Evaluations and CHILD FIND

Under the Individuals with Disabilities Education Act and Arizona's Education Code, students who are suspected of having disabilties requiring specialized education must be evaluated.  School districts and charter schools have an affirmative duty to identify and evaluate students suspected - merely SUSPECTED - of having a disability.  That is the CHILD FIND obligation. 

Who can ask for an evalution? 

• A teacher or school administrator
• A parent
• A medical or health care provider of the child (a doctor, a therapist)

Do not wait for the school to propose the evaluation if you see the following signs ("red flags"), although if these signs are present, the school should have proposed the evaluation already:

· Failing or noticeably declining grades.

· Poor or noticeably declining progress on standardized assessments (AIMS tests, for example)

· Behaviors that cause the student to stand out, negatively, from his peers.

· Minimal progress in RTI process.

· Only slight benefits from accommodations in a Section 504 plan.

· Numerous or increasing disciplinary referrals.

· Signs of depression, withdrawal, inattention.

· Increasing unexcused absences.

· A history of being hospitalized.

· A diagnosis under DSM-IV (or the upcoming DSM-V).

· Medications.

· Being seen by an outside service provider, such as a psychologist, psychiatrist or therapist.

Autism and Online Learning: A Guide for Teachers

http://www.onlineeducation.net/2013/04/05/autism-and-online-learning-a-guide-for-teachers

A father's love for his very special daughter.

Scroll down to the second story on this link:
http://www.hallmarkchannel.com/homeandfamily/episodes/145

Arizona's new parental notification law regarding use of seclusion rooms in schools

This is the newly added language to HB2476 requiring WRITTEN notification to parents BEFORE their child may be placed in an enclosed space for disciplinary reasons.  Note that there is an EXCEPTION to the notification when a school prinicipal or teacher determines the child poses "imminent self harm to himself/herself or others," but in those situation, the parent is to be notified IN WRITING by the end of the same day that the child is placed in seclusion. 
BEGINNING IN SCHOOL YEAR 2013-2014, DISCIPLINARY POLICIES FOR THE CONFINEMENT OF PUPILS LEFT ALONE IN AN ENCLOSED SPACE. THESE POLICIES SHALL INCLUDE THE FOLLOWING:
(a) A PROCESS FOR PRIOR WRITTEN PARENTAL NOTIFICATION THAT CONFINEMENT MAY BE USED FOR DISCIPLINARY PURPOSES THAT IS INCLUDED IN THE PUPIL'S ENROLLMENT PACKET OR ADMISSION FORM.
(b) A PROCESS FOR PRIOR WRITTEN PARENTAL CONSENT BEFORE CONFINEMENT IS ALLOWED FOR ANY PUPIL IN THE SCHOOL DISTRICT.
THE POLICIES SHALL PROVIDE FOR AN EXEMPTION TO PRIOR WRITTEN PARENTAL CONSENT IF A SCHOOL PRINCIPAL OR TEACHER DETERMINES THAT THE PUPIL POSES IMMINENT PHYSICAL HARM TO SELF OR OTHERS. THE SCHOOL PRINCIPAL OR TEACHER SHALL MAKE REASONABLE ATTEMPTS TO NOTIFY THE PUPIL'S PARENT OR GUARDIAN IN WRITING BY THE END OF THE SAME DAY THAT CONFINEMENT WAS USED.

ESY

It is that time of year; flowers blooming, allergies acting up, and time to check in with the IEP team to determine if the student is eligible for Extended School Year (ESY). Did the student regress during Spring or Winter break and need time to catch back up to where they were before break? Would the student's gains be significantly jeopardized if he/she does nor have educational services over the summer?  If the answer to either question is yes; talk to the team about ESY.

SARRC Bullying and Autism Conference

Conference-Bullying & Autism: What We Know & What We Can Do About It

This two day conference is designed to engage school faculty, families, professionals, administrators, policymakers, and others with an interest in this topic:
Current research, issues & prevalence
How to support a change in behavior as the bully,victim or bystander
How to include kids with ASDs in bullying programming

Topics:
Bullying & Autism Spectrum Disorders: What is known from the research, prevalance, and relationship between ASDs, bullying & victimization; what this means; why kids with ASDs are targets of bullies or the bully

Bully Prevention in Positive Behavior Support: From Research to Practice:Building effective and efficient bully prevention programs that are sustainable

Legal Issues & Current Policies in Arizona: Jennifer MacLennan, a lawyer representing schools, & Hope Kirsch, a lawyer representing families, together will address legal and ethical issues on bullying as it relates to the bully, victim, & school.

How to Adapt Anti-Bullying Programs & Supports for Individuals with ASDs: How to adapt interventions to teach kids with learning differences to understand bullying & how to respond to bullying as a victim, bystander, or the bully

The Impact of Bystanders & Bullying: This presentation will address the role of the bystander; how to teach safe & effective responses to bullying for those at all levels of support

A Case Study: How A Middle School Implemented A Bully Prevention Program: Using evidence-based strategies, a principal & her team will share how their school addressed bullying

Dates: April 26 & 27, 2013

Cost:Registration (before April 15)              $35/day     $50/two days
Late Registration (April 15 or later)      $50/day     $70/two days

Location:
Scottsdale Public Library Civic Center Auditorium
3839 N. Drinkwater Blvd
Scottsdale, AZ 85251

ASHA CE's:  Day 1    .6 CEU's            Day 2: .5 CEU's
BACB CE's:  Day 1    6.5 CEU's          Day 2: 5 CEU's

For complete details on this conference, go to http://www.rsvpbook.com/event.php?571857.

Temple Grandin on Autism, Death, Celibacy and Cows

Temple Grandin was interviewed by the NY Times:

http://www.nytimes.com/2013/04/14/magazine/temple-grandin-on-autism-death-celibacy-and-cows.html?_r=0