From Reading & Other Learning Disabilities
A Blog by Dr. Gary G. Brannigan and Dr. Howard Margolis
If your child has autism, what’s the best program or method for teaching him? Despite lots of hype, lots of claims, lots of testimonials, no one knows.
But unfortunately, many parents and school personnel mistakenly believe that all children with autism need the same instructional program or method, that only one program or method is universally recognized as the best, that only it is appropriate, that only it can help these children.
The Literature
The professional literature contradicts this view. Here’s a sampling: Read more...
Advocacy, applied verbal behavior, Autism, autistic spectrum disorder, discrete trial instruction, discrete trial teaching, discrete trial training, IDEA, IDEIA, Individuals with Disabilities Education Improvement Act of 2004, intervention, Learning Disabilities, learning disability, Lovaas, Parenting, program planning, remediation, Skinner, verbal behavior
Here are 15 guidelines that can strengthen the effectiveness of your advocacy.
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Have your child evaluated by experts who can identify your child’s needs.
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Make sure you understand his needs before you meet with school personnel to discuss his needs and possible interventions.
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Make specific requests (in writing) for meeting his needs; support your requests with reports from well-credentialed experts, experts whom the school respects.
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Treat people with respect, even if you disagree with them, even if they reject your requests. Read more...
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From Reading & Other Learning Disabilities
A Blog by Dr. Gary G. Brannigan and Dr. Howard Margolis
If your child is eligible for special education, perhaps. One key to getting help is to show the school that his social and emotional problems are impeding his learning or that of his peers. Another is to show that they’re blocking him from achieving a primary goal of the Individuals with Disabilities Education Improvement Act of 2004 (IDEA): “To ensure that all children with disabilities have [an] education that [meets] … their unique needs and prepare[s] them for further education, employment, and independent living” (34 CFR § 300.1). A third is to show that involvement in a social and emotional learning (SEL) program is critical for him to achieve his academic goals. Read more...
benchmarks, Dyslexia, dyslexic, dyslexics, emotional, emotions, goals, IEP, IEPs, Individualized Education Program, Individuals with Disabilities Education Act, Individuals with Disabilities Education Improvement Act of 2004, intervention, Learning Disabilities, learning disability, objectives, Reading Disabilities, reading disability, reading problem, reading problems, related services, services, short-term objectives, social, social problems, social-emotional learning, Special Education, struggling reader, Struggling Readers
Perhaps.
If your child is eligible for special education, he may be entitled to virtually any nonmedical service he needs to benefit from special education. To get him services, you need to first learn what he needs and then request it. Here’s a reasonable strategy to increase the odds of getting him what he needs. Read more...
- First, get written reports from well-credentialed, private specialists. Make sure you fully understand the reports and they tell the school what services your child needs, why he needs them, and why they’re essential for him to benefit from special education. Share these reports with your child’s Individualized Education Program (IEP) Team.
Dyslexia, dyslexic, dyslexics, goals, IEP, IEPs, Individualized Education Program, Individuals with Disabilities Education Act, Individuals with Disabilities Education Improvement Act of 2004, intervention, Learning Disabilities, learning disability, objectives, Reading Disabilities, reading disability, reading intervention, related services, services, Special Education, struggling reader, Struggling Readers
Nothing can ensure that your child’s IEP meeting will be productive. However, you can increase the odds that it will be. Here’s one way. Before the meeting, meet with your child’s case manager and agree on how the meeting should be organized. You have a right to do this as you’re an important member of the IEP Team.
Fortunately, the Individuals with Disabilities Education Improvement Act of 2004 (IDEA-2004) and the format of the IEP offer an excellent sequence for developing the IEP. Unfortunately, the sequence is often ignored and critical parts of the IEP are given the short shrift. Read more...
benchmarks, Dyslexia, dyslexic, dyslexics, frustration level, goals, IDEA, IDEA 2004, IEP, IEP meeting, IEP meetings, IEPs, Individuals with Disabilities Education Act, Individuals with Disabilities Education Improvement Act, Individuals with Disabilities Education Improvement Act of 2004, intervention, Learning Disabilities, learning disability, monitoring of reading, objectives, parents, problem solving, Reading Disabilities, reading disability, reading intervention, reading levels, Reading Materials, reading problem, reading problems, reading remediation, remedial reading, remediation, short-term objectives, Special Education, struggling reader, struggling readers IEP
