
Organizations working with individuals with special needs usually focus on implementing the least intrusive interventions within the least restrictive environments possible. However, at times, those terms seem to be buzz words instead of an applicable understanding of the interventions used. This can be especially difficult when we work with individuals who may present us with disruptive or dangerous behavior. Least Intrusive Interventions. Quality Behavioral Solutions, Inc. (QBS) has developed a variety of solutions within their Safety-Care Program. Safety-care is designed to provide staff with that least restrictive approach and teach those applicable skills that can be used to de-escalate behavioral situations across many environments. The Prompt Strategy: Breaking Down Tasks Into Doable Parts. The prompt strategy is one of three strategies that are taught as a response to initially escalated or disruptive behaviors. When describing the prompt strategy, it may be helpful to provide both a naturalistic and therapeutic application. In the event of asking your child to get ready for school in the morning, one that typically triggers difficult behavior, you may not present the task as a whole. Instead, you may break it down into more distinct instruction or smaller tasks. (i.e. Let’s put your clothes on, eat breakfast, brush your teeth, put your shoes on, etc.). The Prompt Strategy: Handling Transition Time. In a similar therapeutic application, you may work with an individual who has difficulty with transitions or engages in some disruptive behavior when asked to end a preferred activity. It may be appropriate to prompt...

QBS's Safety-Care program teaches least restrictive interventions for individuals with special needs to handle disruptive behaviors.

Safety-Care: Making Least Restrictive Interventions Available.

Please can you tell me if all autistic learners require special needs . To begin with, let me give you a few common charasteristics of those in the autism spectrum. Then I’ll answer your question. Autism Spectrum Symptoms or “Red Flags”. As you know, those with autism can vary in their abilities as well as communication, social skills, interests, and behaviors. Some students have severe difficulties and others just minor. So the first thing to look at with this question is some overall red flag behaviors of autism. The cdc states …  A person with ASD might:  Not respond to their name by 12 months of age Not point at objects to show interest (point at an airplane flying over) by 14 months Not play “pretend” games (pretend to “feed” a doll) by 18 months Avoid eye contact and want to be alone Have trouble understanding other people’s feelings or talking about their own feelings Have delayed speech and language skills Repeat words or phrases over and over (echolalia) Give unrelated answers to questions Get upset by minor changes Have obsessive interests Flap their hands, rock their body, or spin in circles Have unusual reactions to the way things sound, smell, taste, look, or feel     That being said, each autistic learner is unique and has different abilities, so the answer is…It Depends... It depends on where the autistic learner is in the spectrum regarding requiring special needs assistance. I have worked with students in...

Whether autistic learners need special assistance depends on their individual abilities and challenges.

Go to Pro Answering Your Questions: Do All Autistic Learners Require Special Needs Assistance?

 A Parent’s Question…I wanted to know if my child under the section 504 can my child can get school bus transportation to school and home. I need to know as soon as possible.  Photo License   Some rights reserved by ThoseGuys119   What is a 504 Plan? A 504 Plan is a plan of accommodations that a student may have to ‘level the playing field’ so to speak “The Section 504 regulations require a school district to provide a “free appropriate public education” (FAPE) to each qualified student with a disability who is in the school district’s jurisdiction, regardless of the nature or severity of the disability. Under Section 504, FAPE consists of the provision of regular or special education and related aids and services designed to meet the student’s individual educational needs as adequately as the needs of nondisabled students are met.” US Department of Education  That being said, 504 Plans are important to many students with physical disabilities as well as mental disabilities. Section 504 of the Rehabilitation Act of 1973 prohibits discrimination by federally funded programs on the basis of physical or mental disability.  Students that are eligible for a 504 plan or 504 services are those that have a disability that substantially limits a “life activity. These life activities can be such things as breathing (severe asthma), learning, eating, walking, playing, seeing or otherwise participating in school activities are eligible for section 504 services.  Transportation and 504 Plans. So,...

Under a 504 Plan, eligible students with disabilities may receive school bus transportation if nondisabled peers do.

Go to Pro Answering Your Questions: 504 Plans and Transportation

 A Parent’s Question…Briefly, is it reasonable for a public school to group a student with LBLD’s in a separate class with other students with primarily emotional and behavioral disabilities?  My 6th grade son is being brought to a self-contained classroom for math services as his LD’s are so significant that he is not able to manage the regular 6th grade inclusion math class. He has no behavioral/emotional difficulties and is of average intelligence. We were not prepared for this placement. He was so upset about the class and refused to go back after the first day. Since then, after the teacher agreed that it wasn’t an appropriate class for him, he was placed in the inclusion class, which is not working. I am not being offered any other alternatives. I do have an advocate (on vacation right now). It would help me to relax if I had an idea of what direction this may go in…or at least legally what direction it should go in. Any input would be greatly appreciated!    This is an unusual placement for your son. Typically a LBLD student would be placed with other LBLD students or with (CH) Communicative Handicapped (Speech & Language Difficulties, not behavioral difficulties) students. What type of program is the inclusion class offering? Have you talked with your county Office of Education? They may be able to let you know what other options you have available. You may also look for a private school placement that...

Parent queries if it's appropriate for a school to place their LBLD son in a class for those with emotional/behavioral issues.

Go to Pro Answering Your Questions: Placement for Language Based Learning Disabled (LBLD) Student

 We spoke about afterschool enrichment programs last month and now I’d like to discuss curriculum based programs that may be included in a child’s IEP.   As previously discussed; enrichment programs are a great way to introduce your child to the martial arts while become more social with other children. We all know the key to a successful program is consistency and structure; therefore, having it during the school day is extremely beneficial.    I notice the children I teach in schools have a different outlook on training than those that attend my studio after school. The children in school love and look forward to the change during the school day, while those attending my studio after school dread leaving their comfortable couch, play dates or bowl of chips! So what’s the answer? Is there a better way? There is always a better way but it’s not always the best fit for your child. Then again, that’s why martial arts are really good — we adapt to every situation and continue to do so. If you have an opportunity to attend a martial arts studio on a regular basis then that’s my initial suggestion. If you can’t then read the many benefits a strong program can bring to your child during their normal day.   So let’s see how children can benefit from a program included in their IEP!    Better regulation during the school day   Increased focus during school hours...

Discussing the inclusion of karate in a child's IEP for school-based benefits like focus, exercise, and behavior improvement.

Is Karate in Your Child’s IEP?

The United States education landscape has evolved substantially over the past 50 years. Issues of civil rights — some of which the landmark Supreme Court case Brown v. Board of Education addressed — and the government’s role in education ushered in an era of “inclusion” in the United States’ education system. Inclusion education addresses problems with the integration of individuals who require special needs in a learning environment. The idea of including special needs children in a learning environment with “normal” students offers a number of benefits, although there are some controversies that accompany the subject.   What Is Inclusion Education?  Inclusion education operates on the basis those students who require special needs in an educational environment should have access to “mainstream” schools. The Association for Supervision and Curriculum Development contends that the United States education system segregated students who experienced learning disabilities until roughly 1800. During the 19th and 20th centuries, students with learning disabilities received an education separate from nondisabled students. Today, students take advantage of full or partial inclusion throughout the United States in multiple school systems. Schools that offer partial inclusion allow students to participate in classrooms with nondisabled students for the majority of the day. If a student needs services that may disrupt the class, they are taken to another classroom to complete their lessons for the day. For example, if the student requires intensive speech therapy, the school sets aside another room for special needs students to complete their courses. Full inclusion...

Inclusion education in the U.S. strives to integrate special needs students with their peers, offering benefits and facing challenges.

The Rise of Inclusion Education in the United States

Christopher Knauf is the founder of Knauf Associates in Santa Monica, CA. His law firm specializes in disability rights and education-related legal disputes. He has also served as an independent hearing officer for Section 504 special education disputes. Mr. Knauf was kind enough to speak with SpecialNeeds.com and answer some questions about the overall IEP process.  SN: Thank you for taking the time to speak with us today. Let’s begin with how the IEP process gets started.  Mr. Knauf: Sure. The idea is that there is a certain population of kids who have what we generically call special needs. It could be anything from diabetes, to ADD, to autism, to orthopedic disabilities to blindness. Federal law requires that these kids, regardless of abilities or disabilities, are provided with free appropriate public education. That’s the term under the law. States that are taking federal money are obligated to provide that to kids who qualify.   SN: How do they qualify for these special education services?  Mr. Knauf: If a teacher or a parent suspects that there is some kind of condition affecting their child’s performance at school–and it’s specifically at school–what we’re talking about is school-related performance and behavior, the first step is to get the student assessed. There is a formal process for requesting that. All schools have forms for it. Basically the parent is provided a form that says we’re going to assess your child or you have requested an assessment of your child, and...

Attorney Christopher Knauf explains the IEP (Individualized Education Program) process and gives advice to parents starting it.

The IEP Process Explained by an Attorney

 Everyone learns at his own pace, but some children require a little extra push or have special needs in education. Special ed, the common lingo for special education, refers to alternative education programs that teach children with academic, behavioral, social, health, or physical needs that extend beyond what can be offered in a typical classroom.   In the United States, children with disabilities from age birth to 22 years are eligible for special ed. Special schools are designed to give services to children based on their age. Babies and toddlers might receive care at home, through a daycare, or from a special school. School-age children receive special needs in education through public or private schools.    Some children who receive early intervention from special ed or attend a special school during their infant and toddler years might be able to attend a typical school for Kindergarten and above. Other children might have severe disabilities and will require continued care through special ed.   Disabilities that are considered as eligible for special needs in education include physical, mental and emotional disabilities. Some disability categories include:    Autism Spectrum Disorder   Developmental delay   Emotional disability   Language or speech impairment   Cognitive disability   Learning disabilities   Blind or low vision   Deaf or hard of hearing   Deaf-blind   Multiple disabilities   Traumatic Brain Injury   Orthopedic impairment   Other health...

Special ed provides alternative programs for children with various disabilities, ensuring educational support from infancy to age 22.

Special Needs in Education

As our kids spend many hours per day in the classroom, their teachers and specialists track their progress (or lack thereof) by following the goals in their Individual Educational Plan (IEP). Supporting your child’s daily opportunities to attend to language and to talk thru speech or alternative means will enrich their learning and output each day. Below are some suggestions and examples of increasing those opportunities by pairing them with your child’s life experiences. Each year an IEP meeting for the child with special needs is held to set goals for the coming year in school. The parents attend this meeting with trepidation and are often confused as to the true purpose of this long and tedious meeting. In order to maximize the opportunity to support functional goal development, the parents can be ready to suggest ways to help the child communicate and interact with language throughout the school day. Language, after all, is the medium of the total curriculum in reading, writing and speaking. Each goal has a particular focus and purpose with academic and communication or speech/language goals separated. When all goals have an expectation and outcome for interaction with, and learning of, language within them, we have created a trans-disciplinary environment where everyone is working on and supporting all skills. Growth is inevitable. A math goal may state that ‘John Doe will identify the mathematic process of the equation’ and then be optimized if written as ‘John Doe will restate the directions of the word problem, show...

IEP goals should integrate language development, customized to each child's needs for successful learning in all subjects.

Making IEP goals that support Language and Communication: Tweaking the plan in the New Year

Beginning at age 3 and throughout your child’s education, if you suspect that your child has special needs, he/she may be eligible for support from the local school district. To determine this, assessments must be conducted, which can be requested by the parent. Once assessed, an IEP (Individualized Education Program) meeting will be held to discuss potential eligibility and appropriate placement/supports. At times, you may disagree with the school district recommendations. Remember that under federal law the school district must offer a “free and appropriate public education” (the so-called FAPE). It is not obligated to offer the “best,” but it must assure that your child makes more than just trivial gains. As a special education attorney and a parent of a special needs child, I have seen many occasions in which a school district fails to offer what a child needs. If you feel that your child is being denied the support he/she requires, you have the right to initiate due process proceedings which can include mediation and/or a hearing. The IEP process can be exhausting. Be ready for a marathon. I recommend that you use a “trainer” through this process. This “trainer” can be an attorney, advocate, or even a fellow parent. This person will provide not only emotional support, but also objectivity that you as a parent cannot be expected to have. Throughout this process you will be advocating for your child’s future. To survive you must take it one day at a time. Realize that you are...

Parents can seek an IEP for kids with special needs from age 3, with rights to due process if disagreeing with the school's plan.

The IEP Process: What You Need to Know

Evaluations, also called “assessments” in some states, provide valuable information regarding the nature and extent of your child’s disability as well as the impact the condition may have on his or her education. Strengths and weaknesses identified through this process form the basis for your child’s present levels of performance, or your child’s baseline of functioning in the area of evaluation.  The Role of the Independent Educational Evaluation (IEE)  The Independent Educational Evaluation (IEE), or parent-secured evaluation, serves as a “second opinion” in determining your child’s needs, capabilities and present levels of performance. Parents have the right to obtain an IEE at any time during their child’s education, so long as the evaluation meets the IEE criteria established by the school district. IEEs conducted by qualified persons and submitted to the IEP team for consideration must be considered by the IEP.  How May I Obtain an Independent Evaluation at District Expense?  The law provides a mechanism for parents to secure an IEE at public expense in instances where they disagree with the school district’s evaluation. The right is conditional in that the district may refuse to pay for the IEE. Where the district takes this position, however, it must initiate a due process hearing to defend its findings without unreasonable delay. Most districts are reluctant to file a due process against a parent. This is especially true where there is a strong possibility that its own evaluation is flawed. Evaluations are like building blocks. They are...

An Independent Educational Evaluation (IEE) serves as a second opinion on a child's educational needs and can be obtained at public expense.

The Importance of Independent Educational Evaluations

Operating pursuant to a charter granted either by a local educational or the State Board of Education, charter schools are primary or secondary schools created by interested agencies and individuals and receive public money for the students who attend. Other than public schools which have become charter schools, charter school are attended by choice and are a popular alternative to schools operated by a local school district. In California, every student who otherwise qualifies for entrance into a charter school has the right to attend without regard to his or her disabilities. Charter schools are not exempt from laws protecting the rights of students with disabilities. This means that charter schools must provide special education and related services to the same extent such services are provided in district operated schools. Just like district operated schools, a charter school has the duty to identify and assess students in all areas of suspected disability and a student cannot be asked to leave a charter school because he or she has a disability. Once a child has been identified as eligible for services, the charter school must give notice and convene IEPs with the necessary members of the IEP team. It must provide an appropriate educational program for each student who is eligible for special education services. When a charter school fails to do so, parents have the same rights and remedies to seek “due process” through an administrative hearing as those with a child enrolled in a district operated school. As the...

Charter schools, funded by public money, must provide special education without discriminating against disabilities.

Special Education Advocacy and Charter Schools

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Special Needs
Articles

Safety-Care: Making Least Restrictive Interventions Available.

Go to Pro Answering Your Questions: Do All Autistic Learners Require Special Needs Assistance?

Go to Pro Answering Your Questions: 504 Plans and Transportation

Go to Pro Answering Your Questions: Placement for Language Based Learning Disabled (LBLD) Student

Is Karate in Your Child’s IEP?

The Rise of Inclusion Education in the United States

The IEP Process Explained by an Attorney

Special Needs in Education

Making IEP goals that support Language and Communication: Tweaking the plan in the New Year

The IEP Process: What You Need to Know

The Importance of Independent Educational Evaluations

Special Education Advocacy and Charter Schools

Find Providers Near You

Special Needs Articles

Safety-Care: Making Least Restrictive Interventions Available.

Go to Pro Answering Your Questions: Do All Autistic Learners Require Special Needs Assistance?

Go to Pro Answering Your Questions: 504 Plans and Transportation

Go to Pro Answering Your Questions: Placement for Language Based Learning Disabled (LBLD) Student

Is Karate in Your Child’s IEP?

The Rise of Inclusion Education in the United States

The IEP Process Explained by an Attorney

Special Needs in Education

Making IEP goals that support Language and Communication: Tweaking the plan in the New Year

The IEP Process: What You Need to Know

The Importance of Independent Educational Evaluations

Special Education Advocacy and Charter Schools

Find Providers Near You

Special Needs
Articles