RESOURCES
There is a "Network of Support" for Everyone
It might not be readily apparent who is in your (and your child's) "network of support" - but please know, you have one. You might not know the question you want to ask, but you might know that something does not seem quite right. You may think that because your school has not reached out, they have no help to offer. You and your child may be in crisis, and you might be frightened of asking anyone anything, but prefer to just figure out how to survive until tomorrow.
I was this person. I was scared. I did not know who to talk to, and no one was reaching out to me when there were signs of clear need. My son has diagnoses of multiple psychiatric disabilities, which if you're familiar with the DSM manual, change over time and with age. Based upon his diagnosis, he is a student with a disability, and as such, he is entitled to supports and accommodations under Section 504 of the Rehabilitation Act (automatically)... and if he's found to qualify under the Federal IDEA, he's entitled to receive services related to his disability in order to access his free and appropriate education (his FAPE), and he's also entitled to receive his education in an inclusive setting (or in the least restrictive environment - the LRE) to the greatest extent possible.
There are steps (or procedures) that are required in order to access services for a child with a disability, or even to put official 504 accommodations into place, and everyone needs to know what they are - parents, teachers, principals, staff, etc.- because if we don't know the process and our roles, rights and responsibilities, kids are then denied their civil and educational rights.
If you have questions about this... or other questions, I hope you will reach out. Sometimes the hardest part is knowing where to start and how to remind each person in your Network of Support of the roles, rights and responsibilities involved.
I choose to believe that we're all interested in ensuring the best for all kids, and that sometimes the path to the Network of Support and its implementation are indirect, so my hope is that we can, together, reset the system. Some might think that this is too "pie in the sky" and not practical given the legal battles waged over special education. I will admit, it might not be this simple, which is why we must also continue to advocate for doing better, but sometimes the reset works - and I believe that it's a good (and respectful) place to start.
If you have questions, I really hope you will contact us!
Intentional Inclusion. What is it? How do I get it?
The team at Supporting Inclusive Practices (SIP) has some amazing materials and information. I encourage you to review it, as it relates to Universal Design for Learning (UDL) and how we can do simple things to help ensure that all students experience a sense of "belonging" in their school environment.
It might not be readily apparent who is in your (and your child's) "network of support" - but please know, you have one. You might not know the question you want to ask, but you might know that something does not seem quite right. You may think that because your school has not reached out, they have no help to offer. You and your child may be in crisis, and you might be frightened of asking anyone anything, but prefer to just figure out how to survive until tomorrow.
I was this person. I was scared. I did not know who to talk to, and no one was reaching out to me when there were signs of clear need. My son has diagnoses of multiple psychiatric disabilities, which if you're familiar with the DSM manual, change over time and with age. Based upon his diagnosis, he is a student with a disability, and as such, he is entitled to supports and accommodations under Section 504 of the Rehabilitation Act (automatically)... and if he's found to qualify under the Federal IDEA, he's entitled to receive services related to his disability in order to access his free and appropriate education (his FAPE), and he's also entitled to receive his education in an inclusive setting (or in the least restrictive environment - the LRE) to the greatest extent possible.
There are steps (or procedures) that are required in order to access services for a child with a disability, or even to put official 504 accommodations into place, and everyone needs to know what they are - parents, teachers, principals, staff, etc.- because if we don't know the process and our roles, rights and responsibilities, kids are then denied their civil and educational rights.
If you have questions about this... or other questions, I hope you will reach out. Sometimes the hardest part is knowing where to start and how to remind each person in your Network of Support of the roles, rights and responsibilities involved.
I choose to believe that we're all interested in ensuring the best for all kids, and that sometimes the path to the Network of Support and its implementation are indirect, so my hope is that we can, together, reset the system. Some might think that this is too "pie in the sky" and not practical given the legal battles waged over special education. I will admit, it might not be this simple, which is why we must also continue to advocate for doing better, but sometimes the reset works - and I believe that it's a good (and respectful) place to start.
If you have questions, I really hope you will contact us!
Intentional Inclusion. What is it? How do I get it?
The team at Supporting Inclusive Practices (SIP) has some amazing materials and information. I encourage you to review it, as it relates to Universal Design for Learning (UDL) and how we can do simple things to help ensure that all students experience a sense of "belonging" in their school environment.
