Tag Archives: mainstreaming

Are Your Child’s Unique Special Education Needs Being Met?

The whole purpose of special education is to facilitate the unique educational needs that some students with disabilities have. However, sometimes the focus shifts from meeting these particular needs to just managing the child’s challenging behaviors. As the parent of a special needs child, you have the right to insist upon appropriate educational adaptations to help your child succeed in school. If you believe your child needs services or accommodations he isn’t receiving, you’ve got to speak up. You can begin by scheduling an IEP (Individual Education Plan) meeting with your child’s teachers and therapists. How do I know whether … Continue reading →

15 “Steps” to Find the Right Education Program for Your Child

The path to find the right education program for your special son or daughter can be confusing. Many parents get lost, stuck, or just don’t know which way to go. Here is a map to help you find your way. (If your child is preschool-aged, he or she will benefit from early intervention.) 1. Get an accurate diagnosis. It’s absolutely vital that you understand whether your child has a specific learning disability, ADD/ADHD, an emotional disturbance, mental retardation, is gifted, falls somewhere on the autism spectrum, or has a mixture of several disorders. If you’re still searching for answers, follow … Continue reading →

Mainstreaming: The Special Needs Child Goes to School

The kindergarten through elementary school years are crucial, formative years for your child both educationally and socially. There are things you can do as a parent to make these years more beneficial and enjoyable for your child. What is mainstreaming? Mainstreaming means that the special needs child attends a regular classroom along with students who are his or her actual (not developmental) age. Mainstreaming means that the child is not kept isolated in a special class, away from peers, but is included just like everybody else. Adaptations are made so that the child’s special needs are met, while still being … Continue reading →

Mainstreaming Requires Communication: Kyle and the Music Teacher

I got a strange phone call today. “Hello, Mrs. Crow? This is Mr. (I’ll call him Smith), Kyle’s music teacher. I just wanted you to know that today I pulled him into the hallway and almost sent him to the office for swearing.” And my honest response was, “Huh?” He continued. “It wasn’t a real bad word, but it was a curse word, and he kept repeating it. I asked him to stop, and he refused. Then he got hostile with me so I took him into the hallway.” I sat there for a moment in stunned silence. Finally, I … Continue reading →