Adam DeAngelo, M. Ed. Special Education Consultant

2009 PSSA Scores Now Available

2009-08-31T17:34:00.000-07:00

PSSA scores have been made available on the Pennsylvania Department of Education's web site. Most school district information is posted.

The PA Dept. of Ed. has also released information that for the first time this year there will be an alternate Grade 4 Math PSSA test available for students in need of that accommodation through their IEP! Hopefully an alternate Reading test is not far behind..........................

The testing window for this school year is April 2010 with make-ups being scheduled for the first week in May.

Radnor's First K-12 Down Syndrome Graduate

2009-06-09T08:39:00.000-07:00

I do a lot of work with the siblings of children who learn differently so that they can truly appreciate and understand what their brother/sister is going through. We talk about "celebrating differences", "reaching for the sky", and being their siblings "charismatic adult."

The article link below tells of the pride and love for the first K-12 Down Syndrome graduate of the Radnor School District by his older sister and was first published in the Main Line Times last week. Enjoy. (Kevin and his sister Colgan are pictured above along with his brother Joe)

http://www.mainlinemedianews.com/shared-content/search/?search=go&l=25&d1=180+days+ago&d2=today&s=relevance&q=colgan+leaming%27

Financial Planning for Individuals with Disabilities

2009-06-01T17:08:00.000-07:00

I received a very interesting phone call last week and I wanted to share the details with all of you. I was contacted by a representative of the First Financial Group in Bala Cynwyd with an offer to have speaker Bruce Sham come out to do a presentation on financial planning, etc. for individuals with differences. I viewed Bruce's Bio (which I can email you if you are interested) and watched the movie clip below of how Bruce started the Disability Awareness Night at Citizens Bank Park for the Phillies.

I know a lot of you run parent/community organizations and are often looking for speakers. Thought this might be an interesting topic to investigate.

http://www.nbcphiladelphia.com/sports/video/Game_Changers__Batting_for_the_Disabled_Philadelphia.html

Parental Concerns / IEP Addition

2009-05-29T08:26:00.000-07:00

The Pennsylvania Department of Education revised the IEP this school year and among other changes a section titled, "Parental Concerns For Enhancing The Education of The Student" was added to Section II Present Levels of Performance. This was proposed as a warehouse for parental "complaints" and disagreements with the IEP even though the plan was accepted and being implemented. The state felt this would move meetings along and serve as a silent mediator. Early feedback from colleagues and clients was mixed. Many saw this addition as more paperwork which lacked "teeth."

Fast forward to May 29th and in at least one client that I am working with it has become a useful tool for data collection purposes. In this particular case it was noted in this new section that the parent felt the student still needed PCA support and that the district felt it was no longer needed. PCA support was removed, the student engaged in dangerous behavior, it was classified as a manifestation determination,and because of this new IEP section available to parents the school district holds responsibility (along with the student) for this transgression.

Many clients have expressed to me that they feel "awkward" submitting this information to their team and that it can impact their relationship with school. Clearly it may not be wise to split hairs in this section but larger issues loom. I'm all about building bridges but if you disagree strongly about something and don't have $40k to fight it in due process I would suggest considering utilizing this new feature. It will be interesting to see how this plays out in the due process circuit over the next few years as well.

A Reminder About Judging A Book by Its Cover From Susan Boyle

2009-05-21T05:05:00.000-07:00

I'm sure by now many of you have watched the video of Susan Boyle on YouTube or TV from the UK's American Idol spin off, Britains Got Talent. Susan walked onto the stage for the first time to sing for the judges and audience. Sarcasm from Idol's famous judge Simon Cowell and snickers from the audience erupted as they watched this nervous, 48 year old from West Lothian take the stage. Her appearance was quite different from the young, stylish, lean contestants that typically appear on the show. When Susan told the judges she would be singing "I Dreamed A Dream" from Les Miserables....eyes began to roll throughout the music hall. Despite the negative reactions Susan trudged on and began singing. Her rendition was breathtaking and brought tears to the eyes of many observers. She stole the show with a remarkable performance and reminded the world of the old adage, "Don't Judge A Book By Its Cover."

Susan's story was inspiring on many levels but for me it reminded me of the importance of giving all kids a chance to display their talents and work towards achievement regardless of their outside persona. By the time I get involved with students at my school they have been through countless interventions, experienced failure on a daily basis, and have become angry with the constant reminders of inadequacy. I see at least 2-3 Susan Boyle's every year. Kids who have been cast off by staff, parents, and their peers because of their academic/behavioral "look." This quickly transforms into lower expectations and social isolation. As you all know having a learning difference, AD/HD, or even Asperger's Syndrome has nothing to do with intelligence or social prowess yet we cast off these kids like Simon Cowell and the audience did to Susan Boyle.

All kids may not have the opportunity to prove everyone wrong like Susan did which is why our role as charismatic adults is so important. In my experience kids are guilty of judging others based on appearance but adults are more so. Many young children and adolescents develop their perceptions from the adults in their lives. It becomes just as important for us as adults to remember Susan Boyle as it is for our children and students.

Susan Boyle will fade over time and many of us will forget the video but the message must remain in our forethoughts and help us guide our children and students. Children and adolescents LOVE storytelling and their are many stories to highlight this message. Stories like Michael Jordan being cut from his high school basketball team in North Carolina, Jewel Kilcher living in her van before becoming a famous musician, and the little 5 year old girl on my T-Ball team who was born with one hand and has amazed with her catching and hitting appeal to kids and teach in a way we can not.

Empathy is a 21st century skill that has been highlighted in many of the non-fiction books on the New York Times Bestseller list including "A Whole New Mind" by former Bill Clinton advisor Daniel Pink. Empathy and resiliency go hand in hand. We learn from each other and experience success through one another. We no longer need to create fictional stories to teach kids empathy and resilience. Stories like Susan Boyle are everywhere......ready to be used to motivate, teach, and increase awareness.

NY Times Article on College Bound AD/HD Students

2009-04-22T06:09:00.001-07:00

http://www.nytimes.com/2009/04/19/education/edlife/guidance-t.html?_r=1&emc=eta1

Informative article that may help guide transition planning.

Upcoming Lectures

2009-04-16T13:43:00.000-07:00

I will be presenting two lectures in the next few weeks for parents, teachers and educational professionals. Please come out and say hello.

Tuesday April 21st at Kesher Synagogue in West Chester on Pottstown Pike/Route 100.
Chester County CHADD Organization
Topic-"Strategies for the AD/HD Learner" 7:00-9:00 PM.

Thursday May 7th at Lionville Middle School in Downingtown, PA
Downingtown School District Parent Organization
Topic: "Developing Strength Based IEP's" 7:00-9:00 PM

Hope to see you there.

The Magic of Disney (unless you have a child with special needs.)

2009-03-24T09:43:00.000-07:00

Just recently returned from a week long vacation in Disney World with my family. I hadn't been there in 20 years so for me it was exciting to rediscover it with my 3 year old and 6 year old. As I walked around the overcrowded, loud, and line-filled amusement parks I could not help but wonder what a challenging task a Disney vacation would be for families of children with special needs. Disney displays everything in excess but perhaps none more than sensory experiences. Many children's emotional regulation, regardless of their diagnosis, is dependent upon successful integration of their environment. I thought the following article/link gave some good food for thought if you are planning a trip.

Have a magical day!! :)

http://specialchildren.about.com/od/specialsituation1/a/spddisney.htm

Social Skills and Soothing - The Student on the Autism Spectrum

2009-03-04T07:06:00.000-08:00

Appropriate social skills and regulating emotion are two of the most difficult tasks for students on the Autism Spectrum to consistently demonstrate. There are many terrific programs out there that provide a multisensory and engaging way to tackle these skills.

Two resources that I have used in my classroom recently appeal to the auditory learners who enjoy cadence, rhyming and the comforts of noise through headphones. Cathy Bollinger created a CD called "My Turn, Your Turn." The songs are designed for building social skills. "People Like It When I Say Hi", "Sometimes I Feel Angry", and "It's OK That Sometimes I Don't Understand" are three of the 14 songs on the CD. In addition to seeing the benefits of the songs at school many parents have mentioned the convenience of playing it in the car or throughout the house as a learning experience. Age range for this CD is tricky because I've had 6th graders LOVE it and 2nd graders think it was "babyish.":)

The second resource that I have been using to assist with emotional modulation is a CD called the "The Soothing Pulse" arranged by Dr. John M.Ortiz who is an expert on Aspergers Syndrome and has a background in music therapy. The musical piece was designed to retrain the brain in three segments lasting 22 minutes using different pitches of rhythmic pulse.

I know....I know....it sounds like an infomercial that comes on at 2 AM but it really does work......I have seen it with my own eyes. I actually purchased the CD to DISPROVE it..(I can be so immature:)

Resource Fair For Parents of Children Who Learn Differently

2009-03-03T08:34:00.000-08:00

The Woodlynde School in Paoli is hosting their Fifth Annual Resource Fair For Parents of Children Who Learn Differently.
This is a free event open to the public on Monday March 9, 2009 from 4:30 PM -8:00 PM.

Presentations will be given on such topics as: Knowing Your Rights to Public Education Services as a Private School family, Building Resilience in Students with Learning Differences, Assistive Technologies for Literacy Instruction, Metacognition: Why It's Not Just About the 3 R's Anymore, and Estate Planning for Families with Special Needs Children. In addition there will be many professionals with informational booths set-up for you to visit.

I will be there as a presenter. If you attend please stop by my table and say hello:) For more information and/or the complete program guide visit:

http://www.woodlynde.org/podium/default.aspx?t=119890

Thank You Oriental Trading......Brains Everywhere Rejoice!

2009-02-12T11:29:00.000-08:00

I can remember having so much trouble mastering my Math multiplication facts in Elementary school due to my weak memory for non-meaningful information. I cringed when Sister Mary called me to the "back table" to see "my growth" for the month. Needless to say this still happens today for a lot of students. Many of my students take SOOOO long to learn their multiplication facts.

I was just tipped off (by a 3rd grader:) about Oriental Trading Company selling these wonderful pencils pictured here. They have the multiplication facts wrapped around the pencil for easy access. The easier facts (1,2,3's) are at the bottom so sharpening isn't a big deal. What a great independent reference tool!! 24 pencils for $3.99................

"Can You Hear Me Now...........Good!" New Web Site Revealed

2009-02-09T06:08:00.000-08:00

The Verizon Foundation has produced a multi million dollar project for education titled http://www.thinkfinity.org/ It contains a plethora of resources broken into categories for students, teachers, and parents.

I especially like the "Essay Mapping" for students who have difficulty with composing writing and organizing ideas. I also enjoyed the search results that are broken into grade level and streamlined for research purposes with more integrated media hits than a Google search.

Investigate and enjoy!

Sunday, Monday...Happy Days! Tuesday, Wednesday...Happy Days!!!!

2009-02-06T10:43:00.000-08:00

Many of you who have heard my lectures know that I am a big fan of Henry Winkler's (AKA: the Fonz) literature series Hank Zipzer. These books give the perspective of a student who learns differently and has trouble with staying on task. His adventures with his friends, family, teachers, and pets foster resilience, friendship, and determination. It is so difficult to find a book that kids who learn differently can relate to but this series which takes place in downtown New York is a gem. The "kid humor" adds another dimension which keeps my students longing to read the next book in the series. With titles like, "The Night I Flunked My Field Trip" and "Summer School! What Genius Thought That Up?"....I find that I am hooked as well. I believe the series is up to #15. Happy Reading!

Extended School Year Info. Packet

2009-02-04T09:41:00.000-08:00

Updated Extended School Year (ESY) Services resource available online at:

http://www.pattan.net/files/ESY/ESY-Guide121608.pdf

The Pittsburgh Steelers "Terrible Towel".....not so terrible for Special Education.

2009-02-03T07:41:00.001-08:00

As a die hard Philadelphia Eagles fan........I used to despise the Steelers and their

"TERRIBLE TOWELS" that they wave at games........until I read the excerpt below by a Steelers beat writer:

"The Terrible Towel is a bright yellow cloth that fans have waived at Steelers games since the 1970s. As longtime broadcaster Myron Cope once said, "Every nation needs a flag. The Terrible Towel is the flag of Steeler Nation."Cope is credited with the creation of the Terrible Towel in 1975. He passed away in February of 2008. But 12 years before he died, he turned the trademark for the Terrible Towel over to the Allegheny Valley School - a school and center for children and adults with developmental disabilities. Hundreds of thousands of the towels — trademarked as “Myron Cope’s the Official Terrible Towel” — are sold every year, for about $7 each. Through the Steelers, who handle the marketing of the towel, the school receives a check every month, usually for tens of thousands of dollars. Since 1996, the Allegheny Valley School has received nearly $2.5 million in royalties from the Terrible Towel - $1 million of that after the Steelers won the Super Bowl in 2005. So, look for the AVS to cash in again, and be able to continue to provide quality services to children and adults with disabilities.Every time a Steeler fans buys one of those flags, it helps people with developmental disabilities."

NEW IDEA (Individuals With Disabilities Act) PROVISION

2009-01-30T09:09:00.001-08:00

Effective January 1, 2009, parents can revoke consent and unilaterally withdraw their child from special education at any time. Parents must put the request in writing and the district must provide written notice (NOREP) prior to discontinuing special education. The district will not be considered in violation of FAPE but should still offer a Section 504 meeting as an alternative. Parents can deny this Section 504 request as well in writing.

This regulation has not been modified under PA Chapter 14 regulations but all school districts must abide by this provision. Parent advocate groups strongly opposed this change in Washington with their reasoning being that "parents without special education training are not fully aware of the ramifications of withdrawing special education services." These arguments were considered but ultimately ruled against by lawmakers.

It will be interesting to watch this evolve both at the LEA level and the due process level.

Special Education Newsletter Winter 2009

2009-01-29T17:40:00.000-08:00

How can I be sure that my high school student's IEP is preparing them for a successful college, technical, or work force transition?

The main goals of High School students are primarily to be accepted by their peers, understood by their caregivers, and to be successful in their independent endeavors. For these reasons "standing out" with an IEP at the secondary level is to them the equivalent of having to watch "Bonanza" reruns for 8 hours a day. Many parents and students do not realize that colleges, technical schools, and the workplace do not accept IEP's after graduation. For this reason a strength-based IEP with a strict focus of Self-Advocacy and Self-Awareness strategies is the way to go. Many local colleges list these 2 skills as a crucial component for all kids to succeed and graduate. A successful Tech. Ed. Program looks for the same and I can't imagine any job where these 2 skills would hurt an individuals productivity. A solid secondary level IEP will foster and develop this skill set that is needed for the next chapter in your High School student's life without making them "stick out."

With the temperatures dropping, the darkness of late winter afternoons, and the monotony of school in full swing.....it seems like all my child wants to do is play video games. What should I do?

As a teacher and a parent I would be the first one to suggest physical activity, reading, puzzles, and even Legos as a way to spend down time but I've quickly realized that video games are most likely here to stay and can't be ignored. My philosophy has always been to show interest in my student's and children's hobbies which includes video gaming. If you also consider Dr. James Gee's, a professor of learning sciences at the University of Wisconsin, work over the past 4 years showing that video games may enhance cognition you may not avoid them all together. All vices in moderation......of course but I suggest becoming involved in your child's gaming world which in turn may make them more open to your interest and guidance. As with any successful marketing practice the types of games that are coming out for all systems are beginning to appeal to families. Perhaps choose a game with your child that fosters problem solving and creativity....and play along with them. You may even have a little fun and strengthen your relationship along the way!

I used to look forward to late Winter/early Spring and the arrival of warmer temperatures, tulips, and the smell of grass. Now I stress so much over PSSA testing and SAT's that when I turn around it's summer.HELP!

Make no mistake about standardized tests.....in many cases for students who learn differently they are more a test of endurance. SAT testing has a tremendous impact on college bound students with IEP's and can be an overwhelming mental and physical journey. Many school districts prepare extensively for the PSSA tests and SAT prep classes start as early as freshman year.......I would find solace in both. Maximize IEP accommodations on PSSA testing but talk with someone on your IEP team about SAT accommodations. Extended time on SAT's can double (and sometimes triple) the amount of time your child must stay in the testing environment. Keep in mind that the college board almost always confirms that accommodations being requested have been in place at school for at least 4-6 months prior to submission. Soak up the beauty in the change of season and remember that your anxiety.....may inadvertently rub off on your child.

THANK YOU...............

2009-01-29T17:20:00.000-08:00

After recovering from a shattered forearm, the holidays, and sick kids......the site is back up. Thank you for all your support and for continuing to ask, "When will you be able to post again!" Inspiring and much appreciated!!

Upcoming Technology Conference

2008-11-01T04:07:00.000-07:00

Pennsylvania Educational Technology Expo and Conference is scheduled for February 2009 in Hershey. This is the premier conference for technology ideas for students with Special Needs in the region.

http://www.peteandc.org/

Special Education Newsletter - Fall 2008

2008-10-31T16:15:00.000-07:00

I read somewhere that they have made changes to the Chapter 14 Special Education Laws in PA. Will they affect my child and his/her IEP process?

Pennsylvania revised their Special Education Chapter 14 laws effective July 1, 2008. A complete list of the regulations can be viewed at www.pabulletin.com/secure/data/vol38/38-26/38_26_p2.pdf

Some of the highlights:

1. Abolishes the Special Education appeals panel. All appeals must now go to the state or federal court.

2. 60 "calendar days" to complete a school evaluation or reevaluation. In the past, school districts had 60 "school days."

3. During mediation hearings to resolve a dispute , the child must remain in the current program unless the parent and district agree otherwise.

4. Evaluations can now be requested verbally (written requests are still accepted.) The district must provide a Permission to Evaluate within 10 days of the verbal request.

5. Quality services and protection of legal rights, which is an offshoot of the Gaskin's settlement, is putting a greater emphasis on inclusion.

6. Instructional Paraprofessionals and Personal Care Assistants must participate in 20 hours of staff development each year.

Consider checking out http://www.educationlawadvocates.com/ for more detailed information and legal insight on the Ch. 14 changes and much more!

Spotlight on..........Technology

Technology can be a wonderful ally for students with special needs. Many school districts are on the cutting edge of learning about technology but cost is a major factor as to whether or not it ends up in the classroom. However, due to a very competitive market, many of these devices and programs have dropped in price. Two specific examples that have piqued my interest lately are the Apple iPod and the SolidTek Digital Notebook. The iPod was once considered a glorified "walkman" which played music to the tune of $400.00 for their upscale model. They have since come way down in price and provide many other benefits including downloaded text, streaming video, audio books and more depending on the model you buy. SolidTek's Digital Notebook ($125.00) is a standard legal size pad of paper that can be written on with a regular pen. Once your notes/text is completed on the pad it can be plugged into a computer and transcribed into Microsoft Word. Technology opens up a world of possibilities for students needing assistance in all areas.

I get so anxious when school is about to start. I want to be sure that the teachers are prepared for my child but I don't want to alienate them by contacting them in August/September during the busiest time of the school year. How do I get the IEP information to them without burning bridges?

Many teachers start the school year with those same feelings of anxiety about meeting the needs of all their learners. The volume of paperwork and information that is disseminated at the start of school is completely overwhelming. I recommend that my clients draft a one page letter to their child's primary teacher the last week before school starts. In the letter I ask that they type out a brief 4 sentence paragraph describing their child's learning, social and emotional style/profile. I ask that they also include a list of 5 strengths (both academic and non-academic) and 5 needs. (It may also be helpful to include some highlights from your child's summer to help with developing writing prompts and and rapport.) Finally I ask that they complete the letter with a short paragraph validating how busy the teachers are (we often think parents do not realize this) and also asking that the teacher please contact them once the school year is underway. The letter should be mailed to the school to give it more of a formal flair. This format goes a long way to providing the information needed without alienating the staff.

"Four Score and Seven Ecosystems Ago....."Accessing the Content Areas for Students with Special Needs

2008-10-31T13:06:00.000-07:00

By: Adam DeAngelo, M. Ed. consultspecialed@aol.com

My son Dylan and I have gone through a routine lately of watching the Discovery Channel on television. We’re both mesmerized by the visual information they provide and take their tagline of “Explore Your World” literally as we “travel” to different parts of the world to learn about history, animals, science, explorers and much more from the comforts of our living room. Their programs enhance IQ-Intelligence Quotient and EQ-Emotional Intelligence as well as provide a starting point for many educational extension activities that could be investigated at home or school.

As a student I never made the conscious choice to “Explore My World” for much of my academic career. I became interested in subjects like History and Science as I got older and always chalked up my increased interest over time to maturity. No doubt maturity played some role in the diversity of my interests but as a student who learned differently I began to question whether or not I was even ABLE to access the History and Science curriculums in school let alone explore them.

There are many excellent History and Science teachers who have a passion for these areas of study and attempt to maintain the goal of making the curriculum come alive for their students. I do not believe that this enthusiasm is lost on students who learn differently but as with any new undertaking there is a skill set that needs to be in place for the student in order to have the confidence and interest to begin a new area of study. Difficulty with reading, attention, social perception, emotional regulation, and sensory integration are just a few challenges that may impact that introductory skill set needed to access the content areas of Science and History.

The concrete and non-fiction format of many History and Science concepts tends to be very comforting to students who learn differently. They are predictable and apply to real life in most cases. I’ve read many “Interest Surveys” over the years from 4th graders and Middle School students who learn differently that invariably always have either History or Science listed as a favorite subject. Knowing this, I think we fall short of encouraging these early interests and allow far too many curriculum casualties as the material gets more complex in the upper grades. The educational community knows far too much about specially designed instruction these days to allow this to happen.

So how do we use the Discovery Channel’s mantra for making Science and History “come alive” and help students with special needs “Explore Their World?” As with many areas of Special Education there is not a one size fits all solution but the following areas should be considered in order to level the playing field and help develop self-directed learners:

Technology

Assistive technology is a very productive way to augment History and Science instruction for students. Scan to read programs, iPods, Textbooks on CD, Reading Pens and Video Games such as Sid Meier's Civilization Revolution for Nintendo PlayStation and Sony Xbox 360 are just a few ways in which technology can help fill in gaps for the student. Cyber Charter School curriculums are also a wonderful investigative resource as their upper level Science and History lessons are amazing in their use of technology to teach, explore and apply new knowledge.

The Pen is Mightier Than The Sword

Some of the most effective accommodations that I have seen for History and Science have been done with a pen and a pack of Post-It notes. In my experience the biggest roadblock for students who learn differently is the presence of an extraordinary amount of text in the content areas. Even students who are proficient readers have difficulty organizing and using all of the data that they receive. Chunking important sections with a pen, writing a word bank on a test to trigger memory retrieval and underlining key words in each paragraph all help to create focus and consistency. Using Post-It notes to adjust the visual layout of a page or to cover up certain sections to help the student avoid becoming overwhelmed is also a simple but influential intervention.

Note Taking

Taking notes is where it often falls apart for the student who learns differently. The dynamics of the task itself, which incorporates at least 5 different steps, often doom students before they even begin. Note taking is a skill that students have to learn to become proficient with as the task itself gains greater importance over time. I’ve personally moved away from predominantly adult intervention for this portion of the Content Areas and have developed a series of accommodations that not only help with note taking but also foster independence. Teacher-student note contracts, voice notes and podcasts are just a few of these accommodations that have really worked to make this task a student endeavor.

As I look back over my own experiences of school I really wish I would have had more guidance and an appreciation of History and Science. Both subject areas have so much to offer students who learn differently. The stories of the past can be inspiring and scientific application serves to remind us of the beauty of life. Both subjects can be mental puzzles of the past, present and future when put together create a mural of earth and its trials and tribulations. Students with special needs have been attempting to put these puzzles together far too long with pieces missing.

Building Resilience in Children and Adolescents with Learning/Social/Emotional Challenges

2008-10-31T10:22:00.000-07:00

Building Resilience in Children and Adolescents with Learning/Social/Emotional Challenges
By: Adam DeAngelo, M. Ed. consultspecialed@aol.com

Many parents ask me, “What is the most important skill to teach children who learn differently?” Some of these same well meaning adults focus on building reading skills, practicing math facts, setting up structure at home and reading aloud to their children every night. While these interventions reinforce important skills, I would argue that building a sense of resiliency is perhaps the single most crucial skill we can put into their proverbial toolbox of strategies.

My mentor and educational hero, Dr. Robert Brooks, has written many best sellers on this topic. He and his colleagues have conducted longitudinal research studies over the past few decades highlighting the importance of resilience. Improvement in reading and being able to pass a five-minute math fact quiz are important and no doubt wonderful achievements for kids, but how to handle setbacks and bounce back is really what life is about.

The building block for developing resilience at school is the creation of a strength-based Individualized Education Plan, or IEP. Jerry Seinfeld owned one of the most popular shows on television for ten years with his comedy Seinfeld, which he labeled a show about “nothing” due to the common life themes that ran through each episode. A colleague and I often refer to many IEPs that are written these days as “Seinfeld” IEPs due to their generic nature and their value towards developing resilience—which is “nothing” in most cases. Charles Schwab, financial powerhouse and developer of http://www.schwablearning.org/, once stated that someone on Wall Street with no experience should be able to pick up any IEP and understand it based on its individuality and ease of implementation. If you removed the name on your child’s IEP would their teachers be able to tell it belonged to your child? They should be able to.

Dr. Robert Brooks talks about two important themes in developing resilience at school: incorporating “Islands of Competence” and considering the “Attribution Theory” when developing IEPs. I love the term “Islands of Competence” as a synonym for strengths because, as Dr. Brooks mentions in his book Raising Resilient Children, many of our children possess strengths that are not academically based and rely on us to build bridges between their islands (strengths) and the mainland (school). It is time to begin to work strengths such as Legos, Pokemon, video games, rock climbing, gardening, rock collecting, athletics, drama, dancing, and horseback riding into the development of IEPs. As my 5 year old son Dylan reminded me last week, “Dad, everyone is good at something!” It is up to us to find out what that something is and weave it into the IEP and the curriculum.

I work with many exceptional, child-centered educators whose main focus is to always do what’s best for kids. Unfortunately they often fail to consider what Dr. Brooks defines as the Attribution Theory, which simply states that kids experience authentic success and build resilience if they can attribute their accomplishments to outcomes within their personal control. The Specially Designed Instruction section of IEPs are usually filled with wonderful accommodations that promote success. Many of these accommodations rely on adults for their implementation, however, so students do not attribute their success in using these strategies to being within their personal control. Preferential seating and assistance with biology note taking no doubt level the academic playing field for the exceptional child, but it is the introduction, the maintenance, and the delivery of these strategies that matter most. If you asked your child who is most responsible for their success at school, would they name themselves or someone else?

A special education teacher for the last 10 years, I still struggle with ensuring that all my students are working toward authentic success. In addition, I’ve spent many sleepless nights swimming out to those “Islands of Competence” in hopes of understanding my students’ strengths and, more importantly, figuring out how to weave these strengths through the IEP and the curriculum.

The word resilience is defined as the ability to bounce back readily from a setback or failure. To take this definition one step further I would hypothesize that your ability to bounce back from failure, or your personal “elasticity” to adjust after a setback, can be directly related to your ratio of positive to negative experiences. Kids who feel valued and connected in their schools due to the acceptance of their strengths and the praise of their individual accomplishments often are empowered to tackle challenges with a strength-based approach.

Obviously these skills and outcomes do not develop overnight or even over one school year, but the blueprint starts with the right mindset of those adults—parents, teachers, principals, and coaches—who are responsible for guiding an exceptional child through school. I watched an interview of Philadelphia Phillies catcher Chris Coste on TV during the late stages of the 2007 Major League Baseball season, which was a successful rookie campaign for the 33 year old catcher. The interviewer asked him if he ever thought during all of his setbacks that he would make it to the big leagues at 33 years old. Coste’s response was, “I had enough success along the way to keep me going in pursuit of my ultimate goal. Without those feelings of accomplishments along the way and people believing in my ability I would have hung it up long ago.”

A childhood hockey coach once told me that it takes three positive experiences in a row to enable someone to look at one negative experience with objectivity and resolve. Building resilience in exceptional children starts with a strength-based mindset of one charismatic adult and becomes infectious. It starts with one IEP, one successful experience, and soon envelopes all of those involved. It all starts with the courage of one to step forward and think outside the box.

Special Education Newsletter - Spring/Summer 2008

2008-06-01T12:17:00.000-07:00

I just found out that my child qualifies for Special Education. Now what?

I get this question often from concerned parents who have just learned that their child qualifies for Special Education. Upon qualification, a school based team is charged with putting together an individualized plan for your child that will help them access the curriculum regardless of their challenges. This is often a very overwhelming process for parents. Parents are left to wonder....will my child have the same opportunities as their peers? How will we highlight their strengths? What is my child missing when he/she is receiving Special Education services? My child is very smart but how do we reinforce this in a Special Education program? These are all legitimate questions that are often overlooked. Special Education services should provide and enhance without taking any of the regular education experiences away from your child.

We've had what looks to be the same IEP for years with minor changes. Is this possible?

Special Education teachers are often the most overworked and underappreciated members of any school staff. Most get very little time for Special Education paperwork during the regular school day and are expected to find time outside of the work day to fulfill this aspect of their job. Many can not do this because of family/personal obligations. This quandary has created the construction of the most generic IEP's that I have seen in the last ten years. The less time spent on a computer developing IEP'S means more time in the classroom which I agree with on some level. However, this practice does not support the grave importance of creating a long term Individualized Education Plan that will minimize school difficulty and increase success for your child. IEP'S are road maps that help navigate around "potential accidents" and more importantly help parents to understand Special Education so that they can become their child's advocate over time.

Going into an IEP meeting with little experience and disagreeing with the team is the same as going into a mechanic's garage with little experience and disagreeing with how they fix your car. How can I learn what I need to know in a short time so that I can advocate for my child?

As with becoming an "expert" in anything you need time to develop the skills to fully understand the Special Education process. Understanding the "why" behind the IEP and using metaphorical comparisons to real life examples are two quick ways to get your feet wet. It is sometimes difficult to understand fully because the opportunities for discourse are not always included in your school based team meetings. There are some wonderful resources out there at your local bookstore which could equip you with a proverbial backpack of strategies from which to pull for your IEP meetings. Thinking with a strength-based approach and "thinking outside the box" will give you a better understanding of what kids with Special Education services need.