Navigating Special Education
24 January 2006, 1:00 PM EST
Join Dr. Alan Brue and Dr. Linda Wilmshurst, authors of the new book, A Parent's Guide to Special Education, as they share their insights into navigating special education.
Read more about Alan Brue, Ph.D.
Read more about Linda Wilmshurst, Ph.D.
*Questions will be answered during the live online chat.*
Question from LeWanda - Parent of Dyslexic Child:
My son has been placed in a special education class this year. He has been tested and labeled dyslexic. This is his first year in middle school. The class is too easy for my son and does not challenge him mentally. How do I convince the child study team that this type of learning environment is not conducive for him to learn?
Alan Brue, Ph.D.:
LeWanda, my suggestion would be to find out when your son was last administered an achievement test. Some districts do it each year to get information for the IEP, while others do it only every three when they request a reevaluation.
If an achievement test was not administered recently, it may not reflect his achievement gains. I would request a formal meeting with the IEP team (request the school psychologist's attendance), explain your concerns, and request that he be administered an achievement test for purposes of addressing the appropriateness of his IEP goals. This will most likely be done by a diagnostician, school psychologist, or special education teacher.
The test results will be helpful in understanding your son's strengths and weaknesses, and it may be necessary to write a new IEP that requires more difficult classes -- or at least more challenging work -- for your son. (We include a chapter on preparing for school meetings in our book.) Good luck, and thanks for your question!
My son has been placed in a special education class this year. He has been tested and labeled dyslexic. This is his first year in middle school. The class is too easy for my son and does not challenge him mentally. How do I convince the child study team that this type of learning environment is not conducive for him to learn?
Alan Brue, Ph.D.:
LeWanda, my suggestion would be to find out when your son was last administered an achievement test. Some districts do it each year to get information for the IEP, while others do it only every three when they request a reevaluation.
If an achievement test was not administered recently, it may not reflect his achievement gains. I would request a formal meeting with the IEP team (request the school psychologist's attendance), explain your concerns, and request that he be administered an achievement test for purposes of addressing the appropriateness of his IEP goals. This will most likely be done by a diagnostician, school psychologist, or special education teacher.
The test results will be helpful in understanding your son's strengths and weaknesses, and it may be necessary to write a new IEP that requires more difficult classes -- or at least more challenging work -- for your son. (We include a chapter on preparing for school meetings in our book.) Good luck, and thanks for your question!
Question from Bernell Scott, parent, Charleston County School:
Is there a limit to the number of students that are put in self-contained learning disabled and emotionally disabled classrooms?
Linda Wilmshurst, Ph.D.:
Class size has been a hot issue of debate for some time. Especially, since the publication of results from the Tennessee studies that tracked the achievement of 6000 students who were educated in smaller classes (13 to 17 students) versus regular sized classes (22 to 25 students). Results of this study demonstrated that students, especially minority students, scored higher in reading and math and continued to do so after returning to regular sized classes. Plus the impact resulted in long-term benefits that were evident when the groups were tested again in the ninth grade. Given that special education students require increased teacher attention, studies of this nature have significant importance for considering lower class sizes. State Boards of Education are responsible for setting standards for personnel who service students in the classes and for determining the maximum class sizes, therefore, the size standards vary from state to state. Because special education students are often educated in both special education and regular classes, and any given student can spend from one class period upwards in the special education classroom, developing standards or formulae for determining class size can be a very complicated process.
Is there a limit to the number of students that are put in self-contained learning disabled and emotionally disabled classrooms?
Linda Wilmshurst, Ph.D.:
Class size has been a hot issue of debate for some time. Especially, since the publication of results from the Tennessee studies that tracked the achievement of 6000 students who were educated in smaller classes (13 to 17 students) versus regular sized classes (22 to 25 students). Results of this study demonstrated that students, especially minority students, scored higher in reading and math and continued to do so after returning to regular sized classes. Plus the impact resulted in long-term benefits that were evident when the groups were tested again in the ninth grade. Given that special education students require increased teacher attention, studies of this nature have significant importance for considering lower class sizes. State Boards of Education are responsible for setting standards for personnel who service students in the classes and for determining the maximum class sizes, therefore, the size standards vary from state to state. Because special education students are often educated in both special education and regular classes, and any given student can spend from one class period upwards in the special education classroom, developing standards or formulae for determining class size can be a very complicated process.
Question from Loretta Williams, Educator, Charleston County Schools:
Is it a federal mandate to move toward inclusion for all students with specific learning disabilities?
Linda Wilmshurst, Ph.D.:
The federal mandate has always been to service children in the least restrictive environment. The identification of children with SLD has been broadened by IDEA2004 to include the possibility of using a Response to Intervention (RTI) model rather than a discrepancy model (IQ -Achievement discrepancy) in the identification of SLD . The spirit of IDEA2004 is to better address why a student with SLD is not achieving, and then provide supports that specifically target the area of concern. With the RTI model, if the child responds to the intervention, then the necessary supports have been determined; if not, then further investigation/ programming will be needed.
Is it a federal mandate to move toward inclusion for all students with specific learning disabilities?
Linda Wilmshurst, Ph.D.:
The federal mandate has always been to service children in the least restrictive environment. The identification of children with SLD has been broadened by IDEA2004 to include the possibility of using a Response to Intervention (RTI) model rather than a discrepancy model (IQ -Achievement discrepancy) in the identification of SLD . The spirit of IDEA2004 is to better address why a student with SLD is not achieving, and then provide supports that specifically target the area of concern. With the RTI model, if the child responds to the intervention, then the necessary supports have been determined; if not, then further investigation/ programming will be needed.
Question from Amy Koehler, parent of SLD child:
Do you think that children with severe learning disabilities should be required to take the standardized tests required by NCLB - even though the tests that are administered are their grade level but not necessarily their academic level? My 11-year-old daughter is in a 6th grade self-contained class for SLD but she's at a 2nd grade academic level. Yet she is forced to spend approximately 20 days over the course of the school year taking tests that are clearly beyond her academic comprehension. What bothers me more than anything, aside from the fact that it's valuable classroom time wasted, is that she thinks she is "stupid" after having to suffer through these tests.
Linda Wilmshurst, Ph.D.:
Having been licensed as a school psychologist in Texas and Florida, where state testing is mandatory, I have many deep feelings about the subject of standardized testing which not only impacts children in regular classes, but extends to an even greater extent to children in special education programs who struggle with academics due to their disabilities.
The standardized tests required by NCLB often are at odds with results from state tests.so who is the ’most appropriate evaluator’ and what are we evaluating? I believe that standardized testing, at both levels, has been launched with the best of intentions of trying to make educational systems accountable for teaching children to the best of their ability and the on-going need to improve standards of education. These goals are both noble and necessary.
However, I believe that children with severe disabilities who are required to take these standardized tests at grade level (when they may be functioning two to three years behind), is equivalent to asking the average student in grade three to attempt the grade six version of the test. The playing field is not level. I believe very strongly that special needs children are very vulnerable and are prone to having their fragile self concepts eroded by each and every attempt to make them measure up to goals they cannot attain. If it is required that these students write the standardized tests, then I believe they should be writing them at their functional academic level, not their chronological academic level.
Do you think that children with severe learning disabilities should be required to take the standardized tests required by NCLB - even though the tests that are administered are their grade level but not necessarily their academic level? My 11-year-old daughter is in a 6th grade self-contained class for SLD but she's at a 2nd grade academic level. Yet she is forced to spend approximately 20 days over the course of the school year taking tests that are clearly beyond her academic comprehension. What bothers me more than anything, aside from the fact that it's valuable classroom time wasted, is that she thinks she is "stupid" after having to suffer through these tests.
Linda Wilmshurst, Ph.D.:
Having been licensed as a school psychologist in Texas and Florida, where state testing is mandatory, I have many deep feelings about the subject of standardized testing which not only impacts children in regular classes, but extends to an even greater extent to children in special education programs who struggle with academics due to their disabilities.
The standardized tests required by NCLB often are at odds with results from state tests.so who is the ’most appropriate evaluator’ and what are we evaluating? I believe that standardized testing, at both levels, has been launched with the best of intentions of trying to make educational systems accountable for teaching children to the best of their ability and the on-going need to improve standards of education. These goals are both noble and necessary.
However, I believe that children with severe disabilities who are required to take these standardized tests at grade level (when they may be functioning two to three years behind), is equivalent to asking the average student in grade three to attempt the grade six version of the test. The playing field is not level. I believe very strongly that special needs children are very vulnerable and are prone to having their fragile self concepts eroded by each and every attempt to make them measure up to goals they cannot attain. If it is required that these students write the standardized tests, then I believe they should be writing them at their functional academic level, not their chronological academic level.
Laura Kaloi (Moderator):
The National Center for Learning Disabilities (NCLD) is keenly interested in the participation of students with disabilities in the statewide testing requirements of No Child Left Behind (NCLB). There are several alternative assessment options available to IDEA students in order to give them an opportunity to participant while recognizing the possibility that their disabilities may not allow participation at grade level.
Please see these resources for more information:
New Assessment Option for Students with Disabilities under No Child Left Behind
ALTERNATE ACHIEVEMENT STANDARDS FOR STUDENTS WITH THE MOST SIGNIFICANT COGNITIVE DISABILITIES, Non-Regulatory Guidance from U.S. Department of Eduction, August 2005
Understanding Assessment Options for IDEA-eligible Students
The National Center for Learning Disabilities (NCLD) is keenly interested in the participation of students with disabilities in the statewide testing requirements of No Child Left Behind (NCLB). There are several alternative assessment options available to IDEA students in order to give them an opportunity to participant while recognizing the possibility that their disabilities may not allow participation at grade level.
Please see these resources for more information:
New Assessment Option for Students with Disabilities under No Child Left Behind
ALTERNATE ACHIEVEMENT STANDARDS FOR STUDENTS WITH THE MOST SIGNIFICANT COGNITIVE DISABILITIES, Non-Regulatory Guidance from U.S. Department of Eduction, August 2005
Understanding Assessment Options for IDEA-eligible Students
Question from Loretta:
Is it legal to have placement meetings for special education students without inviting the receiving teacher or teachers?
Alan Brue, Ph.D.:
Loretta, I'm not sure whether it's legal or not, and something like this is more likely to be discussed in the federal regulations, which are based on IDEA 2004, when they are published over the next few months. This will help to give some guidance to states. I do know that in my state, the child's teacher must be present at placement meetings. Quite frankly, it's simply good practice, as it's important for a parent and the other members of the team to be able to dialogue with the person who teaches the child, knows his or her strengths and weaknesses, etc. If you are having difficulty with this issue, I would *always* request the teacher's presence. Start by asking when the teacher is available and then work from there. In some states, there may be union rules about not staying after school, so it's possible that the meeting may need to be held during the day, when the teacher has a scheduled planning period. Thank you for your question. Good luck!
Is it legal to have placement meetings for special education students without inviting the receiving teacher or teachers?
Alan Brue, Ph.D.:
Loretta, I'm not sure whether it's legal or not, and something like this is more likely to be discussed in the federal regulations, which are based on IDEA 2004, when they are published over the next few months. This will help to give some guidance to states. I do know that in my state, the child's teacher must be present at placement meetings. Quite frankly, it's simply good practice, as it's important for a parent and the other members of the team to be able to dialogue with the person who teaches the child, knows his or her strengths and weaknesses, etc. If you are having difficulty with this issue, I would *always* request the teacher's presence. Start by asking when the teacher is available and then work from there. In some states, there may be union rules about not staying after school, so it's possible that the meeting may need to be held during the day, when the teacher has a scheduled planning period. Thank you for your question. Good luck!
Question from Yolanda Gonzalez, Parent (Miami):
Can you point me to where to find the special education rules governing the duties of a paraprofessional? My son has a one-to-one paraprofessional and the school had advised me that she "redirect him and try to keep him on task" but that she cannot provide any instructional support. My son's is learning disabled and Aspergers. Thanks for your assistance.
Alan Brue, Ph.D.:
Yolanda, IDEA 2004 addresses the qualifications for related services personnel and paraprofessionals, but it does not address the duties. I don't think that will be in the federal regulations when they are published in the next few months; I think that's more of a state issue and will be determined at your state level. You may want to check out the following link http://www.doe.state.in.us/htmls/states.html to access your state's department of education (DOE) Web site. Try and contact the person in charge of special education at the DOE. Good luck!
Can you point me to where to find the special education rules governing the duties of a paraprofessional? My son has a one-to-one paraprofessional and the school had advised me that she "redirect him and try to keep him on task" but that she cannot provide any instructional support. My son's is learning disabled and Aspergers. Thanks for your assistance.
Alan Brue, Ph.D.:
Yolanda, IDEA 2004 addresses the qualifications for related services personnel and paraprofessionals, but it does not address the duties. I don't think that will be in the federal regulations when they are published in the next few months; I think that's more of a state issue and will be determined at your state level. You may want to check out the following link http://www.doe.state.in.us/htmls/states.html to access your state's department of education (DOE) Web site. Try and contact the person in charge of special education at the DOE. Good luck!
Question from suzanne:
I think my child may had a ld. She is in third grade and we are struggling. I am trying to find resources to help. The teacher is not being very helpful. Any guidance would be helpful.
Linda Wilmshurst, Ph.D.:
If you are concerned that your child is not progressing adequately, then as a parent, you have a right to ask for an assessment to determine why your child is not making adequate gains. I urge you to talk to the school about having the school psychologist conduct an assessment to determine the extent to which your child may be lagging and to suggest why this might be so.
I think my child may had a ld. She is in third grade and we are struggling. I am trying to find resources to help. The teacher is not being very helpful. Any guidance would be helpful.
Linda Wilmshurst, Ph.D.:
If you are concerned that your child is not progressing adequately, then as a parent, you have a right to ask for an assessment to determine why your child is not making adequate gains. I urge you to talk to the school about having the school psychologist conduct an assessment to determine the extent to which your child may be lagging and to suggest why this might be so.
Laura Kaloi (Moderator):
A brief overview of the assessment process is available on the greatSchools.net Web site. See: Evaluation - An Overview.
A brief overview of the assessment process is available on the greatSchools.net Web site. See: Evaluation - An Overview.
Question from Carla Lewis, Parent of 2 LD children:
There are lots of books out there giving advice, direction and support to parents... What makes your book special? Why should I choose it over another?
Alan Brue, Ph.D.:
That's a good question, Carla. We feel that our book has some distinct advantages over others. Ours includes the very latest information on IDEA 2004 and is, to our knowledge, the only book for parents thus far to address this important topic. It's also the only book written by school psychologists. We feel this is important because we work with students teachers and parents, understand children and their special needs, know the laws protecting the rights of children, and know how schools "work." This has allowed us to advocate for children, and we have tried to share this with parents through our book. Parents who reviewed the book were very favorable and found that it provided them with the information they needed. We relied heavily on their input and feedback before, during, and after the book was written.
There are lots of books out there giving advice, direction and support to parents... What makes your book special? Why should I choose it over another?
Alan Brue, Ph.D.:
That's a good question, Carla. We feel that our book has some distinct advantages over others. Ours includes the very latest information on IDEA 2004 and is, to our knowledge, the only book for parents thus far to address this important topic. It's also the only book written by school psychologists. We feel this is important because we work with students teachers and parents, understand children and their special needs, know the laws protecting the rights of children, and know how schools "work." This has allowed us to advocate for children, and we have tried to share this with parents through our book. Parents who reviewed the book were very favorable and found that it provided them with the information they needed. We relied heavily on their input and feedback before, during, and after the book was written.
Question from Steve Street, Asst. Prof., Special Education Dept, MN State University Moorhead:
With the changes in IDE(I)A 2004, a higher level of accountability for teachers intervening to assist students with special education needs is being addressed through the concept of response to instruction (RtI). What role does the parent play in the RtI Model?
Linda Wilmshurst, Ph.D.:
You have asked two very timely and difficult questions. The Response to Intervention (RTI) is a new direction featured in IDEA 2004 for identifying children with learning disabilities. However, it is my understanding that districts may continue to identify students using the discrepancy criteria (discrepancy between IQ and achievement).
The RTI was introduced in the spirit of trying to determine what will be more effective in increasing a child’s learning potential (does the child respond to this intervention).
IDEA 2004 states that the intervention must be an intervention that has been demonstrated effective by research. If an intervention is attempted, and the child responds, then the child is considered to not have a learning disability because he/ she can learn effectively. However, if the child does not respond to the intervention, then further investigation would be necessary to determine the extent and nature of the disability.
Proponents of the RTI model believe that this is a time-saving, efficient and hopefully effective way of determining what works for this child. Those opposed are concerned with losing more time in not identifying the child, while attempting several approaches that may not be successful.
As a parent, I would definitely want to know answers to four important questions about my child who was involved in RTI:
1. What is the intervention the school is implementing?
2. What is the research to support this form of intervention?
3. When will my child be evaluated to determine if he is responding to the intervention; and
4. How will they evaluate whether it is successful or not?
With the changes in IDE(I)A 2004, a higher level of accountability for teachers intervening to assist students with special education needs is being addressed through the concept of response to instruction (RtI). What role does the parent play in the RtI Model?
Linda Wilmshurst, Ph.D.:
You have asked two very timely and difficult questions. The Response to Intervention (RTI) is a new direction featured in IDEA 2004 for identifying children with learning disabilities. However, it is my understanding that districts may continue to identify students using the discrepancy criteria (discrepancy between IQ and achievement).
The RTI was introduced in the spirit of trying to determine what will be more effective in increasing a child’s learning potential (does the child respond to this intervention).
IDEA 2004 states that the intervention must be an intervention that has been demonstrated effective by research. If an intervention is attempted, and the child responds, then the child is considered to not have a learning disability because he/ she can learn effectively. However, if the child does not respond to the intervention, then further investigation would be necessary to determine the extent and nature of the disability.
Proponents of the RTI model believe that this is a time-saving, efficient and hopefully effective way of determining what works for this child. Those opposed are concerned with losing more time in not identifying the child, while attempting several approaches that may not be successful.
As a parent, I would definitely want to know answers to four important questions about my child who was involved in RTI:
1. What is the intervention the school is implementing?
2. What is the research to support this form of intervention?
3. When will my child be evaluated to determine if he is responding to the intervention; and
4. How will they evaluate whether it is successful or not?
Question from Kristin Bowden:
My son was tested for a learning problem, and when we met to discuss the results last week I was told that he meets state requirements for help in this area. But I had decided that I did not want him to be in special ed. The school said that it's better to agree that he meets the requirements for the program, even if he doesn't get any special help, just in case I change my mind later on. Is this true??
Linda Wilmshurst, Ph.D.:
It is often a very difficult and stressful time for concerned parents when their child experiences academic difficulties, or school adjustment problems. You did not say how old your child is, so I will have to qualify what I say a bit.
The fact that your child met the criteria for special education means that he/she is experiencing significant discrepancies between their intellectual potential and their academic achievement or school adjustment. In our book, we devote an entire chapter to the topic of labels and what that might mean for a child in special education.
Although you may not want your child to attend special education classes at this time (for whatever reason), and you may be very concerned about your child being labeled as a ’special education’ child , I have to agree with the school on this one.
Your child went through extensive psychological assessment and results determined a need for intervention. That is no different then going to a medical doctor and having tests which suggest that you may be in need of a certain intervention or treatment.
I actually had a case very similar, where an 8 year-old child was found to have a learning disability, but parents did not want any assistance at that point. However, the eligibility meeting conducted at that noted that the child qualified under IDEA for special programming, however, parents declined.
Eligibility for programming became a very important piece of paper about four years later, when the child was beginning to fail miserably in middle school. At that time, parents were distraught and very eager to get help for their son. Because the child had been deemed eligible in the past, our district waved much of the testing that would be required if the child were to start the process over again. I was able to re-present his case to committee based on an updated academic assessment and the child was receiving much needed help within a month.
My son was tested for a learning problem, and when we met to discuss the results last week I was told that he meets state requirements for help in this area. But I had decided that I did not want him to be in special ed. The school said that it's better to agree that he meets the requirements for the program, even if he doesn't get any special help, just in case I change my mind later on. Is this true??
Linda Wilmshurst, Ph.D.:
It is often a very difficult and stressful time for concerned parents when their child experiences academic difficulties, or school adjustment problems. You did not say how old your child is, so I will have to qualify what I say a bit.
The fact that your child met the criteria for special education means that he/she is experiencing significant discrepancies between their intellectual potential and their academic achievement or school adjustment. In our book, we devote an entire chapter to the topic of labels and what that might mean for a child in special education.
Although you may not want your child to attend special education classes at this time (for whatever reason), and you may be very concerned about your child being labeled as a ’special education’ child , I have to agree with the school on this one.
Your child went through extensive psychological assessment and results determined a need for intervention. That is no different then going to a medical doctor and having tests which suggest that you may be in need of a certain intervention or treatment.
I actually had a case very similar, where an 8 year-old child was found to have a learning disability, but parents did not want any assistance at that point. However, the eligibility meeting conducted at that noted that the child qualified under IDEA for special programming, however, parents declined.
Eligibility for programming became a very important piece of paper about four years later, when the child was beginning to fail miserably in middle school. At that time, parents were distraught and very eager to get help for their son. Because the child had been deemed eligible in the past, our district waved much of the testing that would be required if the child were to start the process over again. I was able to re-present his case to committee based on an updated academic assessment and the child was receiving much needed help within a month.
Question from Melissa Bryce, Resource Teacher, Lee Elementary:
When a student is tested and qualifies for Special Education, who should be the one to educate the student on their disability and how their mind works? These students are pulled for testing that they know nothing about by a person they generally do not know and then told who knows what by their parents. At school they are told to go to a special class (Resource) or sent to a special room (Content Mastery) while the other students continue to work as usual. These students struggle enough as it is with their disabilities without the added strain of being singled out and labeled. They desperately need someone to explain to them how their mind works and about their strengths and weaknesses. These students need extra support and teaching to help them not only with study and organizational habits but also with social cues and peer relationships. Who should be the one to do this and how should they go about doing it? As of right now our LSSP doesn't have the time to do this with every student as she is at more than one school. I just recently wrote a grant for money to purchase materials for our Title I counselor to use in small group sessions and I also have been trying to purchase materials to use in the classroom that I can somehow integrate into our Languge Arts. Any words or wisdom?
Alan Brue, Ph.D.:
That is a very good question, Melissa, and in my experience, it varies widely from district to district. Since your LSSP (a school psychologist for those of you outside Texas) cannot do it, it may be best if the counselor and teacher do it together.
A good plan of action is to say something like the following: "I know that you are continuing to have some problems in math. I want you to know that we are here to try and make school a bit easier for you so that you won't struggle as much. You probably didn't know that there are a lot of other boys and girls who find things hard about school. For some, it's math, just like you, or it can be reading, getting along with others, or paying attention. You have worked with different people and completed different tests, and the reason for that is to find out what you are very good at and what you find difficult. We want to work with you, and we'll probably need your help and help from your parents. There are different things that we can try to help you in math, and we are going to try different things to see what works. Your teacher, your parents, and you will need to help us by telling us what works and what doesn't. You are a very good student and know that you are going to work hard and do your best in school."
I would try to get the LSSP to write up something, in simple terms, that explains to the child his strengths and weaknesses. A measure I find very helpful is the Student Styles Questionnaire (SSQ).
It is great because the software creates two reports -- one for teachers/parents and one for the child -- that address the child's styles of learning, relating, and working. It focuses on the many positive aspects of a child, whereas traditional measures are used to identify their weaknesses. I highly recommend the SSQ. I have used it many times in the schools, and children, teachers, and parents find the reports very helpful. You may wish to consider purchasing the SSQ with your grant money.
When a student is tested and qualifies for Special Education, who should be the one to educate the student on their disability and how their mind works? These students are pulled for testing that they know nothing about by a person they generally do not know and then told who knows what by their parents. At school they are told to go to a special class (Resource) or sent to a special room (Content Mastery) while the other students continue to work as usual. These students struggle enough as it is with their disabilities without the added strain of being singled out and labeled. They desperately need someone to explain to them how their mind works and about their strengths and weaknesses. These students need extra support and teaching to help them not only with study and organizational habits but also with social cues and peer relationships. Who should be the one to do this and how should they go about doing it? As of right now our LSSP doesn't have the time to do this with every student as she is at more than one school. I just recently wrote a grant for money to purchase materials for our Title I counselor to use in small group sessions and I also have been trying to purchase materials to use in the classroom that I can somehow integrate into our Languge Arts. Any words or wisdom?
Alan Brue, Ph.D.:
That is a very good question, Melissa, and in my experience, it varies widely from district to district. Since your LSSP (a school psychologist for those of you outside Texas) cannot do it, it may be best if the counselor and teacher do it together.
A good plan of action is to say something like the following: "I know that you are continuing to have some problems in math. I want you to know that we are here to try and make school a bit easier for you so that you won't struggle as much. You probably didn't know that there are a lot of other boys and girls who find things hard about school. For some, it's math, just like you, or it can be reading, getting along with others, or paying attention. You have worked with different people and completed different tests, and the reason for that is to find out what you are very good at and what you find difficult. We want to work with you, and we'll probably need your help and help from your parents. There are different things that we can try to help you in math, and we are going to try different things to see what works. Your teacher, your parents, and you will need to help us by telling us what works and what doesn't. You are a very good student and know that you are going to work hard and do your best in school."
I would try to get the LSSP to write up something, in simple terms, that explains to the child his strengths and weaknesses. A measure I find very helpful is the Student Styles Questionnaire (SSQ).
It is great because the software creates two reports -- one for teachers/parents and one for the child -- that address the child's styles of learning, relating, and working. It focuses on the many positive aspects of a child, whereas traditional measures are used to identify their weaknesses. I highly recommend the SSQ. I have used it many times in the schools, and children, teachers, and parents find the reports very helpful. You may wish to consider purchasing the SSQ with your grant money.
Question from Jean DeRosa, Reading Specialist, Self-Employed:
What can parents actually demand of a school when they have been neglectful about remediating a reading disorder for a bright but dyslexic student?
Alan Brue, Ph.D.:
You say the school has been "neglectful" -- I'm not sure whether you mean the school has never identified the child as meeting eligibility criteria for special education or whether the child receives services but the interventions being used are not very effective.
For our purposes tonight I will assume the latter, and I will also assume that the child has a current IEP. A parent who is unhappy with the progress their child is making can recommend an updated evaluation to determine his or her current level of functioning. This information can be used to create a new IEP, and any accommodations will be based on the current evaluation results and the child's strengths and weaknesses.
While there is no guarantee that the disorder will be remediated, the results, as well as the school psychologist's recommendations, can increase the likelihood that the recommended accommodations will be helpful to the child.
What can parents actually demand of a school when they have been neglectful about remediating a reading disorder for a bright but dyslexic student?
Alan Brue, Ph.D.:
You say the school has been "neglectful" -- I'm not sure whether you mean the school has never identified the child as meeting eligibility criteria for special education or whether the child receives services but the interventions being used are not very effective.
For our purposes tonight I will assume the latter, and I will also assume that the child has a current IEP. A parent who is unhappy with the progress their child is making can recommend an updated evaluation to determine his or her current level of functioning. This information can be used to create a new IEP, and any accommodations will be based on the current evaluation results and the child's strengths and weaknesses.
While there is no guarantee that the disorder will be remediated, the results, as well as the school psychologist's recommendations, can increase the likelihood that the recommended accommodations will be helpful to the child.
Question from Donna Gilcher, President, STARFISH Advocacy Association:
Many parents are being told that IDEA2004 eliminates their ability to request IEE's unless the team agrees with them that the test results are not accurate. In reviewing IDEA and the proposed regs I see the only change in the IEE request process being that a school can ask a parent why they want an IEE? Have parents lost the right to request Independent Educational Evaluations?
Alan Brue, Ph.D.:
Donna, there has been no change in this area, and parents still maintain the right to request an independent educational evaluation if they wish to challenge the findings of the school district's evaluation.
Many parents are being told that IDEA2004 eliminates their ability to request IEE's unless the team agrees with them that the test results are not accurate. In reviewing IDEA and the proposed regs I see the only change in the IEE request process being that a school can ask a parent why they want an IEE? Have parents lost the right to request Independent Educational Evaluations?
Alan Brue, Ph.D.:
Donna, there has been no change in this area, and parents still maintain the right to request an independent educational evaluation if they wish to challenge the findings of the school district's evaluation.
Question from Samuel Aronson, Special Education Director:
Does your book discuss IDEA '04 or just the old IDEA '97?
Linda Wilmshurst, Ph.D.:
Hello: Yes, we are very pleased that our book does include IDEA 04. We actually held back on publication so that we could include this feature.
Does your book discuss IDEA '04 or just the old IDEA '97?
Linda Wilmshurst, Ph.D.:
Hello: Yes, we are very pleased that our book does include IDEA 04. We actually held back on publication so that we could include this feature.
Question from Meghan Driggers, Resource Teacher, Benton Elementary School:
What is Response to Intervention (RTI)? Of the little I have read about it, I cannot figure out how to legally find students eligible for special education services. Who finds them eligible, what is the eligiblity (ebd, ld, ohi, etc?), what paperwork do you use, and what is my role as the special education teacher in determining eligibility? Further, is my school system legally required to use RTI through IDEA? Is it just another form of SST? Thank you!! Meghan Driggers
Linda Wilmshurst, Ph.D.:
Response to Intervention (RTI) is a new direction featured in IDEA 2004 for the identification of children with learning disabilities. However, it is my understanding that districts may continue to identify students using the discrepancy criteria (discrepancy between IQ and achievement), if they so choose. The RTI was introduced in the spirit of trying to determine what will be more effective in increasing a child’s learning potential (does the child respond to this intervention). IDEA2004 states that the intervention must be an intervention that has been demonstrated effective by research. If an intervention is attempted, and the child responds, then the child is considered to not have a learning disability because he/ she can learn effectively. However, if the child does not respond to the intervention, then further investigation would be necessary to determine the extent and nature of the disability, or other intervention programs might be attempted. Proponents of the RTI model believe that this is a time-saving, efficient and hopefully effective way of determining what works for children with learning disabilities while forgoing extensive IQ and academic assessment. Those opposed are concerned with losing more time in not identifying the child, while attempting several approaches that may not be successful without input from assessments. The jury is out and will be for some time on this one.
What is Response to Intervention (RTI)? Of the little I have read about it, I cannot figure out how to legally find students eligible for special education services. Who finds them eligible, what is the eligiblity (ebd, ld, ohi, etc?), what paperwork do you use, and what is my role as the special education teacher in determining eligibility? Further, is my school system legally required to use RTI through IDEA? Is it just another form of SST? Thank you!! Meghan Driggers
Linda Wilmshurst, Ph.D.:
Response to Intervention (RTI) is a new direction featured in IDEA 2004 for the identification of children with learning disabilities. However, it is my understanding that districts may continue to identify students using the discrepancy criteria (discrepancy between IQ and achievement), if they so choose. The RTI was introduced in the spirit of trying to determine what will be more effective in increasing a child’s learning potential (does the child respond to this intervention). IDEA2004 states that the intervention must be an intervention that has been demonstrated effective by research. If an intervention is attempted, and the child responds, then the child is considered to not have a learning disability because he/ she can learn effectively. However, if the child does not respond to the intervention, then further investigation would be necessary to determine the extent and nature of the disability, or other intervention programs might be attempted. Proponents of the RTI model believe that this is a time-saving, efficient and hopefully effective way of determining what works for children with learning disabilities while forgoing extensive IQ and academic assessment. Those opposed are concerned with losing more time in not identifying the child, while attempting several approaches that may not be successful without input from assessments. The jury is out and will be for some time on this one.
Laura Kaloi (Moderator):
There are several resources on Responsiveness to Intervention that have recently been made available. Some appear below:
NCLD's Frequently Asked Questions on IDEA 2004: Changes to the Identification & Eligibility Procedures for Specific Learning Disability (SLD)
Response to Intervention: Policy Considerations and Implementation from the National Association of State Directors of Special Education
Responsiveness-To-Intervention: A Blueprint for Practitioners, Policymakers, and Parents
There are several resources on Responsiveness to Intervention that have recently been made available. Some appear below:
NCLD's Frequently Asked Questions on IDEA 2004: Changes to the Identification & Eligibility Procedures for Specific Learning Disability (SLD)
Response to Intervention: Policy Considerations and Implementation from the National Association of State Directors of Special Education
Responsiveness-To-Intervention: A Blueprint for Practitioners, Policymakers, and Parents
Question from Kate Moore- parent of an LD High School student:
How long do the modifications for a Learning disabled student stay in place once they no longer qualify? Is this the same for a student entering college? Do the state regulations for this differ?
Alan Brue, Ph.D.:
Well, Kate, that depends. If a child no longer qualifies for specific learning disability (SLD) services, I would hope that he or she would be referred back to the Student Support Team (SST) (or whatever it's called in your state) so that they can monitor his progress -- until he graduates, if necessary. Certain accommodations can continue under SST, though perhaps not all that were being offered when receiving special education services. If a student does not enter college with documentation that he was receiving special education services as of graduation, he would be required to obtain his own evaluation, and the college would review this documentation and determine whether accommodations will be necessary. Colleges will follow Section 504 of the Federal Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA), which are federal civil rights legislation designed to prevent discrimination against individuals with disabilities. Thanks for your questions!
How long do the modifications for a Learning disabled student stay in place once they no longer qualify? Is this the same for a student entering college? Do the state regulations for this differ?
Alan Brue, Ph.D.:
Well, Kate, that depends. If a child no longer qualifies for specific learning disability (SLD) services, I would hope that he or she would be referred back to the Student Support Team (SST) (or whatever it's called in your state) so that they can monitor his progress -- until he graduates, if necessary. Certain accommodations can continue under SST, though perhaps not all that were being offered when receiving special education services. If a student does not enter college with documentation that he was receiving special education services as of graduation, he would be required to obtain his own evaluation, and the college would review this documentation and determine whether accommodations will be necessary. Colleges will follow Section 504 of the Federal Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA), which are federal civil rights legislation designed to prevent discrimination against individuals with disabilities. Thanks for your questions!
Question from Lucille Brink,Parent of Tech school student:
Can an ADHD mainstreamed student have a (small class size) as an accomodation on her IEP? I was told it isn't state mandated so I can't have it on her IEP.
Alan Brue, Ph.D.:
Thanks for your question, Lucille. Small classes certainly are a benefit to all children, particularly those with ADHD. At the very least, a child with this disorder will need a classroom with minimal distractions. Small-group work -- a student works with a teacher and, say, five other students -- is an accommodation for use within a classroom. A small class, however, is actually a placement issue and not an accommodation. Therefore, a school would not list this as an accommodation for a child. If a child who was mainsteamed continued to have difficulties in the classroom, the IEP team may need to meet to discuss whether pull-out services, which would mean a special education class with fewer students and more support, may be needed for part of the day.
Can an ADHD mainstreamed student have a (small class size) as an accomodation on her IEP? I was told it isn't state mandated so I can't have it on her IEP.
Alan Brue, Ph.D.:
Thanks for your question, Lucille. Small classes certainly are a benefit to all children, particularly those with ADHD. At the very least, a child with this disorder will need a classroom with minimal distractions. Small-group work -- a student works with a teacher and, say, five other students -- is an accommodation for use within a classroom. A small class, however, is actually a placement issue and not an accommodation. Therefore, a school would not list this as an accommodation for a child. If a child who was mainsteamed continued to have difficulties in the classroom, the IEP team may need to meet to discuss whether pull-out services, which would mean a special education class with fewer students and more support, may be needed for part of the day.
Question from Sharon Daniels, Inclusion Coordinator, Sts. Simon and Jude School:
Could you please discuss the recent revisions in relation to children in private schools? Thank you very much.
Linda Wilmshurst, Ph.D.:
As previous, IDEA 2004 continues to support the fact that the public school system is also responsible for providing assessments free of charge to students enrolled in private school systems.
Could you please discuss the recent revisions in relation to children in private schools? Thank you very much.
Linda Wilmshurst, Ph.D.:
As previous, IDEA 2004 continues to support the fact that the public school system is also responsible for providing assessments free of charge to students enrolled in private school systems.
Laura Kaloi (Moderator):
Here are a few additional resources on the new provisions in IDEA 2004 pertaining to students in private schools:
Council for American Private Education - IDEA 2004 Toolkit
Topic Brief from the U.S. Department of Education:Children Enrolled by Their Parents in Private Schools
Here are a few additional resources on the new provisions in IDEA 2004 pertaining to students in private schools:
Council for American Private Education - IDEA 2004 Toolkit
Topic Brief from the U.S. Department of Education:Children Enrolled by Their Parents in Private Schools
Question from John Paul Ried, SPED Teacher MMD, North Bullitt High School:
What are some of the best methods to encourage parent/guardian involvement and participation in their exceptional child's education? What local, state, and national community organizations can assist when and exceptional child does not have parents/ guardians?
Linda Wilmshurst, Ph.D.:
The best way to appeal to and encourage parent/guardian involvement and participation in their exceptional child’s education is to
--Provide information about their child’s disability (what it is, and latest findings)
-- impress upon them that they can and will make a difference in their child’s life, if they are involved (research documents this fact)
Be aware that:
The vast majority, if not all, parents/caregivers, want the best for their child.
Some parents/caregivers may be defensive because they feel they are attacked by the system rather than approached; or are unprepared to deal with questions that they feel they are unprepared to answer.
In our book, one of the major emphases was to provide parents with increased understanding about their child’s disability. We also addressed concerns about how to prepare for educational meetings that might involve any number of school personnel to discuss how to assist their child through difficult times, educationally.
As a school psychologist, in my dealings with parents, I try very hard to understand where the parents are coming from so that I can provide guidance that fits within their schema (way of understanding) what is happening and their child’s responses to these problems. For the most part, I have found that when parents are included in the decision- making process, they are very committed to doing the best that they can to work with educators to make it happen.
As for specific websites, I feel the same pressure that others may feel when put in a position to choose the best among the best. I do suggest a few websites that are exemplary. and hope that those really caring, legitimate sites that I have not mentioned are not offended.
Having said that, sites that I have found to be very helpful in engaging parental involvement include:
Council for Exceptional Children
National Education Association
National Coalition for Parent Involvement in Education
Federation of Families for Children’s Mental Health
In our book, we devote a section to a number of parent resources that can be accessed on the web. Just a note of caution, however, there are many websites out there that are based on opinion rather than legitimate research support. Parents should be ’wary’ consumers and surf the web cautiously.
What are some of the best methods to encourage parent/guardian involvement and participation in their exceptional child's education? What local, state, and national community organizations can assist when and exceptional child does not have parents/ guardians?
Linda Wilmshurst, Ph.D.:
The best way to appeal to and encourage parent/guardian involvement and participation in their exceptional child’s education is to
--Provide information about their child’s disability (what it is, and latest findings)
-- impress upon them that they can and will make a difference in their child’s life, if they are involved (research documents this fact)
Be aware that:
The vast majority, if not all, parents/caregivers, want the best for their child.
Some parents/caregivers may be defensive because they feel they are attacked by the system rather than approached; or are unprepared to deal with questions that they feel they are unprepared to answer.
In our book, one of the major emphases was to provide parents with increased understanding about their child’s disability. We also addressed concerns about how to prepare for educational meetings that might involve any number of school personnel to discuss how to assist their child through difficult times, educationally.
As a school psychologist, in my dealings with parents, I try very hard to understand where the parents are coming from so that I can provide guidance that fits within their schema (way of understanding) what is happening and their child’s responses to these problems. For the most part, I have found that when parents are included in the decision- making process, they are very committed to doing the best that they can to work with educators to make it happen.
As for specific websites, I feel the same pressure that others may feel when put in a position to choose the best among the best. I do suggest a few websites that are exemplary. and hope that those really caring, legitimate sites that I have not mentioned are not offended.
Having said that, sites that I have found to be very helpful in engaging parental involvement include:
Council for Exceptional Children
National Education Association
National Coalition for Parent Involvement in Education
Federation of Families for Children’s Mental Health
In our book, we devote a section to a number of parent resources that can be accessed on the web. Just a note of caution, however, there are many websites out there that are based on opinion rather than legitimate research support. Parents should be ’wary’ consumers and surf the web cautiously.
Question from Cindy Torres, Walters Elem. School:
A parent showed me your book and I really liked it. Are you planning on writing one for schools? I think that something like this for teachers, written by school psychologists, would be very helpful, since you already know the ins and outs of and the good and the bad about schools.
Linda Wilmshurst, Ph.D.:
Thank you so much for your interest. Alan and I are in the process of launching a comparable book for teachers. We believe very strongly that the increasing trend is for children in special education to spend more time in the regular classes. And not all children with disabilities qualify for special education. We are very excited about this next project which will focus on the laws, disability awareness, explanations of how teachers can interpret assessment reports; how to best adapt regular class experiences to meet the needs of special needs children; getting the most out of parent-teacher conferences and how to best manage specific behavioral concerns
A parent showed me your book and I really liked it. Are you planning on writing one for schools? I think that something like this for teachers, written by school psychologists, would be very helpful, since you already know the ins and outs of and the good and the bad about schools.
Linda Wilmshurst, Ph.D.:
Thank you so much for your interest. Alan and I are in the process of launching a comparable book for teachers. We believe very strongly that the increasing trend is for children in special education to spend more time in the regular classes. And not all children with disabilities qualify for special education. We are very excited about this next project which will focus on the laws, disability awareness, explanations of how teachers can interpret assessment reports; how to best adapt regular class experiences to meet the needs of special needs children; getting the most out of parent-teacher conferences and how to best manage specific behavioral concerns
Question from Jackie Ulmann, Special Education Teacher, Marymount Elem School:
I am currently working as a special education teacher and I'm interested in perhaps becoming a school psychologist. What information can you give me about school psychology? Can I specialize in working with students that have a learning disability or would I work with all students?
Linda Wilmshurst, Ph.D.:
School psychologists work with children who have many different special education needs; learning disabilities would likely be just one component of the many different types of children's problems that you would encounter as a school psychologist. Having said that I did work in a special residential school for learning disabled students in Ontario and a specialty setting of that nature might afford the opportunity to work only with this population.
The National Association of School Psychologists (NASP) has what you need in terms of everything you might want to know about becoming a school psychologist. The link to that website is: http://www.naspcareercenter.org/students/
I am currently working as a special education teacher and I'm interested in perhaps becoming a school psychologist. What information can you give me about school psychology? Can I specialize in working with students that have a learning disability or would I work with all students?
Linda Wilmshurst, Ph.D.:
School psychologists work with children who have many different special education needs; learning disabilities would likely be just one component of the many different types of children's problems that you would encounter as a school psychologist. Having said that I did work in a special residential school for learning disabled students in Ontario and a specialty setting of that nature might afford the opportunity to work only with this population.
The National Association of School Psychologists (NASP) has what you need in terms of everything you might want to know about becoming a school psychologist. The link to that website is: http://www.naspcareercenter.org/students/
Question from Dr. Jean Cantor, Area Adminstrator, LACOE:
IDEA2004 allows 60 days for assessment plus additional 30 days for placement and planning. Please elaborate on this. Thank you
Linda Wilmshurst, Ph.D.:
Dr.Cantor: IDEA does require 60 days from the time of parent signature to complete the assessment. This applies to States who do not have a pre-existing time. The 30 days, applies to time line required for the development of an IEP after eligibility is determined.
IDEA2004 allows 60 days for assessment plus additional 30 days for placement and planning. Please elaborate on this. Thank you
Linda Wilmshurst, Ph.D.:
Dr.Cantor: IDEA does require 60 days from the time of parent signature to complete the assessment. This applies to States who do not have a pre-existing time. The 30 days, applies to time line required for the development of an IEP after eligibility is determined.
Laura Kaloi (Moderator):
In addition to achievement scores on standarized testing, student progress can be monitoried using curriculum based measurement techniques. Many of these techiniques have been evaluated by the National Center on Student Progress Monitoring http://www.studentprogress.org/chart/chart.asp
In addition to achievement scores on standarized testing, student progress can be monitoried using curriculum based measurement techniques. Many of these techiniques have been evaluated by the National Center on Student Progress Monitoring http://www.studentprogress.org/chart/chart.asp
Question from Donna Gaetano, parent:
How do I go about making sure that the instructional methods for my son, who has dysgraphia, dyscalculia and executive functioning problems, are valid means of improving his test scores? His test scores are consistently below average even though he has been receiving RSP services for years....what works with LD kids, e.g., where their standardized test scores improve and they are learning to their full potential. Donna Gaetano
Alan Brue, Ph.D.:
That is a good question, Donna.
First, let me state that there really is no way to *ensure* that instructional methods will lead to improved scores on standardized testing. These methods usually are directed at improving a child's academic performance through daily work. But high-stakes standardized testing can add in a factor such as test anxiety, which can negatively affect performance and, theoretically, appear to "erase" progress that has been made through appropriate instructional methods.
You may wish to check out the site by the University of Virginia Curry School of Education and East Tennessee State University College of Education. Their students studying special education, read and summarized many research articles about teaching techniques for exceptional learners. They include articles that describe research-validated methods for teaching specific skills to individuals with disabilities.
How do I go about making sure that the instructional methods for my son, who has dysgraphia, dyscalculia and executive functioning problems, are valid means of improving his test scores? His test scores are consistently below average even though he has been receiving RSP services for years....what works with LD kids, e.g., where their standardized test scores improve and they are learning to their full potential. Donna Gaetano
Alan Brue, Ph.D.:
That is a good question, Donna.
First, let me state that there really is no way to *ensure* that instructional methods will lead to improved scores on standardized testing. These methods usually are directed at improving a child's academic performance through daily work. But high-stakes standardized testing can add in a factor such as test anxiety, which can negatively affect performance and, theoretically, appear to "erase" progress that has been made through appropriate instructional methods.
You may wish to check out the site by the University of Virginia Curry School of Education and East Tennessee State University College of Education. Their students studying special education, read and summarized many research articles about teaching techniques for exceptional learners. They include articles that describe research-validated methods for teaching specific skills to individuals with disabilities.
Question from Lisa Bridges, Parent of a LD Student/Advocate:
My child recently move into middle school. The 6th grade is normally an oppotunity for 6th graders to try out band, etc. I was told because my child participated in the "EC" program that she would not be allowed to participate the 6th grade band. If you do not participate in 6th grade band you are not allowed in any other grade to join the band. They stated that NC Law states now states that no child can be opt out of PE and that PE was the only class that the "LD" kids could skip and participate in band and "EC class". No "EC class participating kid" could be in band. I have a child very creative and excellent in music because she makes up in those what she lacks in reading. She is also on a swim team and swim over 1 1/2 miles 3 days a week. How much is the band programs missing?
Alan Brue, Ph.D.:
I am very sorry to hear that the state has taken that approach, Lisa. Children with a disability sometimes find success in other areas, art and music included. I hadn't heard that NC has that requirement. You may wish to file a complaint with the NC Department of Public Instruction (http://www.dpi.state.nc.us). While it probably won't change things for your daughter, perhaps the state will revisit this in the near future if there are enough parents who object to this decision. Things like this need to be changed so that a child receiving special education services has access to cultural activities available to all of the the other students. Thank you for your comment.
My child recently move into middle school. The 6th grade is normally an oppotunity for 6th graders to try out band, etc. I was told because my child participated in the "EC" program that she would not be allowed to participate the 6th grade band. If you do not participate in 6th grade band you are not allowed in any other grade to join the band. They stated that NC Law states now states that no child can be opt out of PE and that PE was the only class that the "LD" kids could skip and participate in band and "EC class". No "EC class participating kid" could be in band. I have a child very creative and excellent in music because she makes up in those what she lacks in reading. She is also on a swim team and swim over 1 1/2 miles 3 days a week. How much is the band programs missing?
Alan Brue, Ph.D.:
I am very sorry to hear that the state has taken that approach, Lisa. Children with a disability sometimes find success in other areas, art and music included. I hadn't heard that NC has that requirement. You may wish to file a complaint with the NC Department of Public Instruction (http://www.dpi.state.nc.us). While it probably won't change things for your daughter, perhaps the state will revisit this in the near future if there are enough parents who object to this decision. Things like this need to be changed so that a child receiving special education services has access to cultural activities available to all of the the other students. Thank you for your comment.
Question from Carla Lewis, Parent:
My daughter is about to undergo the re-evaluation done every three years. Is it necessary to re-evaluate "IQ" as part of this?
Linda Wilmshurst, Ph.D.:
The "three year re-evaluation" is still taking place in some states, however most states are no longer conducting formal triennial evaluations. Most states now use other standardized tests that are already being given in the districts, such as CTBS, etc., to monitor progress. For the most part, IQ scores are very stable and are not expected to change between test intervals, therefore, re-testing an IQ score is not seen as necessary, in the majority of cases.
My daughter is about to undergo the re-evaluation done every three years. Is it necessary to re-evaluate "IQ" as part of this?
Linda Wilmshurst, Ph.D.:
The "three year re-evaluation" is still taking place in some states, however most states are no longer conducting formal triennial evaluations. Most states now use other standardized tests that are already being given in the districts, such as CTBS, etc., to monitor progress. For the most part, IQ scores are very stable and are not expected to change between test intervals, therefore, re-testing an IQ score is not seen as necessary, in the majority of cases.
Laura Kaloi (Moderator):
You might also want to contact your state's Parent Training and Information Center located in Davidson, North Carolina. They can provide additional information and support on how you might respond to this policy.
Every state has at least one Parent Center, funded by the IDEA. A complete listing of centers is available here.
You might also want to contact your state's Parent Training and Information Center located in Davidson, North Carolina. They can provide additional information and support on how you might respond to this policy.
Every state has at least one Parent Center, funded by the IDEA. A complete listing of centers is available here.
Question from Danielle Cicetti Turro, Doctoral Student, University of South Florida:
How will the inconsistend offerings of standard and special diplomas across states in our country affect LD students' opportunities for higher education and employment opportunities?
Alan Brue, Ph.D.:
Danielle, my talks with persons at the post-secondary level have never included a discussion of a standard vs. special diplomas. It seems that a major concern is for secondary schools to do a good job of formally documenting a student's accommodations in his or her last IEP (that is, the one in place until graduation). These accommodations will carry over to post-secondary plans, whether it is college or vocational/technical school. It's important that everything is in place so that the individual has the best chance at success. With regard to the effect on employment, it seems that we may need to suggest to employers that they focus on a person's particular skill set rather than on the diploma he or she has obtained.
How will the inconsistend offerings of standard and special diplomas across states in our country affect LD students' opportunities for higher education and employment opportunities?
Alan Brue, Ph.D.:
Danielle, my talks with persons at the post-secondary level have never included a discussion of a standard vs. special diplomas. It seems that a major concern is for secondary schools to do a good job of formally documenting a student's accommodations in his or her last IEP (that is, the one in place until graduation). These accommodations will carry over to post-secondary plans, whether it is college or vocational/technical school. It's important that everything is in place so that the individual has the best chance at success. With regard to the effect on employment, it seems that we may need to suggest to employers that they focus on a person's particular skill set rather than on the diploma he or she has obtained.
Laura Kaloi (Moderator):
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Thank you for joining us for tonight's LD Talk. We hope the information provided by our experts will assist many parents in navigating the complex world of special education.
Many thanks to Dr. Brue and Dr. Wilmshurst for serving as our experts. Be sure to check out their new book, A Parent's Guide to Special Education, for lots more advice.
Many thanks to Dr. Brue and Dr. Wilmshurst for serving as our experts. Be sure to check out their new book, A Parent's Guide to Special Education, for lots more advice.