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Showing posts from June 30, 2019

#Transition Planning Checklists

Transition Planning Checklists Transition services must be included in the IEP that is in effect when your child turns 16 - but the IEP team can plan earlier if appropriate. Some states require earlier planning. Your child's IEP transition plan should be based on his individual needs, interests, and choices - with goals that address what he is doing now and what he wants to do when high school is over. from Wrightslaw

Mealtime and Children on the Autism Spectrum: Beyond Picky, Fussy, and Fads

from IRCA: Mealtime and Children  on the Autism Spectrum:  Beyond Picky, Fussy, and Fads Contributed By: Marci Wheeler, M.S.W.  Eating and feeding are common topics among parents of young children. First time parents learn and gather information about how and what to feed their children, what to expect during different stages of development, and how to promote positive and healthy eating habits. Many children develop what are described as mild feeding or eating problems at some point in their development. Doctors may take a few minutes at each visit to screen for feeding and diet issues along with measuring growth status. Doctors and nurses will listen and give some guidance for common feeding and nutrition issues. Many problems of picky eating and mealtimes are resolved with a little guidance and some patience. However, parents of children on the autism spectrum often seek further guidance and support for what are frequently much more severe eating problems. Many parents of c


by Britta Nieman W hen I started to seriously think about the day my parents will no longer be around to care for my brother, I realized there was a lot I needed to know. There were also things that I didn’t even know to ask about. Having a conversation with my parents about the future was not easy, but once I identified some specifics, it started to feel less overwhelming. I also like to think it helped give my parents some peace of mind to have some planning in place. There are going to be individual variations in what topics to cover, but the following Ten Things to Talk About are ones I’ve found to be the most important. Even the ones that don’t seem as urgent, like building a community network, are just as vital as those that are related to financial and legal issues. In the end, what we siblings are trying to do is get a handle on aspects of our brother/sister’s life that help make it as stable, safe and fulfilling as it can be. 10 THINGS FOR SIBLINGS TO ASK ABOUT

House Enrolled Act 1484 – Language Development for Children Who Are Deaf or Hard of Hearing

To: Special Education Directors and Staff From: Nancy Holsapple, Director of Special Education Date: June 28, 2019 Re: House Enrolled Act 1484 – Language Development for Children Who Are Deaf or Hard of Hearing Background: House Enrolled Act (HEA) 1484 focuses on language development for children who are deaf or hard of hearing (DHH) and who are less than 11 years of age. The law will go into effect on July 1, 2019 and can be found in the Indiana Code under IC 20-35-12. Guidance: The Director of the Center for Deaf and Hard of Hearing Education (CDHHE) shall appoint an advisory committee tasked with advising and assisting the CDHHE in developing language milestones for a parent resource, approving tools and assessments for the assessment of DHH children, and developing and preparing a parent resource. No later than March 20, 2020, CDHHE shall establish a list of language developmental milestones and provide to the advisory committee those milestones. The advisory committee shall

Senate Enrolled Act 325 - Student Mental Health

To: Superintendents and Principals From: Robin LeClaire, Director of School Improvement Stephen Balko, Director of School Safety Christy Berger, Assistant Director of Social, Emotional, and Behavioral Wellness Date: June 28, 2019  Re: Senate Enrolled Act 325 - Student Mental Health Background: Senate Enrolled Act (SEA) 325 establishes the Student and Parent Support Services Grant program authorizing the Indiana Department of Homeland Security’s Secured Schools Board to provide grants toward the implementation of a student and parent support services plan (Service Plan). SEA 325 urges the Legislative Council to assign an appropriate interim study committee the task of studying school districts, within and outside of Indiana, that have: (1) implemented trauma informed approaches in the school districts; and (2) worked with community partners to provide systems of care for students. Guidance: The bill establishes the Student and Parent Support Services Grant program to provide gra