Hi Bonnie,

We spoke with the principal at my son’s school this morning. The talk went well and he seemed very concerned about our son. But, the bottom line is, the school is reluctant to give my son 504 because it will stick with him for life (though they offered today if we really really want one). They are going to test him soon for gifted so that we can include additional accommodations in an IEP or 504 if necessary. What is my next step? Should I go ahead with a 504 Plan?

Candi

Having a 504 Plan in place is not a stigma, it is protection and accommodations for your son that will help him learn with greater ease. What is wrong with that? If the school needs to implement specific accommodations to help your son that is what needs to be done. The beauty of it is that it will carry him from one year to the next but can be changed and adjusted as your sons needs change. It will ensure that attention is brought to his learning needs. If at a later date – which may be a year or years down the line and he no longer needs them, fine, you don’t have to have him covered by a 504 at that point.

Here is an informal comprehensive learning difficulty/disability screening tool you can do as a parent and get a great picture of the underlying causes of your kids learning problems available. This tool actually helps you to understand why your child struggles, which may be accerbated by his ADHD. There is usually some underlying cause that may not be enough for the schools testing to show that there is a specific learning disability, but it is still actually interferring with their learning with ease.

For example, each of my own kids tested to be gifted, but they each had an area that made learning harder than it needed to be. Once we understood what that or those areas were, learning became easier for them.

Hope this helps,

Bonnie Terry, M. Ed., BCET

P.S. Don’t forget to sign up for the FREE teaching & homework tips!

Bonnie Terry

I just came across this article on preparing for an IEP and wanted to share it with you.

As a parent, do you approach IEP meetings with fear and dread? If so, here are some suggestions to help you feel more at ease and able to participate as a full member of the team that plans your child’s special education program.

Before the Meeting:

• Build a positive relationship with at least one person on the IEP team, such as the classroom teacher, principal, or school psychologist, before the meeting. Such a relationship will help you feel more comfortable and know someone else hears your point of view.
• Plan ahead and put your thoughts down on paper, so you won’t forget to mention what’s important to you during the meeting. Complete the IEP Planning Form before the meeting. Know the purpose and format of the IEP meeting and who will be there ahead of time. That way you won’t be surprised by the number of people around the table or the process being followed. IDEA 2004 contains new provisions that you should be aware of, including who can be excused from IEP meetings, and alternative ways to hold IEP team meetings.
• If you wish to share the results of a private evaluation with the IEP team, send copies of the reports to the team ahead of time so they can be familiar with the data before the meeting, rather than take valuable time during the meeting to review them. In some cases parents may feel that sharing this report (or particular aspects of the report) will not be of benefit to the IEP process; it’s your choice whether to do so.
• Review current reports, last year’s IEP (if applicable), and Parents’ Rights and Responsibilities sent to you annually.

For more, go to: Tips for a Successful IEP Meeting

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When preparing to attend your child’s IEP meeting, it is important to have a complete understanding of your child’s learning problems. One way to do this is to use an informal assessment tool. With it you gain the understanding of what the specific problems are and how they impact learning in the classroom. It empowers you to speak knowledgebly about your child’s struggles.

Hope this is helpful,

Bonnie Terry, M. Ed., BCET

My daughter has learning disabilities (visual and auditory processing problems, ADHD, reading and math learning disabilities, sensory integration problems, etc.).  She will be going into the 9th grade this fall.  She has been in public school up through 7th grade and was in special ed programs there.  I pulled her out to homeschool her last year (her 8th grade year), and I really feel like she has been promoted to new grade levels just to promote her every year.  I am at a loss as to what to do with her for 9th grade.  We of course want the best for her but she is lacking in SO many areas.  How will this program help?  Do I use it in conjunction with another homeschool program?  I can’t imagine this is all I would use for 9th grade schooling.  What would you recommend?  If you can help point me in the right direction, I would truly appreciate it.  Thank you, and have a blessed night!

..• ´¨¨))  -:¦:-        Patter -:¦:-
¸.•´ .•´¨¨))

Patter,
The core program I would suggest you use is the Making Spelling Sense, Five Minutes to Better Reading Skills, and Ten Minutes to Better Study Skills. With those you will be working on not only her reading, spelling, and writing skills, but also the underlying causes of the problems (the visual and auditory processing problems.) You will need to add content material: a reader and social studies/history book, math book, and English book.

Each day you start off with addressing the underlying cause of the learning disabilities – the visual and auditory processing skills. Using the Making Spelling Sense and Five Minutes to Better Reading Skills does this. Then you would have her read a selection from a reader. There are many high interest low vocabulary readers available. (Making Spelling Sense addresses the auditory processing problems. Five Minutes to Better Reading Skills addresses the visual processing problems.)

After reading from the reader, you pull out the Ten Minutes to Better Study Skills and your daughter takes notes from what she has read. Then I would do an English page.

Then I would play The Comprehension Zone and/or The Sentence Zone. They work on reading comprehension and English grammar.

For math I would use the Math Zone for calculation practice and the BT Easy Math Reference Guide as the core information regarding math (how to add, subtract, multiply, & divide, calculating with fractions, decimals, and percents, and how to do word problems). You will need to get additional math workbook/s for actual problems for her for fractions, decimals, percents, and algebra. There are some great ones out there that would be great for her to use.

After math I would have her do history and science, using the forms from Ten Minutes to Better Study Skills to help her get more out of the books.

Remember, the books and games I’ve mentioned are multi-level and can be used year after year, even with a 9th grader. Each activity takes just a few minutes so they are perfect to use with ADHD students. I created all of them from my work with learning disabilities – those with visual and auditory processing problems.

Hope this is helpful.

Bonnie Terry, M. Ed., BCET