Staten Island Parent's Special Needs Guide, Fall 2021

Important Resources and Professional Services

SPECIAL NEEDS GUIDE

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SPECIAL NEEDS GUIDE

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2 October 2021 • siparent.com

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SPECIAL NEEDS GUIDE

Supporting Students with Disabilities This Fall

How to set your child on a course for success in their classroom.

BY JEAN MIZUTANI

A

ll students have experienced some missed learning during COVID. Fortunately, schools have been given federal money to develop school Academic Recovery initiatives that will provide a comprehensive plan of additional support. This will include interventions for students with and without disabilities and is scheduled to start this fall in most school districts. This could be a valuable way to help students catch up.

However, if you suspect that your child may have a disability or if your child needs accommodations to participate in school, here are some steps you can take.

REQUESTING AN EVALUATION An Individualized

Education Program is a plan for students who have a disability that makes sure they receive specialized instruction or services.

There are 13 classifications of educational disability set by federal law, such as autism or learning disability. Eligible children ages 3-5 would be considered a preschooler with a disability.

The IEP is authorized under the Individuals with Disabilities Education Act to ensure eligible students receive appropriate special education services (instruction, programs, and related services like speech or physical therapy) in a setting that max-

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imizes access to non-disabled peers. This means that services can be provided in any setting, including general education.

If your child (ages 3-21) enters school without an IEP, but you suspect that they may have a disability, you can request an evaluation from the school’s IEP team. Within 10 school days, you’ll receive a consent form. The evaluation, IEP meeting, and offer of services, if eligible, should not take more than 60 school days from the date the consent form is signed.

If attending a private or charter school, you can make requests to the Committee for Preschool Special Education or Committee for Special Education in that school’s district. Evaluations must be done in a language your child understands and results must be translated into a language you understand.

PREPARING FOR AN IEP MEETING Parents know

their children best and are key participants in their child’s IEP meeting. Parents should receive the IEP Meeting Notice at least 5 days before the scheduled date. The notice will include all meeting details, as well as the names and titles of everyone invited. If there is someone that you would like to invite, like an outside therapist or family member, you can.

To prepare for the meeting, review recent documents, like the

SPECIAL NEEDS GUIDE evaluation, and identify areas where your child may need additional support. Make a list of questions and be sure to share your concerns. Parent participation is your right during every step of the special education process, from evaluation and IEP development to the provision of services. Stay involved!

THE 504 PLAN The 504 Plan is used to provide accom-

modations—like extended testing time, having directions read aloud, classroom food limitations, or preferential seating in class—for students with a disability. The plan’s goal is to help these students have access to and success in their learning environment. A student may be eligible if they have a diagnosis that limits their ability to participate in one or more important life activities, such as learning, hearing, seeing, walking, concentrating, or communicating. The plan provides accommodations in the general education setting and it’s authorized by Section 504 of the Rehabilitation Act of 1973.

The student disability can be temporary or permanent, and includes medical conditions such as allergies, asthma, diabetes, and visual impairment. For example, a parent concerned about her son having an asthma attack or food allergy reaction in school could request a 504 Plan, which provides accommodations in a general education setting. Through the 504, the parent could establish an action plan with clear, defined steps to monitor and respond to her son’s needs during the day.

Unlike the IEP, parents who would like to establish a 504 for their child don’t need to request an evaluation. Instead, families submit a 504 Request Form with diagnostic or evaluation materials from a doctor, psychologist, or other professional. If the school receives any federal funding, eligible students should be covered from preschool through college or vocational school.

A 504 must be renewed yearly for accommodations to continue. Parents should share updated diagnostic information each year. Parents will participate in future 504 team meetings if changes to the plan are being considered.

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Get the SCOOP on: • TONS of family-friendly events • Exciting ideas for weekend fun • Endless summer activities • Exclusive giveaways • Special savings just for S.I. Parent readers …and more!

CONNECT WITH US INCLUDEnyc is the leading pro-

vider of training and information for young people (newborn to 26) with any disability and their families. The organization can help you navigate and understand special education and disability systems.

• The Help Line at 212-677-4660 (English) or 212-677-4668 (Spanish) offers interpretation into more than 200 languages.

• Parents can attend free online workshops.

• Hundreds of resources are available at includenyc.org.

Jean Mizutani is the senior education specialist at INCLUDEnyc and has worked at the organization for more than 20 years. She is also the parent of a daughter with disabilities.

October 2021 • siparent.com

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SPECIAL NEEDS GUIDE

5 Tips for a Successful IEP Meeting

One mom shares what she does in Individualized Education Program meetings to help them run smoothly.

BY DANA GREENBERG

T

hose of us who’ve been through it before are very aware how stressful and unpredictable IEP meetings can be.

IEP stands for Individualized Education Program, which is the plan created for every child eligible for special-needs services from their public school specifying how the school will meet your child’s specific educational needs. IEP meetings are the yearly get-together at which parents gather with a team of professionals from the school district to discuss your child’s needs for the upcoming school year and develop your child’s plan for the year. We parents know what our children need better than anyone, but, unfortunately, we are not always heard.

Here are some of the things I do at my meeting to help ensure that it is a success.

SHOW A PICTURE OF YOUR CHILD. One of the first things I do is hold up a picture of my son and introduce him.

Usually there are people at the meeting who have never met him. I would like them to all see the boy we are talking about.

TAKE GOOD NOTES. Ask the professionals to slow

down if you need them to. Let them know you don’t want to miss anything. I usually bring a notebook to write in. Be sure to ask who everyone is and what their titles are. Before you leave, ask for a copy of the minutes (that someone should have been taking). You can compare the minutes to your notes to make sure you're all on the same page.

NEVER SIGN ANYTHING — EXCEPT THE ATTENDANCE SHEET. This is definitely something to

remember. If they ask you to sign something else, tell them you want to review it at home; you're allowed to say this. Before you leave the meeting, ask them to give you a copy of the attendance sheet as well.

DON’T LET THEM RUSH YOU. If these meetings are

still new to you, you may hear words and terms that are not completely familiar to you. Feel free to ask them to explain everything. That is their job. Remind them, if necessary, that this is your child who is being discussed, not an abstract idea.

If time runs out and you feel like you need more time, you can ask for an additional meeting to continue the discussion.

DISCUSS PLACEMENTS. If you have already visited

potential schools, let them know. Give them details of what you saw and why it would not work for your child. Let them know that you have been proactive about the situation. Ask them to discuss their ideas about possible placements for your child.

Remember, nothing is set in stone at this time, but it's something that should be discussed.

These are some of the things I always do at my son’s IEP meeting, I hope they may help guide you to a smoother, more successful IEP meeting of your own.

Dana Greenberg is a mom of twins living in Manhattan. Her site, TheAutismClub.com, was created to connect moms who have kids with special needs, like her son Jack—who has autism—and offer them a space to tell their stories. This article was originally published in 2017.

6 October 2021 • siparent.com

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SPECIAL NEEDS GUIDE

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MIMPTW offers 1-on-1, individualized physical therapy services in the comfort of your own home. We also offer specialized, “parent & me” style wellness classes focused on a particular developmental skill. If you want to learn how to purposefully play with your child to facilitate rolling, crawling, or walking, these classes are for you. Lastly, we offer sport specific training for people of all ages to improve their ability to participate in their sport.USE CODE “SIPARENT” FOR $10 OFF ANY SERVICE. 646-334-0703 facebook.com/milestonesinmotionptw • instagram.com/milestonesinmotionptw

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SPECIAL NEEDS GUIDE

Helping Your Child Succeed in the Classroom

5 things you can do to help your child have the best school year possible

BY JACQUELINE NEBER

G

ood parent-teacher communication is crucial for any successful school year, but being on the same page becomes even more important when your child has a learning disability. There are a few steps you can take to help ensure your child has the best year possible.

er tip? Write a letter describing your child and their needs at the beginning of the year (you can still do this now, as it will help your child’s teacher get to know them better).

KNOW YOUR RIGHTS AND SPEAK UP. Parents

child’s IEP goals—which can differ from their classroom goals. This difference often confuses parents who see their student accomplishing goals on one end of the spectrum and not the other.

are entitled to receive information about special education from their schools and teachers—reading up and staying informed is the best way to advocate for your kid. When attending Committee for Special Education meetings, annual review meetings, or parent-teacher conferences, if you don’t understand something, ask questions.

COMMUNICATE WITH TEACHERS FREQUENTLY. Kathy Devine and Emily Cole, teachers

at Waverly Avenue Elementary School in Holtsville, say parents of students with special needs must be extra communicative with teachers. “We would like to know sooner when things might be happening at home, whether it’s medication changes or maybe something in the home life has changed,” Cole says. When it comes to homework, “reach out to us as soon as possible so that we’re not waiting until the end of a trimester to know [kids are] struggling,” Devine says. Anoth-

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UNDERSTAND INDIVIDUALIZED EDUCATION PLAN GOALS. Equally important is understanding your

INVOLVE YOUR CHILD. Cassie Reilly, transition

coordinator at Northport High School, suggests involving your kid in IEP and parent-teacher conferences. Being open with them from the time of diagnosis helps them stand up for themselves and understand their learning disability does not make them inferior to others.

BE SENSITIVE TO DIFFERENCE. Parents should understand their kids might be different at home than at school, Reilly adds. And, even more importantly, their kids might have an atypical path toward success. Communicating with teachers is key to understanding how your kid can progress in the best way.

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SPECIAL NEEDS GUIDE

Sensorielle

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AHRC NYC James P. Murphy Staten Island Prep

At the James P. Murphy Staten Island Preparatory School, we are proud to provide a rigorous curricular program combined with ABA programming to meet the needs of students with disabilities from ages 3 to 13. Our curriculum includes ELA, mathematics, science and social studies with the use of the Next Generation Learning Standards modified for our students to access instruction. Our school is excited to provide on-site related services and a social emotional learning emphasis for each student in our building. Small classroom ratios and specially trained staff allow for an individualized experience and approach to learning.

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SPECIAL NEEDS GUIDE

MiMa Create and Play

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The GRACE Foundation

The GRACE Foundation is a nonprofit organization that was established to improve the lives of individuals and families affected by Autism Spectrum Disorder (ASD) Today the rate of newly diagnosed children is 1 in 54. As individuals with ASD age, more specialized services are required to address the changing needs of the individual and their families. Currently GRACE provides programs (including Site Based Respite/In-Home Respite, Day Hab, Com Hab, SEMP and FI) for over 300 participants (ages 5-30) and growing. The ultimate goals are to enable individuals with ASD to lead independent and productive lives.

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SERVICES INCLUDEnyc We are the Staten Island Family and Community Engagement (FACE) Center and can answer your questions about special education and disability serving systems, from birth to age 21.

Call our FREE Help Line: 212-677-4660 (English) and 212-677-4668 (Español).

Interpretation available in over 200 languages.

212-677-4660 | info@includenyc.org includenyc.org facebook.com/includenyc instagram.com/includenyc

PRESCHOOL JCC FIRST FOOT FORWARD The JCC of Staten Island offers First Foot Forward as part of our continuum of services for people with disabilities. First Foot Forward is a special education preschool program which provides services for children with speech/language, motor, and cognitive delays.

Jayne Smith, Chief Program Director 718-475-5265 • jsmith@sijcc.com 1466 Manor Road • 1297 Arthur Kill Road 2221 Richmond Ave.