She can direct you to where this line is and who you might need to let know that you are going in this lane. You can also tell one of the TSA agents that you need to go in this lane, and he can direct you to it as well. You can also ask the person at the airline desk if you can pre-board a plane with your child if she needs extra time getting settled.
With the advanced technology being used by the TSA at security checkpoints, it is rare that your child would need to be touched. If your child has a problem being touched, though, let the TSA agents know, and they can make sure she goes through the advanced imaging technology and the metal detector screening. If a pat down is needed, you can direct them on how best to conduct this search. If you think you will require more assistance, you can call the airport ahead of time and let them know you will need a passenger support specialist when you arrive.
By calling the TSA Cares hotline 72 hours before travel, they can ensure a specialist will be waiting for you and your child. Here is a list of questions incoming students might want to ask when they visit a college disability services office:. There are literally thousands of colleges available in the United States so it may seem impossible to find the ones that are the best fit for your child.
A good place to start the search is with the College Board website. Visit their college search page and enter the types of special services you are looking for. The list will only show the colleges that offer these services.
Other sources, like the Huffington Post and U. News , provide their lists and advice. It is important for your child to physically visit every school in which she or he is interested. While a college may look perfect on paper, it can appear less ideal in person. By visiting each school your child considers attending, they will get a better idea of what type of accommodations they truly need and which colleges meet these needs.
While visiting these schools, try to set up an appointment to meet with the disability services office to talk about your concerns. At the end of the meeting, ask for a business card so that you can follow up with any future questions.
It will also be good for your child to send a thank-you letter to the person who talked with you. Six Simple Things You Can Do Transition is such a huge and overwhelming topic that it can be hard to know where to start, especially when your life is already so full.
Here are six things you can do right now to begin the process: Take stock of how much you already know. Nobody is better equipped to help your child transition than you are. Face your fears. Anxiety can be paralyzing. But it can also be informative. Naming your fears will help you understand both your bottom line and your priorities.
If your biggest fears revolve around your child being bored and isolated after high school, then your first priority may be to focus on employment, education, or day programs.
Establish your priorities. Use a list and a timeline to help you choose a small number of first-order tasks, questions, or issues.
Write it down and set a deadline. Just take it one step at a time. Having casual conversations about transition with your child and other members of the family will help normalize the topic and get everyone thinking about options.
What do you think it will be like? Reach out to a family in your disability community who has gone through transition and talk to them about their experience.
Parents who work together can divide up tasks, share information, and advocate as a group. They can also give each other breaks as needed and — most importantly — devise new solutions. One group of families pooled their money to buy a franchise so that their children with developmental delays would have a place to work; a typically developing sibling with an interest in business is managing it.
Others are setting up group living arrangements for their children or creating carpools and social groups. Naseef says. This will help you remember whatcame across your mind during your research. It is natural for questions and concerns to slip your mind, especially since you are likely to be provided with so much information. By writing down what is important to you and your child, you are making sure these topics will be addressed during the conversation. Make sure you get to know them before the meeting.
You can talk to them about what you and your child want for his or her future, and the teacher can weigh in on what she thinks is best for your child.
It will also make you more comfortable in the meeting if you know someone there. The teacher will also be more likely to advocate for your concerns and what you and your child want if you have established a personal relationship with them. The teacher will know what you want as a parent and understand more how your mind works. This will allow you to see how your child has progressed toward these goals and what needs to be adjusted. Some schools present parents with a recommended draft IEP for them to consider at the meeting.
Parents must have a chance to weigh in and say what they think should be part of the IEP. See what goes into an IEP. This is called the annual IEP meeting. Schools typically use the annual IEP meeting to review how things are going. They look at how the student is progressing on grade-level standards. They also make any necessary changes to the IEP. They can request an IEP meeting at any time. Once the IEP team begins to develop a transition plan for after high school, the student must also attend.
This happens at age For example, a parent might ask that a health care provider attend — or even a friend or advocate. If parents and the school agree, an IEP team member can be excused from attending. Learn more about the IEP team. Sometimes, the entire meeting will be about solving a specific problem. For example, the student might be missing out on services listed in their IEP. Or services may need to be adjusted.
There might also be a conflict with a teacher or another student. If so, the meeting will often end with the school and parents agreeing on what to do, including changing the IEP. Because much of this information is technical e. It is not at all unusual for a member of the IEP team—for example, the special educator—to attempt to save time by developing a draft version of the IEP prior to the meeting.
The danger of this practice is that participants might interpret the draft as a done deal or a final document. As such, they might feel that they cannot suggest revisions or changes to its contents.
In fact, the U. Schedule the Meeting Legislation and Litigation. There might be times when a parent is unable or unwilling to attend an IEP meeting. In these cases, the IEP meeting can still be held so long as certain documentation is produced. Because school administrators cannot anticipate when these situations might arise, they should have these practices in place as part of standard record-keeping.
Recall that the meeting to develop the initial IEP must be conducted within 30 days of the eligibility determination. Whether for the initial IEP meeting or the annual review, the school administrator should make sure that a concerted effort is made to schedule this meeting at a time when the parents are able to attend.
By providing advance notice of the meeting to all IEP team members, the school administrator can support parental attendance as well as give school-based personnel time to prepare e. When scheduling the meeting, the school administrator should take steps to ensure that participants have enough time to fully discuss and develop all of the IEP components. The time required for an individual meeting may depend on numerous factors e.
Once a date and time for the IEP meeting has been determined, the law requires that a written notice invitation be sent to the parents. This notice must inform the parents about their right to invite individuals with special knowledge or expertise about their child e. This notice must also include the following information about the meeting:. Although school personnel must be prepared to schedule IEP meetings on short notice as needs arise, there are other times during the school year when large numbers of IEP meetings need to be scheduled e.
Next, David Bateman emphasizes the importance of listening to parents during the IEP meeting and provides tips on how to prepare staff to do so. View Transcript. Transcript: Breanne Venios. So if we know that a parent works very early in the morning, our learning-support teacher can give them the date well ahead of time, and they can adjust their schedule or take the earliest appointment.
We have the teachers work together and calling the parents and making sure that they can get an allotted time-slot.
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