Parent to Parent Tips

AllChildrenCanLearn

Parent’s Guide to Applied Behavior Analysis

A Parent’s Guide to to Applied Behavior Analysis is an informational is designed to provide you with a better understanding of ABA, how your child can benefit, and where/how you can seek ABA services.

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How Can My Child Be Involved in the IEP Process?

The Individuals with Disabilities Education Act (IDEA 2004)  states that a child should attend his or her individualized education program (IEP) conference, if appropriate. Each family must decide

What's Up with Nick?

Teaching School Peers about Autism

Peers are naturally curious about their classmates with autism. They want to know how to meet and hang out with them. Teaching peers about autism will help them better understand their classmates who are on the autism spectrum and the idiosyncrasies associated with these disorders. With increased understanding, the focus will shift away from characteristics that may make a classmate appear different and shift toward the positive aspects that make each individual a unique and important part of the school community.

Parent to Parent Tips

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Online Social Network for Parents

Parents are invited to join a parent-to-parent social network sponsored by the Howard County Autism Society. Here, parents can ask questions, seek recommendations and referrals, and share resources with one another. The posts are listed briefly, and beneath them are responses from other parents. So you can decide which posts are of interest. The discussions are not autism specific. Frequent questions are asked about doctors, dentists, therapists, social skills, schools, and education. It is a terrific place to hear directly from and connect to other parents! You do not have to be a member of HCAS to join the network; however, you will need to join the social network in order to read the discussions or post your own questions or comments. The network is a closed forum.

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When the Bus Stops Coming . . . then what?

As parents of children who have IEPs, it feels like we are always thinking about what’s next—next IEP, next placement, next school, next teacher/team. . . . But do we think about those nexts without thinking about the bigger NEXT. What happens at age 18 or 21, when the bus stops coming? Is there life after high school?

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Preparing for the Annual IEP: Parent Tips

It’s spring and it’s the magical time of year when many of us have IEP meetings. Even if an annual IEP isn’t scheduled, many times there are spring meetings to plan for the next school year. Most of us focus on the IEP goals and objectives at these meetings, but what about all those other sections? Are they as important?

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Middle School–Tips for the Transition

The tender ages of 11 to 13 may seem anything but tender, especially at the beginning of the school year. Instead, the middle school child is an unstable mixture of tantrums and drama, anxiety of embarrassment, and contradictions of wanting Mom and Dad nearby yet resisting help/support/interest of any degree. These are the joys of the middle school years: the huge transition from the younger dependent child to a budding, independent adult. The challenge for the parent and child alike is that, during these three years, it is difficult to guess on any given day where that child may stand along the spectrum of the transition.

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Advocating for Your Child: Before and During the IEP Meeting

Remember– you are the primary decision-maker for your child. No changes in your child’s placement or services should take place without your approval, except in an emergency situation. You are a member of the team. Work with the people who work with your child. Your success as an advocate for your child depends on working with others. . . . More tips

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Let’s Talk Data—Importance of Data Collection

It’s the start of a new school year. A time of expectations and anxiety for both students and parents. Parents and teachers have met about IEP goals and objectives, placement, class schedules, and the like. New supplies have been purchased and we’re ready to go! But how will we know our students are making progress toward their IEP goals? How will we know how they are doing with the curriculum? The answer is data