Tag Archives: advocacy

Parent input form for IEP meeting

Parent input form

Attending an IEP meeting as a parent can be overwhelming and intimidating. At every meeting, parents have a chance to give input. As a teacher, I have seen parents who on the spot, are not able to express their child’s strengths and challenges.

The graphic organizer I created helps parents plan ahead of time what they want to share. The document includes a section to write in strengths, concerns and remedies.

Teachers can give this form to parents to fill out before the IEP meeting to help them organize their thoughts.

What are some ways you have shared your concerns with the child’s IEP team meeting?

Please follow the link to the TPT store to find the free downloadable form

Book Review Parents guide to High Functioning ASD

Title of the book:

A Parent’s Guide to High-Functioning Autism Spectrum Disorder. How to Meet the Challenges and Help Your Child Thrive

https://www.amazon.com/Parents-High-Functioning-Autism-Spectrum-Disorder/dp/B01K0QDVTU/ref=sr_1_fkmr0_1?keywords=A+Parent’s+Guide+to+High-Functioning+Autism+Spectrum+Disorder%2C+Second&qid=1556511707&s=gateway&sr=8-1-fkmr0

Authors:

Sally Ozonoff, PhD, Geraldine Dawson, PhD, and James C. McPartland, PhD.

A brief synopsis:

This book is a wonderful resource for parents who have children on the Autism Spectrum and is specifically focused on resourcing parents who’s children are high-functioning.

Parents and educators can both benefit from learning about the supports, guidance and information presented in this book.

The book is broken down into two parts:

Part 1: Understand high functioning Autism Spectrum Disorder

This part of the book helps readers understand high functioning autism spectrum disorder.

This part includes chapters on:

  • What is high functioning autism spectrum disorder?
  • The diagnostic process
  • Causes of Autism Spectrum Disorders
  • Treatments for high-functioning Autism Spectrum Disorder

This section gives a great foundational understanding of ASD and what it takes to get diagnosed. The Diagnostic and Statistical Manual was updated in 2013 and this book was written in 2015 so it gives the most current and up-to date information about diagnosis.

Treatment options are clearly stated and both evidence based and emerging practices are briefly reviewed. This book gives a good overview of many of the most commonly used and researched based intervention strategies. Teachers who are new to the field or want to learn more about interventions could benefit form reading this section.


Part 2: Living with high-functioning Autism Spectrum Disorder

This second part of the book discusses living with high-functioning autism spectrum disorder.

This part includes chapters on:

  • Channeling your child’s strengths
  • High-Functioning Autism Spectrum Disorder at home
  • High-Functioning Autism Spectrum Disorder at school
  • Looking ahead: high-functioning Autism Spectrum Disorder in late adolescence and adulthood

The section I enjoyed reading the most was how to channel your child’s strengths. Many children with ASD have special interest and unique talents. The book gives great examples of how parents and teachers can see these traits as assets and skills.

Why would I recommend this book?

I recommend this book because it represents current and best practices for children with high-functioning autism. If a parent is facing a new diagnosis or entering a new chapter in their lives such as adulthood, this book serves as a helpful guide .

The book also has many “real world” examples and vivid stories that are helpful to contextualize high functioning autism. The information is engaging because each section starts with a small vinette to illustrate ways to help kids with ASD relate more comfortably to peers, learn the rules of appropriate behavior and become more successful in school.

This book is formatted and written in a way that is easy to read. It is laid out in an easily digestible format where a parent can jump to a section of the book that is relevant to their needs.

The chapter on high-functioning Autism Spectrum Disorder at school also covers important special education laws pertaining to school supports, accommodations and modifications. Taking the time to read this section will support parents as they face complex rules surrounding special education law and supports.

I hope you get the chance to put this in your professional or parent library!

P.S. I am not an affiliate or get anything from promoting this book. I just wanted to share a great resource with you!

Person First Language Vs. Condition First Language

 

Words are important! They hold meaning! Words have the ability to lift people up to promote and celebrate them and also have the potential to alienate and marginalize people. We must choose our words carefully so we don’t unintentionally get into a deficit mindsets with our students.

Condition First Language: This is when you put the condition first when speaking about people who have disabilities. An example of this is: A blind child

Person First Language: Put the child/person first before the condition. An example of this is: A child who is visually impaired (blind). Think of children with disabilities as children first.

Sped quote.jpg

Children with disabilities have a wide variety of skills. Some children with disabilities may be gifted in some areas. It is not helpful to think of any group of disabilities as a homogenous group.

Focus on what students can do to create a strength based approach. Before an IEP meeting, create a list of the child’s strengths to start the meeting with. What is an IEP?

Exceptions: The Deaf population typically refers to themselves as Deaf because they have a stand alone language (American Sign Language). They use the capital D in the word Deaf as well. Recently people with autism have been sharing their desire to be called autistic because they acknowledge that although they are not neuro-typical. They are proud of who they are and want to acknowledge their autism.

Check with the individual: It is always best practice to check with the individual to see what langauge they prefer. When you are in a school, defer to using person first langauge unless told otherwise.