Minimizing the impact of divorce

Minimizing the impact of divorce

If two adult partners with children decide to break up, one of their greatest challenges will be to anticipate and solve for how the split affects their children. In the easiest of circumstances, it’s a complicated situation, and it’s magnified if one or more of the children have special medical, psychological or emotional needs and challenges.

Even more than mainstream children, most with special needs depend on an environment that’s stable and predictable. Many will be resistant to change and have a difficult time processing the issues each family member faces. And like their mainstream peers, children with special needs may contend with feelings that they caused the breakup or could have prevented it.

All of which is to say that children with special needs are affected by divorce in unique ways, and divorcing parents should keep those issues front-and-center as they move through the process. As you navigate the logistics and emotional minefields of breaking up, keep these considerations in mind to help minimize the impact on children with special needs:

Emotional considerations

• If at all possible, find a way to tell them about the divorce together, in a unified and loving way.

• Stay focused on how the divorce will affect them emotionally and logistically—not how it affects the parents.

• Points to emphasize: that they are and will remain unconditionally loved, accepted and protected; that they're in no way responsible or at fault for the breakup. Repeat as often as needed.

• Make every effort to exert self-control. Despite the difficult subject matter, remember that anger, recriminations and threats will be counterproductive and impair their ability to cope. 

• Before, during and after the actual divorce, give them wide latitude to process the information, as well as their feelings about it, in their own way.

Legal considerations

• Be prepared to formalize the different kinds of custody each parent will have, as well as the extent to which each kind of custody is shared. In a divorce situation, custody is often defined in physical, medical, legal and educational terms.

• When children with special needs are involved, one of the most significant divorce triggers can be that the parents are not able to share the work of parenting equally. If this is the case, consider a stipulation that gives the custodial parent exclusive authority over medical and educational decisions. This can work to the advantage of all parties involved.

• Decide together how much access the non-custodial parent will have. These details, once they’re agreed to, will impact the children’s day-to-day life, as well as life for the parents and any siblings. Expect to negotiate these terms carefully.

• Be sure to factor in the transition to adulthood, regardless of their current age and/or prospect of living independently. By planning for these issues at the outset, you’ll have a clearer roadmap as they mature.

Financial considerations

• If the parents’ incomes differ significantly, both parents should account for the disparity when establishing levels of both alimony and child support.

• Children with special needs may qualify for government benefits. Depending on the diagnosis, these benefits may end when they reach age 18, or the benefits could last throughout their lives. These benefits, if available, should be part of the couple’s financial calculus.

• Some parents choose to create a Special Needs Trust and/or a life insurance policy (often payable to the trust) as a way to ensure continuity of income.

• Consider including “incidental” childhood expenses—like clothes, school supplies, extracurricular activities and even summer camp—in any financial negotiations.

• If applicable, consider including college expenses beyond tuition, (i.e., living expenses, books and any special accommodations that will be required if and when children with special needs pursue post-secondary education).

For help navigating the divorce process in ways that keep children’s needs out front, including family-based parenting classes, after-school programs and more, contact us at 904-346-5100.

ASSISTIVE TECHNOLOGY FOR ASSISTED LIVING

ASSISTIVE TECHNOLOGY FOR ASSISTED LIVING

This last post on assistive technology (AT) leans a little toward low-tech: These items are for people of all ages, experiencing all kinds of challenges, who just need a little help accomplishing everyday tasks. Whether a person lives at home with family, on their own, or even at an official assisted living facility, these useful items illustrate how designers can spark lifestyle improvements simply by re-thinking product design. The result: effective solutions for people with unique needs.

Stander Handybar

Helps people with mobility challenges enter and exit a vehicle more easily and safely. Provides balance support for greater independence.

E-Z Key Turner

For someone with limited hand movement, just turning a key to open a door can cause pain. This simple hand-held device solves the problem for many users.

Stander BedCaddie

This simple device, similar to rubber exercise bands, makes it easier to sit up in bed or even stand up from a sitting position. Attaches to the foot of a bed and features a 3-step ladder system, designed to help people improve mobility and independence.

Cut-resistant glove

For people who love to cook but have fine motor control issues in their hands, this glove provides an extra measure of protection when chopping, slicing or using any sharp hand-held object. Available for large (shown) or small hands.

Gripper

For help holding onto objects in a variety of shapes, this simple device does exactly what the name suggests. Available in grey (shown) or green.

Classic Weighted Bendable Utensil set

Makes the simple act of dining easier and more enjoyable by accommodating people who need specially designed utensils that are easy to hold and manipulate. 

Talking Measuring Cup

For people who refuse to let visual impairment keep them from whipping up delicious meals, this device tells the user when the contents reach the desired level. 

Our large inventory of AT devices helps people with special needs get along more successfully in the world. It’s like a lending library, where you check out the equipment you need, then return it when you’re finished so someone else can use it. 

Because our AT program operates through Florida Alliance for Assistive Services and Technology (FAAST), the equipment is available for use by any member of the disabled community—not just students associated with Hope Haven.

All equipment is thoroughly cleaned, inspected and disinfected before and after each use. 

To learn more, including an updated inventory, schedule an Assistive Technology Consultation. Or contact our FAAST program coordinator directly at 904-346-5100, ext. 336.

Assistive Technology for Educational Sensory

Assistive Technology for Educational Sensory 

Our Educational Sensory Assistive Technology (AT) aids help people learn about the environment surrounding them, either in a home or educational setting. Many items also help the user strengthen their motor skills, feel more relaxed and experience tactile sensations that might be unfamiliar.

Giant Touch Trainer

Provides a rich variety of color-coded textures, so a person with visual and/or tactile challenges can get a feel for the physical characteristics of different surfaces they’ll encounter in the environment.

Theraputty

Used by occupational therapists, the brightly colored tactile substances give people a chance to compare differing resistance and firmness levels. Helps users develop fine motor skills while they engage in a variety of play activities.

Sensory tubes

A variety of shapes and sizes provides lots of opportunities for visual and tactile stimulation and relaxation. Users learn about recognizable objects and the environment around them. Each tube, safely sealed in a transparent container, can be manipulated endlessly for self-paced learning.

Activity triangle

Contains a trove of multi-textured play objects, so users get exposed to various shapes, sizes and textures in their activity routines. Helps develop motor skills while it encourages healthy play and movement.

Full-page color reading guides

Durable color overlays help people with visual and perception issues read more easily. Available in a variety of colors, they come with 3-hole punch for use in binders. Especially useful for those with dyslexia. Colors include orange, blue, green, yellow and even pink (shown).

Writing grips

These simple devices help users with arthritis and coordination challenges hold a pen or pencil more securely while learning how to write.

Weighted blankets and garments

These items provide physical and emotional comfort while helping the user relax and feel safe. 

These visual and auditory aids are part of Hope Haven’s inventory of AT devices that help people with special needs get along more successfully in the world. It’s like a lending library, where you check out the equipment you need, then return it when you’re finished so someone else can use it. 

Because our AT program operates through Florida Alliance for Assistive Services and Technology (FAAST), the equipment is available for use by any member of the disabled community—not just students associated with Hope Haven.

All equipment is thoroughly cleaned, inspected and disinfected before and after each use. 

To learn more, including an updated inventory, schedule an Assistive Technology consultation. Or contact our FAAST program coordinator directly at 904-346-5100, ext. 336.

Assistive Technology for Vision and Hearing

ASSISTIVE TECHNOLOGY FOR VISION AND HEARING 

In this installment, we focus on assistive technology (AT) equipment available to help students see and hear better. Both kinds of technology can make a significant difference in a child’s confidence and academic performance; beyond a scholastic context, many of these devices can add to the person’s quality of life at home, among friends and in many other scenarios.

Visual Assistive Technologies

Our collection of visual aids can fill in much of the information that’s missing or hard to process when a user faces visual challenges.

VISTAC Color Identifier

“Reads” and identifies the colors of text, objects, photos and other stimuli for people with partial or total color-blindness. 

C-Pen

Scans printed text and converts it to speech. The device is portable, pocket-sized and easy-to-use. It’s particularly useful for students and others with any degree of dyslexia.

OrCam MyEye2

Wearable device that reads print and digital text out loud for people with visual and reading-related impairments.

Bright Switch

Helps users with visual impairment locate device switches; produces bright flashing light, vibration and even sounds to guide the person’s attention to the switch they need to find.

Kapten Plus Voice-activated GPS navigator

Helps independent users get around with Global Positioning System (GPS). Instead of visual cues found on ordinary GPS devices, the Kapten Plus provides an auditory signal as a guide. Especially useful for visually impaired people on-the-go, whether they need to get across town or across the globe on their own.

Hearing Assistive Technologies

Many of the AT devices available for hearing-impaired people are designed with the same intent as the devices for those with visual impairments: Either to beef up the original input (for those with limited capabilities) or convert the input into a more workable form (for those who need to process information through a different sensory system entirely). Some of our inventory makes sounds louder. Other devices convert sound into a medium the student can process more easily.

ChatterVox Headset Micro

Amplifies speech and other sounds and delivers it to the user via a wearable headset.

B-Calm Audio Sedation System

Provides a wide range of soothing soundtracks specifically designed to help people with autism cope with disruptions and other disturbances. Helps the user stay focused and relaxed. 

Central Alert System

Notifies hearing-impaired users whenever there’s a home alarm or other sound-based notification. Includes bright light, bed shaker, doorbell, phone and other modes. 

Sonic Signaler

Lets hearing-impaired users know instantly whenever it detects a doorbell or incoming phone call.

Pocket Talker Ultra

Helps users focus on sounds closest to them (like a conversation) while reducing background noises and other auditory distractions.

These visual and auditory aids are part of Hope Haven’s inventory of AT devices that help people with special needs get along more successfully in the world. It’s like a lending library, where you check out the equipment you need, then return it when you’re finished so someone else can use it.  

Because our AT program operates through Florida Alliance for Assistive Services and Technology (FAAST), the equipment is available for use by any member of the disabled community—not just students associated with Hope Haven.

All equipment is thoroughly cleaned, inspected and disinfected before and after each use.  

To learn more, including an updated inventory, schedule a consultation. Or contact our FAAST program coordinator directly at 904-346-5100, ext. 336.

Assistive technology for computers

Assistive technology for computers

In this segment of our Assistive Technology (AT) series, we focus on devices that make it easier for people with challenges to interact with computers. 

Most computers already have powerful AT capabilities built into their operating systems. Whether you’re using a desktop or mobile device, running on an Apple-based or Windows-based system, you can find a wide range of accommodations pre-loaded, waiting for you to toggle them on. Access them via System Preferences on an Apple device, or Control Center on Windows. These built-in settings can:

• execute commands via speech (Siri in Apple, Cortana in Windows)

• convert speech to text and text to speech

• enlarge and shrink screen contents

• toggle closed captioning on and off

• control pointers and switches

We also have an impressive array of devices that connect with computers via cable or Bluetooth to make life easier for people with sensory and motor challenges. These include:

A variety of trackballs and joysticks that function as input devices

Customized keyboards, including light-up and one-handed models and even a keyless click-wheel version

(L-R) Senso dot switches that vibrate when pressed; Styluses that work with a track pads; orbiTouch is used by people who have arm or hand prostheses, or limited hand and finger use

We also have standalone magnification software programs, USB external microphones and a variety of hardware for mounting computers and screens.

These are part of Hope Haven’s inventory of the AT devices that help people with special needs get along more successfully in the world. Like a lending library, you check out the equipment you need, then return it when you’re finished so someone else can use it.

Because our AT program operates through Florida Alliance for Assistive Services and Technology (FAAST), the equipment is available for use by any member of the disabled community—not just students associated with Hope Haven.

All equipment is thoroughly cleaned, inspected and disinfected before and after each use.

For more information, including an updated inventory, schedule an Assistive Technology Consultation. Or contact FAAST Program Coordinator Arien Peppers directly at 904-346-5100, ext. 336.

Assistive technology for communications

Assistive technology for communications

This is the second post in our assistive technology (AT) series. In this segment, we focus on devices that help individuals communicate with the world around them. 

Like the needs they help meet, communication-related AT covers a wide territory. From simple low-tech gadgets to complex life-altering machines, AT helps send and receive communications verbally and electronically, enabling people to process information that’s both outgoing (like speaking) and incoming (like hearing). And it helps focus on the message itself, instead of stressing about the mechanics of transmitting it.

From an age perspective, communication devices are geared for toddlers, adults and seniors with special needs—all of whom may have their own communication challenges. What they have in common is a simple need for an assist as they interact with others. 

Here’s a sampling of items in our inventory. Availability changes daily as items are checked in and out. 

Twin Talk: Helps a user say yes or no (or any other customized binary message) with the touch of a button. Perfect for speech-challenged users as an entry-level technology solution.

Pererro ISO switch: Helps users navigate Apple iOS devices like iPad, iPhone and others through voice commands using advanced interface technology. Supports email, text messaging, web browsing and other functions.

Treadle switch: Lets a user control connected devices using a foot pedal, without use of hands.

Our vast inventory of assistive technology devices also includes message communicators, ISO, bright, finger and Bluetooth switches, talking mats and wearable talkers, glitter switches and others that help individuals with special needs get along more successfully in the world. 

Because our AT program operates through Florida Alliance for Assistive Services and Technology (FAAST), the equipment is available for use by any member of the community—not just students associated with Hope Haven.

All equipment is thoroughly cleaned, inspected and disinfected before and after each use. To learn more, including an updated inventory, schedule an Assistive Technology Consultation. Or  email FAAST Program Coordinator Arien Peppers, or call 904-346-5100, ext. 336.

Devices shown, left to right: Twin Talk, Pererro ISO switch, and Treadle switch.

Finding a camp that’s right for your child

FINDING A CAMP THAT’S RIGHT FOR YOUR CHILD

With warm weather and the end of another school term approaching, most families with children start thinking of summer camp. The choices are many and varied, and for kids with special needs, the search for the right camp may require extra attention.

Here are some of the benefits from enrolling your child in a day camp:

·       Friendships: Kids bond in all sorts of ways during structured activities and challenges. 

·       Independence: They can practice taking responsibility for some of the activities of daily living without totally having to fend for themselves. This learning can be cemented when they return home at the end of the day. 

·       Social skills: Kids develop stronger social skills simply because counselors and other campers are part of that universe. Day camp helps a child develop social skills in smaller doses than the more immersive experience of a sleep-away camp. Choose an option that challenges your child’s development and fosters growth in doses that are comfortable for them.

While the concept of mainstreaming offers benefits for children, in practice it’s not for everyone. Some children with special needs thrive in environments where they’re integrated with the full range of similar-age kids. Others do better in environments where the whole population shares similar challenges. The most important factors to consider are the capabilities and needs of your particular child.

·       Diversity and similarity: Some children prefer bonding with others who face the same challenges. Others respond better when they’re surrounded by kids who are different in as many respects as possible. Choose a camp that mirrors your child’s comfort level—or one that mirrors your realistic aspirations for them. 

·       Skills: Like school, camp is a learning experience. As children learn new social, physical or intellectual skills, a feeling of pride and accomplishment will result. If your child’s challenges are limiting, choose a camp that’s customized for kids with similar challenges. Otherwise, a more mainstream camp may encourage your child to develop a different range of skills.

·       Self-esteem: If one of your goals for your child is to bolster confidence and self-esteem, summer camp can help. Just navigating the new routines of daily life can boost self-reliance and self-esteem. 

Need help deciding? The academic year will be over before you know it, and the time to make decisions about summer camp for your child is now. To learn about Camp Hope, schedule a tour or call us at 904-346-5100.

MAKE FRIENDS WITH ASSISTIVE TECHNOLOGY

Make friends with assistive technology

For some people, assistive technology (AT) is basically a convenience—like the apps that let you control your thermostat or play a particular song by voice command. For those with special needs, AT is much more. It can dramatically improve independence, confidence, productivity and quality of life. And that’s especially important for children and youth who might need a little extra help in school.

AT can include digital programs and apps that convert speech to text and back again. A subset of AT is adaptive technology, which helps people living with disabilities derive the most benefit from services they receive. AT can also include tangible devices, which may be as simple as a rubber grip to help a student hold a pencil—or as futuristic as an experimental exoskeleton that helps people with a degenerative disease, like muscular dystrophy, to walk upright.

At Hope Haven we have a large catalog of amazing AT equipment available for students and the Jacksonville community to use—rent free. The catalog is classified into these broad categories:

• Communications

• Computers/devices

• Hearing

• Vision

• Sensory

• Assisted living

The inventory changes frequently as people check out and return equipment. All equipment is thoroughly disinfected before and after assignment to a particular user. 

Hope Haven is home to the Northeast Regional Demonstration Center of the Florida Alliance for Assistive Services and Technology (FAAST), which promotes awareness of, access to, and advocacy for Florida’s disability community. In the months ahead, you’ll see blog posts that describe each of the categories of AT in more detail. To learn more about the program, visit the AT page on our website. You can also watch a video that illustrates AT in action.

If you know a student who could benefit from our AT program, you’re encouraged to schedule an assistive technology consultation. Or you’re welcome to contact FAAST program coordinator, Arien Peppers or call 904-346-5100, ext. 336.  

Surviving holiday disruptions

It’s an annual conundrum: The same year-end holiday season that promises joy and peace also promises disruptions and uncertainty. That’s especially true for anyone—particularly children. And even more so in 2020, with its triple-whammy anxieties (pandemic, economic and political). For kids with special needs, the already extreme highs and lows this year will be amplified.

But you can take steps to moderate the downside and squeeze as much holiday joy as possible from the season. If there’s one imperative at this point, it’s this: Do as much planning as you possibly can, and be prepared to roll with the punches when life upends your plans. More concretely, here are some tips that can help you and your family enjoy the holiday magic while preventing, minimizing and managing as much of the seasonal downside as possible. 

• Promote calm, reduce stress: As you schedule your days, build in plenty of time for family members with special needs to vent any excess tension. Set aside some alone time; give your undivided attention. Create calm physical environments within your home (lower lighting, muted colors, comfy furniture), so family members with special needs can retreat and feel safe if they’re feeling overwhelmed.

• Be a taskmaster: If you’re hosting an event, work out a schedule and task list for each child in your house (special needs or not). Who’s arriving when? Where should the child be standing and how can they be most helpful? When should they start clearing the table? Explain each assignment in detail, so everyone knows what’s expected and when. Promote teamwork. Checklists can help.

• Create a calendar that spells out what holiday-related activities are coming up. Review it with everyone as each event approaches. A schedule helps dispel fear of the unknown, boosts excitement and helps kids stay engaged and focused as the holiday season unfolds.

• Delegate: You’ll likely have family and friends eager to help with the festivities. Take them up on it, and be as specific as you can. Let them help you run errands, clean up, watch the kids, prep meals, keep track of coats. If someone with special needs can help you accomplish a task, involve them in the process. It’s a team effort. The more specific you can be with instructions, the more successful each volunteer will be.

• Manage to predictability: Kids with special needs appreciate predictability, a lack of surprises. And during the holiday season, when everyone’s routine is on hold for awhile, predictability is in short supply. Everything is different until January. Stick to as many norms as possible—like mealtimes, bedtimes, bathing and routine chores. As a general rule, anything you can do to make life more predictable will be a good thing. And that applies to everyone in your family, regardless of their needs.

• Practice the rituals: A child with special needs may not remember what it’s like to put up a tree, decorate a home or any other holiday-themed rituals that make the season bright. Before the season starts, review some photos from last year. Or try wrapping a few items just to get a feel for the materials and process. Light a few holiday candles and play some holiday music. By making the unfamiliar less threatening, you help the person reduce their stress.

• Prepare visitors: If there’s a person with special needs in your home, advocate for them. Let visitors know in advance what steps you’re taking to accommodate the person, what visitors can expect—especially if the visitors’ experience with special needs might be limited. This conversation should feel more like a heads-up than a laundry list of dos and don’ts. It’s especially useful with other children who might have questions about any underlying conditions and special needs. Encourage their curiosity with respectful answers.

• Travel with an activity bag: Travel can feel threatening and stressful for some people. Whether you’ll be out for an afternoon or a week, fill it with items that a person with special needs finds comforting. Favorite clothing, bedding, entertainment, games, toys, books. These can help the person focus their attention and regain their sense of equilibrium in unfamiliar surroundings.

• Who’s who: It’s a time for reconnecting with people you haven’t seen all year (especially this year, with its social distancing). For kids with or without special needs, it can be stressful to remember who’s who. Take a little time to review who’ll be visiting this season—or who you’ll be visiting, if you travel. It gives the child added social confidence to face the season’s uncertainty.

Here’s hoping you and your family have a joyous year-end holiday season. If nothing else, it’s a safe bet the holidays of 2020 will be unlike any you’ve ever experienced before. For more about our programs for individuals with special needs, or to arrange a tour, contact us at 904.346.5100.

Choosing a tutor

Choosing a tutor

The right tutor, matched with the right child at the right time, can improve any student’s grasp of challenging educational material. Success stories abound. But tutors, like educators in general, can vary widely in their approach and skill sets. 

Finding the right one is critical, especially if the student has physical or cognitive impairments. Students with special needs currently comprise about one-eighth of all students in the U.S., and the qualities these students require of a tutor can be a little different from qualities that mainstream students need. 

So how do you find the right tutor to provide the academic help your child needs? Ideally, the candidates you interview should have a combination of three broad attributes: experience, credentials, and flexibility. That’s a lot to ask, but the rewards are worth the upfront effort. You’ll see it in the child’s face when there’s an “aha” moment.

Consider these strategies for finding and engaging with the right tutor for your child: 

Experience: Your child’s tutor should have experience in real-world settings––and especially experience that matches your child’s needs as closely as possible. That translates to experience as a tutor (not only in a classroom setting); experience teaching the subject matter your child needs help with; experience working one-on-one with students who have special needs.

Credentials: First, the tutor should have a thorough working knowledge about the federal Americans with Disabilities Act (ADA) as well as any state and local educational protections for students with special needs. If your child depends on assistive technology, the tutor needs to be comfortable with its use.

Flexibility: Kids are nothing if not unpredictable. The ability to adapt on short notice is key for any educator, and it’s doubly important for a tutor operating outside the confines of a classroom. The tutor will have to meet your child where they are in terms of any behavioral issues, cognitive abilities, physical impairments and tolerance for the unfamiliar. If any of your child’s challenges are listed in their IEP or 504 Plan, share that information if you’re comfortable doing so. Ask specifically how the tutor deals with disruptions, especially those that are most likely to occur with your child. Ideally, you want someone who is light on their feet, comfortable switching strategies seamlessly and prepared to roll with the punches. At the same time, you also want to screen for someone who creates a positive, nurturing learning environment. 

Hope Haven offers a variety of tutoring options for students in all age groups. To learn more about our tutoring program, or to arrange a personalized tour of Hope Haven, call us at (904) 346-5100.

Choosing the right school for your child

Choosing the right school for your child

At some point, every parent faces the same high-stakes decision: which school is best for my child? Parents who have a child with special needs approach that process in a way that’s fundamentally different from parents of mainstream kids. If you have both, you’ve probably experienced that difference. 

For mainstream schools, the most important selling points include academic achievement, often measured by test scores; what extracurricular activities are available for students to excel in; and, in the upper grades, the track record for admission to high-ranking colleges and universities. 

For school aiding those with special needs, the criteria for comparison include more granular considerations. The search criteria is generally more about the process of education and less about the results after the child graduates. 

And in 2020, there’s an all-new factor to evaluate: the coronavirus pandemic. For many parents today, a school’s strategies for managing coronavirus risk top the list of priorities. Questions surrounding it might include: What metrics guide the school’s decision to open or close? What safety measures are deployed—and at what frequency—to protect students, teachers and staff? How well and reliably does the school communicate with parents and students on health issues? What protocols are followed when a student or school employee tests positive? 

Beyond that, there’s a list of considerations when shopping for a school that’s right for your child. Though you’ll want to give each feature its own weight, reflecting your child’s needs, consider factoring these topics into your decision:

• Vibe: Engage your instincts on your first visit. What’s your reaction when you approach the building? Does it look/feel inviting? Is it well-tended? Once inside, are the facilities properly maintained? Do the people you encounter seem friendly, helpful, welcoming? Similarly, what vibe do you get when you observe the students? The teachers? Do they seem engaged and focused? 

• Staff responsiveness: How hard is it to reach a decision-maker when you call with a question or concern? What’s their attitude when you made a reasonable request? How much of a priority do they place on addressing parents’ issues?

• Decision-makers: Do you have reasonable access to the top administrators? Do they seem like a coordinated team, eager to work with you to resolve any issues involving your child? Do they give you their full attention?

• Food: Would your child be eating meals in a cafeteria setting? In a classroom? Does it feel welcoming?

• Healthcare: Is there a nurse or other medical professional on-site? Are they fully trained in pediatric care? What does the medical office look like? What are their contingency plans if a student needs to visit a hospital or urgent care center?

• Assistive technology: If your child requires it, what equipment is available? Is it properly maintained? What equipment would your child be bringing to school? 

• Therapy: If your child requires speech/language, occupational, physical or other therapy, does the school provide access to appropriate professionals? Are they fully licensed? Would your child feel comfortable working with them? Would you have access to them if you had questions or concerns?

Discovery School at Hope Haven is open to children between the ages of 3 and 8, with scholarships and afterschool programs available. If you’re considering educational resources for a child, we invite you to come for a tour. To learn more or schedule your visit, call 904.346.5100.

Your child's IEP or 504 plan in the time of COVID-19

Your child's IEP or 504 plan in the time of COVID-19 

Classroom parties, graduation, award ceremonies and Individualized Education Plan (IEP) meetings are typically signs that the school year has ended, but this year has been very different. Instead, our kids had Zoom meetings, work packets, quarantine and face masks to deal with as their new normal. School districts, teachers, parents and students have all had to adapt to different ways of “doing school." But what does that mean for our kids with learning differences? Especially for those who need additional support, specialized teaching, therapies, and more.  

If you have a child with an IEP or a 504 plan, how do you navigate this new normal? Do you feel that your child’s needs are being met and that your voice is being heard? 

An (IEP) is a plan or program developed to ensure that a child who has a disability identified under the law, and is attending an elementary or secondary educational institution, receives specialized instruction and related services.

The 504 Plan has been developed to ensure that a child who has a disability identified under the law, and is attending an elementary or secondary educational institution, receives accommodations that will ensure their academic success and access to the learning environment.

Subtle but important differences

Not all students who have disabilities require specialized instruction. For students with disabilities who do require specialized instruction, the Individuals with Disabilities Education Act (IDEA) controls the procedural requirements, and an IEP is developed. The IDEA process is more involved than that of Section 504 of the Rehabilitation Act and requires documentation of measurable growth. For students with disabilities who do not require specialized instruction, but need the assurance that they’ll receive equal access to public education and services, a document is created to outline their specific accessibility requirements. Students with 504 Plans do not require specialized instruction, but, like the IEP, a 504 Plan should be updated every year to ensure the student is getting the most effective accommodations for his/her specific circumstances.

Hope Haven’s Center for Educational Advocacy can help by reviewing your child’s current plan and assisting with requesting changes that may be needed. If you suspect your child may have unique learning needs, we can help get necessary evaluations to determine if your child qualifies for services or accommodations in school. 

A free 30-minute phone consultation is available to all families, and grant funding is available to qualified families for advocacy services, if needed. Call us at 904.346.5100, or find out more and schedule your consultation today at hope-haven.org/center-for-educational-advocacy.

Benefits of having an advocate

Benefits of having an advocate

No one knows your child better than you do. You’re the authority. But when it comes to making sure your child gets the educational resources they need to succeed in school, that may be a job you might need a little help with. 

The formal process of advocating with a school district on behalf of a child with or without special needs is complicated. By design, the participants are pursuing separate agendas that, despite everyone’s best efforts, don’t always align. You’re an expert on the child; they’re experts on the system. 

You don’t have to go it alone. A designated advocate can help ensure that your views will get heard, that your child’s needs will get addressed, and that your child will have access to the resources they’re entitled to. Here are some ways an advocate can help you negotiate with local school administrators:

• Keeping focused: Teaming up with an advocate lets you stay focused on the subject you know best—your child. The advocate is trained to stay focused on the resources available to help your child succeed. Where you have an emotional investment in the child’s success, the advocate can negotiate dispassionately. Together you can support your child’s education more effectively than you could on your own.

• Speaking the language: Every industry, including education administration, has jargon. To a parent, it might be intimidating. To an advocate, it’s just shop talk. Advocates speak the same language as administrators and can brief you fully on what’s being said, and what your child’s test results actually mean. So you can make more informed data-based decisions.

• Pushing back against "No": When a request is denied, it’s often couched in terms of what the school district can or can’t do. It’s tempting to accept that explanation without question. An advocate has a better understanding of the competing pressures facing administrators. Maybe “No” really means “We’d prefer not to.” Or "We’ve never done it that way." An advocate can argue more compellingly why administrators should re-evaluate their priorities and get to a "Yes."

• Filling gaps by raising awareness: Students’ needs don’t always get addressed properly. Usually the behaviors that signal those gaps simply escape the school’s notice. Like a dip in test scores or a slight but revealing shift in behavior. An advocate can get administrators to notice patterns they might otherwise be missing, so appropriate resources can be allocated to get your child back on track. 

• IEP review: An Individualized Education Program (IEP) is like a sales contract. It spells out exactly what you can expect the district to do under specific conditions. If it’s not included in the IEP, the school is under no obligation to provide it. An advocate can review your school’s proposed IEP for possible omissions and negotiate any needed revisions. IEPs can be reviewed as often as needed.

• Meaningful goals: Your child’s IEP is all about goals, because that’s how your child’s progress is measured. Those goals should be reviewed and adjusted at least annually, based on objective performance measures. Parents play a crucial role in goal-setting. An advocate can help you sort through your child’s existing goals and progress metrics, and strengthen your position when it’s time to set new ones. 

Our advocates know the ins and outs of educational policy and the legal structure that determines how resources are allocated. For a free 30-minute consultation, help getting the school-based resources your child is entitled to, or to schedule a tour, contact our Center for Educational Advocacy or call 1-904-346-5100.

Communication skills for kids with special needs

Communication skills for kids with special needs

Not all kids develop language and other communication techniques at the same time or the same rate. Some may face barriers related to learning or processing information, others might need extra help with the motor skills to produce the actions of communicating. Still others face sensory challenges.

For a child in school, it’s hard enough just learning how to fit in without the added burden of a communication deficit. As an adult in that child’s life, you can help them develop stronger communication skills. Think of it as a form of exercise, with you in the role of coach. To get in touch with your inner Anne Sullivan (the teacher credited with helping Helen Keller learn to communicate), try these strategies:

• Ask what they think. Make a habit of asking the child’s opinion throughout the day––on minor decisions you make together, on dinner plans, on mundane experiences you share. Added bonus: try not to reveal your opinion first, so the child won’t feel the need to agree. Instead, make a neutral observation and ask. “I’m not sure what to make of that—what do you think?” 

• Converse more. Talk about the weather, about what you’re cooking together, where you’re headed in the car or while watching TV. Model new words and concepts and encourage the child to respond. To avoid one-word answers, ask open-ended questions.

• Do some honest role-play scenarios. Just for fun, take turns donning the identity of another person—a teacher, a friend, even a hypothetical stranger—as long as it relates to the child’s real-world experience. Role-playing gives you insights into the child’s attitude toward people and events, and a chance to rehearse ways of expressing thoughts and emotions risk-free.

• Read with, not to. Whether you’re reading a novel or a newspaper together, it’s a perfect opportunity to engage with a child. But instead of soaking up words as you might when reading by yourself, pause frequently and ask for reactions––discuss or take turns reading out loud. 

• Reflect what you learn. By re-stating and expanding on what the child tells you, you can model a practical skill for any conversationalist. This technique helps establish if your inferences are correct, and it demonstrates how the child can use it in their own conversations at school.

• Review the day. Ask the child how their day is going, along with detail-seeking follow-up questions. Not as an interrogator but more as a genuinely interested party with a sincere desire to know. Show plenty of empathy. Your goal is to draw the child out, encourage them to express themself. These conversations lend themselves to sharing, so tell the child about your own day, too—in a way that encourages lots of back-and-forth.

• Explain body language. Some kids, especially on the spectrum, have trouble understanding and using the nonverbal cues that others seem to know instinctively. So walk them through the meaning whenever you can. There’s nothing patronizing about saying “I have my arms folded like this because I didn’t agree with what you said.” Since most of us learn body language by example and context, a full explanation of a gesture’s intended meaning may feel odd to you at first. But it can be helpful for the child. Encourage them to practice.

Communication is all about engagement, especially with kids working through issues that get in the way. By providing constant opportunities to practice the skills of communicating, whether they’re physical, cognitive or both, you can do a tremendous service that lasts a lifetime. For more information about Hope Haven, or to arrange a tour, call us at 904.346.5100.

Dealing with risky behavior in kids with ADHD

Dealing with risky behavior in kids with ADHD

Kids are naturally impulsive. Kids with attention deficit hyperactivity disorder (ADHD) even more so. And that can lead to more than the usual risky behavior and its consequences. While parents and other adults can’t, and shouldn’t, overprotect against every display of ill-advised conduct, that doesn't mean you have to cringe in silence. 

Children and adolescents with ADHD can learn to exert more self-control and make behavior choices more selectively. And in the process, they can spare themselves many of the hard knocks that usually come with problem behavior. Give these techniques a try:

• Keep a channel open. Encourage children and adolescents to open up about their feelings, even the least comfortable ones. Establish a loving, non-judgmental environment where they can share what’s going, so they don’t have to seek out sympathetic ears someplace else. This can be self-reinforcing: each time a child takes the risk of talking honestly about their fears and feelings, your composure makes it easier for them to open up again next time. 

• Be clear and consistent. Kids can be rule-breakers as they test boundaries. Yet they want and need clear guardrails on their behavior. They need to understand and expect consequences when they do mess up: When you do X, the result will be Y. Similarly, they will respect and learn from a teaching moment when it’s focused, delivered with love, and related specifically to the problem behavior that caused it. Always follow through with consequences when there’s a clear infraction.

• Be proactive about substance abuse. After reaching a certain age, unmedicated ADHD kids may be more likely than others to consider drugs and/or alcohol—either as a self-medication strategy, to gain social acceptance or out of curiosity. So open and maintain a dialog about the downsides of substance abuse. At the same time, encourage them to seek you out if they’re experiencing emotional triggers like depression, anxiety or stress. This helps you deal with any underlying issues, not just the behaviors you see on the surface. While you’re at it: If the child is taking psychoactive medications, be proactive about why it’s a bad idea to share them. 

• Listen and empathize. Understand where the child is coming from and what factors are driving their behavior. Unlike an adult, adolescents have difficulty with decision-making because their brains are not yet fully formed; that’s true for all adolescents and especially those with ADHD. Understand this developmental truth and you can avoid being judgmental when encountering problem behavior.

• Practice some what-ifs. Help the child apply the rules in hypothetical, real-world scenarios. Kids encounter hard choices every day. It helps to run through the most dangerous ones in advance whenever the opportunity presents itself. How should you respond when a friend who has been drinking wants you to ride in a car with them? How do you confront a bully? What if someone offers to help you cheat on a test? This kind of role play arms the child with clear direction and alternative behaviors, and it positions you as a partner, rather than an adversary. One message every child should always have in their arsenal: if they ever find themselves in an unsafe situation, you’ll come pick them up, anywhere, anytime, without preconditions or judgment.

• Recognize magical thinking. All adolescents think they can wish away unpleasant outcomes—like getting into an accident when you drive recklessly. That tendency comes with the territory. But you can arm yourself with facts to show how unrealistic thinking can skew a person’s judgment. By calling out magical thinking before it hardens, while the child is just “trying it on for size,” you help steer the child toward rational decision-making.

You can’t eliminate risky behavior, but you can anticipate when and how it occurs and take proactive steps to set up a support system. For more on helping ADHD adolescents manage their challenges and avoid risky behavior, consider our evaluation and therapy services. For a tour of our campus or more information, call us at 904.346.5100.

Pathways to success after high school

Pathways to success after high school

At age 18, most people with special needs in the educational arena age out of the system. This means they can no longer depend on accommodations and resources previously provided by the school district under an Individualized Education Program, (IEP). Going forward, it can be difficult to strike a balance between encouraging independence and the availability of support mechanisms. While that challenge applies to every young adult emerging from high school, it’s a particularly vexing time for those with disabilities and their families.

Can the person live independently? Are they physically, emotionally and psychologically ready to hold down a job and pay the rent and bills reliably? Do they want to continue their education? What resources are available after they cross the demographic threshold into adulthood? Without the backing of an IEP and resources of the local school district, how is a special-needs person supposed to thrive in an unfamiliar paradigm that prizes self-sufficiency and responsibility? Is it possible to cobble together the optimum level of assistance for the person’s unique level of independence?

Short answer: It’s doable but not necessarily easy. Consider these possibilities for newly minted adults who have the added challenge of special needs:

• College: The most logical next step for many is a traditional university education. The closer the student is to living fully independently, the more likely they’ll benefit from a college degree. While not required by federal law to propose an IEP, colleges make a genuine effort to accommodate students with various physical, medical, learning-related and other challenges. The workload is significantly higher than for high school, the level of day-to-day oversight is lower, and students are expected to provide their own motivation. As a general rule of thumb, smaller schools may provide more individualized supervision than larger ones; larger schools may offer a wider range of assistive technology and other resources to help level the playing field for a special needs student. 

• Get to work: For many people, a high school diploma may be all that’s needed. If the student has a reasonable chance of success in a job after high school, it might be best to transition directly from student to employee. Depending on the private resources available, job prospects and support systems in place, this option may hold promise. If the student needs and has access to supportive living arrangements, and if they have family members or friends who can facilitate a job search, and if the job offers reasonable accommodations, employment might provide the right combination of independence and growth potential.

• Trade school: If the student seeks to develop specific skill sets to increase employment prospects, a vocational school might be worth investigating. There’s much less emphasis on the broader elements of a classic liberal arts education in favor of greater emphasis on the real world: actual relevant skills needed to perform an actual job. Trade schools often have active placement departments that help graduating students find a first job or apprenticeship or internship in their chosen field. For students unsure of their interests, trade schools are great for helping them discover what fields to explore.

• Armed Forces: If the young adult’s challenge is not physical, joining the military might make sense. This option offers an environment replete with structure, repetition and clarity, with less emphasis on nuance and social skills. It has the advantage of arming people with skills that will have value in a post-service employment context. A stint in the military can facilitate a college education later on, and it’s subject to regulations under the Rehabilitation Act requiring access for servicemembers with disabilities.

• Two-year college: Somewhere between a 4-year degree program and a vocational education, two-year programs are structured to appeal to anyone who’s unsure about which educational path to take—whether or not they have special needs. Most take a more practical approach, leaving graduates with skills for independent living as well as more focused learning aimed at helping students find employment in various technical fields. Many larger colleges and universities offer 2-year degree programs along the same lines as those from traditional community colleges.

• Take time off: Taking a year off between secondary and post-secondary education is growing in popularity. Many students, regardless of the specialness of needs, don’t feel ready for college or other training at that age. One possible solution is to explore interests temporarily without keeping to an established educational track—at least for a defined period, like a year. This strategy works best if there’s some degree of daily structure during the time-off period and if there’s an educational or employment plan in place for afterward.

If you have a special needs student who will be aging out of their current educational environment, our advocates can help you figure out next steps. To learn more about our employment and transition services, or to schedule a consultation, call us at 904-346-5100.

Helping your child navigate friendships

Helping your child navigate friendships

Forming friendships is hard enough for adults. For kids, it can be harder. Unlike adults, they’re not yet equipped to fend off the raw sting of cliques and the pervasive presence of bullying; they might also feel isolated because children’s skills for interpreting nonverbal cues are not yet fully developed. 

For kids with special needs, already struggling with an extra helping of social anxieties related to being different, the whole topic of friendships can be difficult. They might already have lower-than-usual self-esteem and feel sensitive about how they’re perceived. They may be less fluent than their peers in understanding nonverbal cues, plus they might have fewer opportunities to practice the very skills that might give them more social confidence. No wonder they find it doubly hard to make friends.

But you can help. Using a skill development model, viewing the goal as a set of learned behaviors, the process of making new friends is like learning to play the piano, ride a bike or hit a baseball. It just takes practice and patience and lots of reinforcement. By breaking the process into achievable chunks, you can help a special-needs kid score small victories—and, eventually, a good friend or twenty.

Though you can’t control for all variables—some kids will still behave rudely, your child’s kindnesses won’t always be repaid—you can build some of these into the “curriculum.” Make time to explain and practice with your child in a safe zone before expecting them to take the show on the road. Do some role-playing, and offer gentle feedback. 

So what are some skills for building a roster of friends?

• Start simple. Assign the task of smiling at one stranger (ideally someone in the same age group, but not necessarily) every day—even if it doesn’t lead to interaction, even if the smile isn’t returned. It’s still a small victory your child can celebrate. Maybe after a few successful smiles, you might raise up the quota to two or more per day.

• Move on to saying hello. When your child has smiled enough, challenge them to pair the smile with saying hello, and nothing more, to a stranger at least once every day. If your child gets a hello back and feels comfortable, maybe a spontaneous conversation will begin. That’s like extra credit. Again, feel free to up the ante as appropriate.

• Add small talk. This might take some practice. When your child has mastered smiling and saying hello to strangers, it’s not a great leap to start a conversation. The best way to accomplish that is to ask a question. Go over some possibilities with your child in advance, so they’ll have an arsenal of appropriate topics. Like a question about the weather. Or last week’s big game. Or a recent assignment in the classroom. It doesn’t have to be a lengthy conversation. Technically, a single coherent response from a stranger would count. You also want to teach your child to steer clear of questions that’ll lead to trouble—like, say, gossip. 

• Promote listening. One way to get other people talking is by doing more listening. So show how to ask questions specifically about the other person. “That’s a nice shirt—did you just get it?” Or “That’s cool what you did with your bike. Did it take you long?” As confidence builds, your child will master the basics of asking polite questions to keep a conversation moving. 

Be sure to ask about encounters when your child comes home from school, be generous with your praise, and share the excitement when milestones are reached. Commiserate and inspire when things don’t go as planned. 

Other ways you can support your child’s friendship-forming journey:

• Enlist help from the school. If your child is mainstreamed, school officials can help by explaining your child’s challenges and showing classmates how to navigate them. The teacher may also be able to provide names of other kids with similar interests who might make good candidates as possible friends.

• Promote extracurricular activities. Your child will be exposed to more possible friends who already have something in common. 

• Join a social skills program on your own, so you can model what you learn for your child. The program will give you a framework for interaction that can be helpful.

Eventually, friendships will form. From these, you can arrange play dates that create a safe space where your child can experience the joys of more lasting friendship.

Hope haven has a wide range of resources focused on helping special-needs children grow and thrive. For more information, or to arrange a tour call us at 904-346-5100.

Next steps after evaluation results

Next steps after evaluation results

As you navigate the world of special needs, especially results of a professional evaluation, it can be confusing to know what comes next. Each new piece of information leads to more questions. Evaluation results definitely contain information that should guide your actions. 

As a reminder, a professional evaluation is recommended when a child exhibits unusual behavior that might indicate the presence of a disability which could trigger the need for special education resources when they start school.

Evaluation results often contain statistical language such as norms, standard scores and standard deviations. These technical terms describe how closely the child’s score matches the average of scores in the child’s peer group. This way of expressing results gives parents, educators and clinicians an objective way to measure behavior. It allows for something closer to an apples-to-apples comparison between the child and their peers—which supports an unbiased assessment.

When it’s time to make key decisions about the child’s education, the evaluation is Exhibit A: Based on the results, you’ll want to focus on two important questions to determine your next steps: Does the child need special education resources from the school? And if so, which available resources should be considered? The more objective data you have about the child’s status, the more effectively you and school administrators can meet the child’s educational needs.

Just because a child has a disability, it doesn’t necessarily mean they need extra help to succeed in a publicly funded school. Under the Individuals with Disabilities Education Act (IDEA), a child must satisfy two conditions to qualify for mandated special education resources: they must (1) be diagnosed with one of 13 specific conditions, and (2) their success in school must depend on availability of special ed resources.

If the child meets both preconditions for special ed services, the evaluation serves as a foundation for an Individualized Education Plan (IEP), which the school must propose. You’ll have opportunities to scrutinize the draft IEP and request changes to ensure the plan addresses the child’s needs to your satisfaction.  

During this process, the child may have fears and questions of their own. You can use the evaluation results to explain the findings and what actions you’re planning as a result. It can be comforting to have unbiased information to rely on. 

Even if the child is not a candidate for special ed services from the school district, you may want to share the evaluation results with the child’s teachers. If there’s a previously undetected mild hearing loss, for example, the teachers would need to know about it—even if it doesn’t trigger an IEP and official special ed resources.

What if you think the evaluation is simply wrong? You have recourse. One option is to request an independent evaluation—not unlike a second opinion from a doctor. Another option: if the child doesn’t qualify for special ed resources under IDEA rules, a 504 plan could be a good alternative. It’s similar to an IEP in some respects: proposed by the school and authorized under federal legislation. But unlike an IEP, a 504 plan helps remove barriers to learning, so kids with less severe disabilities can get the support they need to succeed in school alongside their peers. 

Arranging for special ed resources for a child can be a daunting process. We can perform a variety of evaluations and assessments to establish whether a child has special needs. And our Center for Educational Advocacy can also help you secure public school resources to support educational success. To learn more, and arrange a tour, call us at 904-346-5100.

Understanding the big IDEA

Understanding the big IDEA

As you work with school officials and seek to meet your child’s educational needs, it helps to familiarize yourself with a powerful piece of federal legislation called the Individuals with Disabilities Education Act (IDEA). IDEA spells out rights, obligations and protections for all stakeholders involved in educating people with disabilities—including parents, educational professionals and students.

Signed into law in 1975, IDEA seeks to ensure that affected students receive a free, appropriate public education and that parents have a say in determining how educational and related services are provided. 

When a child is determined to be eligible under IDEA, it’s the school’s obligation to deliver education services that address the student’s unique needs. These might include accommodations such as extra time on exams; related services such as counseling, speech therapy; and assistive technology such as audiobooks and recording devices to help with note-taking. 

Disability categories covered under IDEA

• Autism

• Deaf-blindness

• Deafness

• Emotional disturbance

• Hearing impairment

• Intellectual disability

• Multiple disabilities

• Orthopedic impairment

• Other health impairment (includes ADHD)

• Specific learning disability (such as dyslexia and other specific diagnoses)

• Speech or language impairment

• Traumatic brain injury

• Visual impairment, including blindness

Who (and what) IDEA covers

IDEA protections apply to students with an eligible disability from birth until age 21 or graduation from high school—whichever occurs first. The 13 “eligible disabilities” are specified in the law and listed below. They include autism, deafness, dyslexia, ADHD and others.

In addition, IDEA requires more than a diagnosis identifying any of the 13 categories. To be eligible for special ed services under IDEA, the child must require those services in order to progress academically. If a child can make progress in school without special ed services, they’d be ineligible under the statute. 

The law mandates access to a free and appropriate public education (FAPE) for every student with covered disabilities. The school must provide an Individualized Education Plan (IEP) that outlines specific steps the school will take to address the child’s specific needs. 

Other provisions of IDEA include:

• Schools must make early intervention services available for covered individuals up to age 3.

• Students in public as well as charter schools are covered; private school students are not. 

• Parents have the right to participate in developing the IEP. If there’s a dispute, it must be subject to a formal dispute resolution process.

How to seek IDEA protection

If you think your child may have a disability of any kind (eligible or not under IDEA rules), the critical first step is to get a professional evaluation. Hope Haven offers a wide range of evaluation services, which can provide clarity and direction as you and your child start your journey. 

If the child is deemed eligible for services under IDEA, the school will need to propose an Individualized Education Plan (IEP) that’s custom-designed to address your child’s specific needs. 

A thorough working knowledge of IDEA can strengthen your negotiating position and clarifies what accommodations you’re entitled to. Our Center for Educational Advocacy can help you navigate the process.

To learn more about Hope Haven and our Discovery School, or to arrange a personalized tour, call us at (904) 346-5100. And be prepared to ask lots of questions. We’re always happy to answer them all.

We can help you negotiate the best IEP terms for your child

We can help you negotiate the best IEP terms for your child

If you’re new to the process of securing special education resources for your child, it can seem overwhelming. Available resources are typically spelled out by the local school in a proposal known as an Individualized Education Plan (IEP). 

The first draft of an IEP is often presented to parents at a meeting with school officials; inexperienced parents sometimes get flummoxed at these meetings. Our Center for Educational Advocacy can help you make sense of the process and stay focused on your goals. 

To minimize feeling intimidated, it helps to remember you have choices; IEPs are subject to negotiation, so there’s some degree of wiggle room built into the school district’s initial draft. And it’s not forever: IEPs are reviewed and revised every year as your child develops and their needs change.

So when your school system calls you in to present a proposed IEP, how can you work effectively to shape it? Consider these strategies:

• If you’ve received a copy of the proposed IEP in advance, use that time to study it thoroughly before the meeting, so you can be a subject matter expert.

• Whether you’ve seen the IEP before or not, take time to review the whole document together as a group. Ask for clarifications on any terms that are unfamiliar to you. Correct any misstated facts; mark any items that need follow-up.

• Take as much time as you need. Ask when the school system requires your response. Schedule a follow-up meeting. Get it on everyone’s calendar before you leave the first meeting.

• After the meeting, discuss the draft with family members and others in an advisory capacity—especially any items you flagged at the first IEP meeting. As you review the details, make a list of all discussion items and what changes you’d like made.

• Reconvene. Be prepared to come with proposed edits, along with any support documents (like reports from medical or behavioral professionals) that back up any requests. If you’re still left with unresolved issues, agree to disagree. You can still sign the parts of the IEP you all agree on.

Ideally, you and your school’s representatives will ultimately finalize a document that supports your child’s education fairly and equitably. You don’t have to face the IEP process alone. Hope Haven’s Center for Educational Advocacy can help you stay focused and provide knowledgeable support. To learn more, call us at (904) 346-5100.