Do you like these IEPs?

I do not like these IEP’s
I do not like them, Jeeze Louise
We test, we check
we plan, we meet
but nothing ever seems complete.

Would you, could you
like the form?

I do not like the form I see.
Not page 1, not 2, not 3.
Another change,
a brand new box. I think we all
Have lost our rocks.

Could you all meet here or there?

We could not all meet here or there.
We cannot all fit anywhere.
Not in a room
Not in a hall
There seems to be no space at all.

Would you, could you meet again?

I cannot meet again next week
No lunch, no prep
Please hear me speak.
No, not at dusk and not at dawn
At 4 p. m. I should be gone.

Could you hear while all speak out?
Would you write the words they spout?

I could not hear, I would not write
This does not need to be a fight.

Sign here, date there,
Mark this, check that.
Beware the student’s ad-vo-cat(e).

You do not like them
so you say
Try it again! Try it again!
and then you may.

If you let me be,
I’ll try again
and you will see.

Say!

I almost like these IEP’s I think I’ll write 6003. And I will practice day and night Until they say “You’ve got it right”.
Does this sound like an experience that you have recently had or are currently having? We want to help. While ARD/IEP meetings may be frustrating or challenging for some, we find them to be great opportunities to problem solve and for schools to collaborate and listen to parents’ concerns and expectations for their child. It is a chance to look objectively at a child’s performance and to determine whether goals and objectives are written appropriately and can be adequately measured. It should not be a time that parents feel bullied or misunderstood. Contact us today to see how we can give you the support you need to get the best school experience for your child.

Gluten Free Apple Cobbler

6 apples (I really like Pink Ladies, but use a good cooking apple)

 1 cup gluten free flour

¼ tsp. xanthan gum (omit if your flour blend has it already)

 ½ cup brown sugar ½ cup granulated sugar

 1 ½ tsp. baking powder 1 tsp. ground cinnamon (I used 2 tsp.-we like cinnamon)

1 egg

6 Tbsp butter, melted or non-dairy margarine

Equipment: 2 quart baking dish, good knife or apple peeler corer, bowl, fork and an appetite

Preheat the oven to 350 degrees. Grease the 2 quart baking dish and set aside. In a medium sized bowl, whisk together the flour, xanthan gum (if using), both sugars, baking powder and cinnamon.

Peel, core and slice the apples using a goof knife or the apple peeler corer. Place the apples in the bottom of the 2 quart dish.

Beat the egg in a small bowl or cup. Pour over the flour mix and stir with a fork until combined and little bits form. Spread this over the top of the apples. Pour the melted butter over the top of that.

Pop in the oven and bake for 45 minutes or until a fork can be easily pushed through the apples.

Serve with ice cream or whipped cream. This makes a yummy hot breakfast (my choice for leftovers).

Yes, these are the traditions that most identify when talking about the holidays. For others, traditions of overspending, guilt buying of presents, and stress put on by family members who don’t understand the ways of their special needs are more the norm. In this three part blog post, we will discuss how to deal with the different stressors of the holidays and how to create special family traditions.

In this blog post, we will discuss the importance of setting a budget, which may seem like a common sense idea, but most of the time common sensse goes out the window during the season of excess. One way of dealing with this tendency to overspend is to have a bottom line dollar in mind. Tell yourself that you are not going to blow the budget by even one dollar. After you have determined this budget, have your family members help you create a list of items that fall within their assigned dollar amounts. Have a variety of items on this list from which to choose and at a variety of price points.

Then it is important to do your research. Determine which tech gadgets will best meet the needs of your family members. Children or older adults may not need tablets that have all of the latest and greatest gadgets. Are there stores that offer these items in greater quantity like Amazon or Apple?  Are there stores that offer specials or discounts more frequently? Have you considered buying an older generation option or a refurbished model?

Will it be a passing fad, or will the gift outlast the wrapping paper? It seems that some toys are just about as seasonal as the holidays themselves. Kids get tired of playing with them very quickly or they do not have enough features to keep drawing them back again and again. Also, some require endless accessories or features  such as doll clothes or add-ons that require more than just a passing investment.

Consider pooling resources. Chip in with grandparents, uncles, or other family members to make your dollar go farther. Think before you buy. If something is a costly investment, pass it up and think about it. You can always come back, but if you just buy it, then the chances that you will just spend less later are pretty great. Also, don’t forget the value of homemade gifts. They truly come from the heart and are a great way to get the whole family involved!!

I also highly recommend adopting a family angel or helping out with a community service project. When kids learn about the act of charity they learn the importance of helping others and they are able to share in the true meaning of the season.

It does sound like a bit of an unattainable or lofty goal, doesn’t it? But I was determined to try, and those of you who know me, know my passion for kids and my incredible drive… And I began to explore listening therapy anew. And I stumbled on iLs. A therapy that looked at more than music. It offers a language component, a vestibular component, & the auditory component. It can be tailored to my child’s specific needs. It is focused, affordable, research-based, and a great support for parents. We are proud to offer this innovative therapy both in clinic and at home, to best suit your child’s needs. Check out this link for more information. http://t.co/wdwc9ekT. Then contact us to get started.

So excited to share this Guest Blog post from friend and colleague Adina Weisblatt Rich! Adina addresses the topic of Exploring Autism Programming Options for your Child in the School Setting. Would love for you to click over, take a read and leave us your thoughts!

* Realize that children are naturally curious – their goal at this stage of life is to explore and figure out how things work. They are not being defiant, rather they have not learned how to curb this natural inquisitiveness. Our job as parents is to provide a safe environment for them to test their favorite question, “How does it work?”

* Children are also impulsive. They haven’t yet learned how to channel the urge to try something RIGHT NOW. It is our job to show them the way to safely explore the area around them.

* Giving children choices about what they can do gives them a sense of ownership in decision-making.

* Do not engage in power struggles. Choose your battles wisely. if it doesn’t matter in the big scheme of things, let it go and allow your child to save dignity.

* Avoid put downs, sarxasm, and foul language. It will come back to haunt you. I promise.

* Sometimes bad behavior can be related to being tired or hungry. Milk and cookies will be good for both of you.

* Sometimes the amount of frustration can be directly linked to a achild’s developing language  skills.

Understanding children’s development and reasons why they act as they do can definitely impact a parent’s role in the parenting process. Once you learn to parent positively, your child will become self-confident, self-directed, focused, and life-long problem solvers.

Want more information? Check out our parenting seminars or podcast series. Contact us for more information. www.richeducationalconsulting.com or 972-816-3100.

Check this out!!Financial Resources for Parents with Children and Youth with DisabilitiesFirst published in 2004 by the National Endowment for Financial Education (NEFE) and PACER, this popular financial planning guide has been revamped into an online format and as well as updated and expanded to include more content relevant to parenting transition-age  youth with disabilities The guide offers tips and information addressing many common financial issues and concerns of families raising children  with disabilities from infancy to young adulthood. Topics include organizing financial records, managing money, preparing income taxes, health insurance options, dealing with debt, saving for college, preparing youth for adult employment, and more. Each section has links to additional resources!!

REFERENCE POINTS is administered by PACER Center http://www.PACER.org as a technical assistance activity of the TATRA Project. The TATRA Project is funded by the Rehabilitation Services Administration.

March and April are particularly hectic months when trying to gather your information together.  You need to be clear, concise, organized, and prepared!  You need to leave no stone unturned as you want to get the best bang for your dollars. Yes it’s TAKS season!   You thought I was talking about that other tax season?  No, not hardly, and yet the stakes are rising for our kids.

The idea of standardized testing is not new.  It did not even begin with the public school system; rather with the military in an attempt to determine who was fit to serve for duty, and in which capacity- a leader or a mere soldier. The success of the Army testing soon spread to the education system, and a new measurement tool was soon in place. Schools have understood the need for high stakes testing for some time as a way to measure students’ performance, teachers’performance, and a way to hold districts accountable for teaching what our kids need in this global economy. For years, critics and psychologists have charged that there is an overabundance of testing and that testing in the early years is not developmentally appropriate. However, with the advent of No Child Left Behind, it appears that the standardized testing movement is here to stay. But, the question remains, are our children really learning more or has the joy for learning been replaced by the need to succeed on the test? Are children really learning to problem solve or are they just learning to beat the test?

Standardized testing has many unintended effects, though.  Research indicates that testing can result in decreased motivation to learn, sets children up for failure, and can contribute to the drop out rate. Testing has also become the basis for determining a child’s eligibility for programming, or whether they are able to be promoted or retained.  They drive what teachers teach in the classroom, narrowing the focus of learning or forcing teachers to teach test taking skills rather than the developmentally appropriate curriculum that fosters a true love of learning.

Studies show that when children are exposed to experience based learning, they are able to creatively problem solve and apply real world meaning to their learning. Portfolio and authentic assessments are one tool that educators have that demonstrates far more abstract thought than the average multiple choice test.

Often used with gifted learners, the authentic assessment gives children the opportunity to share their strengths and assist them in becoming confident learners.  For example, students are able to create an erupting volcano instead of just answering questions about how volcanoes are formed.  Other examples of authentic assessment include conducting social-science research, applying math skills in a real-world setting, reading and interpreting literature through things like dioramas or character studies. When children are actively engaged in the assessment of their abilities, they begin to understand why they are learning what they are learning.  The learning is meaningful and the very skills the teachers are trying to foster are skills that the students actually possess.  Finally, this active learning invites collaboration between teachers, parents, and students, and can actually create curriculum that invites children’s participation.  Wouldn’t we rather TAKS our kids’ brains this way?

* A couple of key points:

First, any action the school proposes needs to be considered as a starting point.

Next, be sure that if you have a question or need clarification on terminology or something that is proposed, be sure you ask. Don’t be afraid to ask the school to consider different options, it may be something they have not thought of previously.

Keep a positive attitude and offer encouragement to staff whenever possible. However, on the flip side, don’t let things go to far if you are concerned. The school cannot fix something that they do not think you consider a problem.

If you need more time to make a decision, call a recess or ask for the meeting to be re-scheduled.

Don’t be afraid to bring an advocate with you. Sometimes they can help you understand decisions being made or help the school understand what you need. At Rich Educational Consulting, kids are our business, and we will walk you through theARD process from start to finish. We won’t give up until you are satisfied with the services and programs that are proposed for your child. Call or e-mail us today to see how we can help you.