Provide a sensory space or sensory diet.
• Allow for use of standing tables, beanbag chairs, or other seating.
• Change the color of the paper used for worksheets.
• Offer stress management training for students.
• Provide help with goal setting and time management.
Keep reading for your student’s specific area of weakness. You’ll find many helpful accommodations.
What Are Some Types of Classroom Placements for My Student?
The ultimate goal of the educational plan is to ensure that a student is placed into the least restrictive environment for learning. The No Child Left Behind law specifies that a child must be in the most inclusive setting. This simply means that we do not want to isolate students simply because they have a learning disability or special need. Each student has the right to be educated in a safe, non-threatening, enriching classroom.
The first type of classroom is called mainstream. Students who are mainstreamed are placed within the regular education classroom with peers at the same age/grade. There may or may not be a special education teacher present, but according to the IEP, goals are in place and data is taken. Accommodations will be in place to ensure the student has the tools for success within the classroom.
A resource room is used when the student is generally in the mainstream classroom and needs additional help with a certain subject(s). The special education teacher is trained to provide helpful strategies for students with specific special needs or learning disabilities. Resource rooms have small groups of students and provide the additional help that a student needs for success. For some of the day or for some difficult subjects, the student moves to the resource room. The student’s IEP will dictate which subjects and what length of time your student will have this additional help.
Self-contained classrooms are structured rooms where a student goes for the entire school day. The classroom has a special education teacher and the student may work on a unique curriculum or out of different books than he would if in the general education classroom. There are many benefits to a self-contained classroom such as: students receive individualized help, the curriculum they are working on is adapted specifically for the student, and students may be in the safest environment for them.
There is also an option of placing students in a school specialized for their individual needs. Some schools specialize in autism, in ADHD/ADD, or dyslexia (learning disabilities). There are even schools which specialize in gifted education! If there is a school available for your student, make sure to research it and discuss transportation. Every district has rules for placement, so the best thing is to educate yourself on the best option for your student.
What Can Go Wrong at the IEP/504?
Is there anything I can do to help avoid a mistake in the meeting?
There are many things that can go wrong in any meeting. When two or more people get together to discuss anything, there can be disagreements. The unique thing about IEP and 504 plan meetings is that we are all thinking about the best outcomes for a unique student/person. The goal of everyone should be the student’s welfare. Of course, this is the real world and there are many things that can hinder a meeting. Consideration for a school budget, misperception of the difference between school and clinic- based therapy, thinking of the impact on the other students in the classroom, not knowing the law/rights, a parent’s anger over a new “diagnosis” or “label” for the student, etc. can all cause disagreements or raise concerns.
• Enter the meeting with a positive attitude. Do not assume that the school is “out to get you” because you’ve been an advocate for your child.
• Read all of the evaluations from the therapists, psychologists, school, etc. prior to the meeting. Highlight the areas that you do not agree with and request corrections. Requests should be written down.
• Bring someone with you. I always bring a supportive family member, advocate, or friend with me for support. It’s also good to ask that person to take notes and for reviewing the events which occurred at the meeting with someone afterward. I suggest going for coffee or lunch to discuss and process the meeting’s events, the plan, etc. You can choose to have an attorney present if you wish.
• Do not scream or yell at school staff. When you disagree, try to keep calm and speak clearly. Take deep breaths when upset or ask for a brief break.
• Never sign anything of which you’re not 100% clear. Ask questions and make sure you understand exactly what’s being suggested for your student. It’s your right to ask for clarification and to understand why your student is being placed into a certain setting, receiving therapy, or what the goals mean. Do not sign the plan at the meeting if you do not agree with it. Request to read it afterwards and make certain you review it to ensure you’ve understood it clearly.
• Every area of weakness should have a goal addressing it. It’s equally important to know who or which service is working on each goal. There is no limit on the number of goals for any student.
• The goals and IEP should be written specifically for your student. The goals should be specific to each student’s areas of weakness. There is no such thing as a cookie-cutter or standard IEP or 504 plan. Additionally, the placement of the student should be agreed upon during the meeting.
• Ensure that everything discussed at the meeting including any changes suggested and any changes you request need to be made in writing. I tell everyone I work with, “If it’s not written down, it did not happen and can be denied.”
Chapter 1 Resources
| www.autismspeaks.org | Autism Speaks |
| www.ed.gov | US Dept. of Education |
| www.nea.org | National Education Association |
| www.NCLD.org | National Center for Learning Disabilities |
| www.parentcenterhub.org | Center for Parent Information & Resources |
| www.wrightslaw.com | Wrightslaw |
Chapter 2
Therapy in School
What Is Therapy in the School Setting?
Not all children who attend outpatient or clinic therapy will qualify for therapy in the school setting. It is critical to realize that in order to receive
