontaneous seeking to share enjoyment, interests, or achievements with other people (EG, by a lack of showing, bringing, or pointing out objects of interest)
- lack of social or emotional reciprocity
Restricted, repetitive, and stereotyped patterns of behavior, interests, and activities, as manifested by at least one of the following:
- preoccupations with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus
- apparently inflexible adherence to specific, nonfunctional routines or rituals
- stereotyped and repetitive motor mannerisms (eg, hand or finger flapping or twisting, or complex whole body movements)
- persistent preoccupation with parts of objects
Significant impairment in social, occupational, or other important areas of functioning
No significant delay in language (EG, single words used by age 2 years, communicative phrases used by age 3 years)
No significant delay in language (eg, single words used by age 2 years, communicative phrases used by age 3 years)
No significant delay in cognitive development or in the development of age-appropriate self-help skills, adaptive behavior (other than in social interaction), and curiosity about the environment
Currently, there are no effective means to prevent autism, no fully effective treatments, and no cure.
Research supports the concept that autism is a biologically based developmental disorder but there is no definitive cause at this time.
Research indicated that early intervention in an appropriate educational setting for at least two years during the preschool years, can result in significant improvements for many. Effective programs focus on developing social , cognitive and communication skills.
Putting it All Together
- Poor Social Skills
- Atypical Behaviors and Interests
- Diminished Communication Skills
All three work together to create Challenging Behaviors
The Person with Autism Spectrum Disorder
May….
- not understand what is expected
- not respond to commands
- avoid eye contact, say “look at my eyes”/”look at me”
- not be able to communication with words
- be echoic (repeat back what you say)
- say “no” or “yes” to all questions
- say “no” for “yes” and “yes” for “no”
- not judge personal space too well (too close or not enough)
- be hypersensitive to sensory input (touch/head/cold/wet/sirens/crowds)
- give misleading statements
- not acknowledge physical pain or be hypersensitive to pain
- not be able to communicate the extent of trauma due to lack of understanding, or inability to communicate verbally
- not use correct volume
- sound rude/blunt
Other Behaviors You May Observe….
- Hyperactivity, short attention span, self-injurious behavior, aggressive behavior
- Abnormal cognitive development
- Odd responses to sensory input
- Abnormal eating, sleeping patterns
- Abnormal mood/affect
- May have other co-occurring disorders or medical conditions
- Seizure disorders (1 in 4)
- Unusual reactions to sensory input: auditory, tactile, visual
- May demonstrate inappropriate vocals
General Learning Characteristics
- difficulty attending
- rote learning/memorizing
- resistance to physical prompting
- focus on less important components of lessons and reading materials, missing key information/themes
- variability in performance
- mistakes interfere with learning
- avoids social interactions
- difficulty establishing independent responding
- difficulty generalizing skills
What is Applied Behavior Analysis?
Applied Behavior Analysis (ABA) is a special kind of teaching. It is the only approach with large amounts of data supporting its effectiveness as an intervention for Autism Spectrum Disorders. Positive support strategies are aimed at teaching skills, how to….develop a friendship, start/continue/end a conversation,
ABA is…..
- Applied – Used to address real-world problems
- Behavioral – We identify and count behavior
- Analytic – We demonstrate, convincingly, that our changes are helping.
- Based on scientific principles of behavior
- Based on the work of many researchers and practitioners for over 30 years.
ABA is not…..
- new, a fad, a therapy, just discrete trial instruction, just for addressing challenging behavior, against inclusion, about turning students into “robots”
What is Applied Behavior Analysis?
- Procedures are experimentally derived from principles of behavior/learning
- Treatment procedures are well-defined and systemically applied
- Focus on teaching skills and making socially valid changes in behavior that lead to meaningful improvements in people’s lives
- Ongoing assessment to ensure that teaching or treatment procedures are responsible for changes in skills and/or behavior
Quality ABA Programs…..
- Are comprehensive, in that they address all skill areas
- Measure skills by direct observation
- Break skills down into components
- Include teaching that is broken into components: instructions, prompt, student’s behavior, and consequence
- Target skills that are meaningful and socially valid for the individual student
Characteristics of ABA Programs
- Start simple, build to more complex skills
- Students are provided with many learning opportunities, in a variety of learning contexts: 1 on 1, group, inclusion settings, reverse inclusion (bring in same-age peers)
- Focus on teaching new skills, not just decreasing “bad” behavior
- Requires formal training and experience to oversee
ABA Really is…
- Fun for the student…emphasis is placed on determining how the student learns and what they prefer
- Individualized to the student’s skill level, attention level, and learning style
- All about success…ABA used correctly results in a highly successful student!
There are a variety of ways to support children with Pervasive Developmental Disabilities at school, at home, and within the community….
Systematic Preference Assessment….determines what (activity, person, place, thing) motivates a child the best, and then that preference is offered as a reward for accomplishment/good behavior. However, preferences are ever changing, so the assessment process is fluid and ongoing.
Environmental Supports
- Make things predictable
- Consistent routines
- Avoid surprises
- Reduce distractions
Behavioral Supports
- Function-based interventions
- Visual supports (schedules, rules, checklists, social stories, colorful labels, graphic organizers)
- Teach self-management
- Behavioral contracts
- Reinforcement (praise, reward with preferences)
- Teach to request “escape” (taking a break) when needed, before “it’s too late”
Academic Supports
- Visuals (highlighting, manipulatives, graphic organizers, checklists and outlines)
- Direct instruction (often for reading comprehension)
- Dealing with Special Interests
- Controlled access
- Encourage other activities
- Preferred interest/activity contingent on participation
- Earn access to special interest
Social Skills Training
- Individualized social skills curriculum
- Support at recess
- Lunch Bunch
- Pre-teach before social situations
- Teach how to enter play/conversation
- Teach to accept mistakes and say “I don’t know”
- Teach how to observe and respond to nonverbal cues from others
Resources:
- Diagnostic and Statistical Manual of Mental Disorders, 4th Edition, Text Revision (DSM-IV-TR) (2000) American Psychiatric Association, Arlington, VA
- Gray, C. (2000) The New Social Story Book: Illustrative Edition. Arlington, TX Future Horizons, Inc.
- Henry, K.A. (2005) How Do I Teach This Kid? Visual Work Tasks for Beginning Learners on the Autism Spectrum. Arlington, TX, Future Horizons
- Hodgdon., L.A. (1995) Visual Strategies for Improving Communication: Practical Supports for School and Home. Troy, MI: Quirk Roberts Publishing
- Hodgon, L.A. (19999) Solving Behavior Problems in Autism: Improving Communication With Visual Strategies. Troy, MI: Quirk Roberts Publishing.
- McClannahan, L.E., Krantz, PJ (1999) Activity Schedules for Children with Autism – Teaching Independent Behavior. Bethesda, MD; Woodbine House
- McClannahan, L.E., Krantz, PJ (2005) Teaching Conversation to Children with Autism – Scripts and Script fading. Bethesda, MD; Woodbine House
- Rouse, C., Katera (1997) Quick and Easy Ideas and Materials to Help the Nonverbal Child “Talk” at Home. Solana Beach, CA: Mayer-Johnson Co.
- Savner, J.L., Smith Myles, B (2000) Making Visual Supports – Work in the Home and Community: Strategies for Individuals with Autism and Asperger Syndrome; Shawnee Mission, KS; Autism Asperger Publishing Company
- Wrobel, M. (2003) Taking Care of Myself: A Healthy Hygiene, Puberty and Personal Curriculum for Young People with Autism. Arlington, TX, Future Horizons, Inc.
Useful Web Sites
- adapted stories.com
- joeschedule.com
- news-2-you.com
- tinships.org
- trainland.tripod.com/pecs.htm
- do2learn.org
- speakingofspeech.com
- abaresources.com
- mayer-johnson.com
- usevisualstrategies.com
- polyxo.com/socialstories
Additional Resources
- autismspeaks.org
- picsearch.com
- photobucket.com
- clip art
- boardmaker
- asatonline.org (read information under treatment)
- autism-society.org
- www.autism.org
- www.autism.com/ari/
Thank you very much, Dr. Pedego, for doing such great work with the Georgetown School District and for sharing your wealth of knowledge with us this evening!
Respectfully submitted, Pam Lundquist, Georgetown SEPAC, Chairperson, 10/14/11
* Please do not reproduce any of this material in any unauthorized way. Thank you.
Other Useful Websites:
Behavior Analyst Certification Board - http://www.bacb.com/
http://www.mayoclinic.com/health/aspergers-syndrome/DS00551
http://www.ncpamd.com/aspergers.htm
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