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Showing posts from April 17, 2016

Least Restrictive Environment #sped

DEFINITION: Least Restrictive Environment (LRE) – Placement must allow the student to be educated with non-disabled students to the greatest extent appropriate for the student regardless of the student’s disability. For some students, this means that they will be educated in the general education classroom, but for others it will mean that they are with non-disabled students only for certain periods of time such as lunch, recess, or a particular class. According to Article 7  1. To the maximum extent appropriate, students with disabilities, including students in public or private institutions or other care facilities, are educated with nondisabled students.  2. Special classes, separate schooling, or other removal of students from the general education environment occurs only if the nature and severity of the disability is such that education in general education classes using supplementary aids and services cannot be satisfactorily achieved.  3. The CCC determines the placement

Contents of the IEP #sped

An IEP must include:  • The student’s present levels of academic achievement and functional performance - This means looking at the student’s current skills, both academically (such as reading, math, writing, and language) and functionally (such as fine and gross motor skills, personal care, behavioral, social, and emotional skills, and independent living skills). It also includes how the student’s disability affects his/her involvement and progress in the general education curriculum.  • Measurable goal(s) that the CCC expects the student to achieve over the next 12 months – This includes goals designed to meet the student’s academic and/or functional needs that result from the student’s disability. Well-written goals will help the student be involved and make progress in the general education curriculum to the fullest extent appropriate. Although previously required that the IEP include benchmarks or short-term objectives for every goal, they are now only required if the student p

Developing an IEP #sped

DEFINITION: Individualized Education Program (IEP) – The written plan that describes how the student will participate in the general education curriculum (if appropriate) and identifies the special education and related services that the school will provide to the student. Once the IEP is developed, the CCC must review the IEP at least one time each year and make changes to the IEP as needed. The CCC develops the IEP after considering all of the information about the student. The CCC must consider various general factors when developing an IEP, such as: • The student’s strengths,  • The concerns of the parent(s) for improving the student’s education,  • The results of any recent educational evaluations or assessments, and  • The student’s academic, developmental, communication and functional needs.  In addition, the CCC must consider special factors (when applicable) such as:  • Positive supports and interventions when a student’s behavior affects his/her learning,  • Suppor

FAQ for Medicaid Coverage of ABA

The Medicaid EPSDT (Early, Periodic, Screening, Diagnostic, Treatment) benefit provides preventive and comprehensive health care services for children under age 21 who are enrolled in Medicaid. EPSDT ensures that children, up through age twenty, receive appropriate medically necessary care including preventive and corrective developmental, and specialty services. This includes autism treatment benefits such as Applied Behavior Analysis (ABA) therapy for those children for whom it is medically necessary. It is the job of each state to make sure the full range of EPSDT services is available. Each state must also make sure that families of enrolled children are aware of and have access to those services that are medically necessary for their child. In Indiana, About Special Kids (A.S.K.), the Autism Society of Indiana (ASI), Family Voices Indiana , the Indiana Resource Center for Autism (IRCA) and The Arc of Indiana are working together to provide this information to families. This a

Tips for the CCC #sped

Being a member of a CCC may seem intimidating or overwhelming to some parents.  The following are some tips that have been offered to help the student’s parent(s) feel more comfortable during CCC meetings:  • Make a list of questions so you don’t forget them during the CCC meeting;  • If there is an evaluation report, talk with someone who can explain it in easy to understand terms; • Talk with the student’s teacher or other school personnel before the meeting;  • Talk to other parents who have participated in CCC meetings;  • Take someone with you who knows the student; or  • Take Article 7 with you to the CCC meeting.

Helping Families of Children with Special Needs to Understand Deductibles

One of the most confusing aspects for families of children with disabilities is the concept of deductibles and how that plays into cost-sharing.  Many parents will choose plans with lower deductibles, but this may mean there is also a level of fewer benefits, which could be particularly problematic for children with special health care needs. What is a Deductible? According to, the deductible is “[T]the amount you owe for covered health care services before your health insurance plan begins to pay.”  For example, if the plan’s deductible is $500, that’s how much you would have to pay before insurance kicks in.  Please note that there can be either individual or family deductibles under the plan.  (Each individual deductible generally will be lower than a family deductible for a similar plan.)  If you have an individual (“embedded”) deductible, each individual would have to reach that deductible before his or her healthcare costs would be covered.  If it’s a family

Family Voices Indiana Position Opening: Administrative Assistant

Family Voices Indiana is seeking an independent contractor to be an administrative assistant, working from home, approximately 10 hrs/wk. While all locations will be considered, close proximity to Indianapolis is preferred Requirements include : Proven admin or assistant experience Knowledge of  Microsoft Office and databases Excellent time management skills and ability to work independently Attention to detail and problem-solving skills Excellent written and verbal communication skills Strong organizational and planning skills Parent of a child with special health care needs preferred, but not required Responsibilities include: Compile, organize, and submit data for current grant reporting Coordinate with accountant for project expenses, including reconciling contractor billing Provide fiscal updates regarding project budgets and expenditures to Project Director and Board Review and update yearly timelines and reports for the organization Facilitate additio

Decisions in the CCC #sped

Information about the student is shared with and by all CCC members. Everyone can offer input into and participate in the discussion about the decisions to be made, such as:  • Is the student eligible as a student with a disability?  • If so, what disability category (if more than one was initially suspected)?  • If eligible, what are the student’s educational needs, and what special education and related services are appropriate to meet the student’s needs?  The actual decisions are between the parent(s) and the school representative authorized to commit the school’s resources. Decisions are not made by a vote or consensus of the CCC members. A CCC meeting is not a meeting controlled by a vote of ‘majority rule’. The only two individuals who have a final say in the final decision of the CCC meeting are the parent(s) and the public agency representative for the school. What is the Parent and School Disagree? For an initial placement (the first time a student is found eligible

Summer Camps and Programs

from IIDC: Summer 2016 Camps and Programs It’s that time of year again for families to start thinking about summer camps and programs! The  Indiana Resource Center for Autism  staff has compiled a directory of summer camps and programs that serve and/or include persons with disabilities. Parents are advised to investigate the opportunities presented below to determine the appropriateness of each activity for their family member.  More and more families are checking their local YMCA, Parks and Recreation department, and even private gyms and recreational facilities and finding that programs have been, or are being, developed for children and/or adults with disabilities. Some programs have an "inclusion coordinator" or other staff designated to support children and/or adults with disabilities. Within this listing, you will notice a few programs offered by these types of organizations around Indiana. You are encouraged to check with various organizations in your community

Can Participants Be Excused From the CCC? #sped

In some circumstances, a required member (i.e., the school representative, special education teacher, general education teacher, or the person explaining how the evaluation results impact instruction) may be excused from the meeting if the school and the parent(s) agree in writing that the member’s attendance is not necessary for all or part of the meeting. However, if that member’s area of curriculum or related services will be discussed or modified during the meeting and the member will miss the entire meeting, s/he must provide input in writing to the parent(s) and the other CCC members prior to the meeting and the parent(s) must provide written consent for the excusal. The school must obtain parental consent to excuse the required participant before the CCC meeting. If the parent(s) does not agree to an excusal of a required member of the CCC, the required member must participate in the CCC meeting or the meeting must be rescheduled.

Case Conference Meetings #sped

The CCC must meet:  • Within the stated timeline for an initial evaluation or reevaluation;  • At least annually;  • When requested by the parent(s) or school personnel;  • Within 10 school days of the date a student with a disability enrolls from another school district or state;  • Within 10 school days of a disciplinary change of placement;  • To determine an interim alternative educational setting (IAES); and  • Every 60 school days when a student with a disability has been placed on full time homebound services.  The school schedules the CCC meeting that is a “mutually agreed upon time and place” by the parent(s) and school personnel. Some schools set up the conference at the time parental consent (permission) for the evaluation is received. This is not required, but it does permit for increased flexibility in choosing convenient dates and times for all involved. Once the CCC meeting is arranged, the school will send the parent(s) a written notice of the CCC meeting tha