Blog – Page 44 – Partners Resource Network

26 09, 2017

Using the School Years to the Max!

kristina@partnerstx.org2017-09-26T15:01:41-05:00

Public school is the last mandated service that a student with a disability can access. After graduation, a person must apply to get services and supports and prove eligibility through income as well as disability. Public school is the last opportunity for free education, with a wide range of modifications and a requirement for parent input. Make the most of public school services as you plan for your youth’s transition to adulthood. Here are a few ideas to consider while you and your youth plan in the school setting: Create a vision for the future. Ask for a planning session at [...]

Using the School Years to the Max!kristina@partnerstx.org2017-09-26T15:01:41-05:00

25 09, 2017

Manifestation Determination Q&A

kristina@partnerstx.org2017-10-02T14:25:14-05:00

What recourse does a parent have if he or she disagrees with the determination that his or her child’s behavior was not a manifestation of the child’s disability? The regulations, in 34 CFR §300.532(a), provide that the parent of a child with a disability who disagrees with the manifestation determination under 34 CFR §300.530(e) may appeal the decision by requesting a hearing. A parent also has the right to file a State complaint alleging a denial of a free appropriate public education and to request voluntary mediation under 34 CFR §300.506.” U.S. Department of Education, http://idea.ed.gov/explore/view/p/,root,dynamic,QaCorner,7,.html […]

Manifestation Determination Q&Akristina@partnerstx.org2017-10-02T14:25:14-05:00

20 09, 2017

Comments that Parents Hear: “We cannot/will not provide X service(s) to your child during after school activities or nonacademic services.”

kristina@partnerstx.org2017-09-20T21:15:15-05:00

If a parent, student or the school decides that the student will or should participate in nonacademic or extracurricular services and activities, the school must make plans that will allow the student to participate in these services and activities. As part of this process the IEP team must consider whether supplementary aids and services are “appropriate and necessary” to allow “an equal opportunity for participation”. If the student is provided aids, services or accommodations to allow them to participate in academic activities, then it would seem that these would probably be needed to allow “an equal opportunity for participation” in nonacademic [...]

Comments that Parents Hear: “We cannot/will not provide X service(s) to your child during after school activities or nonacademic services.”kristina@partnerstx.org2017-09-20T21:15:15-05:00

19 09, 2017

What can I do if the school isn’t following my child’s IEP?

kristina@partnerstx.org2018-07-23T14:06:28-05:00

It is important to always maintain a good relationship with your child’s school district. When difficulties arise, a parent needs to maintain that relationship. Sometimes parents find out or believe that the district is not following their child’s IEP. When this situation occurs, it is essential for the parent to act quickly and to take the right steps in resolving the issue. The first step is to write a letter to the principal. Many times the implementation or appropriate implementation of an IEP can be handled quickly and effectively by a school administrator. […]

What can I do if the school isn’t following my child’s IEP?kristina@partnerstx.org2018-07-23T14:06:28-05:00

19 09, 2017

How Can We Help Kids With Transitions?

kristina@partnerstx.org2018-07-23T14:06:42-05:00

Many children struggle with transitions, which are common triggers for behaviors that range from annoying (whining, stalling) to upsetting (tantrums and meltdowns). There are many ways parents and teacher can help kids have an easier time with transitions — and be able to behave better—but it may take a little experimentation to find out what clicks with each particular child. These tools are useful to help kids of all stripes with transitions. But for kids with ADHD, anxiety, autism, or sensory processing, this kind of scaffolding is particularly crucial and can make the difference between a good day and a bad one. Over a period [...]

How Can We Help Kids With Transitions?kristina@partnerstx.org2018-07-23T14:06:42-05:00

14 09, 2017

Texas Autism Supplement

kristina@partnerstx.org2019-05-21T10:30:55-05:00

Texas regulations (TAC 89.1055) require ARD/IEP committees to consider eleven strategies for students with autism. Schools sometimes use the term “Autism Supplement” to refer to a form that they use at ARD/IEP meetings to address these strategies. This fact sheet can help parents in the development of adequate and appropriate strategies for their child with autism.

Texas Autism Supplementkristina@partnerstx.org2019-05-21T10:30:55-05:00

CONTACT US

Find us on Facebook

Recent Posts