5 Lies About Special Education Transportation, and How You Can Overcome the Lies and Get Your Child

Are you the parent of a child with autism or a physical disability, that receives special education services? Does your child need transportation services? Do you think that special education personnel are not being truthful about what the federal special education law (IDEA 2004) says about transportation? This article will be discussing 5 lies that are commonly told to parents about transportation. Also, discussion on how to overcome these lies to help your child receive needed, transportation services.

Lie 1: We can keep your child on the bus for as long as we want. While IDEA 2004 does not address length of bus ride, long bus rides can be negatively affecting a child's education (causing stress, negative behavior).The Office of Special Education Programs (OSEP) stated in a policy letter to anonymous (1993) that lengthy bus rides may be discriminatory, and may result in denial of FAPE. Why could a long bus ride be discriminatory? If children with disabilities are on the bus longer than children without disabilities, this could be considered discrimination.

Lie 2: No one says that we have to provide transportation to your child, and we are not going to. Transportation is considered a related service and needs to be given to a child, if they need the service so that they can receive a free appropriate public education (FAPE).

Lie 3: The transportation director makes decisions about whether a child needs transportation not the IEP team. In a document from OSEP entitled Questions and Answers on Serving Children with Disabilities Eligible for Transportation OSEP states "The IEP team is responsible for determining if transportation is required to assist a child with a disability to benefit from special education and related services... " If your child needs transportation make sure that it is listed in your child's IEP as a related service (if child not riding regular education bus).

Lie 4: The state says that we can bring your child to school 15 minutes late every day, and take her out 15 minutes early due to transportation issues. Ask the school to show you in writing any documentation that proves that they have the right to do what they want to do. In the above example you could ask for "Please show me in writing where it states that our State Department of Education is allowing cutting short of education due to transportation issues!"
Actually the above OSEP document makes it clear that the school day for a child with a disability should not be longer or shorter than the school day for general education students. Since a child would receive less educational time this could also be a denial of FAPE.

Lie 5: If you want your child to participate in extracurricular activities then you must provide transportation, we do not have to. Actually IDEA 2004 states that a child with a disability has a right to transportation for required after school activities as well as for extracurricular activities. Make sure that the extracurricular activity is listed on your child's IEP, and also listed that they require transportation in order to participate in the activity.

How do you overcome these transportation lies?

1. Learn about transportation requirements in IDEA 2004 (which is the federal special education law). I use the book Special Education Law 2nd edition from Peter and Pam Wright, which is fantastic. This book as well as a lot more advocacy information for parents can be found at: http://www.wrightslaw.com.

2. Call your states Parent Training and Information Center (PTIC) for help with advocating for transportation issues.

3. Bring all of the above information to an IEP meeting to assist you in your advocacy.

Good luck in your advocacy!

JoAnn Collins is a successful special educational advocate for over 20 years and author of the book "Disability Deception; Lies Disability Educators Tell and How Parents Can Beat Them at Their Own Game!" The book is filled with truths about special education, for parents, and lots of easy to use advocacy tips. Check out her blog at: http://specialeducationspotlight.disabilitydeception.com/. For more information on the book and special education as well as testimonials on her book, please go to: http://specialeducationspotlight.disabilitydeception.com/ For questions or comments feel free to E mail me at: JoAnn@disabilitydeception.com.

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Tips To Recognize ADHD in Children

Are you wondering if your child has ADHD? Attention Deficit Hyperactivity Disorder, or ADHD is a concern for parents of children who may find that their child cannot sit still for long, forgets their homework at school, or gets a note home from their teacher about their lack to listen and participate in school. Kids don't always have to sit still in class in order to not be classified as ADHD. So how will you know if your child really does have ADHD?

ADHD in children is not so easy to diagnose sometimes because it is usually brought to the attention of parents by others, such as neighbors, doctors, or teachers. ADHD usually appears early in childhood and can make it difficult for a child to control responses. They may not have complete control on their movement or their speech or both.

Signs and Symptoms of ADHD in Children

Most signs and symptoms of ADHD will appear before the age of seven. There is a thin line between normal child behavior and ADHD so this is not something that is easy to recognize but with a doctors help you can determine which one you are looking at. Not all children who suffer from ADHD are hyperactive and uncontrollable. Some children appear inattentive, active but not over-active, or they may even appear as though they are not very motivated. The most common symptom is that they cannot focus on something if they are not interested in it. If it is repetitive they may not stay with it. Children with ADHD cannot sit still, stay quiet, or pay attention. When in school or day care they may appear as though they are acting out purposely when they really are not.

There are three basic characteristics to look for in ADHD in children.

* Inattentive - however they do not act out impulsively and they are not hyperactive
* Inattentive - hyperactive and impulsive
* Hyperactive and impulsive however they can still pay attention

When children are not very disruptive they are usually not classified as ADHD however when a child goes with out treating this disorder they may end up getting in trouble as they get older.

If you notice your child making careless mistakes, has trouble remembering things, gets bored with certain tasks before they complete it, loses toys, books, or homework easily, can't stay organized, plan ahead, or finish projects, cannot remember things, cannot follow details or instructions then you may want to talk to your doctor. Other symptoms to be aware of include fidgeting constantly, leaves his or her seat when everyone is supposed to stay seated, runs or climbs when it is not okay, talks excessively, cannot play quiet, cannot relax, on the go constantly, or shows a quick temper.

Your doctor may want to watch or observe your child for a certain period of time to see if he or she indeed suffers from ADHD in children. If so, you may need to consider all your options including medication to help regulate the behavior in your child. Your doctor will go over all your options and help you find a solution that is right for you.

For the latest videos and training information on child development as well as books and curricula please visit http://www.childdevelopmentmedia.com/.

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Noticing ADHD Symptoms

Adults, children and teens - anyone can have Attention Deficit Hyperactivity Disorder (ADHD). This is a variety of behavioral issues that lead to inattention, hyperactivity and impulsiveness, to name some things. Often noticing ADHD symptoms can help determine if a person needs treatment or assistance to help them deal with this situation. Sometimes the symptoms can be slight and others suffer from severe symptoms.

To best notice ADHD symptoms starts through being observant about the individual. They might not fit in with others and have difficulty making friends. An ADHD person is impulsive and has issues with social skills such as speaking loudly even if the group is already doing something else. Now, if a person is extremely dishonest even telling frequent small lies this might be a symptom of ADHD. It is a way of dealing with their frustrations due to social pressures and labeling of being different. To make friends and

Notice how they handle their deadlines because it shows how they feel about work or responsibilities. It can be due to having trouble. They might be late often or not get things done. It can be difficult to concentrate. This lead to not being able to spend the time needed to do an assignment or project as well as keeping track of time allowing them to arrive at appointments properly. Often it is a sign of forgetfulness because of inattention to things around them including time. Some people with ADHD decide to give up. They just don't finish the job or decide to not show up.

A person with ADHD symptoms can be distracted easily. This could lead to many interruptions when it comes to doing or completing tasks. Lack of proper hygiene could be a result and a symptom as well. There are various steps that are taken when it comes to proper grooming or personal hygiene. This is often neglected for some individuals with ADHD.

Generally it is as simple as frequently forgetting to use deodorant, but could mean neglecting to take a bath. Brushing their teeth and hair are other ways this can be noticed as symptoms of ADHD. These are usually noticed as frequently occurrences when it comes to hygiene or lack of personal hygiene in this case. Distraction leads them to not do the things necessary on a routine basis for proper hygiene. Thus, forgetfulness, no worries about the routine and even lack of responsibility are just some signs that point out to Attention Deficit Hyperactivity Syndrome. Not every adult, child and teen with ADHD has the same symptoms which interfere with daily living. They might have several or just a few symptoms.

However, many times the childhood symptoms go unnoticed and even adults exhibit signs that reflect ADHD. Some of these signs include difficulty in career, relationships and at work. However the basic three features include inattentiveness, impulsive and hyperactivity. If you think you or a loved one has noticeable features of this syndrome, it is never to late to seek help from a professional health care specialist.

For the latest videos and training information on child development as well as books and curricula please visit http://www.childdevelopmentmedia.com/.

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Autism/Asperger's Syndrome: Parent Support

Parents of children with Autism Spectrum Disorder (ASD) and Pervasive Developmental Disorder (PDD) benefit from support when navigating and dealing with the community, the school system, and society at large. (Not only do we need to advocate for our children, we must learn to care for ourselves.) Some suggestions for supporting these requirements and the needs of children with ASD/PDD are listed below.

Supporting Your Needs:

Parents who have children with ASD/PDD must refrain from self-blame.

(The insensitive comments made by others, although potentially hurtful and annoying, are not a reflection on you. These remarks stem from insecurities and/or lack of information. Help to educate others by sharing our insights. Positive words will not only help to inform but will reflect favorably on you and your child.)

Don't be afraid to ask questions.

Speak with reliable individuals, ask for their suggestions, and gather information from sources you trust.

Although difficult, you must make time for yourself! You cannot give if your own resources are depleted. Carve out small spaces of time to care for and nurture yourself!

Supporting Children with ASD:

Each child's needs are unique and must be recognized as integral to his or her complete development.

The type of educational setting that is most beneficial depends on the age and specific needs of your child.
A creative and flexible approach seems to prove beneficial as your child's needs will fluctuate depending on age, severity of autism, changes within the environment (home and school), and physiological changes.

Within the course of a day, the child with autism will experience a wide range of situations that require supportive guidance. Be prepared for the unexpected. Remember when all else fails, laugh!

For ongoing support with your child's education, social skill development is critical for academic and life-long success.

Children with autism are often especially sensitive and respond well to patience and compassion when acquiring appropriate social skills. The relationship between the family, school, and community is critical.

In becoming an advocate for our child, information is essential. Start by caring for yourself. Place your needs and your child's well-being first. Access written materials, articles, books on autism, and the many informative web-sites that provide up-to-date research and information regarding autism. Speak with health care providers, other parents with children with autism, your child's caregivers and teachers, and become involved in support groups. Trust in your intuition and your ability to nurture your child.

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Parenting Children: 5 Tips on Helping Deescalate Autistic Children

Parenting children with special needs often feels like a roller coaster ride: there are the slow climbs and the times when you look around at the top, admiring the world around you. Then there are those moments where you hang on by your canines, gripping the sides of the car with ferocious intensity.

It's frustrating to work with your child for hours and days and weeks, finally see progress, only to watch your child seemingly slip back to the same spot where they began. Here are some tips you can keep handy that will help you get through it the next time around:

1) Try and remember that all children's development consists of highs and lows.

Placid and peaceful one year olds turn into driven and conflicted two year olds. The calm, reflective six- year old rushes headlong into the moody, withdrawn seven year old. And the cheerful, happy go lucky ten year old transforms herself into a conflicted, on-the-verge-of-puberty eleven year old.

Remember to pay less attention to your child's physical age than their developmental age. This can be tricky because a 10 year old that acts like the wild, independent four year old is often hard for parents to accept emotionally even though intellectually they know it to be true.

2) Pay attention to the warning signs.

While it's natural for children to experience ups and downs, this doesn't mean you shouldn't keep an eye on your child's behavior. While it may seem pessimistic, it is in fact realistic to prepare yourself for a down turn.

Examine the last few times your child's behavior escalated. How did they react to regular stressors? Were they crankier? Did their sleep patterns become suddenly more erratic? Were they upset about things that usually don't bother them?

3) Avoid the ostrich syndrome.

Often it's hard for parents to accept emotionally that their child is about to lose it. It feels easier to ignore things: even though you know the problem won't go away, at least you'll have some time until you have to deal with what will undoubtedly be a less than fulfilling experience.

Instead, reframe the experience. Instead of assuming that you can do nothing to help the situation (other than damage control), take a proactive stance. Don't assume your child's behavior is the same as it always is a these times, because it isn't. If you examine the situation carefully, you will undoubtedly see several critical differences.

Use this information to reexamine the world from your child's point of view. What is the purpose of this behavior? What are they trying - albeit ineffectively- to achieve? Independence? Some children suddenly get frustrated with their capabilities and go haywire. Peace and quiet? Maybe their environment is too stressful.

Always consider what your child gains from their maladaptive behavior, and try and find a way to teach them or give them what they need.

4) Consider alternative medicine.

There are numerous treatments you can provide for your child that will help her get over this hump. Herbal remedies (check with your doctor or complementary medicine practitioner first) can often make a surprising difference. For example, passiflora with a bit of lobelia are wonderful for helping kids calm down, and lavender underneath a pillow or in a satchet near the bed helps induce restful sleep.

Other options such as massage or acupuncture can also provide relief. These are things that can be done as you need them; you don't need to commit to regular treatments in order to see good results.

5) Take time out for yourself.

After all is said and done, your home and your family will only function as well as you do. In fact, studies show that a mother's emotional and physical health are the critical factors in whether or not a family under stress survives.

Whether it's a night away with your husband at a luxurious hotel, or a luscious Swiss chocolate candy bar enjoyed from the confines of your closet, give yourself permission to jump out of the driver's seat every once in a while.

Had enough of parenting children who tantrum, backtalk, and engage in endless power struggles?

END misbehavior now.

Sign up for our FREE newsletter at http://teachingthefuture.net/, and you'll learn the powerful tools you need to raise happy, responsible children.

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3 Issues Affecting Grandparents Raising Grandchildren With Disabilities, and Helpful Resources!

Are you a grandparent of a child with a disability who has recently come to live with you, or who has lived with you for a while? Would you like to learn more about the issues affecting you and others? This article will be discussing issues affecting grandparents, and resources to help you overcome the issues.

According to the Website Raising Your Grandchildren more than 6 million children are living in households headed by grandparents or other relatives. A lot of these children may have disabilities, which may worsen the situation. Below are 3 Issues affecting grandparents which is followed by resources to make your journey a little easier.

Issue 1: Financial Issues

In a study by Minkler & Roe 1993 they found that grandparent headed families have high rates of poverty, which is made worse when the costs of care giving for their grandchildren is added. This study did not take into account the increased cost of caring for a child with disabilities, which I think may cause more economic hardship. While there may be public financial benefits available for children with disabilities, many grandparents are not familiar with these benefits, and may not try and access them.

Issue 2: Health Insurance Issues

Some grandparents insurance may not cover their grandchildren, even if they live with the grandparents; or the insurance company may call the disability a preexisting condition, and refuse to cover the child or the disability.

Issue 3: Difficulty with navigating the special education system to ensure that the child receives an appropriate education

Many grandparents may not understand Federal and State Special Education Laws, which could make it difficult for them to navigate the special education system. Also, some school districts insist that the grandparent must have custody or guardianship, before the grandparent can register the child for school. This is not true, but the information may not be common knowledge.

There are specific issues that grandparents may have related to special education such as not wanting to offend special education personnel while advocating for their grandchild, not knowing what specific remediation the child needs, not understanding what school personnel's responsibility is to provide services that the child needs.

Below are a few resources to help you with the above issues:

1. This document is filled with easy and practical information for grandparents raising a child with a disability. The document is: The Grandparent's and Other Relative Caregiver's Guide to Raising Children with Disabilities, and can be found at: http://www.childrensdefense.org. The document contains lots of discussion about special education and also public benefits that a child may receive.

2. A wonderful Website Raising Your Grandchild has a lot of different information that could help you. This Website can be found at: http://www.raisingyourgrandchildren.com/.

While this can be a difficult situation there are resources available to help you on your journey. Grandparents can learn the about government benefits and special education, and can be very effective advocates for their grandchild! Good Luck!

JoAnn Collins is a successful special educational advocate for over 20 years and author of the book "Disability Deception; Lies Disability Educators Tell and How Parents Can Beat Them at Their Own Game!" The book is filled with truths about special education, for parents, and lots of easy to use advocacy tips. Check out her blog at: http://specialeducationspotlight.disabilitydeception.com/.
For more information on the book and special education as well as testimonials on her book, please go to: http://www.disabilitydeception.com/.

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Assistance When Tutoring an ADHD Student

Children and students often have challenges at some point when it comes to school work. Someone with Attention Deficit Hyperactivity Disorder (ADHD) usually has even more challenges. This is a condition that leaves the student confused, disorganized and frustrated. Thus it is bets to set realistic goals and be firm yet fair with the child. Use techniques that are easy to understand and keep the ADHD child on the right track.

There are techniques that can help a person with ADHD get through the challenges of their studies. Being a tutor it is wise to know these techniques to best help serve an ADHD student. Start off by getting to know the student. It might be good to meet with them and their parent. You can discuss their medication and any behavior you might need to know. Even knowing when they are scheduled to take their medication. Parents will able to let you know how to handle things if there is a problem. You can talk to the student as well to find out more able them, such as what they like and don't like. Maybe discussing elements they feel needs the most help would be useful. Be specific such as discussing actual subjects. You want them to see you as helpful and kind as being someone they can trust. Starting on a positive not can be mutually beneficial especially as children with ADHD have shorter attention span.

Organize what you will do when it comes to actual tutoring sessions. This will help them know what you are planning and let them know they can depend on you to help them. Get them organized as well. Often this can be helpful to them. Go through what they are using and help them organize their papers and creating a way for them to access their supplies easily when they need them. Binders and folders are a great way to do this along with labels. Work on this together. Eventually, the child will also get into the habit of organizing as they start working with you.

Sometimes you will be tutoring with the student daily and helping them with homework. Other times you will be meeting a few times to once a week. Be sure to create a schedule. This can be changed and updated, if needed. If they are involved in extracurricular activities or have family obligations these need to be on the calendar as well. It will help when making sure to get assignments done properly on deadline. Make sure that they understand priority so that the time is utilized to its maximum.

Set boundaries with the ADHD student, but be fair. Have a stop watch to help set a limit for tasks to be completed. This will also allow for breaks. It is best to work 45 minutes then break for about five to 10 minutes. Short attention spans can help the child assimilate what is being taught while the breaks can ensure that they are able to vent out their energies.

For the latest videos and training information on child development as well as books and curricula please visit http://www.childdevelopmentmedia.com/.

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