Least Restrictive Environment (LRE) is a requirement of the Individuals with Disabilities Education Act (IDEA) for all children, including preschool children with disabilities. Because providing preschool classes is not a requirement for local education agencies, finding natural environments for preschool-aged children with disabilities to receive special education services can be a challenge for school districts.
When kids hit difficult problems — the seemingly insurmountable English essay, a math test that takes on epic proportions, social struggles that leave them feeling frustrated — it can be tempting to give up and resort to four words no parent ever wants to hear: “I can’t do it.”
Kids need to be able to make the transition from ‘I can’t’ to the proactive ‘How can I?’
In order to thrive, kids need to be able to make the transition from the negative “I can’t” to the proactive “How can I?”
To do that, they need to think about why they’re stuck, what’s frustrating them, what they would need to get unstuck. They need to think about their own thinking.
There’s a word for that, and it’s metacognition.
This is an article that Kim, PRN Training & Evaluations Specialist, gives to everyone who works with her son, Hayden.
I think all teachers have had students who led them to that “ah-ha” experience that helped them realize why they got into teaching in the first place. The students were eager, curious, funny, stubborn, persistent, or just plain nice kids. It happened for me back in 1992. I was doing some school reform and inclusive education work with a newly built high school in southern New Hampshire. On my first day at the school, I met two incoming 9th graders, both of whom had pretty significant disabilities. Let’s call them John and Rob.
It’s time for another of Chuck’s Comments that Parents Hear posts!
How should you respond if the school says: “Since your child just moved here, there is no reason to review the IEP. We will just transfer the old goals to our new forms.”
Recall the Law
The regulations differentiate between a student who has transferred within the state and one who transferred from another state.
If the student came from another school within the same state, the new school “in consultation with the parents” must provide FAPE (Free Appropriate Public Education) to the child (including services comparable to those described in the child’s IEP from the previous public agency), until the new public agency either (1) Adopts the child’s IEP from the previous public agency; or (2) Develops, adopts, and implements a new IEP that meets the applicable requirements in 300.320 through 300.324.” 300.323(e)
Chuck Noe, PRN Education Specialist, shares his insights on newly signed Texas legislation. Please keep in mind that even though a bill is effective immediately, the Texas Education Agency (TEA) must go through the process of developing and posting rules before schools can begin implementing some of the laws.
“Sec. 8.061. DYSLEXIA SPECIALIST. Each regional education service center shall employ as a dyslexia specialist a person licensed as a dyslexia therapist under Chapter 403, Occupations Code, to provide school districts served by the center with support and resources that are necessary to assist students with dyslexia and the families of students with dyslexia.”
Currently, students in kindergarten thru second grade must be tested for dyslexia and related disorders. Now students in kindergarten and first grade must also be screened at the end of the school year. The question becomes, will the Texas Education Agency (TEA) feel that schools must do much if anything different than what they are currently doing.
TEA must annually develop a list of training opportunities regarding dyslexia. At least one of these must be available online. These opportunities must comply with the knowledge and practice standards of an international dyslexia organization, enable an educator to understand and recognize dyslexia as well as implement instruction that is systemic, explicit, and evidence-based to meet the educational needs of a student with dyslexia.
One of the first things I figured out after I graduated from high school and went to college was that college has a lot more responsibilities and work than high school. In high school, you may have had a whole posse (group of people to support you) behind you, physical therapists, occupational therapists, speech therapists, etc. In college, you are on your own to find the help you need, even if you do not know what that need is yet. The following is a tip sheet to assist you in your quest for higher education.
You should always be able to have the accommodations you need in school for your disability or health care needs. Sometimes it just takes some extra effort to get what you need. Just because you have a disability it doesn’t mean you can’t do as well as the other kids in school, you have the same rights to succeed. By law every school has a process [a set way] for you to talk to teachers and others about what you need. Sometimes this plan or process is called an Individual Education Plan [IEP], a 504 plan, or sometimes something else.
Step 1: Evaluate what you need
Sit down with your parents and decide what accommodations you need based on your disability. For example, extra time on tests, a note taker, or two sets of books. Only pick accommodations that are necessary for your disability. For example, I knew I didn’t need a program on my computer that read my book to me, so I didn’t ask for it. People with different disabilities need different things.
Summertime is fun! But how do we keep the children entertained to avoid the summer blahs until school starts again? PRN is happy to present its Pinterest board of summer activities with only our top picks for kids and parents.
On Monday, June 19, 2017, the Texas Education Agency (TEA) sent the following letter to school administrators titled “Special Education Data Sharing Request – Eligibility for Reimbursement“. Many parents might wonder if sharing IEPs with the state is a violation of confidentiality. FERPA rules allow state education agency staff to view records for several purposes, including research. We believe the U.S. Department of Education is most likely aware that this will be part of TEA’s response to their report of the investigation of special education services in Texas.
The Texas Education Agency (TEA) is committed to supporting districts, schools, and teachers as we strive to serve all our students well. As educators, we share a commitment to ensuring that all students, including those with disabilities, achieve academic success.
As part of this continued commitment, we are embarking on a process to utilize data from many sources and stakeholders to inform our long-term policy and programmatic goals to improve outcomes for students served by special education. Your participation in this project is important because the data from a large sample will help to ensure that we create a plan that is effective and responsive to the needs of all our students.
Maria Cordero of our TEAM PTI was the Keynote Speaker at the Border Region MHMR’s 23rd Annual Conference in Laredo, Texas. Maria and her sons – Alan, James and Aaron – gave a motivational session for families. Congratulations, Maria and sons!