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Mainstreaming Tips for Parents of
Children with Special Needs
by Paula Rosenthal, J.D.
Transitioning from a special education
program to a public or private mainstream school is a critical time for
families. Parents and children alike are both nervous and excited about
their new placement. A new program also means new teachers, service
professionals and new friends. To ensure a smooth and successful
transition for your child, consider the following suggestions and tips for
before and during your Individualized Education Plan (IEP) meeting.
1. Meet the school team
Contact the school well in advance of your child’s entry. Set up a meeting
with the teachers, therapists and staff who will be providing services and
interacting with your child. Gather names and credentials and keep a file.
2. Introduce your child
Have your child meet the team and possibly his teacher before school
starts. This can assuage any fears or issues your child or his teacher may
have. It also allows time for questions to be addressed without
distractions.
3. Get acquainted
Contact the director of special education services in your district
immediately and schedule a meeting. While your child’s records will be on
file, you’ll be starting your mainstream experience on a positive note by
putting a personal face on your child and your family. Open the lines of
communication and let the director know that you are looking forward to
working with him.
4. Have your child observed
Contact the school and ask if they would like to observe your child prior
to teacher selection. Observing and meeting your child in advance will
enable the school to choose a teacher who is right for him. This also
allows your child to become acquainted with the school and perhaps some
students prior to admission.
5. Make classmate requests
Ask the school to consider a short list of 2-3 children your child already
knows as potential classmates. Some schools may guarantee that your child
will be placed with at least one of the children on the list which will
ease the social transition.
6. Seek support
Inquire if there is a Special Education Parent Teacher Association (SEPTA)
or similar program available in your school district. Meeting and
networking with other parents in your area is beneficial for both you and
your child. These groups often offer speakers and support group meetings
as well.
7. Put it in writing
Be sure to put all of your requests and inquiries to the district and the
school staff in writing and keep a copy in a file. This will help you keep
accurate records in case any issues or disputes come up.
In addition, ask to have a communication notebook included in your child’s
IEP. The book should be written in and reviewed at least weekly. This will
ensure that all team members are in constant touch and all issues are
promptly addressed. Remember, you and any private therapist or teacher you
employ for your child are members of the team. They should regularly
review and comment in the book as well.
8. Include outside professionals
Introduce any private therapists or professionals serving your child to
your school team. You are permitted to bring anyone you choose to your IEP
meetings. Private service providers can offer valuable insight and ideas
so include them whenever possible.
9. Yearly inservices
Include an inservice for the school staff about hearing loss, hearing aids
and/or cochlear implants and your child in your IEP. Ideally, the
inservice for the teaching staff should take place just prior to your
child’s entrance at the school. An inservice for the children in your
child’s class and/or grade should be conducted during the first week of
school. If you child is able, have them lead or at least participate in
the program.
10. Periodic Meetings
Ask for team meetings quarterly or more frequently to discover and resolve
any issues that may come up during the year.
11. Socialization
Meeting new children and making friends play an important part in your
child’s overall happiness and success in a new school. Ask neighbors about
popular extracurricular activities such as dance, art and theater classes.
Consider registering your child for at least one after school activity.
Leave room in his schedule for playdates. Ask the school for the class
telephone list so you can initiate playdates. Don’t wait for parents to
call you, call them first and introduce yourself and your child.
Keep tabs on your child’s social interaction, especially at the beginning
of his transition. Consider asking your child’s teacher or one of his
service providers to observe him at lunch and recess. If necessary, this
person can assist your child in making new friends. Encourage your child
to make at least one new friend. Talk with your child regularly about the
teacher, classmates, recess, social issues, etc.
12. Know your rights
As your child’s best advocate, you are a key player in providing a
successful mainstream experience. It is important to know your rights
regarding your child’s special education services. Research and learn the
laws extensively. Here are online resources to get you started:
~ Wrightslaw - http://www.wrightslaw.com
~ From
Emotions to Advocacy –
http://www.fetaweb.com
~ Reed
Martin - http://www.reedmartin.com
~
Bridges 4 Kids -
http://www.bridges4kids.com
~
Special Education Advocate
http://www.specialedadvocate.com/
~ Hand
and Voices IEP Pop Up
The following are web sites or pages offering IEP related resources
specific to deaf or hard of hearing children:
~ The Listen Up Web – Your Rights
http://www.listen-up.org/rights/rights.htm
~ How IDEA Applies to Deaf and Hard of Hearing Students
http://clerccenter2.gallaudet.edu/KidsWorldDeafNet/e-docs/IDEA/index.html
~ Hands and Voices IEP Checklist: Recommended Accomodations and
Modifications for Students with Hearing Loss
http://www.handsandvoices.org/resource_guide/12_iep_checklist.html
| Paula
Rosenthal, J.D. is married and has three children. She, her
husband and daughter are all hearing impaired. Her sons have
normal hearing. A law school graduate, Paula is the
publisher of
http://www.HearingExchange.com, an online community for
people with hearing loss, families of deaf and hard of
hearing children and professionals. She writes and speaks
extensively on hearing loss and related issues. To contact
her, send an email to
info@hearingexchange.com. |
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© 2004-2007 Paula Rosenthal and Taylor Rose, Inc.
All rights reserved. For reprint permission, send an email with your
request to
info@hearingexchange.com.
This article is one
of many in the
Paula’s Pearls group of syndicated content from HearingExchange. It
may be reproduced under certain conditions. Email Paula at
info@hearingexchange.com
for further information.
Click here
for the full list of Paula’s Pearls articles available for syndication.
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