"You do not have to attend the meeting if you feel uncomfortable. It's your choice"
"Your input at the meeting is very important. Please reconsider."
"If you write down your concerns, I can read them aloud for you at the meeting."
"Bring a friend or relative with you to the meeting to make you feel more comfortable."
Teaching students simple sign language for commonly used words
Asking students yes or no questions
Telling students words to say and having them practice the words repeatdely
Having students follow a visual schedule of the day
"The process for Jessie learning to walk independently to her classes is very gradual. She won't be without an adult in the hallways until she is comfortable and it is safe to do so."
"Jessie will leave class five minutes early so that she can walk in the hallways alone before the other students get out of class. This lessens the chances of being bumped."
"We will pair Jessie up with a classroom buddy to walk in the hallways together. She will meet her goal of walking independently, but will be with a friend in case something happens."
"If you prefer, we can remove that goal from Jessie's IEP and replace it with something you're more comfortable with."
Charting Jasmine's daily progress of her guided feeding and sending the documentation to her parents.
Arranging for an education mediator to speak to Jasmine's parents about the importance of working with school staff on Jasmine's goals.
Putting Jasmine's family in contact with another parent of a child with Rett syndrome to share experiences and concerns.
Videotaping Jasmine with parental permission using the guided feeding technique so that her parents are able to see her ability
Is not preoccupied with other tasks.
Is not disrupting classmates when practicing his skill.
Is able to practice the skill in real-life conditions.
Is not missing classroom instruction.
Inviting the speech and language teacher to observe students in the classroom
Sitting in on several social skills group lessons
Having students role-play a social skills session
Researching lessons that are related to topics studied in the social skills group
Visual-motor and self-care activities
Perceptual abilities and fine- motor skills
Gross-motor function and mobility skills
Independent living skills and orientation strategies.
The ARC Michigan
The Michigan department of civil rights
A local autism support group
The Michigan department of human services
Transition plan, including transfer of parental rights to student.
Behavioral intervention plan.
Record of present level of performance.
Will Ela adjust socially as well as academically if there is a change in her placement?
Will Ela be required to participate fully in the assessment process if she is placed in the general education classroom?
How have students with impairments similar to Ela's progressed when there has been a change in their placement?
With appropriate supports, will conditions in the general education classroom meet Ela's academic needs?
Mills v. Board of Education of District of Columbia
Burlington School Committee v. Massachusetts Department of Education
Irving Independent School District v. Tatro
Board of Education of Hendrick Hudson Central School District v. Rowley
Dissolve the current IEP team and participate in selecting replacement members.
Request meditation and a due process hearing.
Revise the IEP to reflect the guardian's assessment of the student's needs.
Transfer the student to a different school.
Conducting regular workshops for colleagues and families about the characteristics and needs of students with cognitive impairments.
Maintaining active membership in associations and organizations dedicated to students with cognitive impairments.
Developing collaborative relationships with general education teachers whose classes include students with cognitive impairments.
Advocating strongly to school administrators on behalf of students in the school who have cognitive impairments.
A teacher of students with cognitive impairments keeps student records in a locked file cabinet.
A school nurse keeps student records in the health office along with students' health records.
A school district's director of special education is responsible for maintaining all student records.
A school provides online access of student records to students' parents/guardians.
Videotaping the class and reviewing the videos on a regular basis
Asking students for feedback about the way she organizes learning activities
Comparing classroom data with self assessment
Asking the school principal to observe a class and provide feedback
Reporting the matter to the Department of Human Services
Creating a simple morning schedule for Jane and going over it with her
Calling the student's mother to discuss the matter with her
Passing this information on to the school counselor for further investigation