Karen, How did you get your son and aid? when i asked they refused me, cause he can walk. My son is going to the same school this year but they rebuilt the school, so he will have a new classroom new hallways new playground ect... he new how to get around the old school but he will be lost this year they say they will just keep and good eye on him.lol
I know my son he will be lost confused and be wanting to go to the old classroom play groung that isn't ther antmore and probly will have a meltdown !! Any suggestions?
Hello my Friends
Well, today is the first day of summer school in a new school & my 9 y/o Son Tony is TERRIFIED!!! His Teacher called yesterday, so I asked if we could take Tony around & familiarize him with his new surroundings, she said that's normally frowned upon, but in Tony's case, she's sure the Principal will make an exception...I HOPE he does. She sounds really nice, but young...I'm hoping she's had experience dealing with a child who has HFA. Soooo, PLEASE those of you who PRAY, PLEASE DO for Tony...he has to go to ANOTHER new school in August which will be his regular school, because we've moved...Sooo, as I asked before, PLEASE those of you who PRAY ,PLEASE Pray that Tony will like BOTH of his new schools & be accepted bt his friends & like his Teachers & do well with his school work..........Those of you who don't Pray, PLEASE wish him LUCK!!! God Bless you & your Families & keep you all safe! Linda...aka Tony'sMom... aka MWN64Linda,
http://www.wrightslaw.com/info/relsvc.aide.steedman.htm How to Request a One-to-One for Your Child When parents request a "one-to-one" aide or paraprofessional for their child with a disability, they are often frustrated by the school district's response. Even when the district agrees to their request, parents may be dissatisfied with the results. Parents need to know what they want, how to get it, and the outcomes they expect. What is a One to One Aide?
Does the child need one individual who is assigned to work with the child during the entire day? Can the child be successful if several individuals rotate during the day? If the child's IEP does not specify that one individual will be assigned to work with the child, the result can be unsatisfactory. You need to clarify the settings in which the child needs the aide. That is, does the child need the aide throughout the entire school day? Does the child need the aide in specific classes or at specific times during the day? It is important that the classroom teacher know about the aide's assignment so teacher does not "pull" the aide away to work with another child or group or children. Does the child only need an aide for transitions (class changes, etc.). It is unlikely that the school will hire an aide only for transitions. In these cases, the school is likely to rely on existing school personnel to provide this service. However, these personnel are likely to have other duties that will interfere with their ability to provide timely transitions for the child. If the child needs an aide for transitions, it is important that the child does not miss class time waiting for the aide to arrive. According to the United States Department of Education, allowing a child leave class early or arrive late to the next class, even if this is identified as an accommodation in the child's IEP, is not acceptable. Because misunderstandings are common, parents and school personnel must have a clear understanding about the child's need for a one to one aide. What is the Role of the One-to-One Aide? Never make assumptions about the role of the one-to-one aide. What are the Qualifications of the One-to-One Aide? One of the thorniest issues involves the aide's qualifications. A word of caution - "Be careful what you wish for." Not surprisingly, parents want an aide who is highly skilled and qualified. Although cost should not be the deciding factor, the reality is that school districts accept significant expenses when they hire an aide. In Cedar Rapids Community School District v. Garrett F., the U. S. Supreme Court ruled that a small school district could not refuse to provide a one-to-one nurse to a quadriplegic child because of cost. Notwithstanding Garrett F., cost is a factor (albeit an unmentioned one). Some schools districts pay the minimum wage during the school year, pay nothing during breaks, and provide no benefits. It is difficult or impossible to find a well-qualified individual to work under these conditions. In general, hiring decisions do not fall within the purview of the Individuals with Disabilities Education Act (IDEA). Hearing officers and courts are reluctant to consider a challenge to an aide's qualifications unless it is clear that an aide must have specific knowledge and skills for the child to receive a free appropriate public education. (Wrightslaw Note: The No Child Left Behind Act includes new requirements about the education, training and duties of paraprofessionals - learn more about these requirements at the end of this article) An aide who will implement an applied behavioral analysis (ABA) program to an autistic child requires specific training and ongoing supervision. Similarly, an aide who will provide instructional support needs knowledge and skills in the methodologies employed by the classroom teacher(s). The parents' success in obtaining a qualified aide will turn on how specifically the IEP defines the child's needs and how specifically the IEP defines the aide's role in addressing these needs. How Can Parents Make a Case for a One-to-One Aide? Remember that the school district is only required to provide the services, program, or placement that the child needs to receive a free appropriate public education (FAPE). LINK to FAPE page The IEP is the vehicle by which the school delivers a FAPE. The child's IEP must identify the special education, related services, and supplementary aids and services the child needs to receive a FAPE. How does the IEP team make the decision to include a one-to-one aide in the child's IEP? In general, this decision is based on the child's needs. The child's needs are identified by an evaluation of the child. An evaluation includes standardized tests or assessments, parent input, classroom observations, teacher input, etc. Evaluations The evaluation is the foundation on which the IEP is developed. If the evaluation is not thorough and comprehensive, it is unlikely that the IEP will meet the child's unique needs. Since the evaluation describes the child's needs, the evaluation also defines the services, program and placement that the child needs. Because standardized assessments carry such weight, you need to review these assessments carefully. Request clarification if you do not understand any part of the evaluation report. Because you cannot adequately review an assessment during an IEP meeting, you should request the report(s) in advance of the meeting. (The same is true of any draft IEP.) Private Evaluations It is impossible to overstate the importance of a classroom observation in the private evaluation. Classroom observations can be performed by the individual who conducts the evaluation or by an educational consultant. I strongly recommend more than one observation and consultation with the classroom teacher. More observations provide more information and give greater weight to the recommendations that flow from the evaluation. Independent Educational Evaluations Parents may also request an independent educational evaluation (IEE) at the school district's expense. If you request an independent educational evaluation, the school district must agree to your request or request a Due Process Hearing to defend the accuracy of their assessment(s). In Summation In general, the decision about whether the school will provide your child with a one-to-one aide will be determined by an evaluation of your child. This evaluation may be conducted by school district personnel or by an evaluator in the private sector. Be sure the evaluation provides a complete description of the child's unique educational needs and makes it clear that the child requires an aide to receive a free appropriate public education. Related Services Learn more about related services. Free Appropriate Public Education (FAPE) IDEA Requirements: Least Restrictive Environment (LRE) & FAPE. IDEA includes two fundamental requirements: that the child receive a free appropriate public education (FAPE) in the least restrictive environment (LRE). What does least restrictive environment mean? What about inclusion? No Child Left Behind & Paraprofessionals In Wrightslaw: No Child Left Behind, you learn about new requirements about the education, training and duties of paraprofessionals. "NCLB requires that you work 'under the direct supervision of a teacher' and 'in close and frequent proximity to the teacher.' Your supervising teacher will prepare lessons, plan instructional support services for the paraprofessionals you to carry out, and evaluate student achievement. (Chapter 6, No Child Left Behind for Teachers, Principals and Paraprofessionals) New paraprofessionals who work in Title I programs must complete two years of college or pass a rigorous skills test. Currently employed paraprofessionals must meet these requirements by 2006. Paraprofessionals may not provide instruction, except under the direct supervision of a teacher. 20 U. S. C. § 6319) (page 26, Wrightslaw: No Child Left Behind) About the Author Wayne Steedman is a partner in the law firm of Callegary & Steedman, P.A. His practice is devoted primarily to the representation of children with disabilities. He has represented his clients in administrative due process hearings and state and federal courts. Contact Info Each school district sets their own criteria for kids in special education requiring 1 to 1 aides. Just because your child has a diagnosis of autism or pdd-nos does not mean they will get their own aide. Gabe got his aide because he was totally disruptive to the rest of the special ed class and he has a diagnosis of pdd-nos. Jeffrey has never gotten a aide and he has a diagnosis of autism. Truth be told it is more along the lines of low functioning autism than high functioning. So once again it is up to the policies each individual school district has. [COLOR=#003399]Each school district sets their own
[/QUOTE] Actually you learn to pick and choose your battles. Does Jeffrey have a bus aid? Yes he does. Does Gabe have a bus aid, no he don't. And if you threaten to take the school over every little issue it is you who loses face not the school. And the schools win the lawsuits the majority of the time.
Does Tony have an aide? This can help make a transition easier. Connor
starts his new school tomorrow. He seems fine with the idea. I took him
to meet the teacher and see the classroom a few weeks ago, just before
school ended so he knows what to expect, and his aide will be with him
for summer school.
If Tony doesn't have an aide, you might want to consider requesting one
at an IEP. They are so helpful! Connor's aide helps keep him
organized, problem solve tricky social situations, and makes sure he is
processing the curriculum, and if he isn't, breaks it down so he can
understand it. A child does not have to have behavioral issues to benefit
and qualify for a full-time aide. OH LINDA I HOPE TONY HAS A GOOD DAY today...can you call his school and ck to see if hes adjusting w/out him knowing you are calling..this might ease your anxiety. today was christians first day back but its the same school until the dev. assesments testing is done on him if they do it at all.god I hate this district i live in.I will prob. asking for prayers also in sept. whenever he is placed..so GOOD LUCK TODAY AND HANG IN THERE.. ; KAREN, i ASKED the school off. if he was moved to anotherplacement will there b an aide THEY SAID NOOOOOOOO HE DOESNT NEED ONE..OMG..YES HE WOULD NEED ONE...SO GOOD FOR YOU MAYBE ILL HAVE BETTER ANSWERS IN SEPT.'S IEP..Re: Connor's aide:
Just about the only good thing that came from the school Connor
attended from grades 1-4 was that they suggested he would
benefit from having a 1:1 aide, and fast tracked the entire process. We
held the IEP just before Thanksgiving, and he had an aide when he
returned from Christmas Vacation. Just like that.
Krismjc-I would file for Due Process if the school is refusing an aide for
your son because he can walk! Sorry, but that's just plain ole BS. The
main purpose of Connor's aide is to support him academically. If you
have an AUT dx, and your child receives AUT services, your child can
probably benefit from having an aide.
Cyndie-Stick to your guns. No one knows your child like you do. Most
schools automatically say no to any request that will cost the district
money. Fight back! If you don't like their answer, file for Due Process.
Believe me, that will get their attention, and you will be able to go to
mediation and see if you can resolve the issue without a lawsuit.
Bottom line: These kids need the extra support. Most, like my son, have
severe learning disabilities in spite of a gifted IQ. He would be lost and
frustrated without an aide, and that tends to trigger his "quirkier" autistic
behaviors. When he's happy and able to access the curriculum, only
those "in the know" have any idea he is HFA. Good luck, everyone, and let
me know if I can answer any questions.
making a federal case over every little issue. My main point is to not sit
back and quietly accept everything the school tells you, especially
when it goes against what you know is necessary and best for your child.
The school will almost always tell you that they want what's "best" for
your child, then refuse any and all requests that will cost the district
money. You have to familiarize yourself with your school district. Talk to
other parents who have been through the wars. I have the benefit of
dealing with a very large district (Los Angeles Unified). Lots of red tape
and double speak, but a parent who knows the system and is not afraid
to file Due Process when necessary gets their attention, and usually the
services. I know that smaller districts are a tougher fight because they
don't have deep pockets. But I will never again put my full faith in a
school when I know in my gut that they are leading my child down the
wrong path. Been there, done that, and my son went through a year of
hell. I fought the system and won, and I am much wiser for it.
by Wayne Steedman, Esq.
Schools assign one-to-one-aides to children for various reasons: behavior management, instructional support, activities of daily living (i.e. toileting, dressing, hygiene, etc.), social skills training, task redirection, discreet trial training, etc. If the child needs the support of a one-to-one-aide to receive a free appropriate public education, the aide should be assigned to the child, no matter what the task.
Classroom Observations
Related services is the term for those services a disabled child needs in order to benefit from special education. Related services include speech therapy, occupational therapy, physical therapy, and rehabilitation counseling. (Wrightslaw: Special Education Law, page 29) Compare this term to "supplementary aids and services" (Wrightslaw: Special Education Law, pages 30-31).
Request a "Paraprofessional", Not an "Aide" Research editor Suzanne Heath explains why you should request a paraprofessional (not an aide) in your child's IEP.
FAQs: Related Services. What are related services? Who is eligible? How do you know what related services a child needs? Do parents have to pay for related services? Who provides related services? How are these services delivered and coordinated? Funded?
Garret F: Congress Intended to Open Door to All Qualified Children. This U. S. Supreme Court decision clarifies that schools must provide related services when necessary for children to attend school.
Learn more about FAPE.
Learn about No Child Left Behind
Learn about Wrightslaw: No Child Left Behind
After the U. S. Supreme Court decision in Florence County v. Shannon Carter, Mr. Steedman represented Alex Gerstmyer in a tuition reimbursement case for a non-special ed school. Read about this case in Parents of Dyslexic Child Reimbursed for Tuition at Montessori School.
Wayne Steedman
Callegary & Steedman, P.A.
301 North Charles Street, Suite 600
Baltimore, Maryland 21201
Phone - 410 576-7606
FAX - 410 576-0454
e-mail - info@callegarysteedman.com
is HFA too..but hes 4 1/2 will see when i request a mediation already
went to prehearing..for SERVICES FOR AUTISTIC CHILD.since they say
there surprised b/c he doesnt fit the criteria..well thats not what all 6 of
his drs. saay...[/QUOTE]
Cyndie-Make sure you bring copies of all of the evaluations you have had
done on your son to any IEP or mediation hearing. When they are faced
with that kind of proof, they can't sweep it under the rug. What they
will do is insist on an evaluation by someone from the school
district. This is just a way for them to drag their feet, since it's very
unlikely that their psychologist will disagree with all of your experts. All
part of the game. Play along. After their psychologist confirms the dx,
things should start to move along in the right direction.
criteria for kids in special education requiring 1 to 1 aides. Just because
your child has a diagnosis of autism or pdd-nos does not mean they will
get their own aide. Gabe got his aide because he was totally disruptive to
the rest of the special ed class and he has a diagnosis of pdd-nos. Jeffrey
has never gotten a aide and he has a diagnosis of autism. Truth be told it
is more along the lines of low functioning autism than high functioning.
So once again it is up to the policies each individual school district has.[/
COLOR]
True. But one should never hesitate to fight for an aide if they feel their
child needs one, regardless of district "policy". My son does not have
behavioral issues, but the school realized that academically he could not
achieve his IEP goals without an aide, and that would make them
look bad. Thus, they threw their support behind me to help save face.
True. But one should never hesitate to fight for an aide if they feel their
child needs one, regardless of district "policy". My son does not have
behavioral issues, but the school realized that academically he could not
achieve his IEP goals without an aide, and that would make them
look bad. Thus, they threw their support behind me to help save face.[/QUOTE]
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