National Consortium on Deaf-Blindness

Often people believe that literacy is something that starts to percolate in kindergarten and first grade when children begin to learn to read. In fact, literacy, like communication, begins early in life. Children grow up understanding that the world is full of colorful signs, letters, and numbers that have meaning.

For children with disabilities, especially those with complex needs and sensory issues, literacy can be a challenge. These children have far less incidental access to our literacy-rich world and often need intensive and thoughtful learning experiences to provide them with the skills needed to insure their quality of life.

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Literacy for Children Who Are Deaf-Blind

What strategies for literacy learning work best for children who have combined hearing and vision loss?

That was the question posed by the members of the Literacy Practice Partnership, a National Consortium on Deaf-Blindness network initiative that included state deaf-blind project and university partners. The Literacy for Children With Combined Hearing and Vision Loss website grew out of their efforts to present a broader perspective on skills and to demonstrate ways that children, regardless of skill level, could progress along the continuum of literacy development. They have built a central location for families, technical assistance providers, and educators to explore ways of increasing literacy opportunities for children. They have delivered a site full of solid examples and strategies for developing literacy activities that also facilitate interrelated skills such as communication, socialization, concept development, and attention.

Although the site is titled “Literacy for Children with Combined Hearing and Vision Loss,” the strategies presented are effective for a wide variety of learners.

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What Will You Find?

The site uses stages of literacy development along with key components of reading (vocabulary, comprehension, fluency) to organize plans, activities, and video examples that can be used at home or in the classroom. It offers creative ways to teach literacy in the context of what makes sense to a particular child. Here:

• A parent can find ways to model reading behavior to their toddler who is deaf and has limited vision
• A teacher can find examples of tactile experience books
• An early interventionist can find ways to use routines to develop concepts

The site is meant to serve as a model for a web-based technical assistance tool that can be used to support the collaborative activities of the deaf-blind network and the partners with whom we work. Check back as the site continues to grow as a repository of ideas and solutions.

Check the site out: http://literacy.nationaldb.org/

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The National Consortium on Deaf-Blindness (NCDB) is the national technical assistance and dissemination center for children and youth who are deaf-blind. NCDB works collaboratively with families, federal, and state and local agencies to provide technical assistance, information, and personnel training. Visit our website at nationaldb.org

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by Dennise Goldberg

In my job as a special education advocate, and my other job as a parent of a child with special needs, I have been involved in too many Individualized Education Program (IEP) meetings to count. During these numerous IEP meetings I have met some wonderful, caring, knowledgeable, well-meaning teachers and school personnel.

I have also, at times, heard some of the most outrageous statements!!! These ridiculous comments fly in the face of everything the Individuals with Disabilities Education Act (IDEA) stands for. What you will find below are 10 of most ridiculous statements I have heard and why they are so ridiculous.

Ridiculous Statement #1: Your child’s emotional disturbance is interfering with her academic performance so she doesn’t qualify for an IEP.

Fact: There are 13 disability categories under IDEA. In order to qualify for an IEP you must meet the definition of one of the 13 categories and by reason thereof NEED special education and related services. One of the 13 disability categories is emotional disturbance, and if that disability is interfering with the child’s ability to access the curriculum, then by definition she has a need for an IEP.

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Ridiculous Statement #2: This is a magnet school. We don’t do IEPs here.

Fact: All public schools are required, by law, to provide children with a disability a free appropriate public education (FAPE). Since magnet schools are public schools, they are required to execute IEPs for those children that require special education. This would also go for advanced study schools and charter schools.

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Ridiculous Statement #3: We don’t perform Functional Behavior Assessments (FBA) or write Behavior Support Plans (BSP) for children exhibiting off-task behavior. FBAs are only for kids that are not nice.

Fact: IDEA requires the IEP Team to consider five special factors when writing an IEP. One of those five special factors is behavior. IDEA states: (i) In the case of a child whose behavior impedes the child’s learning or that of others, consider the use of positive behavioral interventions and supports, and other strategies, to address that behavior. Behavior that impedes learning comes in many forms and does not always manifest itself in violent outbursts. Off-task behavior can and does impede learning.

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Ridiculous Statement #4: Maybe your daughter’s behavior issues are being caused by you telling her she has autism and she is emulating how she thinks someone with autism should act. I suggest not talking with her so much about her autism.

Fact: Wow, I’m still amazed at this one and I’m not sure where to start. Let’s focus on the fact that they are blaming the parent for the child’s behavior in school. If the school really believes the IEP isn’t working because of the parent, they are required to provide training to the parent via the related service known as parent training and counseling. In my opinion, the school needs the training, not the parent, but let’s move on.

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Ridiculous Statement #5: We can’t test your child for an IEP until we have first tried Response to Intervention.

Fact: This ridiculous statement was used by so many school districts that, on January 21, 2011, the United States Department of Education Office of Special Education and Rehabilitative Services issued a memo reminding school districts that Response to Intervention cannot be used to delay or deny an evaluation for eligibility under IDEA. You can download the memo here: OSERS Memo on RTI

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Ridiculous Statement #6: Your child will be graduating at the end of the month whether you like it or not.

Fact: Graduation with a diploma is considered a change of placement under an IEP. Any change of placement triggers extensive due process rights. If the parents disagree with their child (who has not reached the age of majority) graduating, they can stop it by filing for due process. This would trigger a Stay Put. Stay Put means there can be no change of placement or reduction of services while the disagreement is being worked out.

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Ridiculous Statement #7: I won’t let you add your comments to the parental concerns section of the IEP form because the IEP is a school document and I disagree with your description of the events that occurred.

Fact: This question has been responded to in the United States Federal Register, where it was said, “Parents are free to provide input into their child’s IEP through a written report if they so choose.”

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Ridiculous Statement #8: I spoke to my supervisor at the school district, and she has authorized me to offer you one hour of speech therapy a week.

Fact: IDEA specifically says that all decisions regarding an IEP need to be decided in an IEP Team meeting. If a faceless supervisor is making the decision regarding the IEP outside of the team meeting, then this is called predetermination. That supervisor would need to join the IEP Team and discuss her recommendations with the Team before any decisions could be made.

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Ridiculous Statement #9: I agree she needs a full-time aide, but I don’t have the authority to authorize that.

Fact: IDEA requires every IEP Team to have a district representative who is knowledgeable about the district’s curriculum and resources and who has the authority to bind the district.

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Ridiculous Statement #10: Your child is too smart to have an IEP.

Fact: Intelligence has no bearing on disability or need. Even individuals with genius level IQs can have a disability that affects their ability to access the curriculum.

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Dennise Goldberg is the owner of Special Education Advisor, a community of parents, educators, and special education service providers dedicated to helping families with children who have special needs understand their special education rights and receive appropriate special education services.

Dennise works with children with all forms of disabilities including autism, cerebral palsy, Asperger syndrome, and Down syndrome, to name a few. She is also the mother of a beautiful 10-year old boy who has dealt with developmental delays, apraxia of speech, fine motor delays, sensory issues, and gross motor delays, who now has a learning disability (auditory processing disorder).

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Cross-posted with permission from Disability.gov

I recently shared my story as a speaker at the Alliance for Full Participation Summit in November, and today I would like to post some of my thoughts and experiences on Disability.Blog. My name is David Egan, and I have been an employee of Booz Allen Hamilton for 15 years. I believe that improving the employment opportunities for people with intellectual disabilities is a smart business decision and a social responsibility.

There are many people like me who are seeking to be valued members of our society. People with intellectual disabilities can succeed on the job. People with intellectual disabilities have dreams; we want to be included; we want to be a part of the community. We want employers to hire us, and we want to be useful members of our society – because we want to show OUR ABILITIES and to contribute to the goals of the businesses we work for.

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How It Started and What I’ve Learned

Let me tell you how it all started for me and why I am able to succeed. It did not all happen suddenly. It took many years to prepare, and there were a few things I learned along the way:

(1) It takes a TEAM. All through my journey, there were very special people – my family, neighbors, friends, teachers, coaches and mentors – who made a difference in my life. They all helped me overcome obstacles.

(2) Inclusion starts at home. In my family, I was taught that work is part of life. Early on, I helped with family chores, and I was not excused because of my disability. On the contrary, I engaged in all of the activities: the fun ones and the not so fun.

(3) My disability is not an obstacle. It was hard for me to accept the fact that I have Down syndrome, but it became easier when I discovered that I was not alone. I know that I have a disability just like many others in this world, but my disability does not get in the way when I train and compete in Special Olympics sports. It is not an obstacle when I learn and perform; it is not a barrier when I take the bus to go to work or when I earn my paycheck every two weeks. It may be a challenge, but I think of all the things that I CAN DO.

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The Road to Employment

Transition from school to work started for me in high school with an internship at the Wild Life Federation and then at the Davis Center, a vocational training school. However, the best internship was with Booz Allen Hamilton. I started as a clerk in the Distribution Center during the summer when I was a junior in high school.

The internship did not include transportation. My family and I discussed our options, and I started training on taking the bus to work. I learned some basic security when crossing the roads and how to make sure I knew where to take the bus and where to get off. It took a week, and then I was completely on my own throughout the summer. I have taken the bus now for the past 15 years.

My first supervisor was great. She took it upon herself to teach me everything there was to know about being a clerk in the Distribution Center. She believed in me. She wanted me to fit in, and after the summer internship, she asked me if I wanted to stay and become a staff employee. She taught me how to fill out my timesheet and establish a routine for the day.

I am treated like other employees at work. I receive benefits, time off, and an annual 360-degree assessment like everyone else. I go to compulsory training and participate in All Hands meetings and corporate events. The company cares about my personal and professional development.

I have also made many friends. And one of them is Greg, a senior employee in the Distribution Center, who knows me well and has been my role model for the past 15 years. He truly cares about me and gives me guidance.

The CEO of Booz Allen Hamilton, Dr. Ralph Shrader, has stated, “Work provides more than a paycheck. It brings dignity and community. When businesses open job opportunities to men and women with disabilities, everyone benefits – the individual, the company, and society at large.”

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The Meaning of Inclusion

Inclusion also means that I have to give back to the community. When I was 12, I dreamt of winning the race in the Special Olympics. I still like the competition and want to win many races. But now, I dare to dream about changing the way people think of us, changing the perceptions, opening doors for people with disabilities to shine and overcome the disabilities, not only on the court but in the workplace and at all levels of our society. I believe in the Dignity Revolution, as Special Olympics International CEO Tim Shriver calls it. He coined that term at the World Games this past summer.

Dream with me, of a world where people are respected and encouraged to succeed: a world where people with intellectual disabilities are fully accepted and have great friends. Employing people with intellectual disabilities is a smart business decision and a social responsibility.

The goal is to make sure that all people with intellectual disabilities can launch successful careers. To achieve that goal, we need strong family and community support, good education and social skills, internships during high school, and a seamless transition from school to work, showing that WE CAN achieve because people have high expectations and value our contributions. We need mentors in the workplace, supervisors who are willing to take a risk and invest some time to teach us new skills and help us learn.

This is what it means to have an inclusive workforce. This is how we fulfill our social responsibility and make a good investment. Our nation and the world will be a better place for all of us – a place where people with disabilities do not have to hide and are fully accepted.

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David Egan has been an employee of Booz Allen Hamilton in the Distribution Center of the McLean, VA campus since 1998. He is also an advocate for people with disabilities as a member of the Board of Directors of the Down Syndrome Association of Northern Virginia, and at the international level through Special Olympics, where he serves as a Global Messenger and co-chair for the Winter Games for Special Olympics Virginia. An athlete himself, he plays and competes in soccer, basketball, ice skating, softball, and swimming.

David has also served on the Special Olympics International, United States Athlete Leadership Program Committee and is a recipient of the 2002 Heroes Award from Special Olympics International and the 2003 Voices Award from the National Down Syndrome Society. He speaks at various fundraising events for Special Olympics and has been part of delegations for people with intellectual disabilities in Ireland and Morocco. He has visited both the U.S. House of Representatives and Senate lobbying for people with disabilities. In 2011, he testified before the Senate Health, Education, Labor and Pensions (HELP) Committee, which convened the first in a series of hearings to examine how to improve employment opportunities for people with intellectual disabilities.

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by the What Works Clearinghouse

Educators working with children who exhibit emotional and behavioral concerns are interested in new techniques that will help them meet the needs of their students. But we shouldn’t expect teachers to have the time to examine the voluminous number of articles on this topic.

The What Works Clearinghouse (WWC) takes on this task by providing an independent examination of education research in order to provide central, trusted, and scientific evidence of what works in education. We summarize our review in a comprehensive report designed to help educators make sense of product claims and study results.

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Responding to Educators’ Needs

We’re continuing to expand and enhance our topics to meet the needs of educators looking for what works in the classroom. We’ve recently added a new focus to our special needs area, Children Classified as Having an Emotional Disturbance. This effort reviews research on programs designed to meet the academic, behavioral, social, and emotional needs of K–12 students who are classified as having an emotional disturbance, as well as those at risk for classification. This new area aims to help educators make important decisions about curricula, products, and classroom methods for students with these special needs.

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Compiling Research on Effectiveness

To date the WWC has released three reports focusing on the effectiveness of:

• Coping Power,
• The Incredible Years, and
• Check & Connect.

Before preparing these reports, we screened hundreds of published and unpublished articles to determine whether they included a sample of K–12 students in the United States who were classified as having, or being at risk for, emotional disturbance. We also verified that each study tested the effect of a school-based intervention using a rigorous design.

After screening, we carefully examined 23 studies of Coping Power, 77 studies of The Incredible Years, and 24 Check & Connect studies. Results?

Coping Power was found to have positive effects on external behavior and potentially positive effects on social outcomes of children who were at risk for delinquent and/or aggressive behavior.

The Incredible Years was found to have potentially positive effects on the external behavior and social outcomes of children with oppositional defiant disorder.

None of the Check & Connect studies focusing on children with emotional and behavioral concerns met WWC evidence standards (for an explanation please see a description of the WWC review process: http://ies.ed.gov/ncee/wwc/ReviewProcess.aspx). Additional research is needed to determine the effectiveness or ineffectiveness of this intervention for youth with or at risk of emotional disturbance.

The details for these reports are available at  http://ies.ed.gov/ncee/wwc/Topic.aspx?sid=19

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Get Connected with the WWC

We hope you’ll take the time to review the evidence reports described above–and check back with us often for new report releases expected in the coming months. You can also keep up with us on Facebook to see our latest updates and share WWC reviews with your colleagues.

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