How can I help my son with his writing?

Strategies:

• Extend time for assignments/tasks
• Reduce or use alternative assignments/tasks
• Adjust seating position (90" x 90" x 90")
• Peer "scribe" for note taking or dictation
• Seating needs (hearing,destractibility noise level, traffic pattern, front/back of room, near teacher or peers, etc.)
• Desk (wheelchair accessible, laptop, tilt, flip top desk, lip on side of desk, large table, study carrel, etc.)
• Reduce clutter on desk
• Allow word cards, spelling list, hints, etc.
• Allow alternative methods i.e. oral reports
• Do not penalize for misspellings, poor writing, or grammar
• Allow single word or short answers
• Give multiple choice tests
• Allow either printing or cursive
• Use checklists to help get started
• Teach and review test taking vocabulary
• Provide models of assignments/tests
• NCR paper for peer to provide notes
• Lighting adjustments (more, less, direction)
• Provide outline/lecture notes beforehand
• Spelling journals

Light Tech

• Pencil grips/holders
• Short pencil stub
• Pens with different grips
• Tape recorder
• Straps/splints for pencil
• “T” holder for pencil
• Chalk holder
• Writing frame
• Wrist weight/hold down
• Slantboard
• Dycem/other material to prevent slippage
• Name/number/date stamps
• Line indicators (raised line, with mid-line, etc.)
• Sections on paper (draw lines, fold, etc.)
• Type of paper (graph, textured, colored, etc.)
• Provide extra white space
• Highlight or color code
• Cover parts of worksheet
• Put less information on page
• High contrast colors
• “Post It” notes for “fill in the blank” tests
• Word cards, book, wall, or file
• Pocket dictionary/thesaurus
• Pencil/pen attached to desk
• Word/sentence windows
• Trace letters/numbers/words with highlighter
• Stencils to trace letters
• Tactile letters/words
• Pictures, drawings, photos, etc.
• Sentence strips
• 3” three-ring binder as slant board
• Spinner with parts of story

Higher-Tech

• Tape recorder with/without adapted controls
• Electronic/talking dictionary/thesaurus
• Digital tape recorder/Voice organizer
• Portable note-taker

Computers/Software

• Word processors/text output devices
• Spelling and grammar checker
• Keyguard (with reduced # of keys)
• Keyguard (for all keys)
• Alternative mouse and/or keyboard
• Accessibility options in Control Panel
• Screen/text reader
• Screen magnifier
• Enlarged or Braille key caps/labels/covers
• Screen flasher when sound is emitted
• Alternative methods to access keyboard (mouthsticks, headsticks, electronic)
• On-screen keyboard
• Touch window/screen
• Switch control (single or multiple)
• Utilities to enlarge the cursor, hold windows open, assist with click-and-drag, etc.
• Voice recognition
• Software strategies (word prediction, abbreviation expansion, etc.)
• Software for alternative output
• Software for screen magnification
• Interactive writing software
• Graphic organizers – Inspiration/Kidspiration
• Word processor forms feature
• Draw/paint software

Do I have to wait until my yearly IEP meeting to change things?

The answer is NO. Parents of boys receiving special education services are equal members of the Individualized Education Program (IEP) team. Occasionally, parents may have concerns regarding a specific aspect of their child's IEP and would like to request a meeting to review and/or revise the IEP. Examples of when it is appropriate to request an IEP meeting include but are not limited to:

• Your child has met one of several of his goals
• Your child is not making adequate progress towards one or several of his goals
• You have new information to share with the IEP team that may affect services
• You believe your child no longer needs the services they are receiving

The implementing regulations of the Individuals with Disabilities Act (IDEA) 2004 state that the IEP team should review the IEP periodically, but not less than annually, to determine whether the annual goals of a child are being achieved and revise the IEP, as appropriate, to address:

• Any lack of expected progress toward the annual goals
• Results of any reevaluations conducted
• Information about the child’s provided to, or by, the parents
• The child’s anticipated needs
• Other matters

Each state also has an administrative code that typically defines the timeline in which the school needs to respond to that parent with a date for review of the IEP with the appropriate school staff attending. Each state will be different but make sure you put the request in writing.

Please see my list of resources for a sample letter template to use.

What is the difference between an IEP & 504?

•Section 504 is a part of the Rehabilitation Act of 1973 that applies to persons with disabilities. Section 504 is a Civil Rights Act that protects the civil rights of a person.

•An IEP is part of the Individuals with Disabilities Education Act (IDEA) 2004 and it provides an Individualized Educational Program (IEP) for students who qualify for Special Education.

•To be eligible for a 504, the child must have a physical or cognitive impairment that substantially limits one or more of a person’s major life activities (caring for oneself, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning or working).

•To be eligible for an IEP, the child must meet the criteria for 1 of the 13 Disability categories AND have the need for specialized instruction.

•A 504 provides Accommodations and minimal services only to assure access to the curriculum and the benefits that typical students are able to access.

•An IEP is an Individualized Educational Program that provides goals, accommodations, modifications and related services.

•The chain of command for a 504 is first the 504 coordinator on campus (who is usually a vice principal or counselor), then the principal, the superintendent of the district, and finally the Civil Rights office Denver, Colorado (OCR).

•The chain of command for an IEP is first the child’s teacher, then the Special Education case manager, school psychologist, Special Education Director of the District and finally the Department of Education for the state you live in.

•Both meet once a year to review however, for both you can call a meeting anytime you feel adjustments need to be made.

•Both can work for boys with DMD depending on the person's type and level of needs.

Welcome to My New Blog!

As most of you know, I have been helping folks in the Phoenix area for years navigating special education and behavioral issues. My expertise is also in Duchenne as I have a 14 year old son with DMD. I get many calls each week from parents all over the country looking for education and behavioral supports for their boys. I have created this blog as a response to those calls. I will post ideas, free resources, and tips on a regular basis.

Please also note I am able to provide services in other states. I have been helping parents across the country by reviewing IEP’s and 504 accommodations, speaking to teachers and school psychologists for parents, recommending Assistive Technology and attending meetings via Skype. I will not charge you the full price I charge here since I can’t attend the meetings in person, but I’m excited to discover I can be pretty effective with the use of technology. However,if it gets complicated and you need someone there in person, I will recommend resources in your state as well.