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SPECIAL EDITION
2003-04 School Year
SPIN is co-sponsored by the
Disability & Communication Access Board and the Special Education
Section of the Department of Education. Services include a phone
line for information referral and support, a quarterly newsletter,
an annual conference and community workshops. Guiding SPIN is
our Advisory Committee made up of parents, consumers and educators.
SPIN
919 Ala Moana Blvd., # 101
Honolulu, Hawaii 96814
PHONE
586-8126
Neighbor Islands dial the exchange below, then 6-8126.
Kauai - 274-3141
Hawai'i - 974-4000
Maui - 984-2400
Molokai - 1-800-468-4644
Lanai - 1-800-468-4644
FAX
586-8129
E-MAIL
accesshi@aloha.net
WEB
www.spinhawaii.org
This Special Edition is a sample issue of our 8 page newsletter
that we publish in September, December, February and May. If
you would like to receive this FREE newsletter at home or work,
fill out the attached postcard, or contact us by phone or e-mail.
This Special Edition is
a sample issue of our 8 page newsletter that we publish in September,
December, February and May. If you would like to receive this
FREE newsletter at home or work, fill out the attached postcard,
or contact us by phone or e-mail.
CREATING A "SUCCESS FOLDER"
As our children with special
needs move from classroom to classroom and from grade to grade,
their IEP provides helpful guidance about what kinds of supports
are needed to meet educational goals. While this information
is very
important, it doesn't always include those little details that
might give new teachers the tools to ensure success
right from the start.
To fill in the gaps, some parents put together a small folder
to share with new team members. While it is not officially
part of the IEP, most teachers are grateful to receive this added
information.
The information should be based on your child's strengths, and
you can use your creativity to convey this information to others.
While there is no right or wrong way to put together a "success
folder," here are some of the things you may want to include:
* a list of your child's strengths, interests and favorite activities,
* a description of how your child learns best (learning style),
* ideas on how to provide hands-on-assistance, if your child
needs physical supports,
* information about what triggers inappropriate behavior, as
well as what works to reinforce positive behavior,
* special motivators,
* ideas on how to connect your child to classmates,
* seating suggestions,
* a description of any assistive technology (computers, software
programs, communication boards, recorders, assistive listening
devices, etc.) that has added to your child's progress.
Adapted from SPEAK OUT, Spring
2003
SECTION 504 and IDEA: ALIKE BUT DIFFERENT
Most parents who have kids
with disabilities know a fair amount about the Individuals with
Disabilities Education Act (IDEA), the federal law that provides
for their child's special education and related services. It's
also a good idea for parents to have a basic understanding of
Section 504 of the Rehabilitation Act of 1973.
Section 504 is a civil rights law that protects the rights of
persons with disabilities. It forbids discrimination on the
basis of disability by any program or organization that receives
federal funds, including schools.
Like IDEA, 504 requires schools to provide a free appropriate
public education in the least restrictive environment to eligible
students. However the intent of the two laws are different:
504 aims to provide equal educational opportunities for all students
by removing barriers (physical or programmatic). IDEA goes further
by requiring programs and services that enable a student to benefit
from his or her education.
All special education students
are included in the definition of 504, because the eligibility
is much broader--"having any physical or mental impairment
that sub-stantially limits one or more major life activities,
having a record of such an impairment or being regarded as having
an impairment." Most students with disabilities who need
extra educational supports are receiving special education services.
Students with milder disabilities who do not meet IDEA eligibility
may qualify for a 504 Modification Plan. It generally includes
accommodations and/or modifications in the regular classroom
to help the student achieve success.
In Hawaii, roughly 23,000 students (or 12% of all public school
students) have IEPs. Another 3000-4000 students have 504 Plans.
Section 504 provides benefits to all students with disabilities:
enrolled in schools, public and private, who receive federal
money, including adult education and colleges; by protecting
students with disabilities from discrimination in after-school
and extra-curricular activities; removing barriers to make schools
more accessible.
Some Differences Between
Section 504 and IDEA
504 (Rehabilitation Act
of 1973)
PURPOSE: Civil rights law to
prevent Discrimination on the basis of disability
ELIGIBILITY: Students who have
a physcial or mental impairment that substantially limits one
or more major life activities.
AGES COVERED: Kindergarten
to ae 18 in Hawaii
OVERSIGHT: By general education
(Chapter 56(
INDIVIDUAL PLAN: 504 Modification
Plan.
ENFORCEMENT: Office of Civil
Rights
IDEA (Individuals wih Disabilities
Education Act)
PURPOSE: Funding law to assist
states in educating children with disabilities
ELIGIBILITY: Students who fall
into one of the 14 disability categories and require special
ed to benefit from their education.
AGES COVERED: 3 to 20 in Hawaii
OVERSIGHT: By general education
(Chapter 56(
INDIVIDUAL PLAN: Individualized
Education Program
ENFORCEMENT: Office of Special
Education Programs
PRESCRIPTION FOR PARENT BURNOUT
Feeling tired, irritable, angry,
or even depressed? Do you find yourself getting upset over the
smallest things? Do you feel drained of all physical and emotional
energy? You may be experiencing burn-out --a response to continuous
stress.
Parenting in today's society can be challenging and being
a parent of a child with special needs even more so. Parents
often struggle with juggling more appointments with educational
or medical professionals, finding appropriate childcare, and
meeting the demands of work and home. It is not uncommon for
parents to feel isolated and frustrated over the added responsibilities
of raising a child with special needs. However, it is when these
feelings continue that we find ourselves experiencing burn-out.
Parents often forget or feel guilty about tending to their
own needs as well. Although our children require a greater amount
of support, we need to recognize that we all have limitations
on what we can reasonably accomplish. Unless you possess superhuman
powers, you cannot be everything to everyone all the time, especially
your children. You can still be the best parent you can be without
sacrificing your health and well being.
Here are a few suggestions
that may be helpful for your prescription to prevent burnout:
* Recognize that no one is free from getting burnt out,
especially parents.
* Remember that you don't have to do everything by yourself.
Seek out helping professionals who are willing and able to share
the responsibility of meeting your child's unique needs.
* Share the responsibility with other members of your family.
Learn to pace yourself by prioritizing what's really important
- a clean house or a well-deserved nap. Getting a break from
the constant demands of parenting can help you become a better
parent.
* Create a social network of support with friends and family
who can be there for you. Many parents find validation and good
ideas from other parents whose children have similar needs.
* Take care of your body. Eat right, get enough rest and
develop an exercise routine for yourself.
* Take time to learn some basic skills that will be useful
now and in the future, like, relaxation techniques, negotiating,
basic problem solving techniques, and relationship building,
* Give yourself credit for the love and commitment you
show your child.
MAKE A NOTES OF THESE DATES
2004
10/2 Hawaii Down Syndrome Congress Annual Buddy Walk
Kapiolani Bandstand, 10 a.m. - 2:00 p.m.
Call Connie at 949-1999 or e-mail to
hawaiidownsyndrome@hawaii.rr.com
10/7 Hawaii Foster Parent Association's
9th Annual Conference, Sheraton Waikiki
Contact Judith at 263-0920 or
e-mail to info@hawaiifosterparent.org
10/9 Hawaii Branch of the International
Dyslexia Association (HIDA) Fall Symposium - Speaker: Dr. Guinevere
Eden, Contact HIDA at 538-7007
2005
2/28 Pacific Rim 2005 Conference
& 3/1 Sheraton Waikiki
For more info go to www.pacrim.hawaii.edu or e-mail to cds@hawaii.edu
or call Steve Potts at 956-7539
April 19th Annual SPIN Conference
UH Campus Center Contact SPIN at 586-8126
Or Visit SPIN on the World
Wide Web to get a look at all the conferences and workshops that
are open to parents in the 2004-2005 School Year...www.spinhawaii.org
