3. does my child have a learning disability? · 2009. 10. 15. · many people have learning...

KID SMART Unit: Working with Schools

B-13Agricu ltural Extension S ervice, The U niversity of Ten nessee ● Tennessee State Universi ty Cooperative Extension Program

Many people have learning

Learning disab ilities are not the resu ltof poor parenting.

Children with learning disabilities can

Parents must help at home with

Parents and children with learning

learn signs for some common

identify perso ns who can assist the ir

adopt one or more recommended

Child'�s jigsaw puzzle with a missing

Flip chart and markers or cha lkboard

Overhead projector and screen

"Reading Test"� handout or

"Reading Test Key"� handout or

"Early Signs of Learning Disabilities" �

"Let'�s Compare ADD and ADHD" �

"Ways Parents Can Help"� handout

"Medicines and ADD"� handout (B-3-f)

'O

3. Does My Child Have a Learning Disability?

At a Glance...

Children who are having difficulty withschool may have a learning disability thathas not been found. Attention DeficitDisorder (ADD) is one of the mostcommon learning disabilities in schools.Once their disabilities have been found,children with learning disabilities cansucceed in school with help fromteachers, parents and medicines.

Time Required

1 to 1 ½ hours; allow more time if youinvite a guest speaker.

Core Concepts

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disabilities.

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of poor parenting.

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learn and succeed in school if theyare given the right help.

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children who have learningdisabilities. Teachers cannot fix theproblem alone.

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disabilities have the right to meet withteachers and other school personnelwho are working with the children todesign an Individual EducationProgram (IEP) for each child.

Objectives

Parents will:

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learning disabilities;

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children with learning disabilities; and

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practices for helping their childrenlearn at home.

Materials

❏piece or two

❏and chalk

❏

❏transparency (B-3-a)

❏transparency (B-3-b)

❏�

handout (B-3-c)

❏�

handout (B-3-d)

❏�

(B-3-e)

❏ �

❏ "A Parent's Guide to the IEP" handout(B-3-g)


B-14 Agricu ltural Extension S ervice, The U niversity of Ten nessee ● Tennes see State U niversity Cooperative Extens ion Program

Put a puzzle together Give each participant a puzzle piece or two from a child'� s jigsawpuzzle. Make sure that one or two pieces of the puzzle are not givenout. (If you have only one participant, allow them to put the puzzletogether alone, but be sure to leave out one or two pieces.)

Inst ruct the group that they must put the puzzle together. When allpieces are in place, point out that one or two pieces are missing.Explain that not having all the puzzle pieces is a little bit like having alearning disability. You are given a task to do but you do not haveeverything you need to complete it. Explain that today we will betalking about learning disabilities and how to help children with learningdisabilities.

This lesson may require more teaching and less facilitating than otherPACE lessons. However, if you have participants with children whohave been diagnosed with learning disabilities, or who suspect thattheir children may have learning disabilities, you may have quite a bitof discussion from participants. Be careful to keep the session fromturning into a gripe session about schools, teachers, doctors, etc. Youmay identify someone in your community who deals a lot withlearning disabilities (psychologist, pediatrician, guidance counselor,resource teacher, special education teacher) who can speak to yourgroup about this topic.

Ice Breaker

Facilitator'�s Script

Sometimes people have a learning disability that interferes with their ability tounderstand written words. That disability is cal led dyslexia (dis . lex �. ee . ah).W hen per son s ha ve t his dis abi li ty, the y do n'�t se e le tte rs o n th e pa ge t he s ameway that others see them. For example, they might see the word "dog"� as "god" �or "pog"� or "gop"� or some other combination. Let me show you what I mean.


B-15Agricu ltural Extension S ervice, The U niversity of Ten nessee ● T ennes see State U niversity Cooperative Extens ion Program

Distribute copies of "Reading Test"� (B-3-a) to part icipants or use it asan overhead. Give them time to try to figure out the text.

Distribute copies of "Reading Test Key" � (B-3-b) or use it as anoverhead.

Distribute copies of "Early Signs of Learning Disabilities"� (B-3-c).Briefly review some of the behaviors listed.

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Difficulty with language and reading is the most common learning disability.

Another common disability is difficulty solving math problems or learning

Some people have a hard time forming letters correctly or keeping their

Others have problems understandi ng language even though the y have

This is what a printed page might look like to someone with dyslexia. Can youread what the words say? Did it take you longer to understand than if the wordshad been written in the correct order?

Now you can understand why people with dyslexia have great difficulty learningto read or spell -- even though they may be very smart. Now let'�s look at theparagraph as it was originally written.

Isn'�t this much easier to read?

A learning disability is a disorder in the way the brain processes written orspoken words. It may be a problem in listening, thinking, speaking, reading,writing or spelling or in a person' �s ability to do math -- even though the personhas average or above-average intelligence. Learning disabilities are not thesame as learning problems that are caused by physical disabilities, mentalretardation, or emotional problems. About one in seven people has one or more learning disabilities:

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math concepts.

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writing in the lines.

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normal hearing and vision.

How do we know if our children have a learning disability? There are severalearly signs of learning disabil ities.



Distribute copies of "Let'� s Compare ADD and ADHD"� (B-3-d). Takea few moments to review the characteristics of ADD and ADHD.

Most young children will have one or two of these behaviors at different times, butwhen they show several of these behaviors most of the time, they are likely to have alearning disability. When learning disabilities are found early, children are more likelyto get the help they need and to be successful in school and in life.

Because Attention Deficit Disorder or Attention Deficit Hyperactivity Disorderseems to be the most common learning disabil ity diagnosed in children today, wewill talk about it in greater depth.

Chi ldr en wi th "Att ent ion Def ici t Di sor der" � (or A - D - D) u sua ll y ha ve a har d ti mepaying attention. These children may be easily distracted from activities thatrequire listening. They may be able to focus on fast-paced activities such as videogames, television programs, movies, or activities on computers, but often theyhave trouble paying attention at school or at home. Children with ADD may havenormal or high intell igence. They may have lower-than-normal activity levels,normal activity levels, or high activity levels.

Children with high activity levels have what is called "Attention DeficitHyperactivity Disorder"� (or A - D - H - D). They are more likely to be diagnosedbecause their high activity level makes parents and teachers notice them.

This handout shows how ADD and ADHD are alike and how they are different. ButI will be using the term �"ADD"� to describe both conditions just to make thingseasier.

How many of you know a child or children who have been diagnosed with ADD?Estimates are that between 3 percent to 20 percent of the population have ADD!Boys are much more likely to be diagnosed with ADD than are girls. This meansthat at least one or two children with ADD are in every classroom.

What are some of the characteristics of the children you know who have ADD?


B-17

Not paying attention

Having problems with schoolwork

Being very disorganized

Easily getting off the subject or task

Doing t hings witho ut t hinking

Const antly moving o r running a rou nd

Talking a lot

Interrupting others

Having trouble getting along with others

B-17Agricu ltural Extension S ervice, The U niversity of Ten nessee ● Tennes see State U niversity Cooperative Extens ion Program

List characteristics on a flip chart or chalkboard. Add any thepart icipants fail to mention. Refer t o "Let' s Compar e ADD andADHD"� (B-3-d) for ideas. The most common ones are:

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Distribute "Ways Parents Can Help"� handout (B-3-e).

It is not your fault. You are not a bad parent for havin g a child with ADD.

It is not your child'�s fault. Your child is not bad beca use he or she has ADD.

You are not alone. Thousands of other parents have children with ADD.

There are changes you can make at home that will help your child.

There are medicines that may help your child, but they will not take the

Most children will act i n these ways sometimes. When children show several ofthese behaviors most of the time -- and when they show them at school and athome or at church or other settings -- they may have ADD.

According to Dr. Kathi J. Kemper, a pediatrician who works with children withADD, there are some things parents should know about ADD:

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place of the changes you make in your child �s home life.

Here are some things you, as parents, can do at home that may help your childdeal with ADD.

1. Notice when your child does the things you ask, such as followingdirections or doing chores. Be sure to say "thank you"� or to praise your childfor following the directions. Notice when your child completes a task andcompliment him or her for getting the job done.


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Asking you and your child about the problems.

Getting results of i ntelligence an d achievement tests.

Testing the chil d for hyperactivity.

Getting reports from teachers or others who work with the child at school.


2. Have a cl ear and consis tent sc hedule for the day. Each day, go to bed atthe same time; get up at the same time; eat meals at the same time in aplace away from distractions like the TV; set time for homework, chores andplay; and try not to change schedules much on holidays or weekends.Knowing when things are supposed to happen will make things easier for achild with ADD.

3. Keep directions short and simple. You may have to give directions everyday for regular activities such as getting ready for bed (wash your face,brush your teeth, put on your pajamas, hang up your clothes, put out yourclothes for tomorrow). Try not to give too many directions at once. When onetask is completed, praise the child for getting that job done, then give thenext task.

4. Ask the teacher about getting help for your child if he or she is havingproblems with school. You may be able to get free tutoring or homeworkhelp for your child if you let the teacher know about your interest.

5. Select sports with care. Sports are a good way to burn off extra energy, butsome sports are better for children with ADD than others. Sports that havelarge numbers of players (like soccer), that have long periods of doingnothing (like baseball or golf), or that put the child far away from the coach(like soccer or football) may be difficult for a child with ADD. Sports likekarate, tennis or gymnastics may be better for children with ADD becausethe children get more personal attention, the sports are more individual, andthe children learn skills that can improve their self-esteem.

6. Limit time watching television. Children should not watch more than twohours of television daily, especially if they have ADD. Because television isone of the things children with ADD usually do not have problems focusingon, spending a lot of time in front of the TV does not help children learn howto focus on other things.

7. See your doctor about medication. Try to find a doctor who specializes intreating ADD. Your regular doctor or a school guidance counselor may beable to help you find a doctor who knows a lot about ADD. The doctor shouldlook at several things to decide if your child has ADD. These include:

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Distribute and review copies of "Medicines and ADD"� (B-3-f).

Invite participants to share ideas or problems.

After the group has discussed the problems, offer the followinginformation from experts in the field.

The doctor may want to prescribe medicine for your child to help him or herfocus better. Here is a handout that lists some questions parents should askabout any medicine that the doctor may prescribe for ADD. It also tells abouthow to use the medicines correctly. Let'�s take a closer look at the questions.

Do any of you have children with ADD (or ADHD)? Do you have any tips youwould be willing to share that have worked for you in improving your child'�sbehavior?

Do any of you have problems you would like help correcting?

Children with ADD often have behavior problems at home and at school.However, children should not be allowed to use ADD as an excuse for behavingpoorly or for making bad grades.

Parents can help children to see that having a learning disability does not meanthat they are "� dumb"� or "slow".� It just means they learn differently and that theywill need to work with their parents and teachers to figure out ways to learn whatthey need to know. It also means that parents, teachers and children will need tothink of ways to help children control their behavior.

Here are some ways parents can try to help their children reduce improperbehavior. Some of these ideas we'�ve mentioned before, but it �s always a goodidea to review them.



List these items on the flip chart or blackboard. Use the text toelaborate, as needed.

1. Ignore improper behavior.

2. Notice proper behavior.

3. Use "time out". �

4. Use a reward system.

5. Set fines for improper behavior.

6. Identify choices or consequences.

1. Ignore improper behavior. When behavior is irritating or inappropriate butnot dangerous to the child or others, ignoring the behavior may be the bestway to stop it. This is hard to do. Children with ADD want attention. Often,they learn that the surest way to get attention is to misbehave. If they do notget attention for poor behavior, sooner or later they will stop the behavior.

The hard part is that parents must be ready for the child to try over and overto get their attention by misbehaving. Parents must not give in and giveattention to these behaviors. For example, if a child whines, do not give inwhen the whining keeps going on and on; if you do, it simply reinforces thatbehavior and convinces the child it is worth doing again in the future Thiscan be tough! But when you have outlasted your child, reward yourself fornot reacting as you usually do to the behavior.

2. Notice proper behavior. Just as you ignore the behavior you want to stop,you should give attention to behavior that you want your child to do. Whenyour child asks for something in a pleasant voice and says "please",� tell yourchild that you are glad that he or she has asked in such a nice way. You donot have to give the child what is asked for at that time, but you might saywhen or how the child might earn it later.

Paying attention to good behavior is harder than reacting to bad behavior,because good behavior is not loud or disruptive. It will take lots of patienceand paying attention to what is going on to ignore poor behavior and tonotice proper behavior.


B-21

Practice time-out before you use it. Tell the child you are going to

For very young children, do not send them to another room. Rather

Time-out should be no more than 12 minutes for any age of child.


3. Use "time-out".� Time-out can be used for behaviors that involve actingout or that are aggressive (for example, hitting, fighting, talking back,breaking objects, yelling, hurting others, name calling or cursing). Time-outserves two purposes. It takes the child out of the situation where he or shewas acting out, and it takes attention away from the negative behavior.

Time-out should not be used for whining, pouting, fearful or timid behavior,and it should not be used for forgetting something or fai ling to do a task.Time-out is putting a child in a room that is safe and where he or she won'�tget attention from others.

Set a kitchen timer for one minute for each year of age for the child (forexample, three minutes for a three-year-old) and place it outside the door.The child is not allowed to come out until the timer goes off. No one is to talkto the child while he or she is in time-out. When time is up, the parent shouldask the child why he or she was sent to time-out. If he answers correctly, theparent says, "� "That is right"� and allows the child to go back to regularactivities. If she cannot give the reason, she should be told why she wassent to time-out and then allowed to go back to regular activities.

Parents should not scold the child further. Making a scene will tell thechild that this is a good way to stir up some excitement and to push parents �buttons.

If you �ve never used time-out before, here are a few tips:

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practice. Pretend the child has just hit his sister (or name anotherbehavior that is a problem with that child). Send the child to the time-outroom. Set the timer for 1 minute for each year of age. When the timergoes off, allow the child to come out and ask why he was sent to time-out. If he answers correctly, say "That is right,"� and send him on his way.If he can'�t answer, give the correct answer, and send him on his way.Make sure he knows this was a practice, but that when he misbehavesin the future, this is what will happen.

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have a chair for them to go to for time-out where the parent can seethem. Do not talk to your child during the time-out.

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If a child resists going to time-out, you may decide to take away a

When more than one child is involved in improper behavior, such as


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privilege, such as watching TV or going to a movie.

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fighting, all should go to time-out in separate locations. It does notmatter who started the fight. Parents can ask the children when theyleave time-out what they could do to solve their problem. This will helpthem to start thinking before they act.

4. Use a reward system for behavior. Children with ADD often do well whenthey can see how they are doing. This can be done by setting up a token jar.Every time the child shows the proper behavior, he or she is given a token(penny, button, dried lima beans) to put in a small clear container. When thecontainer is full, the child gets a reward such as a trip to the zoo, a trip to afavorite restaurant, a wished-for toy, or whatever will make your child want toearn the reward.

Make a list of the behaviors you want, such as picking up toys, hanging upclothes, finishing homework, making the bed, feeding the dog, and so on.Each time the child does the behavior, he or she gets a token to put in thejar. You may have to remind children to do the desired behavior, but as longas they do it, they should get a reward. Children under the age of nineusually do best if parents focus on rewarding positive behaviors only.

5. Set fines for improper behavior. Children ages nine and up need to berewarded for proper behavior, but they also need to be fined for improperbehavior. Make a list of the improper behaviors that you want to correct.They may include talking back, calling names, fighting, throwing fits, and soon. When children act appropriately, they get a token or a point. When theyact inappropriately, they get two tokens or two points taken away.

This will help children see whether they are improving their behavior and willencourage them to decrease improper behavior.

However, it is important that children with ADD be allowed to succeed.They fail often and need encouragement. For example, if a child has aproblem with his temper, he may need a reward for having fewer tempertantrums today than yesterday. If you take away points for each tempertantrum, he may lose all his tokens or points and become discouraged andgive up.



Optional Activity:If you have several class part icipants who have children with learningdisabilities or who think their child might have a learning disability,invite a guest speaker such as a school guidance counselor or a specialeducation teacher to talk to the class. They can discuss the rights ofchildren with disabilities and the resources that may be available tothem through the school system. They may be able to share additionaltips for parents to help children with learning disabilities.

Distribut e cop ies of "A Parent � s Guide t o the IEP"� (B-3 -g) t o anyparticipants who want it.

NOTE:

Participants in this session may have learning disabilities themselves.Often those who did not do well in school may have had a learningdisability that was not found, or they did not receive the help theyneeded. Adults with learning disabilities can be helped, too.

Check with your local adult literacy or adult basic education programs tosee what help might be available for adu lts with lea rning disabilities. TheTennessee Literacy/GED Hotline is 1-800-531-1515.

6. Identify choices or consequences. Children need to know what to expectwhen they disobey or use poor behavior. If they know in advance what willhappen (or the consequence) when they disobey, they might think beforeacting. When they complain about what happens as a result of their poorbehavior, the parent can remind them that they knew what the consequencewas when they chose that behavior.

If any of you have children with learning disabilities or whose children areinvolved in special education programs through school, I have copies of ahandout titled "A Parent �s Guide to the IEP". � "� IEP" � stands for "IndividualizedEducation Program",� which is a document that describes the educational plan fora student with a disability. The handout explains what the IEP is and what toexpect from an IEP meeting.



�

Attention Deficit Disorder available online at

Cele brity Quiz available online at

"Early warning signs that your child has a learning disability",� from the

http://www.ldonline.org

Fenn, W., Koch, S., Lemmon, P., Oden, B., Pearce, J., Rogers, B., &

Flick, G. L. (1996). Power Parenting for Children with ADD/ADHD: A

Kemper, K.J., � ADHD Changes Begin at Home. � from the Holistic Pediatrician

Shrank, L.W. (1998) Why C an �t Mich ael Pa y Atte ntion ? Atte ntion Deficit

A Student �s Guide to the IEP , available online at

Final Thoughts

If your child is having problems in school, watch him or her for signs of alearning disability (look at handouts "Early Signs of Learning Disabilities"� and"Let �s Compare ADD and ADHD"�).

If you see signs of a learning disability, make an appointment with the teacher orguidance counselor to discuss your concerns.

Material for This Lesson

Was Taken from the Following Sources:

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http://onhealth.webmd.com/conditions/resource/conditions/item,217.asp.

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http://www.ldonline.org/kidzone/inter_act/celebrity_quiz.html

●� Coordinated Campaign for Learning Disabilities available online athttp://www.ldonline.org

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Sterlacci, H.. (November 1999) "What is attention deficit disorder". � InComeau, J.K., (Ed.) Family Information Services Professional ResourceMaterials. Minneapolis, MN: Family Information Services.

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Practical Parents � Guide for Managing Difficult Behaviors. West Nyack, NY:The Center for Applied Research in Education.

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available online at http://onhealth.webmd.com

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Hyperactivity Disorder: Study Guide. Lake Zurich, IL: The Learning Seed.

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http://www.ldonline.org/kidzone/speak_up/iep_guide.html


Agricu ltural Extension S ervice, The U niversity of Ten nessee ● Tennes see State U niversity Cooperative Extens ion Program

Handout & Transparency B-3-b

Reading Test Key



Handout & Transparency B-3-a

Reading Test


Agricu ltural Extension S ervice, The U niversity of Ten nessee ● Tennessee State Universi ty Cooperative Extension Program

Is late talking, compared to other

Has problems pronouncing words.

Doesn'�t use as many words as do other

Has problems rhyming words.

Has trouble learning numbers, the

Is very restless and easily distracted.

Has trouble getting al ong with peers.

Has problems following directions or

Has trouble learni ng sounds of letters.

Gets basic words mixed up (run, eat,

Often makes the same reading and

Reverses number order and gets math

Has a hard time remembering facts.

Slow to learn new skills; memorizes

Acts without thinking; doesn' �t plan

Holds pencil in an awkward manner.

Has trouble learning about time.

May be clumsy, bump into things, and

Language disabilities in which a person has trouble reading or understanding words, sentences

Mathematical disabilities in wh ich a person has a very difficult time so lving arithmetic problems

Writing disabilities in which a person finds it hard to form letters correctly or write within a

Sensory disabilities in which a person has problems understanding language despite normal

Handout B-3-c

Early Signs of Learning Disabilities

Preschool Grades K - 4

★children.

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★children of the same age; often unableto find the right word.

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★alphabet, days of the week.

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★routines.

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★want).

★spelling errors, including reversingletters (b/d), inverting letters (m/w),transposing letters (felt/left), andsubstituting letters (house/home).

★signs mixed up (+,-,x,/,=).

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★ answers but doesn �t understand whythe answer is correct.

★ahead.

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★ be prone to accidents.

Common Learning Disabilities

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or paragraphs.

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and grasping math concepts.

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defined space.

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hearing and vision.

Source: �The Coordinated Campaign for Learning Disabilities, � available online athttp://www.ldonline.org/ldindepth/general_info/ccld_early_warning.html



Daydreamer Hyperactive

Often diagnosed in middle Impulsive -- does Often first diagnosed in

Main problem: paying attention ● Hyperfocus -- may Main problem: oppositional

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Tends to be a perfectionist;10- Low self-esteem Trouble staying in a

Attention prob lems at home Behavior problems at home

Anxiety or fear 20% have add itional

May be quiet or clowning

May give up or act out when

20-30% have a dditional

80% have additional learning

Handout B-3-d

Let �s Compare ADD and ADHD

ADD Both ADHD

● ● Pays attention tosome things, butnot others

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school or high school●

things without thinking

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kindergarten or first grade

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focus on one thingand tune outeverything else.

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behavior such as talking backor not following directions

Not obviously impulsive Poor social skills Argues with teacher

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20% are obsessive/compulsive● ●

confined space such as desk at school

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● ● learning differences

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frustrated

● depression

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differences

Source: Fenn, W., Koch, S., Lemmon, P., Oden, B. , Pearce, J., Rogers, B., & Sterlacci, H. (1999). � AttentionDeficit: How to Succeed in School. � In Comeau. J. K. (Ed.) Family Information Services ProfessionalResource Materials. November 1999, Minneapolis, MN: Family Information Serv ices.



Handout B-3-e

Ways Parents Can Help

Parents can help their children with ADD/ADHD by doing the following:

1. Notice when your child does the things that you ask. Noticing positive behavior isthe best way to get your child to repeat that behavior.

2. Have a clear and consistent schedule for the day. Children with ADD/ADHD needlots of structure to know what they should be doing. A regular schedule helps themto know what is expected of them.

3. Keep directions short and simple. Children with ADD/ADHD have a hard timepaying attention. If they are given too many instructions at once, they will not beable to remember what they are supposed to do.

4. Ask the teacher about getting help for your child if he or she is having problems inschool.

5. Select sports with care. Often, children with ADD/ADHD have trouble working ingroups. They may do better in individual sports such as swimming, golf, tennis,karate, or gymnastics than they would in team sports such as basketball, soccer orfootball.

6. Limit time watching television to no more than two hours per day. Televisionprograms reinforce the short attention span that is already a problem for childrenwith ADD/ADHD.

7. See your doctor about medication. It is important that children be tested todetermine if they have ADD/ADHD before medicine is prescribed. If the doctorthinks the child will do better with medicine, it is a good idea to try it. Medicationmay help a child with ADD/ADHD to pay attention and finish work. Medicine will notcure ADD/ADHD.


Follow your doctor'�s instructions exactly. Don' �t take the medicine more often than

Talk with your child about ADD and the medication. Explain that med icine can help him

Go to all follow -up appointments. Your doctor must closely check the use of medicines for

Keep a record of responses to medicine. Does your child get worse when the medicine

Many of the c ommon side effects de crease afte r 2 to 3 week s.Learn about medication "holidays". � These are periods when a person temporarily stops

Be realistic about what medicine can do. Remember, medicine isn'�t a cure. People respond


Handout B-3-f

Medicines and ADD

Managing Medication for ADD (Ask your doctor or pharmacist these

questions.)

1. What is the name of the medicine?

2. What does it do?

3. How long does it take to start working?

4. Are there any possible side effects or allergic reactions I should be aware of? How will Irecognize them?

5. When should I give this medicine?

6. Should he take this medicine before, during, or after meals?

7. Are there any foods that should not be mixed with this medicine?

8. How long should she take the medicine?

9. If he is taking other medicines, including over-the-counter medicines like cough syrup oraspirin, tell the doctor and ask if he can take this medicine at the same time.

10. Does this medicine need to be stored at a special temperature? That is, will it go bad if themedicine gets too hot or too cold?

Tips for Managing Medication

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instructed or change the amount yourself. Ask what to do if a dose is missed.●

focus and p ay attention. But it won'�t automatically make h im a better studen t. If an older childtakes medicine without supervision, make it clear that she must take it only as instructed. Tellher never to share it with anyone.

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begins to wear off in the late afternoon or evening? If so, your doctor may be able to adjust theamount he takes. Report any side effects to your doctor right away. Talk with your doctor if youfeel the medicine is not working. She may be able to adjust the amount or change medicine.

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taking the medicine (under the directions of the doctor). This may happen on weekends orduring vacation. Medicine holidays can help the doctor decide whether the medicine is stillneeded. Medicine holidays may help if you are bothered by -- or worried about -- medicineside effects.

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to medicines differently.

Source: Fenn, W., Koch, S., Lemmon, P., Oden,B., Pearce, J., Rogers, B., & Sterlacci, H. (1999). �Attention Deficit:How to Succeed in School. � In Comeay, J.K., (Ed.) Family Information Services Professional Resource Materials.November 1999, Minneapolis, MN: Family Information Services.


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The studentHis or her parents or legal guardiansTeachersTherapistsCounselorsPrincipalOthers that the student or the school thinks can help plan the program


Handout B-3-g / 1 of 6

A Parent �s Guide to the IEP

This information was adapted from "A Student' �s Guide to the IEP" � prepared by the NationalInformation Center for Children and Youth with Disabilities, available online athttp://www.ldonline.org/kidzone/speak_up/iep_guide.html

SECTION I: What is an IEP?

1. What is an IEP?IEP stands for �Individualized Education Program. � The IEP is a document that describes theeducational plan for a student with a disability. The IEP talks about the student'�s disability,what skills the student needs to learn, what the student will do in school this year, whatservices the school will provide, and where the student �s learning will take place.

2. Why do students with disabilities need an IEP? First, it �s the law. The Individuals with Disabilities Education Act (IDEA) requires each studentwith disabilities who receives special education services to have an IEP-- an educationalprogram written just for him or her.

Second, the IEP helps the school meet the student �s special needs. It also helps studentsplan educational goals for themselves. That is why it is called IEP -- because it is anindividualized education plan.

3. What is the purpose of an IEP?The purpose of the IEP is to make sure that everyone -- you, your child and the school staff �knows what the stu dent'�s educational p rogram will be this year.

4. Where is the IEP developed?The IEP is developed during a meeting where the people who are concerned with thestudent �s education meet to discuss and develop the IEP goals and objectives for the nextyear.

5. Who comes to the IEP meeting?The meeting can be attended by:●

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6. How often is the IEP meeting held?The law requires the IEP be reviewed and revised at least once a year, which means havingat least one IEP meeting each year. However, the student, parents or the school can ask formore IEP meetings, if any of them think that is needed.



Sections of the IEP

By law, the student �s IEP must include certain information about him or her. This information isusually organized into the sections listed below. When you or the student looks at the currentIEP, you will probably see these sections or information. The new IEP will also have thesesections or information:

1. Current levels of educational performance: This section includes specific information abouthow the student is doing in school and sometimes in other areas of life.

2. What special education and related services the school will provide.

3. How much of the school day will be spent in regular classrooms.

4. Goals for the year.

5. Short-term objectives (the steps that make up the annual goals).

6. When the school will start providing services to the student and how long the services areexpected to last.

7. How the school will find out if the student is meeting the goals and objectives (called �evaluation criteria � ).

8. Assistive technology devices (such as a computer or communication board) the school willprovide to help the student.

9. For high school students, transition services needed to help the student get ready for lifeafter finishing high school.


7. How long does an IEP meeting last?Around 30 minutes to 1 hour.

8. Why should your child take part in the IEP meeting?It �s your child �s educational program that everyone will be discussing in the meeting. Yourchild �s opinions are an important part of this discussion.

SECTION II: How to Develop the IEP

What to Do Before the IEP Meeting

1. Check with the special education teacher or the guidance counselor at school to see whenthe IEP is due to be revised.

2. If you would like to have an IEP meeting before that time, let the special education teacher orguidance counselor know.

3. Ask for a copy of the current IEP.

4. Read the IEP carefully. The IEP has different sections. These sections are listed below.


What is the disability called?

How does the disability affect your child in school and at home? (For example, what

What does your child think is important for others to know about th e disability?

Start with clean sheets of paper. Title one page �Strengths � and another page �Needs. �

Ask these questions:

What classes is your child taking? Make a list.

Which is the best class?

�What is it that your child does well in this class? These are his or her strengths.

What helps your child do we ll? These can also be strengths. (Example s: Interest in

�Which class is the hardest?

What �s the hardest part of this class?

These are the areas that need to be worked on during the schoo l year. (Examples:

Go class by class and make a list of what is hard in each one. Be specific -- for

What things could be do ne to help your child do better in each class?

Agricu ltural Extension S ervice, The U niversity of Ten nessee ● T ennes see State U niversity Cooperative Extens ion Program

Writing the IEP

Ask your child to help with this process if he or she is old enough to understand and answeryour questions. High school students may be able to complete this part alone.

1. Begin with several sheets of clean paper and a pen or pencil. (If you like using a computer,that'�s fine, too. So is a tape recorder! Or ask a friend to take notes for you.)

2. Start by describing the disability or have your child describe the disability.

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things in school are harder because of the disability?)

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3. Look at the current IEP goals and objectives. Do you think your child has met those goalsand objectives? Put a check next to the goals and objectives that have been met.

4. What goals or objectives have NOT been met? Write those down on paper. They may beimportant to include on the new IEP.

5. What are your child �s strengths and needs in each class or subject? Make a list or haveyour child to make a list. This can be hard to do. Here are some tips to help:

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❏(Examples: read, write, listen, work in groups, work alone, draw, do homework)

❏the subject; memory; patience; determination; effort; the help of others, such asthe way the teacher presents new information)

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Paying attention, reading the book, listening, staying in the seat, remembering newinformation, doing homework, doing work in groups)

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example, in math class, it might be "fractions", �"word problems", � or some other mathskill that is very difficult.

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5. Make sure you understand the sections and information in the current IEP. If you don'�tunderstand something, ask the teacher to explain what is written in the current IEP. Askquestions!


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Note-taking acc ommodations:

Use a tape recorder in the classroom

● Use another student �s note ● Use computer or typewriter

Have a note-taker in the class

Test-taking a ccommodations:

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● Take test in quiet area ● Take test orally

Additional accommodations:

● Use of a calculator or dictionary in class ● Use of textbooks-on-tape

● Additional time to get from class to class ● Seating at the front of the class


List of Accommodations

Section 504 of the Rehabilitation Act of 1973 is another important federal law for people withdisabilities. This law states that reasonable accommodations must be made. But what arereasonable accommodations?

1. Reasonable accommodations are things the school or teacher(s) can do to make it easierfor the stude nt to learn -- adapting or ad justing what stud ents are learning or how they'�reteaching.

2. Some common accommodations schools make for students with disabilities are listedbelow.

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● ● Use teacher's notes

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● Extended time on test Have test read to the student

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● Restroom use (medical accommodations) ● Extra set of te xtbooks for ho me


6. Check with your child'�s teachers. Do they think the goals in the current IEP have been met?What goals haven'�t been met? Add their ideas to the list started in Step 4 above.

7. Ask teachers what they believe your child'�s strengths and needs are in each class or subject.Write their ideas down.

8. Develop new goals and objectives for this year, using the list of strengths and needsdeveloped by your child, teachers and yourself.

9. Describe the accommodations that might be needed in each class to meet the new goals andstrengths.

10. For older students, talk with your child about his plans for the future and what he wants to doafter he finishes high school. Help him find out what he should be doing this year to getready. This is called "�transition planning". �

11. Work with your child and the teachers to write a draft IEP document that includes all theinformation above. Make a copy to take to the IEP meeting. Make copies for everyone elsewho will be at the meeting.



An InvitationPlease come to the IEP meeting for (child'�s name) and share your ideas.

Date: Wednesday, October 23rdTime: 2:30 p.m.Place: Meeting Room 4

Signed, (Your Name)

P.S. If you cannot attend this meeting, please let me know when we canmeet to talk about (child �s name) �s IEP. Thank you.

Just to Remind You. . .I am looking forward to seeing you at (child'�s name) IEP meeting.

Wednesday, October 23rd

2:30 p.m., Meeting Room 4

Signed, (Your Name)

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Describe the disability.

Talk about strengths and needs.

Describe your child �s learning style (how he or she learns best and what gets in the way

Tell team members the accommodations needed and why they are needed.

Describe any medicatio n that is being ta ken or any medical ne eds that must be met (if

List educational goals and objectives.

Talk about the transition plan for the future.


Getting Ready for the IEP Meeting

1. Talk to the special education teacher about setting a time, date and place for the IEPmeeting. You and your child should make a list of who should be there.

2. Once the meeting is set, send everyone on the list an invitation like the example below. Ifyour child is old enough, the invitation can come from him or her.

3. To get ready for the IEP meeting, it' �s a good idea to think about what you want to say. At themeeting, you or your child will need to be able to:

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of learning).

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you are willing to share this information).

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4. If your child wants to talk at the IEP meeting, it is a good idea to practice what he or sheplans to say. She needs to practice with you, friends, a classmate or teachers.

5. One week before the IEP meeting, send a reminder to the people who will be attending:teachers, counselor, principal and others who have been invited. The note can be simple,such as the example below.


Her disability.

The strengths and needs she has in each of her classes.

Her learning style.

The accommodatio ns she needs a nd why she need s them.

Her goals and obje ctives for the ne xt year.

Her transition plans for the future.



Participating in the IEP Meeting

1. Make sure everyone knows each other. Your child may introduce them or have themintroduce themselves.

2. Speak up and maintain good eye contact.

3. Talk about the things you practiced or have your child share about:

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4. Ask for additional suggestions and comments on the IEP content. Be sure everyone has achance to talk and share their ideas.

5. Listen to ideas and suggestions from the other IEP team members. If you don' �t understandsomething, ask for an explanation.

6. Share your feelings about the goals and objectives that the other team members suggest.Ask for your childs' feelings. Try to come to an agreement about which goals and objectivesare important to list in the IEP. (If the meeting cannot be finished in the planned time, set atime and date for another meeting.)

7. Write down (or have someone else write down) everything that'�s been decided, so that a finalIEP can be written.

8. When the meeting is over, you and your child should thank everyone for attending.

After the IEP Meeting

1. Ask for a copy of the final IEP document. Go over it to be sure you and your child understandwhat it says.

2. Keep a copy of the IEP, so it can be looked over whenever needed.

3. Work to meet the goals and objectives in the IEP.

4. Review the IEP throug hout the yea r. If anything nee ds to be chang ed -- for example, go alshave been met in a class and new ones need to be written, or if more help is needed with asubject -- ask the special education teacher to schedule another IEP meeting.

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