Gluten-Free/ Casein-Free Diet by Julie Mathews
Monday, March 5, 2012
Helping Hands Financial Assistance from National Autism Association
HELPING HANDS
http://www.nationalautismassociation.org/helpinghand.php
The Helping Hand Program provides families with financial assistance in getting necessary medical treatments/testing, supplements and behavioral therapy services for their child with autism. Do not apply for this grant if you are seeking funds for camp tuition, respite care, fencing, trampolines, swingsets, trips to Disney World, etc.
This program is intended ONLY for parents in DIRE financial need. Do not apply if your annual income exceeds $50,000.
http://www.nationalautismassociation.org/helpinghand.php
Directory of Government Agencies
'
Social Security Insurance
SSI
http://www.ssa.gov/
Please check the full qualifying criteria.
Who qualifies: Children under 18 years old with a disability who have limited income and resources, or who come from homes with limited income and resources.
SSI is a program that pays monthly benefits to people with low incomes and limited assets who are 65 or older, blind, or have a disability. Children can qualify if they meet Social Security’s definition of disability and if their income and assets fall within the eligibility limits. Autism is a qualifying diagnosis for SSI, but you still have to meet the income requirements.
As its name implies, Supplemental Security Income supplements a person’s income up to a certain level. The level varies from one state to another and can go up every year based on cost-of-living increases. SSI can provide both a monthly check and full Medicaid benefits. Even if you only get $1 per month in SSI benefits, you will get full Medicaid to cover therapies like OT, PT and Speech, as well as doctors, dentists and more.
How to contact the Social Security Office http://www.ssa.gov/ 800-772-1213
State Medicaid
http://www.medicaid.gov/index.html
Medicaid provides medical assistance for children and families with low income. It was established under Title XIX of the Social Security Act in 1965. It is jointly run by the federal and state government. Therefore, you will find differences from state to state and within the state. The states are responsible for determining the type, amount, duration, and scope of services; setting the rate of payment for services; and administering its own program. Some Medicaid programs are now paying managed care organizations or other insurance companies to provide health services to their participants. The participants are then required to follow that benefit contract. To learn more about Medicaid within your state and eligibility visit the website . This site is an excellent resource. Another helpful resource in determining your eligibility is your case worker. If your child does not qualify for Medicaid, some states have programs under Social Security/Medicaid that provide medical assistance to children regardless of their parent’s income. This waiver is typically called the Katie Beckett Waiver.
Medwaiver/Autism Waiver
http://www.cms.hhs.gov/home/medicaid.asp
aka Katie Beckett, Institutional Deeming Waiver, HCBS (Home and Community Based Service), Autism Waiver, Children's Medical Waiver.
The Katie Beckett Waiver is a federal waiver that is intended for children from birth to 18 years of age with a chronic disability. It entitles children to Medicaid that would not otherwise qualify due to their parent’s financial status. It originally was intended for children at risk of institutionalization. But do not be scared off by the word, institutionalization, it does not mean you are thinking about placing your child in an institution, it just means your child has life-long medical needs.
Each state can determine whether or not they want to administer this waiver, and how they want to administer it. Therefore, it varies greatly among the states and a few states do not choose to offer it. You will have to contact your state agency to determine if it is available in your state.
The Katie Beckett Waiver can be extremely helpful to many families. Most families struggle to pay their child’s medical bills and this waiver will cover these expenses. The medical bills can be for a physician, hospital, therapy, prescriptions, respite care, diapers, vision and dental care, whatever Medicaid covers in that state. In some states this Waiver entitles children to a life-time of unlimited therapy. So, it is worth the hassle of finding out if your state offers this program and how to apply for it.
The general procedure to apply for the Katie Beckett Waiver (again, this varies from state to state) is as follows:
Apply for SSI and be denied. Ask them to send you a letter stating that you have been denied.
Ask for an application for a Katie Beckett Waiver by contacting your Social Service office, (a.k.a Department of Family and Children Services a.k.a. Department of Developmental Disabilities). You can also find the telephone number for your state’s Medicaid office and ask them where to call about the Katie Beckett Waiver.
Complete the application. Typically, you should provide only information about your child and not about your financial status. Typically, your child’s physician will need to complete paperwork called the DMA-6 or some type of form that states your child’s disability.
If you are denied, ask for an appeal. Often they change their decision, and grant the waiver. Sometimes, they put your child on a waiting list and years later they are approved.
It is always helpful if you have a caseworker helping you through this process.
Find the programs available in your state.
TANF - Temporary Assistance for Needy Families
http://www.acf.hhs.gov/opa/fact_sheets/tanf_factsheet.html
TANF is also known as the Welfare-to-Work Program. You don’t apply for this program separately but it’s part of a block of programs available when you apply for Medicaid. Just check the TANF box on the application and the caseworker will let you know if you qualify. You apply for this program at your local Medicaid office.
Food Stamps -
http://www.ssa.gov/pubs/10101.html
SNAP - Supplemental Nutrition Assistance Program - helps low-income people and families buy the food they need for good health. Benefits are provided on an electronic card that is used like an ATM card and accepted at most grocery stores, and even some health food stores. A family of four can get as much as $588 per month in Food Stamp subsidies. You apply for this program at your local Medicaid office.
http://www.fns.usda.gov/snap/
WIC - Women, Infants and Children
http://www.fns.usda.gov/wic/
WIC provides nutritious foods, nutrition education, and referrals to health and other social services to participants at no charge. WIC serves low-income pregnant, postpartum and breastfeeding women, and infants and children up to age 5 who are at nutrition risk. You apply for this program at your local Medicaid office. Children with Autism Spectrum Disorder under 5 qualify for WIC.
WIC on food allergies/intolerances
The WIC Program works hard to serve a large population that has various nutritional needs, including food allergies/intolerances. However, the foods eligible for the WIC food packages must meet nutritional requirements set by Federal regulations. If a participant has food allergies, WIC staff may tailor food packages to better meet the participant’s individual needs. Types and quantities of foods in the food package may be adjusted to meet individual dietary needs. For example, if a child on WIC is allergic to peanut butter, dried beans/peas may be substituted for the peanut butter. If a pregnant woman on WIC is lactose-intolerant, the food package can be adjusted to include more cheese and/or issue lactose-reduced milk. If an infant on WIC has a medical condition requiring an exempt infant formula, the participant may receive such a formula with appropriate medical documentation.
State Children’s Insurance Programs
http://www.kid-health-insurance.com/
http://www.insurekidsnow.gov/
Your children may be eligible for free or low-cost health insurance through the U.S. Department of Health and Human Services.
You work hard to provide for your children and want to make sure they grow up strong, smart and healthy. But like many parents whose children don't have health insurance, you worry about taking care of them.
Now, you may have one less thing to worry about. Your state, and every state in the nation, has a health insurance program for infants, children and teens.
For little or no cost, this insurance pays for doctor visits, prescription medicines, hospitalizations, and much more.
Kids that do not currently have health insurance are likely to be eligible, even if you are working. The states have different eligibility rules, but in most states, uninsured children 18 years old and younger, whose families earn up to $34,100 a year (for a family of four) are eligible (the requirements vary state to state, so it is best to investigate your state). Children that receive Medicaid do not qualify for this program.
To learn more, go to Your State's Program at http://www.insurekidsnow.gov/ or make a free call to 1-877-KIDS-NOW for more information.
Head Start
http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/family/For%20Parents
Head Start approaches the needs of the whole child and the family by providing health, education, social services, and parent-community involvement in one program. Most Head Start programs serve children ages 3 to 5 years, but the program also supports Early Start for infants and toddlers, Parent/Child Centers, and programs that help children make the transition to elementary school. Despite its growth, current funding for Head Start can assist only half of the eligible young children. Recent amendments to the Head Start law include services to babies and toddlers.
Children from birth to age 5 from families with low income, according to the Poverty Guidelines published by the federal government, are eligible for Head Start and Early Head Start services. Children from families receiving public assistance (TANF or SSI) are eligible for Head Start and Early Head Start services regardless of income.
If you need help finding a Head Start program in your area, call Head Start Knowledge and Information Management Services toll-free at 1-866-763-6481, or you may use the online national Head Start Program Locator Tool. Ten percent of enrollments are offered to children with disabilities.
If you are ineligible for Head Start, the Child Care Aware program can help you in locating other childcare services in your community. To find the local child care resource and referral agency, please contact Child Care Aware toll-free at 800-424-2246.
Free and Reduced Breakfast and Lunch Programs
http://www.fns.usda.gov/cnd/
Breakfast Program - Any child at a participating school may purchase a meal through the School Breakfast Program. Children from families with incomes at or below 130 percent of the Federal poverty level are eligible for free meals. Those with incomes between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals. (For the period July 1, 2008, through June 30, 2009, 130 percent of the poverty level is $27,560 for a family of four; 185 percent is $39,220.) Children from families over 185 percent of poverty pay full price, though their meals are still subsidized to some extent. Apply for these programs at your child’s school.
Lunch and Snack Programs - Any child at a participating school may purchase a meal through the National School Lunch Program. The financial requirements are the same as the Breakfast Program. Local school food authorities set their own prices for full-price (paid) meals, but must operate their meal services as non-profit programs.
Afterschool snacks are provided to children on the same income eligibility basis as school meals. However, programs that operate in areas where at least 50 percent of students are eligible for free or reduced-price meals may serve all their snacks for free.
You can have the school prepare GFCF meals under these programs at no additional cost to you. Read here for more information:
Low-Income Home Energy Assistance Program (LIHEAP)
http://www.acf.hhs.gov/programs/ocs/liheap/
If you receive Medicaid, you may be eligible for discounts on utilities such as electric, gas, phone, water and more. Ask your Medicaid caseworker, or google search “Medicaid utility (and your state)” for program information.
info taca.com
Social Security Insurance
SSI
http://www.ssa.gov/
Please check the full qualifying criteria.
Who qualifies: Children under 18 years old with a disability who have limited income and resources, or who come from homes with limited income and resources.
SSI is a program that pays monthly benefits to people with low incomes and limited assets who are 65 or older, blind, or have a disability. Children can qualify if they meet Social Security’s definition of disability and if their income and assets fall within the eligibility limits. Autism is a qualifying diagnosis for SSI, but you still have to meet the income requirements.
As its name implies, Supplemental Security Income supplements a person’s income up to a certain level. The level varies from one state to another and can go up every year based on cost-of-living increases. SSI can provide both a monthly check and full Medicaid benefits. Even if you only get $1 per month in SSI benefits, you will get full Medicaid to cover therapies like OT, PT and Speech, as well as doctors, dentists and more.
How to contact the Social Security Office http://www.ssa.gov/ 800-772-1213
State Medicaid
http://www.medicaid.gov/index.html
Medicaid provides medical assistance for children and families with low income. It was established under Title XIX of the Social Security Act in 1965. It is jointly run by the federal and state government. Therefore, you will find differences from state to state and within the state. The states are responsible for determining the type, amount, duration, and scope of services; setting the rate of payment for services; and administering its own program. Some Medicaid programs are now paying managed care organizations or other insurance companies to provide health services to their participants. The participants are then required to follow that benefit contract. To learn more about Medicaid within your state and eligibility visit the website . This site is an excellent resource. Another helpful resource in determining your eligibility is your case worker. If your child does not qualify for Medicaid, some states have programs under Social Security/Medicaid that provide medical assistance to children regardless of their parent’s income. This waiver is typically called the Katie Beckett Waiver.
Medwaiver/Autism Waiver
http://www.cms.hhs.gov/home/medicaid.asp
aka Katie Beckett, Institutional Deeming Waiver, HCBS (Home and Community Based Service), Autism Waiver, Children's Medical Waiver.
The Katie Beckett Waiver is a federal waiver that is intended for children from birth to 18 years of age with a chronic disability. It entitles children to Medicaid that would not otherwise qualify due to their parent’s financial status. It originally was intended for children at risk of institutionalization. But do not be scared off by the word, institutionalization, it does not mean you are thinking about placing your child in an institution, it just means your child has life-long medical needs.
Each state can determine whether or not they want to administer this waiver, and how they want to administer it. Therefore, it varies greatly among the states and a few states do not choose to offer it. You will have to contact your state agency to determine if it is available in your state.
The Katie Beckett Waiver can be extremely helpful to many families. Most families struggle to pay their child’s medical bills and this waiver will cover these expenses. The medical bills can be for a physician, hospital, therapy, prescriptions, respite care, diapers, vision and dental care, whatever Medicaid covers in that state. In some states this Waiver entitles children to a life-time of unlimited therapy. So, it is worth the hassle of finding out if your state offers this program and how to apply for it.
The general procedure to apply for the Katie Beckett Waiver (again, this varies from state to state) is as follows:
Apply for SSI and be denied. Ask them to send you a letter stating that you have been denied.
Ask for an application for a Katie Beckett Waiver by contacting your Social Service office, (a.k.a Department of Family and Children Services a.k.a. Department of Developmental Disabilities). You can also find the telephone number for your state’s Medicaid office and ask them where to call about the Katie Beckett Waiver.
Complete the application. Typically, you should provide only information about your child and not about your financial status. Typically, your child’s physician will need to complete paperwork called the DMA-6 or some type of form that states your child’s disability.
If you are denied, ask for an appeal. Often they change their decision, and grant the waiver. Sometimes, they put your child on a waiting list and years later they are approved.
It is always helpful if you have a caseworker helping you through this process.
Find the programs available in your state.
TANF - Temporary Assistance for Needy Families
http://www.acf.hhs.gov/opa/fact_sheets/tanf_factsheet.html
TANF is also known as the Welfare-to-Work Program. You don’t apply for this program separately but it’s part of a block of programs available when you apply for Medicaid. Just check the TANF box on the application and the caseworker will let you know if you qualify. You apply for this program at your local Medicaid office.
Food Stamps -
http://www.ssa.gov/pubs/10101.html
SNAP - Supplemental Nutrition Assistance Program - helps low-income people and families buy the food they need for good health. Benefits are provided on an electronic card that is used like an ATM card and accepted at most grocery stores, and even some health food stores. A family of four can get as much as $588 per month in Food Stamp subsidies. You apply for this program at your local Medicaid office.
http://www.fns.usda.gov/snap/
WIC - Women, Infants and Children
http://www.fns.usda.gov/wic/
WIC provides nutritious foods, nutrition education, and referrals to health and other social services to participants at no charge. WIC serves low-income pregnant, postpartum and breastfeeding women, and infants and children up to age 5 who are at nutrition risk. You apply for this program at your local Medicaid office. Children with Autism Spectrum Disorder under 5 qualify for WIC.
WIC on food allergies/intolerances
The WIC Program works hard to serve a large population that has various nutritional needs, including food allergies/intolerances. However, the foods eligible for the WIC food packages must meet nutritional requirements set by Federal regulations. If a participant has food allergies, WIC staff may tailor food packages to better meet the participant’s individual needs. Types and quantities of foods in the food package may be adjusted to meet individual dietary needs. For example, if a child on WIC is allergic to peanut butter, dried beans/peas may be substituted for the peanut butter. If a pregnant woman on WIC is lactose-intolerant, the food package can be adjusted to include more cheese and/or issue lactose-reduced milk. If an infant on WIC has a medical condition requiring an exempt infant formula, the participant may receive such a formula with appropriate medical documentation.
State Children’s Insurance Programs
http://www.kid-health-insurance.com/
http://www.insurekidsnow.gov/
Your children may be eligible for free or low-cost health insurance through the U.S. Department of Health and Human Services.
You work hard to provide for your children and want to make sure they grow up strong, smart and healthy. But like many parents whose children don't have health insurance, you worry about taking care of them.
Now, you may have one less thing to worry about. Your state, and every state in the nation, has a health insurance program for infants, children and teens.
For little or no cost, this insurance pays for doctor visits, prescription medicines, hospitalizations, and much more.
Kids that do not currently have health insurance are likely to be eligible, even if you are working. The states have different eligibility rules, but in most states, uninsured children 18 years old and younger, whose families earn up to $34,100 a year (for a family of four) are eligible (the requirements vary state to state, so it is best to investigate your state). Children that receive Medicaid do not qualify for this program.
To learn more, go to Your State's Program at http://www.insurekidsnow.gov/ or make a free call to 1-877-KIDS-NOW for more information.
Head Start
http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/family/For%20Parents
Head Start approaches the needs of the whole child and the family by providing health, education, social services, and parent-community involvement in one program. Most Head Start programs serve children ages 3 to 5 years, but the program also supports Early Start for infants and toddlers, Parent/Child Centers, and programs that help children make the transition to elementary school. Despite its growth, current funding for Head Start can assist only half of the eligible young children. Recent amendments to the Head Start law include services to babies and toddlers.
Children from birth to age 5 from families with low income, according to the Poverty Guidelines published by the federal government, are eligible for Head Start and Early Head Start services. Children from families receiving public assistance (TANF or SSI) are eligible for Head Start and Early Head Start services regardless of income.
If you need help finding a Head Start program in your area, call Head Start Knowledge and Information Management Services toll-free at 1-866-763-6481, or you may use the online national Head Start Program Locator Tool. Ten percent of enrollments are offered to children with disabilities.
If you are ineligible for Head Start, the Child Care Aware program can help you in locating other childcare services in your community. To find the local child care resource and referral agency, please contact Child Care Aware toll-free at 800-424-2246.
Free and Reduced Breakfast and Lunch Programs
http://www.fns.usda.gov/cnd/
Breakfast Program - Any child at a participating school may purchase a meal through the School Breakfast Program. Children from families with incomes at or below 130 percent of the Federal poverty level are eligible for free meals. Those with incomes between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals. (For the period July 1, 2008, through June 30, 2009, 130 percent of the poverty level is $27,560 for a family of four; 185 percent is $39,220.) Children from families over 185 percent of poverty pay full price, though their meals are still subsidized to some extent. Apply for these programs at your child’s school.
Lunch and Snack Programs - Any child at a participating school may purchase a meal through the National School Lunch Program. The financial requirements are the same as the Breakfast Program. Local school food authorities set their own prices for full-price (paid) meals, but must operate their meal services as non-profit programs.
Afterschool snacks are provided to children on the same income eligibility basis as school meals. However, programs that operate in areas where at least 50 percent of students are eligible for free or reduced-price meals may serve all their snacks for free.
You can have the school prepare GFCF meals under these programs at no additional cost to you. Read here for more information:
Low-Income Home Energy Assistance Program (LIHEAP)
http://www.acf.hhs.gov/programs/ocs/liheap/
If you receive Medicaid, you may be eligible for discounts on utilities such as electric, gas, phone, water and more. Ask your Medicaid caseworker, or google search “Medicaid utility (and your state)” for program information.
info taca.com
Sensory Issues (Meltdowns vs Tantrums)
(The next time you see a screaming child in public. Don't be so quick to judge. Give Mom a break with the looks, you have no idea what she is going through. Show compassion for a child who may not be having a tantrum, but overcome by to much visual and auditory stimulation.)
Imagine that you were walking down the grocery aisle one day, just minding your business and all of the sudden, out of nowhere...you could smell things stronger, see things brighter, hear things louder, feel things more powerful than you ever thought imaginable. Bright colors bounce off the shelves towards you in bursts. You could smell the products from the bakery, and the food cooking in the deli. You can hear clearly, the people talking, the music, the beep of the scans, etc. And the person who just passed you, bumped into you by mistake and her touch felt like hot pain. What would you do?
I would probably cover my ears, scream and throw myself down on the floor in a fetal position.
Welcome to the world of sensory overload. It is a big part of life for most children with Autism.
Children with Autism have meltdowns, not tantrums. They are not spoiled, and their behavior is not to manipulate a situation. They simply can't handle the overstimualtion. Their senses are on over load. And I truly believe that if the sensory sensitivites can be controlled, then half of the battle is won.
Imagine that you were walking down the grocery aisle one day, just minding your business and all of the sudden, out of nowhere...you could smell things stronger, see things brighter, hear things louder, feel things more powerful than you ever thought imaginable. Bright colors bounce off the shelves towards you in bursts. You could smell the products from the bakery, and the food cooking in the deli. You can hear clearly, the people talking, the music, the beep of the scans, etc. And the person who just passed you, bumped into you by mistake and her touch felt like hot pain. What would you do?
I would probably cover my ears, scream and throw myself down on the floor in a fetal position.
Welcome to the world of sensory overload. It is a big part of life for most children with Autism.
Children with Autism have meltdowns, not tantrums. They are not spoiled, and their behavior is not to manipulate a situation. They simply can't handle the overstimualtion. Their senses are on over load. And I truly believe that if the sensory sensitivites can be controlled, then half of the battle is won.
IEP Information
My first IEP meeting was nerve wrecking. First,we had to deal with the diagnoses;the realization that my son had learning and communication problem, and then we had to figure out how to get him the help he needed.
We went through the process, and the IEP meeting was scheduled for us. I had NO idea what an IEP entailed. We walked into the meeting...it was a large room with a huge oval table, and sitting around the table were Richard's future ESE Pre-K teachers, the school psychologist, the ESE director, the Speech pathologist, and the Principal.
The rest was a blur. They talked about accommodations and goals...and we signed and signed. I left with a headache.
The next day I was at the library looking up the laws and regulations of the IEP. At first, it was overwhelming, but then as with everything, it became easier and easier.
I knew what to look out for, and most importantly what I had the right to ask for.
The IEP (Individualized Education Program) is the blueprint of your child's educational experience. What is written on the IEP is how your child will be taught in school. Does he need more time to finish work? Does she need visual cues? Does he need speech therapy 2 or 3 times a week? All those issues are discussed during the IEP meeting and written in your child's IEP.
Here is the defintion of the IEP:
The IEP must be tailored to the individual student's needs as identified by the evaluation process and must help teachers and related service providers understand the student's disability and how the disability affects the learning process. In other words, the IEP should describe how the student learns, how the student best demonstrates that learning and what teachers and service providers will do to help the student learn more effectively. Under no circumstances should an IEP be written “to fit” a particular placement. Services for each student must be individually considered and recommended and should not depend on known or existing services. Each IEP must be designed to meet the specific needs of one student and must be a truly individualized document·
In the US, the IDEA requires public schools to develop an IEP for every student with a disability who is found to meet the federal and state requirements for special education. [1] The IEP must be designed to provide the child with a Free Appropriate Public Education (FAPE). The IEP refers both to the educational program to be provided to a child with a disability and to the written document that describes that educational program
Key considerations in developing an IEP include assessing students in all areas related to the suspected disability(ies), considering access to the general curriculum, considering how the disability affects the student’s learning, developing goals and objectives that make the biggest difference for the student, and ultimately choosing a placement in the least restrictive environment.
Members of the IEP:
The IEP team must include the student's parent(s) or guardian(s), a special education teacher, at least one regular education teacher, a representative of the school or district who is knowedgeable about the availability of school resources, and an individual who can interpret the instructional implications of the child's evaluation results (such as the school psychologist). The parent or school may also bring other individuals who have knowledge or special expertise regarding the child. For example, the school may invite related service providers such as speech and occupational therapists. The parent may invite professionals who have worked with or assessed the child, or someone to assist the parent in advocating for their child's needs, such as a parent advocate or attorney.
Determination of Eligibility for IEP:
Before an IEP is written for a child with a disability, the school must first determine whether the child qualifies for special education services. To qualify, the child's disability must have an adverse effect on the child's educational progress. Merely having a disability is not sufficient for eligibility.
To determine eligibility, the school must conduct a full evaluation of the child in all areas of suspected disability. Based in part on the results of the evaluation, the school along with the parents meet to review the results and the child's current level of performance and to determine whether special education services are needed.
Components of IEP:
The IDEA 2004 requires that an IEP must be written according to the needs of one student, and it must include the following:
The child's present levels of academic and functional performance.
Measurable annual goals, including academic and functional goals
How the child's progress toward meeting the annual goals are to be measured and reported to the parents
Special education services, related services, and supplementary aids to be provided to the child
Schedule of services to be provided, including when the services are to begin, the frequency, duration and location for the provision of services
Program modifications or supports provided to school personnel on behalf of the child
Explanation of any time the child will not participate along with nondisabled children
Accommodations to be provided during state and district assessments that are necessary to the measuring child's academic and functional performance
Additionally, when the student is 16, a statement of post-secondary goals and a plan for providing what the student needs to make a successful transition is required.[2] This transitional plan can be created at an earlier age if desired.
IEPs also include other pertinent information found necessary by the team, such as a health plan or a behavior plan for some students.
We went through the process, and the IEP meeting was scheduled for us. I had NO idea what an IEP entailed. We walked into the meeting...it was a large room with a huge oval table, and sitting around the table were Richard's future ESE Pre-K teachers, the school psychologist, the ESE director, the Speech pathologist, and the Principal.
The rest was a blur. They talked about accommodations and goals...and we signed and signed. I left with a headache.
The next day I was at the library looking up the laws and regulations of the IEP. At first, it was overwhelming, but then as with everything, it became easier and easier.
I knew what to look out for, and most importantly what I had the right to ask for.
The IEP (Individualized Education Program) is the blueprint of your child's educational experience. What is written on the IEP is how your child will be taught in school. Does he need more time to finish work? Does she need visual cues? Does he need speech therapy 2 or 3 times a week? All those issues are discussed during the IEP meeting and written in your child's IEP.
Here is the defintion of the IEP:
The IEP must be tailored to the individual student's needs as identified by the evaluation process and must help teachers and related service providers understand the student's disability and how the disability affects the learning process. In other words, the IEP should describe how the student learns, how the student best demonstrates that learning and what teachers and service providers will do to help the student learn more effectively. Under no circumstances should an IEP be written “to fit” a particular placement. Services for each student must be individually considered and recommended and should not depend on known or existing services. Each IEP must be designed to meet the specific needs of one student and must be a truly individualized document·
In the US, the IDEA requires public schools to develop an IEP for every student with a disability who is found to meet the federal and state requirements for special education. [1] The IEP must be designed to provide the child with a Free Appropriate Public Education (FAPE). The IEP refers both to the educational program to be provided to a child with a disability and to the written document that describes that educational program
Key considerations in developing an IEP include assessing students in all areas related to the suspected disability(ies), considering access to the general curriculum, considering how the disability affects the student’s learning, developing goals and objectives that make the biggest difference for the student, and ultimately choosing a placement in the least restrictive environment.
Members of the IEP:
The IEP team must include the student's parent(s) or guardian(s), a special education teacher, at least one regular education teacher, a representative of the school or district who is knowedgeable about the availability of school resources, and an individual who can interpret the instructional implications of the child's evaluation results (such as the school psychologist). The parent or school may also bring other individuals who have knowledge or special expertise regarding the child. For example, the school may invite related service providers such as speech and occupational therapists. The parent may invite professionals who have worked with or assessed the child, or someone to assist the parent in advocating for their child's needs, such as a parent advocate or attorney.
Determination of Eligibility for IEP:
Before an IEP is written for a child with a disability, the school must first determine whether the child qualifies for special education services. To qualify, the child's disability must have an adverse effect on the child's educational progress. Merely having a disability is not sufficient for eligibility.
To determine eligibility, the school must conduct a full evaluation of the child in all areas of suspected disability. Based in part on the results of the evaluation, the school along with the parents meet to review the results and the child's current level of performance and to determine whether special education services are needed.
Components of IEP:
The IDEA 2004 requires that an IEP must be written according to the needs of one student, and it must include the following:
The child's present levels of academic and functional performance.
Measurable annual goals, including academic and functional goals
How the child's progress toward meeting the annual goals are to be measured and reported to the parents
Special education services, related services, and supplementary aids to be provided to the child
Schedule of services to be provided, including when the services are to begin, the frequency, duration and location for the provision of services
Program modifications or supports provided to school personnel on behalf of the child
Explanation of any time the child will not participate along with nondisabled children
Accommodations to be provided during state and district assessments that are necessary to the measuring child's academic and functional performance
Additionally, when the student is 16, a statement of post-secondary goals and a plan for providing what the student needs to make a successful transition is required.[2] This transitional plan can be created at an earlier age if desired.
IEPs also include other pertinent information found necessary by the team, such as a health plan or a behavior plan for some students.
Sunday, March 4, 2012
Parent training helps with autism behaviour
http://www.health24.com/news/Child_safety/1-943,73056.asp
Children with autism often display challenging behaviours, but new research suggests that parents can learn to better handle tantrums and aggression, which may improve their child's overall functioning.
Children with autism often display challenging behaviours, but new research suggests that parents can learn to better handle tantrums and aggression, which may improve their child's overall functioning.
"Parent training is one of the best, evidence-supported treatment interventions in child psychiatry for other conditions, such as for children with ADHD or children with oppositional defiant disorder," said senior study author Lawrence Scahill, a professor at Yale University School of Nursing and Child Study Center in New Haven, Conn. "But strangely enough, it had never really been tried with children withautism or with developmental disabilities, so we had to make our own manual."
The study involved 124 children aged four to 13 with an autism spectrum disorder and serious behavioural issues, including daily, prolonged tantrums, aggression or self-injurious behaviour. The children were prescribed risperidone (Risperdal), an antipsychotic drug approved by the U.S. Food and Drug Administration for treating severe behavioural problems in children with autism.
How parent training works
How parent training works
Half the children and their parents were also assigned to a six-month, structured "parent training" programme. Parents were asked to identify the most difficult, disruptive behaviours and to think about what preceded the incidents and why the child might do it. They then worked with counsellors to devise strategies to avoid the triggers and help the child respond better to the everyday stressors.
Parents who underwent training reported a greater decrease in problem behaviours than the parents of children on medication alone, researchers found. By the end of the study, the average dose of risperidone was lower for kids in the parent-training group.
"On the tantrums, the aggression and the self-injury, the combination of medications and parent training was better," said Scahill. "How much better? Not a huge amount, but it was an incremental improvement over an already effective improvement."
Parents who received training also reported improvements on a test known as the Vineland Adaptive Behavior Scale, which measures how well a child does everyday activities, such as communicating, socialising, dressing, eating at the table and going to school.
By diminishing serious problem behaviours, such as tantrums and aggression, children's skills in other areas improved, but the difference was not statistically significant.
Autism is a neurodevelopmental disorder characterised by impaired social interaction, verbal and nonverbal communication, restricted interests and behaviours, repetitive behaviours and sometimes intellectual disability.
The study is published in the Journal of the American Academy of Child & Adolescent Psychiatry.
Training takes several months
Training takes several months
Researchers plan to share the manual with the public. The training involves in-person sessions with a parent-training therapist, phone sessions and home visits that take place over several months.
Dr. Joseph Horrigan, assistant vice president and head of medical research for Autism Speaks, said studies like this provide more evidence that parent training can help kids and their families cope with autism-related behavioural problems.
The approach is "pragmatic and practical," he added. "We're all doing our best as parents, but we can all use a second set of eyes and an expert opinion to better our game, and this is shedding that light on the technique."
It also makes the point that medication isn't the only way to help kids with autism, he added.
In any case, not all children with autism should or would be prescribed risperidone, experts said. The drug, also used to treat schizophrenia and bipolar disorder, is for children with very serious behavioural issues that affect their ability to function in daily life in an extreme way, Scahill said.
Parents shouldn't take the term "parent training" to mean they are doing something wrong, Scahill said. Rather, with an expert's help they may learn tricks that make their life - and their child's life - a little easier.
"One of the first things I tell parents, we are not blaming the parents," he said. "Children with an autism spectrum disorder present unique challenges to parents. Children with autism spectrum disorder who also have disruptive behaviours present even more challenges."
"If a parent had a child with a serious medical condition like diabetes or asthma, there are all kinds of things that parent would have to learn that average parents don't, and so it is with children with autism spectrum disorder," he added. "There is no reason to think a parent would automatically know how to manage these problems."
Read more:
Many autistic kids have epilepsy
Autism and ADHD share gene mutation
Read more:
Many autistic kids have epilepsy
Autism and ADHD share gene mutation
Saturday, December 17, 2011
Senator Bob Casey:Peace of Mind for Parents of Children With Disabilities
Each year, Dan and Jenn are able to save for Carina's college education by putting away money tax-free in a 529 education savings account. But the tax code restricts them from saving tax-free for Carina's younger brother Sean, who was born with Down Syndrome. Dan and Jenn work hard every day to provide everything they possibly can for their children but they were distressed when they realized saving for Sean's long-term health care, housing and educational needs was nearly impossible under current law. They found it ironic that the child in their family that might need the most financial assistance during his lifetime was the one they could not save for.
Dan and Jenn thought that was wrong and so do we. That's why we have introduced legislation to help Dan and Jenn, and millions of other parents with disabled children, access the same financial tools that children without a disability have.
Families currently can save for their children's education through tax-advantaged 529 education savings accounts. Our Achieving a Better Life Experience (ABLE) Act would expand the use of 529 accounts to help cover disability related expenses, enabling parents of children with disabilities as well as older individuals with disabilities to put aside money to help cover anticipated long-term costs.
Here's how it works. The ABLE Act creates a new type of 529 savings plan that would allow individuals with disabilities and their families to save money to be used for education, medical and dental care, job training, housing, transportation and other expenses. Contributions to the account would grow tax-free and withdrawals for disability expenses would also be tax-free.
Our starting point is simple: Individuals with disabilities and their parents who care for them should have access to the same kinds of savings tools as the broader population.
The federal government encourages Americans to save for their retirements through 401(k) plans and for education through education savings accounts or 529 plans. These tax-deferred saving plans are now such a fundamental part of how families prepare for the future we barely think of them as public policy. But of course they are. Our legislation applies this successful model to help people with disabilities and their families save for costs they will likely encounter down the road.
In the past two decades, people with disabilities have made significant progress. The Americans with Disabilities Act (ADA), signed into law by President Bush more than 20 years ago, opened new doors and solidified a change in attitude in this country. Barriers to employment have been knocked over. Buildings are more accessible. Equal opportunity in our schools is no longer a dream for children with disabilities.
However, adults with disabilities continue to confront significant economic challenges, facing unemployment and poverty rates far higher than the overall population. In 2010, the poverty rate for people with a disability was more than double that of those with no disability and workers with a disability experienced an unemployment rate more than 5 percentage points higher than those without one.
Parents of children with disabilities also face significant financial challenges. The average cost of raising a child with a significant medical disability is more than $1 million over the course of the child's lifetime.
The tax-free saving accounts authorized by the ABLE Act would help families plan for and meet future needs. Creating an ABLE account is as easy as opening an account at your local bank. Because it builds on the 529 college savings program people already know about and use, it would be simple to get started. ABLE accounts could be managed online. And anyone would be able to contribute.
The money saved in the ABLE account would supplement rather than replace benefits from core government programs, such as Medicaid. These additional funds would support individuals as they encounter a range of expenses related to their disability -- expenses such as tutoring, home and vehicle modification, and job training.
Nearly one in five Americans has a disability. Many are children who have long, productive lives ahead of them. Under current law, these young people cannot save more than $2,000 in assets without losing health care and other federal benefits. The ABLE Act would change that, ensuring that a person with a disability or his parents would be able to save for the future without jeopardizing the benefits they count on.
With a small change to the 529 savings program, we can make a big improvement in the lives of millions of Americans living with a disability.
And Dan and Jenn, and millions of parents like them, will finally be able to save for the futures of all of their children.
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