connect - raising special kids

September - November, 2012 Volume 17, Number 3

ConnectFamily Support is the Heart of our Mission.

Parents can be invaluable in thedevelopment of their child’s educa-tion. Decisions about how toapproach learning challenges andwhat type of environment is benefi-cial for each child impact the studentexperience in far reaching ways.

If a child is enrolled in specialeducation, the need to develop aneffective Individual EducationProgram (IEP) can make the par-ent’s role more complex. Manyparents have questions about whatthey can bring to the table, andwhat their rights are in the processof developing an IEP.

Even parents with a profession-al background in special educationhave noted the significance of theirrole and the importance of thedecisions that they make can beoverwhelming. They may wonder:

Am I making the right decisions?Am I preserving a good relation-ship with the individuals who aregoing to be working directly withmy child every day? One parentdescribed the experience as “walk-ing the fine line between diploma-cy and fighting for what you thinkis right.”

The following is an outline of theresponsibilities parents of childrenin special education can expect.

Learn basic terminology usedin special education

Resources are available to helpparents learn what they need to

How you can be involved in creating your child’s Individual Education Program

®

www.raisingspecialkids.org

Parents’ Role in IEP Process . .1Calendar . . . . . . . . . . . . . . . . . .6Health . . . . . . . . . . . . . . . . . . . .8Special Education . . . . . . . . . . .9Community Notes . . . . . . . . . .13Raising Special Kids News . . .14

La función de los padres en IEP .10Calendario . . . . . . . . . . . . . . . .7 — continued on page 3

“Talking with RaisingSpecial Kids made thedifference! I went to theIEP meeting armed withthe knowledge necessaryto advocate for my childand place her where sheneeded to be.My daughter used tocome home upset, nowshe comes home feelingshe has had a purposefulday and feels a part ofsomething. I attributehow well she is doing tothe support I received.”

— Lorrie, parent of a child with an IEP

2 www.raisingspecialkids.org

Connecting is published by Raising Special Kids

5025 E. Washington St., #204Phoenix, AZ 85034

602-242-4366 • 800-237-3007Fax: 602-242-4306


STAFFJoyce Millard HoieExecutive Director

Marissa HuthEditor

Anna Burgmann, Brianna Carreras,Vickie French, Dolores Herrera,

Jeanne Hollabaugh, Wendi Howe, Jill McCollum, Maureen Mills, Janna Murrell, Gabriela Parra,

Genevieve Remus, Vicky Rozich, Nannette Salasek, Heather Snider,

Peggy Storrs, Kathleen Temple,Christopher Tiffany, Alice Villarreal,

Neil Wintle

BOARD OF DIRECTORSKevin Bonner, President

Paula Banahan, Vice PresidentBlanca Esparza-Pap, SecretaryElizabeth Freeburg, Treasurer

Tom BatsonBob Cox

Vickie HerdKaren Hinds

Gabriela Sanchez Orozco Jacob Robertson Janelle Tassart

Parent to Parent support is the heart ofRaising Special Kids. Information aboutlocal services, educational programs,

advocacy, or special health care needsis available in both Spanish and

English. Services are provided at nocharge to families in Arizona.

Raising Special Kids is a 501(c)3 non-profit organization.

Before Chris learned ofhis son’s diagnosis, healready had several yearsof teaching experience inspecial education anddeveloping IndividualEducation Programs (IEP)for students.

Jeremy was diagnosedwith autism when he wastwo years old. “It changed my view on everything, but especiallyon special education. Suddenly I became the parent on the otherside of the IEP table,” explained Chris.

Chris feels fortunate that his background helped make himaware of the importance of starting therapies for Jeremy as earlyas possible. Having the knowledge that services are availablethrough the Arizona Early Intervention Program (AzEIP) and theDivision of Developmental Disabilities (DDD) helped Chris andhis wife, Paulina, tackle the complexities of finding and applyingfor appropriate services before Jeremy entered school.

Chris turned his understanding of the parent perspective intoa valuable tool to help other families. As a member of theFamily Support team, he found a way to help parents learn whatthey need to know about special education in order to advocateeffectively for their own children. “My position at RaisingSpecial Kids gave me an opportunity to impart to other familiesthe information, training and skills they need to navigate thesecomplex issues,” he said.

Having spent some time in Mexico, Chris is bilingual, and hisSpanish abilities are helpful in assisting families from diversebackgrounds.

Chris plays a key role in leading Arizona’s Parent Trainingand Information Project and thinks he has found the perfectplace. “This is where I want to be,” he said.

Chris Tiffany, Director of Family Support & Education

®

3www.raisingspecialkids.org

— continued from page 1 know to be an effective advocate for their childthroughout the process of developing an IEP. ParentTraining and Information Centers exist in each state toassist parents with special education issues (RaisingSpecial Kids is Arizona’s PTI).

Every parent should be given a ProceduralSafeguards Notice at each IEP meeting—read it thor-oughly. Books, publications and online resources forspecial education abound (see box on pg. 4); be sureto use authoritative sources of information.

What is an Individual Education Program?An Individual Education Programs (IEP) is a legal

contract that includes the services, accommodationsand modifications the school will provide for a specif-ic student in special education during the course ofone year. An IEP is mandated by federal law knownas the Individuals with Disabilities Education Act(IDEA) for every child who has been determined eligible to receive spe-cial education services ina public school. The IEPprocess is the series ofsteps the team shouldfollow to develop theIEP and, when needed,to modify it. The processshould take place at leastonce every year whilethe student is enrolled ina public school.

Learn your rightsParents are an equal partner on the IEP team and

must be invited to each IEP meeting. You can call anIEP meeting any time during the school year if youfeel the program is not working or something needs tobe changed. Some things that will help protect yourrights are:

• Submit any formal requests in writing such asto have your child evaluated, receive copies ofevaluation results, or call an IEP meeting.

• Become familiar with The Individuals withDisabilities Education Act (IDEA idea.ed.gov)and the Americans with Disabilities Act (ADAhttp://www2.ed.gov/policy/rights/guid/ocr/dis-abilityoverview.html).

• If English is not your first language, you havea right to an interpreter at IEP meetings.

ParticipateSometimes parents fear that school staff may view

them as too demanding, but many teachers have beenmore frustrated by a lack of parent participation in theIEP process than by high expectations from parents.You know your child and can share insight that otherswould not have such as historical information and abroad illustration of your child in environments out-side of school. Steps for active participation include:• Ask questions, and be sure answers are clear to

you (pursue clarification if needed).• Keep records of pertinent services, progress

achieved, and communication with the school.• Facilitate communication between school staff

and pertinent services your child is receiving fromproviders outside of school.

• Prepare for IEP meetings: review the previous IEP,request and review a draft of the school’s pro-posed IEP, gather reports from school and otherproviders and review any evaluation results, find

out your child’s feelingsabout school, friends,personal goals or desires.• Follow through withactions you have agreed totake (e.g., checking home-work, sending progressnotes to teachers). Signand return documents in atimely manner.

Monitor how the IEP is being followed In order for an IEP to be effective, the services and

accommodations must be put into practice. Parentsmust be vigilant to ensure the school is implementingthe IEP. Some practical ways to monitor whether yourchild is receiving the services in the IEP are:

• Talk to your child to the extent possible aboutwhat is happening at school.

• Make sure you receive regular progressreports on IEP goals (at least as often as aca-demic report cards).

• Review your child’s work to monitor progresson IEP goals.

• Maintain periodic communication with teach-ers and therapists to get their feedback.

• Make yourself available to school staff forquestions or discussion.

”I prefer to have no surprises at themeeting, so I ask for a draft of the IEPahead of time, and I ask questionsthrough email. I’ve done that for sixyears. Works great!”

— A veteran parent of IEP meetings

— continued on page 4


Resources Online

• Arizona Dept. of Education Exceptional Student Services www.azed.gov/special-education

• NICHCY (National Dissemination Center for Children with Disabilities) www.nichcy.org

• PACER CENTER www.pacer.org

• Families and Advocates Partnership for Education www.fape.org

• Arizona Center for Disability Law www.acdl.com

• CADRE (Consortium for Appropriate Dispute Resolution in Special Education) www.directionservice.org/cadre

• National Center on Secondary Education and Transition www.ncset.org

• Consider occasional scheduled visits to yourchild’s classroom for observation (district poli-cies on this vary). Volunteering in your child’sclassroom may be an option.

• Alert the team if you have concerns or see alack of progress.

What if you disagree?Occasionally parents and schools are not able to

reach agreement on which services are appropriate.Parents should record points with which they disagreein the document called a Prior Written Notice. If theparents and the school cannot agree on the terms ofthe IEP, there are procedures in place to seek a resolu-tion. Until a resolution is arrived at, the school has theright to implement the program they propose. DisputeResolution options include volunteering to meet withan independent facilitator, mediation, or filing a com-plaint and due process.

Parents are the constant within a child’s life. Theyare the only members of an IEP team who will bethere year after year. The purpose of an IEP is to helpa child’s learning improve. In order to participatemeaningfully and effectively in the IEP process, the

focus should be kept on the child, and decisionsshould be made with the child’s best interest in mind.

Christopher Tiffany, Director of Family Supportand Education at Raising Special Kids, noted,“Parents are not expected to be authorities on teach-ing, educational strategies, or on everything thatrelates to how their child is educated in school. If theyhave a general understanding of how special educa-tion and related services work, they can participateappropriately by asking questions and providing inputin order to develop a comprehensive and functionalIEP. Parents should also learn enough about theirrights to understand how to appropriately disagreewith professionals and how to pursue informal andformal dispute resolution options.”

— continued from page 3

1) Review evaluation results and discus-sion of the student’s present levels ofperformance.

2) Development of instructional goals (IEP goals should be measureable and realistic).

3) Based on the goals, determine the mostappropriate services and placement.

For more information, contact Raising Special Kidsfor one to one consultation or learn more in work-shops about special education listed on pages 6 and 7.602-242-4366, toll free 800-237-3007, or [email protected]


Arizona led the nation in cuts to K-12 educationover the past four years, eliminating $1 billion infunding. Our children are on the front lines of sacri-ficing access to services vital to their developmentand the future of our community.

Arizona needs a stable source of funding to sup-port education—one that cannot be diverted by spe-cial interest groups in legislature.

The Quality Education and Jobs Act, calledProposition 204, renews the one-cent sales tax set toexpire in 2013, and provides a long-term, dedicated,stable revenue source for education in Arizona.

Proposition 204 will

• Prevent legislators from cutting K-12 funding• Ensure that universities and community col-

leges remain affordable through scholarships • Invest in vocational education to allow stu-

dents to graduate ready to work.• Create jobs by funding road, rail, transit and

other transportation projects• Protect public safety by ensuring continued

funding for DPS officers

Please vote. And please, vote for education.

• Accommodations are provisions made to allow a student to access and demonstrate learning. • Modifications are substantial changes in what a student is expected to learn and to demonstrate.• Related Services are transportation and developmental, corrective, and other supportive

services that a child with disabilities requires in order to benefitfrom education.

• Consultative or Indirect Services describes services deliv-ered to a child by staff under direction of or in consultation witha designated professional.

• Functional Behavior Assessment (FBA) is a targetedassessment that addresses a student’s behavior that is interfering with his/her learning.

• Free and Appropriate Education (FAPE) is special educationand related services that: a) are provided at public expense,under public supervision and direction, and without charge; b) meet the standards of the state education agency (SEA); c) include an appropriate preschool, elementary school, or secondary school education; andd) are provided in conformity with an individualized education program (IEP). “Appropriate” isnot defined, but other references within the law imply the supports and services that can bestmeet the child’s educational needs so the child can benefit from his/her education.

• Least Restrictive Environment (LRE) describes a placement in which, to the maximumextent appropriate, children with disabilities are educated with children without disabilities.

• Assistive Technology is a device or service required if “educationally” relevant and neces-sary to enable a child to be educated in the least restrictive environment.

View an extended list of terms at the Arizona Department of Education website:www.azed.gov/wp-content/uploads/PDF/SE06.pdf

For more information on Proposition 204, visit www.qualityeducationandjobs.com


Our office location is a fragrance-free environment, please avoid wearing fragrances. Disability Empowerment Center, 5025 E. Washington St., #204, Phoenix, AZ 85034

For parents of children birth to 3.Learn the basics of the processfor developing an IndividualizedFamily Service Plan. Thu. 10/4/12, 10:00 – 12:00 noonWed. 11/28/12, 12:30 – 2:30 pm

AzEIP to Preschool TransitionLearn how to transition yourchild from AzEIP servicesto preschool services providedby the school district.Thu. 10/4/12, 1:00 – 3:00 pmWed. 11/28/12, 3:00 – 5:00 pm

Training on effective techniquesfor behavior management.Thu. 10/11/12, 3:00 – 5:00 pmThu. 11/8/12, 6:00 – 8:00 pmMon. 12/10/12, 10:00 – 12:00 noon

Learn about the rules and regu-lations of a 504 Plan and how itdiffers from the IEP (IDEA).Tues. 12/4/12, 6:00 – 8:00 pm

Techniques for effective advoca-cy. What to ask, how to ask for it.Thu. 10/25/12, 11:00 – 1:00 pm

Learn about the purpose ofIEPs, parents’ role in theprocess, and how to prepare formeetings.Thu. 10/25/12, 2:00 – 4:00 pmThu. 11/15/12, 6:00 – 8:00 pmThu. 12/6/12, 1:00 – 3:00 pm

Receive an in-depth view of theIEP and strategies to help max-imize the potential of each stu-dent. (Recommended: Firstattend IEP Basics.)Sat. 10/27/12, 12:00 – 2:00 pmMon. 12/10/12, 1:00 – 3:00 pm

Provide parents with informa-tion about physical, emotionaland social changes that adoles-cence and puberty bring toevery child.Thu. 11/8/12, 3:00 – 5:00 pm

Assist young adults and par-ents with identifying the impor-tance of employment for youthwith disabilities and specialneeds.Sat. 11/10/12, 1:00 – 3:00 pm

Learn how the transition plan ina student’s IEP in high schoolcan prepare for higher education, employment, and lifein the community. Resourcesdiscussed.Tues. 10/9/12, 4:00 – 6:00 pmWed. 12/5/12, 10:00 – 12:00 noon

Learn how to recognize bully-ing, respond effectively, andbuild positive solutions.Thu. 10/11/12, 5:30 – 7:30 pmThi. 12/6/12, 10:00 – 12:00 noon

Turning 18, What’s Next?Making the decision; under-standing the process. Learnwhat guardianship involvesbefore your teen turns 18. Youwill also learn about alternativesto guardianship.Tue. 10/9/12, 1:00 – 3:00 pmSat. 11/10/12, 10:00 – 12:00 noonThu. 12/13/12, 6:00 – 8:00 pm

Create and maintain a healthycouples relationship through thejourney of raising a child withspecial needs. Sat. 10/27/12, 9:30 – 11:30 am

Learn eligibility differences andstrategies for an effective transi-tion into school age services.Wed. 12/5/12, 1:00 – 3:00 pm

Bring your child's IEP forreview, as well as your ques-tions and concerns. Call for an appointment: 602-242-4366 or 800-237-3007

Attendance at all workshops is atNO COST.

Register through our online calendar or call 602-242-4366 or 800-237-3007.


Corporate Center, 399 W 32nd Street Yuma, AZ 85364Spanish Interpretation will be available

Positive Behavior Support8:30 am - 11:15 am

How to increase positivebehaviors and decrease

negative behaviors

IFSP Basics12:00 noon - 1:30 pm

For parents of Children Birth to 3

Learn the basics of developingan Individualized Family

Service Plan

AzEIP to Preschool Transition1:45 pm - 3:30 pm

How you and your child canprepare to transition to

preschool

Lunch provided. No child care.Space is limited, please register by contacting Raising Special Kids at 800-237-3007 or online at www.raisingspecialkids.org.

®

El Comportamiento PositivoEl vínculo entre las familias las interven-ciones y el apoyo conductual positivo esmuy importante.Viernes 10/12/12, 11:00 – 12:30 pmViernes 12/7/12, 9:00 – 11:00 am

Conceptos Basicos del IEPAprender acerca del propósito del IEP através de una visión general del documento y reunión.Viernes 10/19/12, 11:00 – 1:00 pm

Conceptos Basicos del IFSPPara padres de niños de 0 a 3 añosde edad. Aprenda los pasos basicosdel proceso para desarollar un planfamiliar de servicios individualizado.Viernes 10/12/12, 1:00 – 3:00 pm

Es su Hijo Blanco de Burlas?Estrategias de Intervención paraPadres de Niños con Discapacidades.*Una forma de abuso en la escuela através de la intimidación, tiranía y ais-lamiento.Lunes 11/12/12, 2:00 – 4:00 pm

Transición de Escuela Secundaria(High School)Aprenda como el plan de transiciónen el IEP de su estudiante de EscuelaSecundaria (High School) puedeprepararlo para una educación superi-or, empleo, vida en la comunidad yrecursos disponibles.Viernes 12/7/12, 11:30 – 1:00 pm

Al cumplir los 18 años, que sigue?Tutela: Tomando la Decisión yEntendiendo el ProcesoAprenda lo que la Tutela implica y susalternativas antes de que su adoles-cente cumpla los 18 años de edad.Lunes 11/12/12, 11:00 – 1:00 pm

Entrenamiento Para Padres Líderes Acompañenos a un entrenamientopara voluntarios y asi desarollar suliderazgo ayudando a otras familias aaceptar y sobrellevar el diagnosticode un hijo (a) con necesidades espe-ciales de salud.Viernes 10/19/12, 9:30 – 11:00 amLuneses 11/5/12, 9:30 – 11:00 amPara descripciones de talleres y másinformación, llame a nuestra oficina al602-242-4366 o al 800-237-3007 o vea el

Calendario en español en nuestra paginaweb: www.raisingspecialkids.orgPor favor llámenos para confirmar su asistencia a los talleres.

Tres Talleres En YumaEn colaboración con el Departamento deEducación de Arizona y Red deInformación de PadresPresentado Conjuntamente con YumaRegional Medical CenterOctubre 27, 2012YRMC Corporate Center, 399 W. 32 St.,Yuma, AZ 85364• Apoyos para Comportamientos

Positivos 8:30-11:15 a.m.• Básicos del IFSP (Para Padres de

Niños 0-3) 12:00 noon -1:30 p.m.• Transición de Intervención

Temprana: AzEIP al Preescolar1:45 – 3:30 p.m.

Almuerzo y Comida IncluidosCertificados de Asistencia serán propor-cionados. Registración es requerida paracada taller.

Disability Empowerment Center, 5025 E. Washington St., #204, Phoenix, AZ 85034. Somos una oficina libre de fragancias.

= One Life Unlimited, 1650 NDysart Rd Goodyear Az, 85395

Sometimes professionals can pinpoint a particular event or person thathelped them find their passion. Jessica, a Valley pediatric physical therapist,shared a story about a patient who spurred a realization that changed her life.

He was a high energy, smiley, and spunky little boy of about eight withgross motor skills delayed due to cerebral palsy. We worked hard, and he pro-gressed from full dependence on a walker, to walking 100% independently.This little boy was so determined, he was so driven, he was so proud.

Eventually his mother mentioned that his doctors planned to do surgeryto fix a problem with his foot turning in when he walked. This was the firsttime I heard surgery discussed for him, and I was surprised. His mother said she had never thought of ask-ing the doctor questions about the need for this procedure. She assumed this was ‘routine’ and the doctorknew best.

We sat down together and reviewed the ins and outs of the surgery, the prognosis for her son’s recov-ery, case studies of other children who had undergone a similar surgery, and evidence-based research. Iwas able to accompany the family to a doctor appointment, where I brainstormed with the doctor whileexamining x-rays. We asked questions: Have his hips changed position? Is the surgery necessary at thistime? Are there other conservative options we can try before surgery?

During our discussions with the doctor, my patient happened to walk down the hallway, pick up apen someone had dropped, turned around, and walked back. Witnessing this, the doctor was astounded athow well he maintained his balance and controlled his body. After further discussion, we all agreed to post-pone the surgery.

My patient (for 12 years now) continues to walk independently without surgery.I believe it is critical to educate families on the importance of advocating for their child. I encourage

them to ask questions, learn all they can and call upon their expertise on their child. Parents know theirchild best and should not be intimidated by lab coats or titles.

After this experience, Jessica started Project C.H.A.D (Creating Hopes and Dreams), a physical therapyconsulting service to supply families with facts and unbiased information regarding health care. ProjectC.H.A.D provides families with resources such as current evidence-based research, case studies, and net-working to guide families in an educated, team-based approach to medical decisions.

Jessica can be reached at [email protected].


Community First Choice (CFC) is an option availableunder the Affordable Care Act that allows participatingstates to draw down additional federal funds.Regulations for CFC were finalized in May, and Arizonais implementing the plan effective January 1, 2013.

CFC requirements state an individual’s representativemay not also be a paid caregiver for that individual. Arepresentative is a parent, family member, guardian,advocate, or other person authorized by the individual toserve as a representative in connection with the provi-sion of services and supports through Arizona LongTerm Care System (ALTCS).

Families who currently have a parent or guardian asa paid caregiver for their child over 18 years old mayhave to change their arrangements. If two parents or

guardians are available, one could fill the role of paidcaregiver and the other could be the designated repre-sentative. In other cases, such as a single parent whocurrently fills both roles, another caregiver may be cho-sen or the role of representative must be assigned toanother person.

If you have questions about the Community FirstChoice Option, please call The Division of DevelopmentDisabilities at 1-866-229-5553 or refer to online updatesat http://bit.ly/SEMEax or http://bit.ly/QISjrA .

AHCCCS will also hold an Informational Session onOctober 29, 2012 from 2:00 pm - 4:00 pm at theDisability Empowerment Center located at 5025 EastWashington Street, Phoenix, Arizona 85034.

Jessica Klein, PT, DPT, c/NDT

www.raisingspecialkids.org9

Raising Special Kids and Arizona Department of Education

What is it, when does it apply?

More help for families ofchildren receiving special educa-tion services is coming toSouthern Arizona. The develop-ment of a new partnership willincrease access to critical infor-mation and training for parentsin Tucson, Yuma, and southernareas of the state.

Arizona’s Parent Training andInformation Center (PTI), RaisingSpecial Kids, is joining forces withthe Arizona Department ofEducation’s Exceptional StudentServices Division to expand serv-ices for families. During the 2012-13 school year Raising SpecialKids and the Parent Information

Network Specialists, known asPINS, will support parents andschools with technical assistance,training, and consultation forimproving the academic and func-tional outcomes of students withdisabilities.

For families whose childrenneed special education servicesthis is a welcome development.Julie, a parent, reflected on herstruggle to find the right educa-tional environment for her daugh-ter who is deaf. “I learned a lot,”she said. “We didn’t know whatwe didn’t know. When we weretalking with the school they wereusing a lot of terminology we

didn’t understand. Raising SpecialKids explained the system anddefined terms for us. When theydid that, so many other thingsbecame clearer to us about theprocess, and we were better ableto represent our child’s needs tothe school.”

“Our goal is to ensure that par-ents understand their rights andresponsibilities in special educa-tion, and have the skills to success-fully advocate for their children.Learning how to work effectivelywith schools and educators is acritical focus of this partnership,”explained Joyce Millard Hoie,Executive Director.

Did you know to be eligible to receive special education services in a pub-lic school a child must be qualified under one of the following categories?

My child in special educationhas been suspended for over 10days because of something he didat school. What can I do?

Suspension of over 10 schooldays constitutes a “change ofplacement” under the Individualswith Disabilities Education Act(IDEA). When a school proposesto change a student’s placement

due to behavior or an infraction ofa code of conduct, a ManifestationDetermination Review must beheld to determine whether thebehavior is linked to the student’sdisability.

The review meeting should beattended by members of the child’sIndividual Education Program(IEP) team. If the behavior is

determined to be due to the dis-ability, the team should decide • whether the IEP was being

implemented

• if a new IEP should be developed

• if an alternate placement may beappropriate for the student.

AutismDevelopmental DelayEmotional Disability Hearing ImpairmentMild Intellectual DisabilityModerate Intellectual DisabilityMultiple DisabilitiesMultiple Disabilities with Severe

Sensory Impairment

Orthopedic ImpairmentOther Health ImpairmentsPreschool Severe DelaySevere Intellectual DisabilitySpecific Learning DisabilitySpeech/Language ImpairmentTraumatic Brain InjuryVisual Impairment


¿De qué manera pueden los padres involucrarse en el Plan Educacional Individualizado de sus hijos?

Los padres tienen un inmensovalor en el desarrollo de la edu-cación de sus hijos. Las decisionesde cómo abordar los retos deaprendizaje y qué entorno es elmás beneficioso para cada niño,impacta la experiencia del estudi-ante de maneras trascendentales.

Si un niño recibe educaciónespecial, la necesidad de desarrol-lar un Plan EducacionalIndividualizado efectivo (IEP)podría hacer la tarea de los padresaún más compleja. Muchos padrestienen preguntas acerca de quépueden aportar, y sobre sus dere-chos durante el proceso del desar-rollo del IEP.

Inclusive algunos padres concapacitación en educación especialhan resaltado lo significativa quepuede ser su función, y la impor-tancia de las decisiones que ellostoman puede ser abrumadora. Sepreguntan: ¿Estoy tomando lasdecisiones apropiadas? ¿Estoy cul-tivando una buena relación con laspersonas que trabajarán directa-mente con mi hijo a diario? Huboun padre que lo describió así: "escomo caminar en una cuerda floja,entre la diplomacia y el defender loque uno cree ser justo."

A continuación se resaltan lasresponsabilidades que puedenesperar tener los padres de niñosen clases de educación especial.

Aprendizaje de terminologíabásica utilizada en laeducación especial.

Existen recursos disponiblespara ayudar a los padres a aprenderacerca de qué deben saber paraabogar efectivamente por sus hijosdurante el proceso de desarrollodel IEP. Existen Centros deAprendizaje e Información para lospadres en cada estado (RaisingSpecial Kids es el PTI de Arizona).A cada uno de los padres se lesdebe proveer el Aviso de Garantíasde Procedimiento en cada reunióndel IEP - léala toda. Hay abun-dantes libros, publicaciones yrecursos en línea (vea la casilla:Recursos Online); asegúrese deutilizar información proveniente defuentes acreditadas.

¿Qué es un Plan EducacionalIndividualizado (IEP)?

El IEP es un contrato legal, queincluye los beneficios, adapta-ciones y modificaciones que laescuela proveerá a un estudianteespecífico, alumno de educaciónespecial, durante el transcurso deun año. El IEP es un mandato deley federal conocido como la Leyde Educación de Individuos conDiscapacidades (IDEA en inglés),para cada niño que haya sido iden-tificado a ser apto para recibir ser-vicios de educación especial enuna escuela público. El procesoIEP es la serie de pasos que debetomar el equipo de trabajo paradesarrollar o modificar el IEPcuando es necesario. Este procesose debe llevar a cabo por lo menos


una vez al año mientras el estudi-ante esté inscrito en un plantelescolar público.

Conozca sus derechosLos padres son miembros

iguales en el equipo de trabajo delIEP, y deben ser invitados a cadajunta. Ustedes puedes pedir que sehaga una junta de IEP durante elaño escolar si consideran que elprograma no está funcionando o sicreen que se debe hacer algúncambio. Presenten cualquier peti-ción formal por escrito, tales comouna petición de evaluación delniño, el envío de copias de resulta-dos de evaluaciones, opara pedir que se haga unajunta para hablar sobre elIEP. Familiarícese con laLey de Educación deIndividuos Discapacitados(IDEA idea.ed.gov) y laLey de estadounidensescon Discapacidades (ADAhttp://www2.ed.gov/poli-cy/rights/guid/ocr/disabili-tyoverview.html). Siinglés no es su primeridioma, tiene derecho a recibir losservicios de un intérprete durantelas juntas del IEP si así lo desea.

ParticipeAlgunos padres temen que el

personal escolar pueda calificarloscomo exigentes, pero muchosmaestros se sienten más frustradospor la falta de participación en elproceso del IEP por parte de lospadres que por sus altas expectati-vas. Ustedes conocen a sus hijos ypuede compartir detalles que otraspersonas desconocen, como suinformación histórica. Ustedes

pueden ilustrar ampliamente cómo essu hijo cuando está en un ambientediferente al de la escuela. Los pasospara la participación activa incluyen:• Hacer preguntas, y asegurarse

de que las respuestas quedanclaras (pedir explicaciones deser necesario).

• Guardar registros de todos losservicios pertinentes, adelantoslogrados, y comunicación conla escuela.

• Facilitar la comunicación entreel personal de la escuela y losproveedores de servicios deotras instituciones que atiendena su hijo, fuera de la escuela.

• Prepararse para la junta del IEPcon antelación: revisar el IEPanterior, pedir el borrador delIEP propuesto, y revisar losresultados de evaluaciones einformes hechos por la escuelay por otros proveedores de ser-vicios, preguntar a su hijocómo se siente en la escuela, ycon sus amigos, cuáles son susmetas personales y sus deseos.

• Cumpla con las responsabili-dades que ha acordado tomar(ejem. verificar las tareas, man-dar notas de progreso a lasmaestras). Firme y regresedocumentos a tiempo.

Controle de qué forma seestá siguiendo el IEP

Para que el IEP sea efectivo, losservicios y adaptaciones debenponerse en práctica. Los padresdeben estar atentos de que laescuela está implementando el IEP.Algunas maneras sencillas paraasegurarse que su hijo está recibi-endo los servicios en el IEP son: • Hable con su hijo lo más posi-

ble sobre sus actividades en laescuela.

• Asegúrese de que le envíanreportes de progreso de metasdel IEP con frecuencia, (por lo

menos con la misma fre-cuencia con que recibereportes escolares).

• Revise las tareas desu hijo para controlar elprogreso de las metasdel IEP.

• Mantenga comuni-cación periódica con lasmaestras y terapeutaspara recibir su retroali-mentación.

• Póngase a la dis-posición del personal de laescuela para llevar a cabo pláti-cas e intercambios de pregun-tas.

• Considere la idea de visitar elsalón de clases de su hijo paraobservar (las reglas puede vari-ar en los diferentes distritosescolares con respecto a esto).Ser voluntario en el salón declases de su hijo podría ser unaopción.

• Alerte al grupo de trabajo sialgo le preocupa o si consideraque hay falta de progreso.

1) Revisión de resultados de evaluaciones y depláticas sobre el nivel actual de desempeñodel estudiante.

2) Desarrollo de metas de instrucción (las metasdel IEP deben ser medibles y realistas).

3) Basado en las metas, determinar los serviciosmás adecuados y su ubicación.


¿Y si no está de acuerdo?Algunas veces las escuelas y los padres no logran

llegar a un acuerdo sobre qué servicios son adecua-dos. Los padres deben manifestar los puntos con loscuales no están de acuerdo en un documento denomi-nado Previa Notificación Escrita (Prior WrittenNotice). Si los padres y la escuela no logran llegar aun acuerdo sobre las condiciones del IEP, hay proced-imientos establecidos para solicitar una resolución.Mientras se espera una resolución, la escuela tiene elderecho de implementar el programa propuesto.Algunas opciones de Resolución de Disputas incluyenjuntas voluntarias con mediadores independientes,mediaciones, o entablación de querellas y debido pro-ceso.

Recuerden que los padres son la constante en lavida de los hijos y los únicos miembros del equipo detrabajo del IEP que permanecerá allí año tras año. Elpropósito del IEP es ayudar al niño a mejorar suaprendizaje. Para participar significativa y efectiva-

mente en el proceso del IEP, el enfoque debe ser elniño y las decisiones deben tomarse con los interesesdel niño en mente.

Christopher Tiffany, Director de Apoyo deFamilias y Educación de Raising Special Kids,comentó que, “no se espera que los padres seanexpertos educativos, o que participen en estrategiaseducacionales, o en todo a lo que se relaciona a cómoel niño es educado en la escuela. Si tienen unconocimiento general acerca de cómo funciona laeducación especial y los servicios relacionados,entonces pueden participar por medio de preguntas yproveyendo comentarios, para así desarrollar un IEPcompleto y funcional. Los padres también debenconocer sus derechos para entender de qué formapueden estar en desacuerdo con los profesionales ycómo proseguir informal y formalmente con opcionespara la resolución de disputas.

Aprender más: para capacitación y talleres sobrela educación especial vea las páginas 6 y 7.

• Adaptación - disposiciones hechas para que el estudiante tenga acceso y demuestre aprendizaje.• Modificaciones - cambios considerables acerca de lo que se espera que un estudiante

aprenda y demuestre. • Servicios Auxiliares - transporte, y otros servicios, tales como servicios maduracionales,

correctivos, y de apoyo que un niño con discapacidades requiere para poder beneficiarseplenamente de la educación.

• Condiciones de Consultas - servicios proveídos no directamente por el profesional desig-nado pero por otro miembro del personal que trabaja con el niño, después de consultar conel profesional.

• Evaluación de Conducta Funcional (FBA) - es una evaluación dirigida a examinar la con-ducta que interfiere con el aprendizaje del estudiante.

• Educación Pública Gratuita y Adecuada (FAPE) - educación especial y servicios rela-cionados que: a) se proveen a cargo público, bajo supervisión y dirección pública, gratuita;b) cumple con los estándares de la agencia de educación del estado (SEA); c) incluye edu-cación adecuada en un jardín de infancia, escuela elemental o secundaria, en el Estadoinvolucrado; SE06 4 y d) se proveen de acuerdo con el plan educacional individualizado(IEP). La palabra “adecuado“ no está definido, pero otras referencias dentro de la ley impli-can que incluye el apoyo y servicios que de mejor forma cubren las necesidades educa-cionales del niño, para que el niño pueda beneficiarse de su educación.

• Ambiente Menos Restrictivo (LRE) - en lo que cabe en lo posible, los niños con discapaci-dades deben ser educados con otros niños que no son discapacitados.

• Tecnología Asistiva - un dispositivo o servicio requerido si es relevante y necesario “educa-cionalmente“, para permitir que el niño se eduque en el ambiente menos restrictivo.

13

Arizona’s Division of Developmental Disabilities(DDD) has established a new quality advocacy andsupport team known as the Office of Consumer andFamily Support Services. These veteran staff are ded-icated to troubleshooting complex issues for con-sumers and their families regarding access to servic-es. In addition, they work on provider issues, intera-gency issues and other concerns needing resolution.

Administrator Al Nieto is leading this uniquegroup whose focus is to solve some of the tougherproblems individuals and their families face in find-ing appropriate services or resolving issues with cur-rent services. “All of us in this unit have a passionfor working with individuals and families. Our maingoal is to ensure that issues are dealt with quickly toalleviate any undue stress for the people we serve,”said Nieto.

Consumers and families are encouraged to first utilize the services of their assigned SupportCoordinator, but if an issue arises that presents exceptional challenges, you can contact the unit bycalling (602) 542-6850 or this toll free number: 866-229-5553.

Courtyard Marriott 600 Clubhouse Drive, Page, AZ 86040

October 18, 201212 pm - 3 pm or 6 pm - 9 pm

Workshops:• IEP & Section 504 Compliance• Graduation and Transition• Restraint and Seclusion • School to Prison Pipeline

To register call 602-274-6287 or 800-927-2260email: [email protected]

website: http://spedpageoct182012.eventbrite.com

The Division of Developmental Disabilities (DDD)has produced a series of fact sheets on health topicsintended for use in residential and day program facili-ties; and families can use them too!

The sheets can be downloaded from the DDD website at http://bit.ly/QeoSl5. Topics include:

1 Dehydration 2 Seizure Disorder 3 Aspiration 4 Constipation

5 Asphyxiation6 MRSA7 Dental Emergencies

October 15th - 16th, 2012(additional day for professionals: October 17th)

9:30 am - 5:00 pmTalking Stick Resort

9800 E. Indian Bend Rd., Scottsdale, AZ 85250“Facing the Future: Who’s In Your Network?”

Making a commitment to the successful transitionto adult life for youth and young adults with disabil-ities. A conference for youth and families. Moreinformation online: http://bit.ly/PMAOpR

The Miracle Leaguegives individuals with anydisability, ages four andup, the opportunity toplay baseball. The rubber-ized turf makes the fieldaccessible to wheelchairsand walkers. The programis free to all participants and volunteers, and eachplayer will receive a free jersey, hat, and pictures.

• Games are played at the Maryvale Family YMCA,located at 3825 N. 67th Ave, Phoenix 85033.

• Fall season will begin October 9th for ages 13+and October 13th for ages 4 to 12.

For information and registration, please contact KellyShingleton, Miracle League Director, at 602-212-6149, or email [email protected].



Raising Special Kids presented training opportunities for familiesthroughout Arizona over the summer. Conferences with multiple work-shops on varied topics such as therapy techniques, behavior manage-ment, and transition were available in Show Low, Yuma, and LakeHavasu. Increasing partnerships in diverse and remote areas is benefit-ting many families whose access to services is limited by distance andother factors.

“We are so excited to be able to meet parents in these areas on a faceto face basis and provide critical information and resources they need tohelp their children,” said Assistant Executive Director Vickie French.

An innovative partnership between UMOM, the largest shelter forfamilies in Arizona who are homeless, and Raising Special Kids has pro-duced a series of workshops that are part of the rotation of skill develop-ment services offered to UMOM parents.

“We have worked closely with UMOM staff for over two years andthe collaboration has resulted in programs designed to fit unique needs ofhomeless families,” said Janna Murrell, Director of Family Support andEducation. “We are looking forward to continuing this critical service forfamilies facing intense challenges.”

A grant from First Things First to provide Parent Education andCommunity-based training is supporting literacy, parenting, and familysupport services beginning in October.

Thank you to the Fun-Lovin’ band of doctors,Champagne Tap, and all the attendees whoturned out to raise $2100 through a benefit

concert for Raising Special Kids!

New project with UMOM

(From left) Stacey Campbell and Kim Williams of UMOM with

Janna Murrell.

Nachol Henson of the Division ofDevelopmental Disabilities with a

parent in Lake Havasu.We gratefully

acknowledge support ofstatewide trainings

Art GodeMaria ValdezBonnie Heal

Allison Meritt, Teri Radenmacher -Parent Information Network

Nachol Henson, Tanya Goita, Brenda Lopez -Division of Developmental DisabilitiesAlejandra Hernandez - Arizona Early

Intervention ProgramLinda Enriquez-Curtis & Catherine Finnell -

Vocational RehabilitationCristy Sturgis - Goodwill Job Connection

Dr. Thomas Barela Ruth Waldrop, MAOT, OTR/L

Cheryl Bird, Physical Therapist Meg Rodney, Physical Therapist

Gina Crites, OTR/L, MFT Amy Garren, MSCCC-SLP

Patricia Rafferty, BS, COTA/L, MOTS Marcia McCarrell, Yuma Regional Medical

CenterJudith Walker - United Healthcare

Jacquelyn Thorpe - Capstone Health Show Low Unified School District

First Smiles First Things FirstThe Emily Center


May - July, 2012Anthem

Kristina Blackledge

Apache Junction Vianet I Garcia Vazquez

ChandlerMarti BaioShauna BraudtSamantha FloresBeth MaloneyKelly RandallCathy Turner

Flagstaff April Judd

Florence Regina Ulises

Gilbert Tammy Leeper

Glendale Pam BaldwinFred BurgmannDawn KurbatEllen O'Hare

Goodyear Vilma CastilloAnne Dennis

Mesa Kim CohillCynthia ElliottJulie FollmerColleen MartinezSusan MeltonErika VillanuevaCassandra Yazzie

Peoria Tricia Mucklow

Phoenix ABIL VolunteersNancy AllenFlora AmayaPaula BanahanAnita BelcherMichelle BowenPatty CoeLeticia D GonzalesNancy LichtElizabeth Lopez de LeonHeather Joy MagdelanoDiane McCoyBertha MoctezumaJacob RobertsonChuck SmithJanelle TassartPaulina TiffanyDana Wayne

Sahuarita Hortencia Armstrong

Scottsdale Megan BoppSharon & Larry LandaySteve LeeChris LinnLynn MichelsKatie PetersenMary QuinslerChed Salasek

Snowflake Bonnie Heal

Tempe Todd CaineMegan Davis DeyJanet RomoDebbie Weidinger

A New Leaf Aid to Adoption of Special KidsAlhambra Developmental Preschool

Christina CarolanAlhambra Preschool

Elizabeth Johnson-HestonArizona Autism United

Paulina TiffanyArizona Center for Disability Law Arizona Chapter of the American

Academy of Pediatrics Amanda Sumner

Arizona Department of Education Amy DillJennifer Huber

Arizona Department of Education -Parent Information NetworkSpecialist Jill Castle

Arizona Department of HealthServices - Office for Children withSpecial Health Care NeedsRalph FigueroaMarta Urbina

Arizona Early Intervention Project Jenine CookBarb McMasters

Arizona's Children Association Anna LongoriaJoanna M. PrusaElizabeth UrtuzuasteguiJane Lord

Banner Desert Medical Center Deb Humphreys

Cardon Children's Medical Center Cindy GeorgeJennifer LeimbachShayla Paap, MSWHeidi Solak

CareConnect Arizona Antoinette Martinez

Cave Creek School District Centro de Amistad

Adriana Arola-SierraMaria Hernandez

Child Care and Referral Children's Action Alliance

Matt JewettChildren's Rehabilitative Services

Judy TylerCity of Phoenix City of Phoenix Early Headstart

Lori SolaresCity of Phoenix Head Start Creighton School District

Kelly RisnerCrisis Nursery

Karla CarzaresJoanna Martinez

Deer Valley Unified School District Division Of Developmental Disabilities

Andrea AdamsCarmen AguileraDebby AlvarezWhitney BarclayMaritsa BeltranRuben BernalKaren BoehmLois BrooksWilliam ByersKathleen CalderMaggie CarbajalRobin ChantoChelle Colton-RutledgeTeresa ComerAnnie ConverseWanda CopelandRebecca CummingsLisa De LoeraFlor EricksonZenobia Gipson-BurkeJade GuerreroKathi GuildigJulia HarrisClaudia HartEsther HaszSue HatchSusan Hawley

Tatum HemmegerBilly HendersonKristen HeningerDawn JohnsonKristina KelschJIll Keyes-McClementsWilliam KilgoreValerie KrasevicLaura KushembaLinda Lane KushembaJanet LandmanPhillip LeavittMaria Elena MangiameliEllyn ManzoLucia MarquezChelsie MartinBetty McAuleyMartha MillsArmando MolinaMarta MonyerLaura MooreJonathan NewbyKelly NorrisShawn PadillaCourtney ParkerCarla PateCharlene PinangoElva RamaLisa RennellsAlma ReyesAmanda ReynoldsLynn RhodesMadelyn SlowtalkerLaura SmithDana SouthworthCortney TiptonSusie M. TsoJoAnn ValdezPatty WaltersMegan WileyElizabeth C WilliamsLucinda Yazzie

Duet Dysart School District Embrace Palliative Care Foundation Esperanza Elementary School

Kathy DancilEstes Elementary School Estrella Pediatrics

Imelda OjedaFamily Involvement Center Family Learning Center

Maritsa BeltranFamily Resources - Flagstaff First Southern Baptist Church

Sahuaro Ranch Steve French

First Things First Grupo de Apoyo para Latinos con

Autismo Alberto Serpas

Grupo de Apoyo para NiñosEspeciales Gaby Orozco

Gilbert Unified School District - CarolRae Ranch School

Interfaith Counseling Lucy VasquesKyrene School District Lutheran Family Services Lutheran Social Services of the

Southwest - Refugee Services Sara Dunn

Maricopa Integrated Health Plan Justin C. Wheeler, MD

Maricopa Integrated Health SystemPediatric Clinic Shendell Sainos, BSW

Mesa Community College - RedMountain Branch

Milemarkers Therapy Becky Stark

Mosaic Angela Hughes

Mountain Park Health Center Lesley Farrell, LCSWBarbara Hare, PsyD

Navajo Nation Dine Department of

Education Regina Martinez

One Life Unlimited Oregon Child Protective Services

Doug ZambranoPendleton Pediatrics

Emily HughesPhoenix Children's Hospital

Alfonso Belmonte, MDMaria FloresSusan LarkinCynthia NakamuraClara SchnallJennifer StalteriNicole ValdezChrista Waltersdorf

Phoenix Children's Medical GroupGeneral Pediatrics Kristina Leinward

Phoenix Interfaith Counseling Ofelia JuarezJanice McDaniel

Phoenix Union High School Pinal Hispanic Council

Ginger ParksParent Organized Partnership

Supporting Infants and ChildrenLearning to Eat

Rehab Without Walls Mandy Cornelius

RISE Early Intervention Twyla CurryMalea GraceBree LarsenJesenia MartinezKayleen MillerJenee SisnroyAmy-Lee Verfaillie

Save The Family Teresa Garcia

Seeds of Hope Mark Vanderheyden

Sonoran Sky Elementary School Sonoran Sky PediatricsSouthwest Human Development

Angelica FavelaVanessa Gonzalez-Plumhoff, MSW

St. Agnes Catholic Preschool Michelle Finley

St. Joseph's Hospital Marilyn Sobchak

Touchstone Behavioral Health UMOM New Day Centers, Inc. United Cerebral Palsy of Central

Arizona Jessica Mena

Washington Elementary SchoolDistrict Katie Anderson

West Valley Family DevelopmentCenter

Valerie Kemper, PsyDWilson Elementary School

Luz Muñoz

INDIVIDUALSPaula BanahanZelmore DanfordErin GundersonJanet Kennedy-SabalaBeth MaloneyAngel MullinsRon PagliasottiRobin RomeroDr. Karlsson RothMichelle SerriesTerry SutterLori Tilbury

May - July, 2012

Special Thanks toCarolyn Sechler

for her generous contributionof support services.


NONPROFIT ORG.U.S. POSTAGE

PAIDPHOENIX, ARIZONA

PERMIT NO. 2017

Raising Special Kids5025 E. Washington, Suite #204Phoenix, AZ 85034

You can direct your tax dollars to help families of kids with disabilities witha gift to Raising Special Kids through Arizona’s Working Poor Tax CreditProgram.

How? It’s simple:1) Donate to Raising Special Kids by December 31, 2012 (up to $400

for couples filing jointly or $200 for single taxpayers).2) Itemize your Arizona state tax return for 2012, and include Form 321

listing Raising Special Kids as the qualifying charitable organization.A donation reduces the amount you owe or increases your refund by theamount you give.

If you currently use the Public Education Tax Credit, you can also partic-ipate in the Working Poor Tax Credit Program. You can take advantageof both.

Help Raising Special Kids serve more families Please make your donation today through our secure online system atwww.raisingspecialkids.org. Note: Contact a qualified tax professional for advice on your specific tax situation.

Thank you!

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