Transition to Kindergarten

Recently PACER Center did a survey of parents of children with disabilities about their top issues. PACER posted a list of parents’ top ten issues in Minnesota.  Resources to address them can be found at  http://www.pacer.org/parent/top10-parent-concerns.asp. One of the top ten issues is the transition to kindergarten.

What insight and experience do you have to share about your child’s transition to kindergarten? What helped the transition? What was difficult?

Special Education Sucess

 In spite of recent news coverage focusing on problems with special education, we know that many of our children have benefited greatly from the services they have received in school. It’s important for Minnesota’s decision-makers and the media to know how special education leads to success for so many children with disabilities, and we would love to hear your success stories to provide a more balanced view.

In a paragraph or two, what has worked well for your child in special education?

Enrollement options

    Minnesota has an “enrollment options” program. Students may attend a school or program in a school district where the student does not live, subject to certain limitations (MN Statute 124D.03). This is often called open enrollment.

If your child with a disability has open enrolled in another school district, what tips might you share with other parents? Why did you open enroll? What advantages or disadvantages have you seen for your child?

Behavior discussions at IEP meetings

The Individuals with Disabilities Education Act (IDEA) includes special factors which must be considered at each annual IEP (Individualized Education Program) meeting. One of these factors is behavior. When a child’s behavior affects his or her learning or the learning of others in the classroom, the IEP team must consider what to do about the behavior. This is the case for all children who receive special education services where behavior is a concern regardless of the disability label. 

What is your experience with the consideration of behavior for your child at the annual IEP meeting?

Summer Experiences

Summer will soon be here! Children with disabilities sometimes enjoy summer time as an opportunity to meet other students with similar disabilities, make new friends, and experience new activities at places such as a camp, skill program, YMCA, or park program. This can build a sense of identity and self-esteem. 

What opportunities has your child experienced during summer programs with children with or without disabilities?

Assistive Technology

   An assistive technology device can be the key to learning for many students with disabilities. 

            For example:

·       an FM listening device can help a student with hearing loss hear in the classroom

·       a communication device can enable a nonverbal student express himself

·       apps on a handheld device may motivate students to learn sequencing

·       specially adapted pens may assist students with reading

Special education regulation 300.5 states that “Assistive technology device means any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability. The term does not include a medical device that is surgically implanted, or the replacement of such device.”

What assistive technology device has helped your child learn?

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