Reading - A National Crisis

More American children suffer long-term life-harm as a consequence of reading difficulties than from parental abuse(1), accidents, and all other childhood diseases and disorders combined. In purely economic terms, reading related difficulties cost more than the war on terrorism, crime, and drugs combined.

We need to reframe our society's thinking about what's at stake and what's involved in learning to read.

www.childrenofthecode.org/Tour/c1/index.htm

13 videos segments outlining the dimensions of the reading crisis and its individual and collective costs.

Justice O’Connor on IEE's

This is from Justice O’Connor’s decision in Schaeffer v Weast. I’m not an attorney, but I think that a Supreme Court interpretation is peremptory. I think the right to an IEE was an important consideration and one reason why they ruled the way they did. If this right doesn’t exist, one has to wonder if they would have ruled differently.

“They also have the right to an "independent educational evaluation of the[ir] child." Ibid. The regulations clarify this entitlement by providing that a "parent has the right to an independent educational evaluation at public expense if the parent disagrees with an evaluation obtained by the public agency." 34 CFR §300.502(b)(1) (2005). IDEA thus ensures parents access to an expert who can evaluate all the materials that the school must make available, and who can give an independent opinion. They are not left to challenge the government without a realistic opportunity to access the necessary evidence, or without an expert with the firepower to match the opposition.”

Other Health Impaired (OHI)

Not all disabilities fit so easily into a category. Congress has provided a catch all category, covering a number of disabilities and problems, including but not limited to ADD/ADHD, diabetes, epilepsy, acute or chronic health problems. In specific terms, the “other health impaired” category includes health or psychological disorders which are characterized by:

“Limited strength, vitality or alertness, including heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment – that adversely affects a child’s educational performance.” 34 C.F.R. § 300.7 (c)(9)(i-ii)

For years schools insisted upon attempting to serve children in the “other health impaired” category with 504 plans. Now it is clear that a child in this category may have the right to an IEP under IDEA, if the disabling disorder as a significant impact on the student’s education.

Too often schools will argue that a child in the OHI category does not qualify for an IEP, where the student makes passing grades. They make this argument because they incorrectly equate “education,” with “academic” performance. Very often children in the OHI category are very intelligent and may demonstrate at least “passing” academic success. At the same time a child with an OHI disorder may have significant social, emotional or behavioral issues. Failure to make adequate progress in these areas will qualify a student for services, even if the child is passing from grade to grade.

Note: The child must by reason of his disability require special education.

Behavior Observation Forms

Wonderful example of Behavior Observation Forms (at bottom of page on this link):

http://www.polyxo.com/documents/#task-specific

Good tools to use in our quest to hold staff accountable for their actions precipitating behavioral issues, so as to more closely identify the antecedents.

Secretary Duncan Asks Schools for Seclusion/Restraint Policies

Duncan asks for states' policies on student seclusion, restraint
Secretary of Education Arne Duncan sent a letter to state education leaders requesting each state's policy on the restraint and seclusion of students. The request comes after release of a government report that revealed allegedly abusive or deadly uses of the tactics, almost all involving children with disabilities. Duncan told Congress in May he would ensure that all states have policies regarding the practices before the school year begins.

http://www.ed.gov/policy/elsec/guid/secletter/090731.html

Getting Your Records In Order

It's critical to keep organized files and/or a notebook about your child's school experiences. Use this checklist as a way to organize your child's school paperwork for important meetings with teachers, counselors, specialists, or administrators.

Once completed, attach this document to the front of your folder or notebook, for quick scanning before meetings. Hint: It can be helpful to keep records in chronological order.


Download your FREE copy of the Records Checklist (PDF) today!