Other Information for Parents:
OCS Procedure
Safeguards for Parents
"I Have
Found my Hero & it is Me!"
George Sheeya
We
Believe:
That every child has an inherent right to belong and contribute in the
public education setting. When a child feels sense of belonging and
contribution in a classroom, s/he will be able to learn more effectively.
Those children who have special needs should have the opportunity to receive
the optimum education in an inclusive,
nurturing learning environment wherein content-rich, efficient curriculum
and research-based instructional methodologies are utilized to ensure that
every student achieves academic success, progress and develops good
character based on concrete measurements. Discover the hero that resides
within!
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Our
job is to assist the student to reach those goals with whatever strategies
or tools they need.
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Research demonstrates student's with disabilities is better educated with
their regular education peers in the inclusive or regular education setting.
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All students have the right to a Free (no cost to parents) Appropriate (with
their same age peers) Public (regular education system) Education & will
access the core curriculum that is presented using research based such as Direct Instruction, innovative and relevant practices to the maximum
extent possible.
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In
collaboration and ongoing communication between general, special educators,
related service providers, administration and parents.
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We
believe in being "Life Long Learners"; and the importance of on-going
professional development
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We
believe that parents are intricate partners in the education process
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That all educators have a responsibility to all students.
Check out these helpful sites:
http://seriweb.com
http://www.ldonline.org/
http://www.ldonline.org/ld_indepth/legal_legislative/edlaw504.html
http://www.usoe.k12.ut.us/sars/
http://www.wrightslaw.com/
http://www.cec.sped.org
http://www.utahpara.org
http://www.udel.edu/bkirby/asperger/
http://www.updc.org
FUN SITES
FOR KIDS:
Star Wars
personality test:
http://www.matthewbarr.co.uk/personality/
Harry
Potter:
http://harrypotter.warnerbros.com/main/homepage/home.html
Asperger's:
http://www.udel.edu/bkirby/asperger
Learning
Disabilities:
http://kidshealth.org/kid/health_problems/learning_problem/learning_disabilities.html
Games:
http://www.familyeducation.com/topic/front/0,1156,64-32626,00.html
Local
sources of information:
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Utah State Office of Education: (801) 538-7711
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Utah Personnel Development Center: (801) 272-3431
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Utah SIGNAL Project: (801) 272-3431
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Utah Parent Center: (801) 272-1051
INCLUSION
According to Special Education law all children deserve an
appropriate educational setting, which recognizes, appreciates and
celebrates diversity. Every student has the right to be educated with his
or hers same age peers. For our students with disabilities that have not
been in many inclusive settings, who may be new to OCS, it may be a bit
scary. The key to success is for the students to receive the support they
need in the classroom. We are working collaboratively with the staff and
the administrators here at OCS. If you have any questions or concerns, don't
hesitate to contact anyone in the department. Inclusion provides role
models for all students and the value of diversity.
Our department has distributed
"Inclusion Manuals" developed
specifically for Odyssey Charter School. Within the pages of these manuals
the regular education teacher will find reminders of FERPA laws that have to
do with confidentiality, other special education law, suggestions as the IEP
team member, a list of generally used accommodations, descriptions of the
acronyms used in special education, information on the various learning
styles, then a detailed description of each disorder along with, "ways to
include the student with a particular disorder". The next section has
individual information for only the students on the IEP team the teacher
belongs to. It includes the student's strengths, IEP goals, specific
accommodations listed on the IEP and strategies that have been successful.
And the last section of the manual is for documentation. There are extra
blank manuals in the special education office that are available to view
anytime.
This is Team Spirit ... What a Difference we can Make!!!!
A few
years ago at the Seattle Special Olympics nine contestants, all physically
or mentally disabled, assembled at the starting line for the 100-yard dash.
At the gun, they all started out, not exactly in a dash, but with a relish
to run the race to the finish and win. All, that is, except one boy who
stumbled on the asphalt, tumbled over a couple of times and began to cry.
The other eight heard the boy cry. They slowed down and looked back. They
all turned around and went back. Every one of them. One girl with Down's
syndrome bent down and kissed him and said, "This will make it better." All
nine linked arms and walked across the finish line together. Everyone in
the stadium stood, and the cheering went on for several minutes.
People
who were there are still telling the story.
Why?
Because
deep down we know this one thing:
What
matters in this life is more than winning for ourselves. What truly matters
in this life is helping others win, even if it means slowing down and
changing our course. (A favorite story contributed by Kellie Kercher from
Murray School District).
SPECIAL
EDUCATION LAW
The
Individuals with Disabilities Education Act (IDE(i)A) is the governing
federal law in which requires that schools and parents share the
responsibility in designing a program that meet the unique educational needs
of each student. The law has been recently changed to be in alignment with
No Child Left Behind (NCLB). The "I" has been added for Improvement. This
unique program is outlined in an individual education plan (IEP), which
includes present levels of functional performance and goals and for each
student served. The IEP is the driving document from which your child
receives services. Odyssey Charter School supports the philosophy that
students with disabilities should receive a "free and appropriate public
education" (FAPE) in the "least restrictive environment" (LRE), with their
same age/grade non-disabled peers.
IDEA:
Individuals with Disabilities Education Act
IEP:
Individual Education Program
FAPE:
Free Appropriate Public Education
LRE:
Least Restrictive Environment
FERPA:
Family Education Rights to Privacy Act
OSEP:
Office of Special Education Programs
ENHANCING TEENS
SELF-ESTEEM
When students feel successful,
respected, and secure in the classroom, they are able to perform better
academically and socially. This is why we interweave self-esteem building
projects in the daily assignments. We think it is important for the
student's individual growth as an individual to have High Self-Esteem.
Here are a few important
pointers:
-- Show confidence and faith in
your child and their ability to handle situations successfully.
-- Use "I" statements rather than
"you" statements.
--Recognize and appreciate the
progress that your children make.
--Be supportive of attempts to
problem solve and make decisions while offering assistance if requested.
--Help
your children take responsibility for their own feelings and behaviors.
Preventing Parent Burn-Out
All families experience
normative and transitional life event stressors such as birth, death, and
moving. In addition, parents are subject to the inherent chronic stressors
of parenting. Parental stressors are related to the worries that parents
have about the physical safety and the growth and development of their
children. Parents generally take pride in their children's accomplishments
and are hurt by their children's failures. When a child is diagnosed with
learning disabilities, all of the attention is focused on helping the child.
But parents also need assistance in coping with their own feelings and
frustrations.
Internal Stressors
Internal stress factors come from
within the individual and include attitudes, perceptions, assumptions, and
expectations. Expectations of parents about their child lie at the root of
burnout. When expectations about parenting are not met, the first thought is
"What did I do wrong?" Therefore, parents must learn how to develop
realistic expectations and how to recognize when negative self-talk defeats
effective coping. All of us should identify their own self-defeating
assumptions and think of alternative messages. They must be kind to
themselves, to accept themselves and their child as fallible, able to boost
their own self-confidence by noting and using personal strengths and
talents.
Beliefs
that Lead to Internal Stress
1. Giving 100% every day is what
every parent is expected to do.
2. The success or failure of my
children depends entirely on me.
3. I will never be bored as a
parent.
4. I refuse to let anyone else
care for or influence my children.
5. I should always deny my own
needs for rest and recreation in order to help my children.
6. I should do everything for my
children and not require that they take on the responsibilities that they
are old enough to handle.
7. I should spend every possible
moment with my children.
8. I should feel guilty if I
need a break or want some attention for myself.
9. One role in my life can
satisfy all my needs and can support all my dreams.
10. My children should
appreciate everything I do for them.
11. My children must like me.
12. Other people must see me as
a good parent, able to handle everything.
Management Strategies
1. Renounce love, affection, and
approval from children as needs-rather than bonuses.
2. Boost your own self-confidence.
3. See the positive side of stress.
4. Understand anger and use it
constructively. Control anger by controlling wishes.
5. Practice positive thinking by
daily affirmations. Repeat positive messages to yourself over and over.
6. Write them out and put them around
the house.
7. Develop a support system by
sharing honestly your feelings of frustration, anger, and concern.
8. Learn to tolerate change because
children change often. You and the children both change moods and feelings.
9. Be able to live in the presence of
imperfection.
10. Learn to catch yourself when you
say negative statements to yourself and challenge them.
11. Develop the positive belief that
you can control destiny. Be healthily selfish; free yourself from needing
outside approval.
External Stress
External forces also impinge upon
parents of youngsters with learning disabilities. Neighbors, friends, and
relatives don't understand why such a normal-acting child is having academic
problems. Some teachers frequently don't fully understand the ramifications
of a child's problem. Parents are called upon by the school to help make
decisions about the child's academic program but often feel helpless as
the child's advocate because of their own lack of understanding.
*Problem-solving techniques, time
management, and goal setting are helpful when dealing with stressors
associated with raising children and running a household. Because coping
with a child with learning disabilities is so emotionally draining, parents
also are encouraged to develop a support system.
External
Stress Factors
1. Dealing with school about child's
placement or program.
2. Coping with difficult child
behaviors.
3. Educating neighbors and relatives
about the child's problems.
4. Helping siblings understand the
problems associated with learning disabilities.
5. Getting child in right school.
6. Helping child with homework.
7. Financial pressures.
8. Working with spouse on child
management.
**9. Carpools.
Managing External Stressors
1. Describe the problem with a
specific statement.
2. State how it could be worse and
how it could be better.
3. Determine what is keeping it from
getting better. Propose solutions for the things over which you have
control.
4. Plan action.
A) Use Time Management
1. List priorities both short and
long term.
2. Compare time use with priority
of goals.
B) Develop Assertiveness
1. Know your limits and be
realistic about what you can accomplish. Say no to unreasonable demands.
2. Learn about your child's
problems and needs so that you can be an active participant in meetings with
school personnel and can offer suggestions to coaches, neighbors, and
relatives.
Physical Stress
The final type of stress is physical
stress. Parents of children with learning disabilities need to recognize
that children with learning disabilities require exceptional amounts of
energy. In order to replenish energy, parents need to be sure they get
sufficient rest, eat well balanced meals, and exercise vigorously. Parents
can learn meditation or relaxation techniques to use when they feel
stressed, anxious, or fatigued.
Management Strategies
(Everyone knows what to do, but we
don't always do it).
1. Make a plan and stick to it. Make
sure you include all of the elements necessary for a healthy life, diet, exercise and
fresh air.
2. Follow your physician's advice.
3. Team up with a spouse or friend
for time off.
4. Use relaxation tapes or exercises
to calm down after a hectic day.
(Don't forget to count sheep when you
need to).
5. Find a place of retreat (the
bathroom or the car, for instance), and go there for cooling off when the
tension is very great.
6. Make recreation and relaxation a
priority, so that you have some time off during the week. Studies have shown
that psychologically healthy families have less-than-perfect house keeping.
7. Trade off chores that are time
consuming and distasteful.
Conclusion
Parenting children with learning
disabilities presents special challenges. Professionals working with parents
need to recognize the difficulty parents face when dealing not only with the
child's everyday problems, but, also the associated social and emotional
problems of school failure.
We need to move away blame to a place
of empowerment.
