Archive for June, 2011

Little secrets of successful PowerPoint presentation template

June 18th, 2011

What do we need PowerPoint presentation at the workshop for? This article aims to describe a couple of little secrets of successful PowerPoint presentation templates. If you are unfamiliar with PowerPoint program, you can read about it on the official Microsoft Office web site.

If you are not a beginner PC user, it will be quite clear to all of you what a “PowerPoint presentation template for a workshop is”. But why is modern Internet flooded with so many weak PowerPoint presentation templates in terms of design and useability? Obviously the present situation happens because of some lack of basic knowledge and skills in information and communication technologies, or perhaps, because so many colleagues and students have misunderstood the importance of the PowerPoint presentation role for the workshop, conference or lesson?

Let us go deeper into the understanding of this problem and discuss together all possible ways to solve it. Is PowerPoint presentation always needed in your workshop? Elementary school teachers are very similar to their students. Sometimes it helps to understand kids better, but at professional level it will spoil the whole result of the work. Well, some people who only start using PowerPoint program are like children who receive a gift and show it to everyone. Just like them some users are eager to use the new technology as PowerPoint presentation at all workshops.

It is clearly seen while using computer presentations. Barely mastered the PowerPoint program teachers with children’s delight demonstrate their students what they have learned. As the result each slide jumps, pops, fades in and out; pictures flashes; offscreen sound effects rattles, squeaks, jingles. Some teachers go so far that can scan the pages of textbooks and put them into the presentation. Chalk and the board are finally abandoned. The teacher masters computer! And if you ask why, the answer will be the following – to make it more interesting to children. Is it really so interesting to kids?

Undoubtedly, PowerPoint presentation makes teacher’s work much easier. It’s so easy to lay out all the tasks on PowerPoint design slides there is no need to search for information, no need to draw or to write, to store cards, tables, tapes, and at the same time leave some free space for students’ written work. All materials can be placed on a small electronic device. Moreover, we can attract children with special effects, to show stuff that it is impossible to bring into the classroom, or to organize an interactive game.

But, unfortunately, teachers are often completely giving up their roles and duties to PowerPoint presentations, bringing to the screen, even what they might say – poems, homework and even words of greeting and farewell. And what the result will be?

Ask yourself when PowerPoint presentation helps and when they may even spoil the lesson. Can the presentation replace a book or it is just addition material to the textbook, such as maps, globes, cards?

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Special Education Teacher Salary Range

June 14th, 2011

Today, teaching is a highly noble profession in United States and attaining a degree in special education facilitates you enhance your teaching career. This special teaching program helps you learn special skills including understanding diversity or counseling. During this course, you receive training and educational information that educates you how to impart the knowledge to the students.

Today a special teacher’s salary largely depends on the location of school in which you choose to make your living. At times, a public school position may offer you a salary package complete with paid summer vacations and a pension. Besides this, sometimes the salary range or details also vary upon the municipality and the type of school in which you teach. Generally, suburban schools compensate more salary than urban or inner-city schools, but on other side it can be difficult to find jobs in the higher paying districts.

The median annual salary for special education teachers is $47,000. Apart from this, the top 10 percent earn more than $77,000, and the lowest 10 percent earn less than $32,000. However, the median earnings in the industries employing the largest number of special education teachers are:

  • Elementary and Secondary Schools – $52,200
  • Child Day Care Services – $36,140
  • Residential Mental Retardation, Mental Health and Substance Abuse Facilities – $40,000
  • Educational Support Services – $49,880
  • Government – $50,000

In most schools, special education teachers can also enjoy extra pay for coaching sports and working with students in different extracurricular activities. Some teachers also receive extra income during the summer, working in the school system or in other jobs.Certainly, special teacher’s salaries can be highly regarded in the education industry. Talking something more apart from salary range that you cannot ignore is that most classroom teaching or special education positions come with the extra benefits like summer vacations, winter and spring breaks, a pension plan, comprehensive health care and life insurance benefits.

Today the employment of special teachers has increased dramatically and expected to increase faster than average. The number of special education teachers is also predicted to increase by 15 percent from 2006 to 2016, faster than the average for all occupations. The ratio of student enrolling in special teaching programs is increasing and in next few years the salary of special education teachers is also expected to boom further.

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School Refusal Behavior and Special Education – Does Your Child Have It?

June 14th, 2011

Do you have a child that receives special education services and seems reluctant to go to school? Do you have a child that comes home from school upset, and now is having physical or emotional symptoms, around school attendance? Would you like to know what symptoms may be associated with school refusal behavior? This article will help you understand possible signs and symptoms and also reasons that this may be occurring to your child.

School refusal behavior can happen at any age but the most common age that this occurs is between ages 10-13. Long term studies indicate that if this behavior is not addressed it could lead to serious problems such as academic regression, family conflict, and difficulties with peers.

Some of the common emotional symptoms are:

1. Depression
2. Fatigue and tiredness
3. Panic attacks
4. Social Anxiety
5. Worry
6. Aggression
7. Noncompliance and defiance
8. Refusal to get up in the morning
9. Running away from home or school
10. Crying and Temper Tantrums.

Some of the common physical symptoms are:

1. Diarrhea
2. Headaches/stomachaches
3. Nausea and Vomiting
4. Recurrent abdominal pain or other types of pain
5. Shaking
6. Sleep Problems

If your child has any of these signs and symptoms related to school attendance you need to get to the bottom of what is causing this school refusal behavior.

Below are a few reasons that your child may have developed this behavior:

1. To avoid academics that they cannot do! Many schools continue to give children with disabilities school work that is too hard for them. The child becomes anxious and may either develop negative behavior or school refusal behavior.

2. Your child may not be getting appropriate special education and related services that they need to benefit their education.

3. Your child may be experiencing issues with sensory integration difficulty, and may be sensory overloaded. Addressing these issues that occur in the classroom can be helpful.

4. The child may be being bullied at school by peers, and may not have told anyone. It is amazing to me the amount of children that are getting bullied at school nowadays. Some children are even going to the extraordinary and committing suicide due to the bullying. Check with your child and their friends to see if they are being picked on, perhaps due of their disability.

5. The child may be being bullied by a teacher or school personnel. A recent widely televised case occurred where a teacher beat up a child in the classroom, and the only way anyone knew about the incident is that another student video recorded, it with their cell phone. Parents need to visit their child’s school unannounced and see what is truly going on in their child’s classroom.

6. The child may have developed tangible rein forcers outside of the school such as sleeping late, watching television, or playing with friends.

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Lies About Special Education Eligibility and 6 Ways to Overcome Them!

June 13th, 2011

Are you the parent of a young child who thinks that their child may have autism? Do you think your child’s reading difficulty may be related to a learning disability? Have you tried to have your child tested for special education eligibility and your school district said no? This article will discuss lies that are related to special education eligibility and 6 ways to overcome the lies for the good of your child.

Lies associated with special education eligibility:

1. We will test your child but we get to pick the tests, and the areas to be tested. The Individuals with Disabilities Education Act (IDEA) states that parents must give informed consent for testing (and to give informed consent the parent must know areas to be tested and what tests are going to be performed), and that the child is to be tested in all areas of suspected disability.

2. You must sign this medical release form so that we can get your child’s medical records before we do the testing. Medical records are private under HIPPA and school districts do not have a right to them.

3. Your child is on the waiting list for testing, be patient. IDEA does not allow waiting lists for testing or special education services. Testing must be complete within 60 days after the consent form is signed.

4. Your child has a disability but it does not affect their education. To be eligible for special education a child must have two things: A. A disability, and B. Educational needs; that is it, nothing else.

5. Your child does not have autism but has an emotional/behavior disorder. Many school districts state that a child does not have a particular disability; without even testing them.

6. We do not do those type of tests for initial eligibility. Remember that IDEA requires a child to be tested in all areas of suspected disability.

7. We met and decided that your child does not meet the criteria for special education. Parents must be included in all meetings and receive a 10 day written notice for all meetings for their child. Also, parents are equal members in the team that make any decision about their child, including eligibility for special education.

6 Things that you can do to overcome these lies:

1. Go to wrightslaw.com and educate yourself about the Individuals with Disabilities Education Act. Then you will know when you are being lied to.

2. Anytime special education personnel tell you that they can do something under the law; ask them for written proof of state or federal special education law that says that they can do it. Do this in writing, so that they cannot ignore you.

3. Try and find an advocate or another parent that is familiar with special education to help you navigate the system.

4. Put in writing all areas that you believe need to be tested, and the reason why. Recommend specific tests, if you are familiar with them. For example: If you think your child has Sensory Integration Processing Disorder (SIPT) ask for an Occupational Therapist that is SIPT qualified to test them.

5. Ask for copies of all of the written reports (includes testing and interpretation of testing), 10 days before the eligibility meeting, and ask an advocate or another parent to help you interpret the test results. That way you will understand what the test results say before the meeting.

6. If you are concerned that your child may have autism, ask for a Childhood Autism Rating Scale (CARS). When you request the Cars, tell the school that you will expect them to send you the parent survey for the CARS.

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Can Special Education Personnel Pick And Choose Services And What About Waiting Lists?

June 13th, 2011

Have you been told by special education personnel that they do not provide Applied Behavioral Analysis therapy, for children with autism? Have you been told that your school district only provides certain services, due to money issues? Is your child on a waiting list for educational or related services? This article will discuss whether the Individuals with Disabilities Educational Act (IDEA), allows special education personnel to only provide certain services to children with a disability. Also discussed, are children put on waiting lists for related and educational services.

IDEA defines special education as: specially designed instruction at no cost to the parents, to meet the unique needs of a child with a disability…

The purpose of IDEA is to provide an education that meets a child’s unique needs and prepares the child for further education, employment and independent living.

Special Education Personnel cannot pick and choose which services that they are going to offer to children with disabilities. That having been said, many school personnel do try and limit what services that they will give children. This is the reason why it is critical that you stand up to special education personnel, who may ruin your child’s life by not giving them the services that they need.

If special education personnel try and limit your child’s services, ask them to show you, under what authority they have the right to deny your child needed educational services (there isn’t any). Remember what special education is-special designed instruction to meet the unique needs of your child.

Also, consider getting an Independent Educational Evaluation (IEE) of your child to prove what services that your child needs. The evaluator can participate in an IEP meeting by telephone, when the evaluations recommendations are discussed.

Waiting lists are also not allowed under IDEA. The difficulty is that when special education personnel state that they are putting your child on a waiting list, it sounds like it could be reasonable. It is not until you find out that waiting lists are not allowed, that you realize that you have been deceived. Always ask special education personnel to prove to you in writing, that what they are saying is the truth. If they cannot show you in writing that what they said is truthful; it probably is not.

For Example: Your 3 year old child with autism needs Applied Behavioral Analysis Treatment. The special education personnel, tells you that the class is full, and that they are waiting for additional funding for a new class. But in the mean time, your child will be put on a waiting list. Write them a letter, documenting what they said, and ask them to show you where it states in federal or state law, that they are allowed to have waiting lists (they aren’t). File for a state complaint for violation of your child’s rights.

By understanding what special education personnel can and cannot do under IDEA, helps you in your advocacy efforts for your child. Do not give up fighting for an appropriate education for your child, or their life may be forever ruined!

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Special Education Acronyms – What Do All Those Letters Mean?

June 12th, 2011

Do you sometimes wonder what some of the Acronyms in special education mean? Do the acronyms make your head spin? This article will discuss common special education acronyms and what they mean. This will make it easier for you to actively participate in your child with disabilities education.

1. FAPE: stands for Free Appropriate Public Education. Each child has the right under IDEA to receive a free appropriate public education.

2. IDEA: stands for the Individuals with Disabilities Education Act; which is the federal law that applies to special education.

3. IDEA 2004: This is the federal law that was reauthorized in 2004. If you see this in an article, it usually means that something was changed in IDEA, by the reauthorization in 2004.

4. LEA: stands for the local educational agency, which is your local school district.

5. SEA: stands for the state educational agency, which is your states board of education.

6. IEP: stands for the Individual Educational Plan, which must be developed for every child that receives special education services.

7. LRE: stands for Least Restrictive Environment. LRE means that children with disabilities need to be educated in the least restrictive environment, in which they can learn. LRE starts at the regular classroom, and becomes more restrictive.

8. NCLB: stands for the No Child Left Behind Act.

9. IEE’s: stands for an Independent Educational Evaluation. These are initiated and paid for by parents, to help determine their child’s disability or educational needs.

10. IEE’s at Public Expense: stands for an IEE where the school district pays for it. There are rules that apply to this, that you must learn before requesting an IEE at public expense. Many special education personnel try and do things that are not allowed under IDEA, so you need to educate yourself.

11. ASD: stands for Autism Spectrum Disorder, which some school districts use in their paperwork.

12. ADD: stands for Attention Deficit Disorder.

13. ADHD: stands for Attention Deficit Hyperactivity Disorder.

14. PWN: stands for Prior Written Notice. Parents must be given PWN when the school district wants to change things in the child’s IEP. (such as eligibility, change services, refuse to change services etc.).

15. ABA: stands for Applied Behavioral Analysis that is an educational treatment for Autism.

16. SID: stands for Sensory Integration Disorder. A lot of children with Autism have difficulty with sensory integration.

17. SPD: stands for Sensory Processing Disorder which is the same as above, but some people in the special education field, call it different names.

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Administrating Special Education in Our Schools – A Book Review

June 12th, 2011

Special education in our schools is something that is very serious, and it costs a lot of money. We have some of the best and brightest figuring out how to do it correctly, and keep the costs low so we can afford to operate our school systems for all the kids. It is quite a challenge for us, but it is a major responsibility and a task we cannot ignore. If you’d like to read more information on this very serious subject I’d like to recommend a very good book to you.

This book explains the ins and outs of the reality behind what’s going on. It’s interesting that this book is well over 20 years old, but the same problems they’ve identified previously are the exact issues and problems that we have now. The name of the book is;

“Educational Administration and Special Education: a Handbook for School Administrators” by C. Lamar Myers, 1982

This is basically a Handbook for School Administrators, and although these curriculums had changed since it was originally published in 1982 most everything holds true today. Especially the concerns identified in the book concerning the funding of local and rural special-education, and the procedures that we use. We still have a shortage of qualified personnel in this field and that will probably continue and increase into the future.The book also explains the history, which is quite fascinating and important to understand, so you can understand how we got to where we are today. The book also covers several other important topics such as;

  1. What Are Sensory Disabilities
  2. Issues with Hearing, Behavioral Disorders
  3. Organizational Models
  4. Differences Between Small and Large School Districts
  5. Budget Challenges
  6. The Politics of Special-Education

Originally the rules were; not mainstreaming, rather “least restrictive alternative” or the least restrictive environment. Next, there were master plans for special education set up across the country. The author poses some questions that to this day still have not been rightfully addressed in special ed in many places. And goes into an in-depth look at; IEP’s -Individual Education Plans; but first an assessment is needed. I hope you will please consider all this.

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Beginning the Special Education Process

June 11th, 2011

Like anything else in life, there’s a method to the special education process. It was put in place to help people who deal with learning disabilities get the best services possible. In order to help you understand this method, here’s a simplified version of the Special Education process. 1) Request for evaluation Someone sees that the child is having difficulty in school and asks that testing be done to find out what’s causing the problem. This request can come from parents or educators. If the parents make the request, the district must agree to give a full and individual evaluation. If the request is made from someone else, such as a teacher, a team of educators and an administrator will meet to review the reasons and decide whether to pursue testing. No matter who makes the request, you as the parent, must give written permission for this testing to be done. At this point, you will be informed of your rights and those of your child. If the district decides not to test, then it must let you know that and inform you of your rights. You can continue to pursue the option through a due process hearing if you wish. 2) Results of the testing You have the right to be notified of the results of the testing before the meeting. If you don’t understand what is being said in the report, you have the right to have someone explain the results to you.

When the testing is done, you will meet with the team of professionals to be told of the results. If your child is found to have a learning disability, and you agree that he should receive special education services, then you must give written permission for this to happen.

If he is not found to have a learning disability, you and his teachers will still have valuable information about him and the ways he learns best.

If you disagree with the results either way, you have the right to have him tested by someone outside the school district. The district must pay for the evaluation or show at a special hearing why it refused. 3) Placement If you and the school district agree that a learning disability was found, then you and the team will decide the best program for your child. The team will make up an Individualized Education Program (IEP) that will include goals and ways to measure those goals during the year. It will also list the services your child will get and any special aids or helps your child can get, such as special transportation or speech therapy if he needs it. Your child is entitled to receive his services in the “Least Restrictive Environment. “That means that he will receive the services that are best for him in the place that’s best. For example, he won’t be placed in the resource room for help with math if he needs help only with reading. He won’t be asked to stay in the mainstream for spelling if he has a learning disability in that area. In other words, he will only receive help in things he needs help in. It’s important to be active in this process for your child.

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2 Types of Legally Binding Settlement Agreements in Special Education

June 11th, 2011

Are you the parent of a child with autism that is receiving special education services? Are you tired of your child not getting needed educational services? Are you considering filing for a due process hearing, and would like to know what legally binding settlement agreements are?  This article will discuss what legally binding settlement agreements are so that you can help your child receive FAPE.

Due process is a formal process used by parents and special education personnel to resolve disputes between them. Either special education personnel or parents may file for a due process hearing. The hearing is run by a due process hearing officer which in most states are attorneys; that have special knowledge of special education.

The Individuals with Disabilities Education Act (IDEA) which was reauthorized in 2004 allowed for legally binding settlement agreements for the first time. Prior to this any written settlement between parents and school districts, were not legally enforceable by any entity! This is a good change for parents and children, because if a school district writes a legally binding settlement agreement it can be enforced by any state or federal court.

There are two types of settlement agreements under IDEA 2004:

1. If a parent files for a due process hearing for their child a resolution meeting must be held between school districts and parents, within 15 days. If an agreement is reached, a legally binding settlement agreement must be written and signed by parents and school personnel. Either side can void the agreement within 3 business days!

2. If a parent requests mediation and an agreement is reached, a written agreement signed by both parties is also legally binding! There is no 3 day voiding allowed in mediation.

It is extremely important for parents to understand that legally binding settlement agreements only apply to settlements reached during the resolution meeting or mediation.

Many parents thought that they were signing a settlement agreement that was enforceable, only to find out that it was not! If you are having difficulty with your school district and they are now offering a settlement agreement, I would immediately ask for mediation. By doing this any agreement is enforceable in state or federal court. Mediation must be agreed to by both parties. If the school district refuses to go to mediation, file for a due process hearing. You can still settle your case at the resolution meeting, and it would be considered a legally binding settlement agreement!

By understanding legally binding settlement agreements you will be able to help advocate for a free appropriate public education for your child! Good Luck!

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What Is Due Process For Special Education – And What Information Do I Need To Know?

June 11th, 2011

Have you had a dispute with special education personnel, and wonder if a due process hearing will resolve it? Have you heard that parents have difficulty during due process, and should try to avoid it? This article will discuss due process hearings for special education, and important things you need to know about the process.

Due Process is a conflict resolution process, where parents and school personnel bring evidence in front of a hearing officer, who makes a decision on who wins. Due process is not a court hearing, but an administrative hearing. Due Process is a tough, adversarial process, but it is possible for parents to prevail. You should keep your issues few and simple. Below is a list of things that you must know about due process:

1. Before you file for a due process hearing, you must take your child to get an independent educational evaluation (IEE). You cannot win a due process hearing, without a detailed report, from a independent person in the field. If your child has autism, try and find a person who specializes in autism.

The person, who conducts the evaluation, must also testify, at the due process hearing. The report will be entered into evidence as part of your case. The person may testify by telephone, make sure that the due process sight includes a telephone with a conference call feature.

2. After you file for due process, have little verbal contact with special education personnel. Keep your communication in writing, as much as possible.

3. Some school personnel try and retaliate against parents for filing for a due process hearing. By keeping communication in writing, this may cut down on some of the verbal retaliation. In fact, I would expect retaliation, and be surprised if it doesn’t happen. Try and meet other parents who have gone through due process, to help you prepare and also with the emotional difficulties, associated with due process.

4. Once a hearing officer is appointed, they may not have contact with one party without the other party present. This is called ex parte communication, and is not allowed under the due process rules. If you need to speak to the hearing officer, call the school districts representative, and you can have a three party phone call.

5. Due process requires pre hearing conferences be held between parents, school personnel, and the hearing officer. Most times these are done by telephone; which makes it easier for everyone. The conferences set up the issues, date, time of the hearing, witnesses, if you need a telephone for witnesses that will be testifying by telephone.

6. You need to understand, that some states are one party due process states and some states are two due process party states. One party means that the state board of education hires the hearing officers. In Illinois, where I live, we are a one party due process state. In a two party state the school district hires the hearing officer, and the person who loses can appeal to the second state level. I understand that New York is a two party state. Check with your state board of education on which due process party your state uses.

7. You may be able to conduct the due process hearing yourself, or with the help of an experienced advocate. Keep the case simple! Check with local disability organizations to see if they have advocates who help with due process. Also try and meet parents who have experience with due process, their own or another parents.

This article has helped you learn some important information about due process. This will help you make a decision about whether you will file for a due process hearing. Good luck in your advocacy efforts!

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