eSpecially Ben

If you’re a parent of a child in school and that child has a special need, you have experienced the IEP – Individual Education Plan - meeting. Endless information about IEP documents and meetings can be found at conferences and in magazines, books and websites. Unfortunately, there are many horror stories about IEPs. Anxiety, fear and dread would probably be on most people’s list of how they feel about the meeting. I don’t dread IEP meetings anymore. I believe they can lead to creating successful goals for your child and the meetings can be done with little stress and anxiety.  Here are six suggestions based on what I’ve learned from researching and participating in IEP meetings for the past 16 years: Treat them to food. Donuts, muffins, cookies and juice and/or coffee make friends. Food puts everyone in a good mood, and it makes the atmosphere less tense. And in some cases, it may serve a very practical purpose - teachers and other school staff do not get much time to eat during

Many times during our life, if we are truly challenging our own personal growth - we will come face-to-face with our own prejudices. I have had several in my 39 years – one of the first was when I moved to the south when I was 17. I had some fairly strong stereotypes about Southerners – and very quickly at the university I attended, those stereotypes were laid to rest. In my more recent history, I was struck by my prejudices about children with special needs. When first researching classroom environments for Ben, I definitely had the notion that he would only benefit from being in an inclusion class. There are many reasons parents want their child in inclusion – it is more “normal”, curriculum is rigorous and if your child is going to learn from their peers, you want those peers to be typical. When it was all said and done, Ben’s best placement was in a self-contained classroom, a class with a teacher trained in special education with two assistants and 9 children, all with differi

When Ben turned three years old, his services were turned over to the school system. This transition meant a new school placement for Ben. We have been incredibly lucky to have had caring case managers, teachers and therapists to work with Ben since he was a baby. I trusted their ideas and suggestions. At the big transition meeting to determine a new school for Ben, this group told me that there was one school Ben just had to attend. From what they had heard, it had the best teachers, therapists and reputation. I visited this school. I left knowing that something was not right. I could not put a name to it, I could not tell someone why, when asked. I questioned this doubt, pushed it aside because everyone else knew better than me. They'd been doing this longer. At first, we sent Ben there five days a week, and slowly, moved to two days a week for a couple of hours, then yanked him out quite abruptly. Three years later, I have perspective on this experience. At the time, it co