§300.320(a)(4) of IDEA says that each child’s IEP must contain a statement of supplementary aids and services. §300.42 defines supplementary aids and services as “aids, services, and other supports that are provided in regular education classes, other education-related settings, and in extracurricular and nonacademic settings, to enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate in accordance with §§300.114 through 300.116.” I know, English please? In addition to the “regular” stuff, Supplementary Aids and Services can include:
direct services and supports to the child (school tells you about these); AND
support and training for staff who work with the child and parents. (not usually mentioned)
So, how do you get a school to add these trainings to your child’s IEP? At the IEP meeting, ask the teacher if she/he/they are able to implement the IEP as written or whether training is needed. If you want to get more specific, ask whether the teachers and staff know how to interact with your child’s profile. Let’s face it, we all know interacting with a neurotypical child can be different than interacting with a neurodiverse child. Do you, the parent, know how to operated and program the communication device your child is bringing between home and school? If not, ask for training. Here are some other suggestions of what can be added:
Staff development sessions on how to deescalate a child with Autism
Teacher and staff development session on how to notice ADD issues when hyperactivity is not involved
Parent training on how to program and use a communication device
Teacher and staff development session on how a child with depression (or any other mental illness or diagnosis) might interpret certain tones of voice or body language
Typing classes for the student. Being able to type as a writing accommodation is useless if your child does not know how to type.
If you ever feel that your child’s teacher or any staff members just do not get your child, ask for an IEP meeting and for a professional development session be added to supplementary aids and services. And remember, if they reject the request, ask for a PWN explaining why it is not necessary.
You can also check out my YouTube video on the subject.
Did You Know an IEP can Include Training?
§300.320(a)(4) of IDEA says that each child’s IEP must contain a statement of supplementary aids and services. §300.42 defines supplementary aids and services as “aids, services, and other supports that are provided in regular education classes, other education-related settings, and in extracurricular and nonacademic settings, to enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate in accordance with §§300.114 through 300.116.” I know, English please? In addition to the “regular” stuff, Supplementary Aids and Services can include:
So, how do you get a school to add these trainings to your child’s IEP? At the IEP meeting, ask the teacher if she/he/they are able to implement the IEP as written or whether training is needed. If you want to get more specific, ask whether the teachers and staff know how to interact with your child’s profile. Let’s face it, we all know interacting with a neurotypical child can be different than interacting with a neurodiverse child. Do you, the parent, know how to operated and program the communication device your child is bringing between home and school? If not, ask for training. Here are some other suggestions of what can be added:
If you ever feel that your child’s teacher or any staff members just do not get your child, ask for an IEP meeting and for a professional development session be added to supplementary aids and services. And remember, if they reject the request, ask for a PWN explaining why it is not necessary.
You can also check out my YouTube video on the subject.
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