PowerPoint for foster parent education presentation

1. The Exceptional
Child
How to work with the school
system to provide for the
needs of the child

2. Background:
What is Exceptional Education?
 Schools changed the name of the program from “Special
Education” to “Exceptional Education” to disassociate from the
stigma of the term “special”.
 IDEA Act: The Individuals with Disabilities Education Act (IDEA) is
a law ensuring services to children with disabilities throughout
the nation. IDEA governs how states and public agencies
provide early intervention, special education and related
services to more than 6.5 million eligible infants, toddlers,
children and youth with disabilities.
 Students may qualify for either an IEP or a 504 plan.
 Infants and toddlers with disabilities (birth-2) and their families
receive early intervention services under IDEA Part C. Children
and youth (ages 3-21) receive special education and related
services under IDEA Part B.

4. No such thing as “garden
variety” when it comes to
exceptionality!
 1 in 88 children have Autism Spectrum Disorder .
(1 in 54 boys, 1 in 252 girls…according to the CDC)
 1 in 691 children have Down Syndrome.
 Approx. 2% of children born are Mentally Retarded.
 It is estimated that 1 in 20 people have a form of Sensory
Processing Disorder.
 12% of school-age boys, 4.7% of girls are diagnosed
ADD/ADHD
Many of these often combine to affect the same child!

5. I know there is a
problem!
*If there is already an IEP in
place, take a copy of it to the
school where you are placing
the child.
*If the problem is vision or
hearing, check with the doctor
first. Take your findings to the
teacher to begin the S-Team
process.
*If the problem is speech
articulation, call the school to
set up a screening with the SLP.
(ChildFind identification
requires speech/language
screening for all
kindergarteners and second
graders.)

6. I think there is a problem!
Now what?
 No. 1 thing to know-the teacher is your greatest ally!
 Conference to discuss concerns from both sides. What works?
What doesn’t?
 Identify behavior triggers.
 Make a plan of attack-how are you going to do things differently at
home/school?
 Schedule a follow-up communication to discuss outcomes.
 Establish open communication with the teacher! Know that they
are bound by the school system to an extent. They fight behind the
scenes for your child, but are often ignored. Sometimes the only
voice considered is that of the parent. Work together to be as
strong as possible.
*If the child is under 3, check first with the doctor. If the child is 3-5, you
can call the district Except. Ed. Office to begin the screening process.
Services are offered through the school system beginning at age 3.

7. The Support Team
(S-Team) Process
 Be informed. It is common for the teacher to
begin the S-Team process, but a parent has
the right to call a meeting asking to start the
paperwork at any time!
 Be patient, but be vigil. Remember, it is a
process but don’t let too much time pass.
 Be involved. Many interventions you try at
home can be used as documentation!
 Be smart, ask questions! If you don’t
understand something, ask for clarification
until you do understand!

8. Interventions
worked!
Discontinue
paperwork and
continue to see
success.
Conference
w/teacher,
brainstorm, record
interventions, set
up results meeting
in 4-6 wks.
Interventions did
not work!
Teacher calls initial
S-Team w/admin,
reading coach,
psychologist, etc.
Determine
whether testing
can be done and
is necessary.
Testing is done.
(Schools have 45
calendar days.)
Determining
Meeting is called
to discuss results.
Student qualifies
for services
An IEP is written,
services can begin.
*A 504 plan may
be written for OHI.
Student does not
qualify for services
Continue to talk
w/teacher, pursue
again in 1 year, or
appeal findings.
Annual IEP review
done each
calendar year
Re-evaluation
done every 3 years
to determine
eligibility.
The S-Team Process

9. Does the School
test for it?
 YES 
 Learning Disabled
 Developmental Delay
 Speech/language
 Vision/hearing services
after diagnosis.
 Mental Retardation
 Emotionally Disturbed
 Behavior
 Giftedness (Yes, it is an
exceptionalitiy)
 NO 
 Down Syndrome (dr.)
 Autism (specialist testing)
 Vision/hearing physical
disability (dr. diagnosis)
 ADD/ADHD (dr.)
 Sensory Processing Disorder
(dr. diagnosis)
 OHI (Other Health
Impairment) such as
Leukemia
School educators are not allowed to suggest
these issues as it then becomes the district’s
financial responsibility to get the testing done.

10. Results are in…next!
What is an IEP?
 IEP stands for Individualized Education
Program
 It is a legally binding document that
must be followed or the parties that
don’t will be out of compliance. Legal
action can be taken!
 Can be amended when needed.
 Changes must be signed off on by all
parties.
 Good for 1 calendar year.
 Outlines exactly how the program will
work for your child.
 Goes in child’s permanent cumulative
file.
 Can only be viewed by the
parent/guardian, specialists handling
the case, and educators who work
directly with the child. Written
permission must be given for the school
to give it to anyone else.
What are the parts?
 Testing/data gathered
 Type of service(s) to be
received
 How much time per session,
sessions per week
 Specialist to give services
 Location services are provided
(LRE) push-in or pull out
 Objectives w/measurable goals
 Accomodations/modifications
 Assistive Technology
 Related services

11. 504 plan vs. The IEP
 Does not require a written IEP but does
require a documented plan. "Appropriate
Education" means comparable to the one
provided to general education students.
 Section 504 requires that reasonable
accommodations be made for the child
with a disability. Requires the school to
provide reasonable accommodations,
supports and auxiliary aides to allow the
child to participate in the general
curriculum.
 Requires schools to eliminate barriers that
would prevent the student from
participating fully in the programs and
services offered in the general curriculum.
 Meeting is not required for a change of
placement. Students are served in general
education with or without modification.
 Requires a written Individualized Education Plan
(IEP) documentation with specific content
addressing the disability directly and specifying
educational services to be delivered, mandating
transition planning for students 16 and over, as well
as a Behavior Intervention Plan (BIP) for any child
with a disability that has a behavioral issue.
 Provides individual supplemental educational
services and supports in addition to what is
provided to students in the general curriculum to
ensure that the child has access to and benefits
from the general curriculum. This is provided free of
charge to the parent.
 IEP meeting is required before any change in
placement or services is made. Students are
eligible for a full continuum of placement options
including regular education with related services
as needed.

12. We have goals, we must be
done, right?!
 S-Teams can reconvene at
any point in the year to
update goals, change
amount of time for services,
location of services, but all
members must agree and
sign off before changes can
be put in place.
 Annual meeting to update
goals, make any changes
needed.
 Re-evaluation with new data
required every 3 years to
determine eligibility.

13. I disagree. What can I do?
 Talk to the teacher first.
 Bring an advocate with you.
Tenn. Voices for Children, Autism
Society of Mid-Tenn, CASA,
Caseworker…
 Go to the administration
(principal) and air your issue.
 Send it in a letter to administration
and the office of Exceptional
Education. There are facilitators
to mediate.
 Due Process hearing with the
Board of Ed.

14. What if the child is
not old enough for
kindergarten?
 Metro starts developing IEP’s for children
as young as 3.
 Head-Start has a pre-K program
 Metro has blended pre-K. It is free for EE
students and transportation can be
provided.
 Children in daycares can be picked up
and taken to a site to receive services.

15. Do all schools
work this way?
 All public school systems have a process that is
much like Metro-Nashville Public Schools.
 Some private schools offer tutor programs and
some screening for SLD and speech.
 Franklin Road Academy has Student Learning
Services and a program designed to meet the
specific needs of children with Down Syndrome.
 Lipscomb Academy has a Learning Enhancement
Program that screens to recommend further
private testing. They provide speech/language
services through a private company.
 There are many private schools that cater to EE
children and may specialize in that area.

16. Sensory Processing Disorder
One of the most common disorders you have never been told about.
https://www.youtube.com/watch?v=D1G5ssZlVUw

17. Sensory Items
With scented grass!
For holidays!

18. As the glitter settles, so does the child.
(A water bottle, fill ¾ with water, add a bottle of glitter glue,
some fine glitter, and seal the top with silicone or hot glue.)

19. Resources*Tennessee Voices for Children
*RIP-Regional Intervention Program –
up to age 5 for behavior
*Autism Society of Middle Tennessee
*Sensory Processing Disorder
Foundation
*Down Syndrome Association of
Middle Tennessee
*CASA-Court Appointed Special
Advocate
*Metro schools have an Autism Team
*Tennessee Children’s Advocacy
Center
*Your friends and neighbors!!
Final Thoughts…
The internet, especially
sites like pinterest, have
hundreds of ideas instantly.
Research, talk to other
people who “know
someone”!
Make copies of everything!