VIDEO: Essentials for Educators: High Functioning Autism and Asperger Syndrome

Terrific video for teachers, parents and anyone who wants a better understanding of High Functioning Autism and Asperger Syndrome. VIDEO: Essentials for Educators: High Functioning Autism and Asperger Syndrome
The video explains the underlying differences in individuals with Autism Spectrum Disorder (ASD) and suggests strategies teachers/educators (and parents) for increasing the success of these children in school.

We highly recommend this,
Hope Kirsch & Lori Kirsch-Goodwin

What to do if you think your child may need special education?

What should you do if you think their child might have special education needs?

• Is your child struggling to understand?
• Is your child struggling with homework?
• Is your child failing quizzes and tests?
• Is your child fighting in school?
• Is the school complaining about your child's behavior?
• Is the teacher reporting your child is not paying attention?
• Is the teacher telling you that your child is not turning in homework?

If you answer YES to any of the above questions, OR is you have any reason to believe your child is having any difficulty or any issues in school or if you have any concerns, the school should be offering to test your child (that's the obligation of all school districts and charter schools in Arizona under CHILD FIND).  But if the school has not told you it needs to evaluate your child, then do not wait.  Be proactive.  Ask the school to evaluate whether your child needs special education and related services.  How do you ask, and who do you ask?  Send an e-mail to the special education director (find the email address on the website for the school district) and the Principal and your child's teacher. 

The first step to determine if your child actually requires special education is an assessment - an evaluation.  An assessment /evaluation is the process of gathering information about your child to make decisions about a potential disability category, strengths, weaknesses and areas of need.  Testing may be in the areas of academic functioning, cognitive functioning, behavior, speech and language, fine motor, gross motor, auditory and/or visual processing, sensory processing, social-emotional, neuropsychological, executive functioning skills (attention, organization), memory, etc.

The School District or Charter School will perform the assessments, but parents may ask for an INDEPENDENT EDUCATIONAL EVALUATION (IEE), at the expense of the school district or charter school, if the parents do not agree with the results.  If you, as parents or guardians, pay for a private assessment and submit the results to the school district/charter school, the school district/charter school must consider the results.  The school district/charter school is not obligated or required to accept those results, but is must consider them.

If your child is found to have a disability, that is only the first step toward determining if he or she needs special education.  The next step is whether your child needs special education to access the general education curriculum.  For example, a child with ADHD may not necessarily require special education (an IEP) and may merely require accommodations via a 504 plan.

The important question is what your child needs to receive benefit from the curriculum being taught?  Make certain you understand your child's needs, as well as your legal rights to help your child.  Make sure you understand the difference between an IEP / special education and a 504 Plan.  Your child is entitled to a Free and Appropriate Public Education (FAPE) under both.

For more information, visit www.azspecialeducationlawyers.com.

KGK wins another Due Process

Lori Kirsch-Goodwin of KGK wins Due Process. The issue involved the appropriateness of a school placement. The Administrative Law Judge ruled in favor of the parent that the school selected by a charter school was not appropriate for a student with autism, and that the school that the family found to be appropriate is the appropriate placement. The Judge ordered that the charter school provide compensatory educational services AND tuition and transportation at the private special education day school. And when a parent prevails at due process, they are entitled to recover their attorneys' fees.
A.T., Student, by and through Parents A.T. and H.T. vs. POINTE EDUCATIONAL SERVICES
 

Comedian Bobby Collins: 'On the Inside- His Life as a Comedian and Father of a Very Special Child

Bobby Collins, one of today's most successful and funniest comedians, is also the father of a special needs child. Bobby, in his book, "On the Inside," talks about his career, his life on the road and most importantly, his love for his very special daughter.

You can learn more about the book at www.bobbycollins.com

In a 2013 interview on Hallmark Channel, Bobby shares his experiences and his tremendous journey and life.

http://www.hallmarkchannel.com/homeandfamily/episodes/145

Thank you Bobby for all you do!
Your friends Hope and Lori at Kirsch-Goodwin & Kirsch.

Seminar: Autism Spectrum Disorders (ASD) and School Law

Autism Spectrum Disorders and School Law Presented by Hope Kirsch and Lori-Kirsch-Goodwin Video Webcast Date: Tuesday, August 06, 2013 Product ID#: 64233ER Time: Eastern: 10:00 am-5:00 pm Central: 9:00 am-4:00 pm Mountain: 8:00 am-3:00 pm Pacific: 7:00 am-2:00 pm $339.00 $329 / Each Additional Includes Downloadable Course Book Register now Overview Agenda Speaker Credit Program Description Practical Application of Legal Concepts Impacting Students with Autism Spectrum Disorders Supporting the achievement of special needs children is the ultimate goal of attorneys, parents and professionals involved in education. Yet the area of special education law can be clouded with emotion and conflict. How do high-functioning autistic (HFA) students fit into the special education law framework? Join our distinguished faculty for a dynamic discussion on the challenges parents' advocates, school attorneys and representatives face when striving to accommodate special needs students. Find the answers to your questions - register today! Use a greater understanding of the nature of Autism disorders to better fulfill the needs of HFA students while protecting their rights. Review the necessary steps to drafting legally compliant IEPs that will withstand the test of time. Use our practical tips for preventing and resolving disputes between parents and school representatives to get the desired action without resorting to due process or litigation. Gain a legal refresher on the rules governing removal or expulsion to ensure the school has enough documentation to support their decision. How do you monitor the IEP progress? Learn some easy techniques for making sure the school is following through with the plan. Discuss what schools and parents can do to prevent disability harassment or bullying claims. Learn about actions that trigger IDEA complaints - and what you can do to avoid them. Promote settlements by understanding the various mediation options available. Who Should Attend This basic-to-intermediate level program offers an in-depth look at the legal and practical implications of autism spectrum disorders for attorneys. It will also benefit special education teachers, school administrators, and counselors or psychologists. Course Content Defining and Diagnosing Autism Spectrum Disorders Legislative and Case Law Update as It Applies to Autism Disorders Working Together to Build a Suitable Learning Environment for HFA Students Tackling Complex Disciplinary Issues and Due Process Preventing Bullying, Cyberbullying and Harassment Legal Ethics Continuing Education Credit Continuing Legal Education Credit Hrs State CLE 6.00 -  AK* CLE 6.00 -  AL* CLE 6.00 -  AR* CLE 6.00 -  AZ* CLE 6.00 -  CA* CLE 7.00 -  CO* CLE 6.00 -  CT* CLE 6.00 -  DE* CLE 7.00 -  FL* CLE 6.00 -  GA* CLE 6.00 -  HI* CLE 6.00 -  IA* CLE 6.00 -  ID* CLE 6.00 -  IL* CLE 6.00 -  IN* CLE 5.00 -  KS* CLE 6.00 -  KY* CLE 6.00 -  LA* CLE 6.00 -  ME* CLE 6.00 -  MN* CLE 7.20 -  MO* CLE 6.00 -  MP* CLE 6.00 -  MS* CLE 6.00 -  MT* CLE 6.00 -  NC* CLE 6.00 -  ND* CLE 6.00 -  NE* CLE 6.00 -  NH* CLE 7.20 -  NJ* CLE 6.00 -  NM* CLE 6.00 -  NV* CLE 7.00 -  NY* CLE 6.00 -  OH* CLE 7.00 -  OK* CLE 6.50 -  OR* CLE 6.00 -  PA* CLE 7.00 -  RI* CLE 6.00 -  SC* CLE 6.00 -  TN* CLE 6.00 -  TX* CLE 6.00 -  UT* CLE 6.00 -  VA* CLE 7.20 -  VI* CLE 6.00 -  VT* CLE 6.00 -  WA* CLE 7.00 -  WI* CLE 7.20 -  WV* CLE 6.00 -  WY* * denotes specialty credits Register Now Can't Attend? Purchase the Recording. Video DVD + Course Book $339.00Order Now Questions Video Webcast FAQ Cancellation Policy Satisfaction Guarantee Contact Us How To Order Web: Order Now Call: 800.930.6182 Fax: 715.835.1405 Mail: NBI P.O. Box 3067 Eau Claire, WI 54702

Rutgers and Indiana Universities Develop New Technology to Diagnose Autism

Yahoo News Reporter Vonda Sines discusses a new technology for diagnosing autism disorders developed by Indiana University and Rutgers.

Technology Developed to Diagnose Autism Disorder

Data for ESY

KGK reminds you that as your children return to school, ask the special ed teacher what data is going to be collected before and after school breaks to determine if your child qualifies for ESY.  If you have an IEP at the beginning of the school year, ask the IEP team how ESY decisions will be made; ask what data will be collected.  And ask for that the discussion of data be written in the notes of the IEP meeting, although preferably in the IEP itself. 

If the IEP team discusses any decision ESY before the spring, and says your child does not qualify for ESY, ask what data  was collected, and ask to see the data.  It is virtually impossible to make an informed decision during the first half of the school year that a child will not need ESY the following summer. 

The date should be be related to all goals in your child's IEP -- not just academic, but functional, social, and behavioral as well, and the goals for related services.