[blindkid] IEP Questions

Carol Castellano carol_castellano at verizon.net
Mon Feb 11 21:23:29 UTC 2013


Hi Julie,

Regarding your new set of questions:

1.  Do you feel that your daughter would be overloaded if the team 
added computer keyboard to her workload?  If not, I'd go ahead and do 
it.  If so, I believe you could wait a bit without causing her harm.

2.  Real objects are a great idea.  If possible, review curriculum 
materials in advance and give her experience with the objects she'll 
encounter in the story.  For ex., if it's about a tree, let her hug a 
tree and climb some branches and examine a twig and leaves.  This 
should all come before a plastic model of a tree.

3.  She certainly should have description of what is going on in a 
movie if she can't tell just by listening.  Usually for young kids, 
this is done via a classroom aide.  You can also request to take the 
movie home and preview and/or review it with her.  There are also 
"audio-described" movies which include a description track.

4.  I think it's important for our kids to learn to "tolerate" the 
normal sounds that students encounter during the school day and I 
would not necessarily excuse her unless ther reaction was 
extreme.  In general I would work on raising her ability to tolerate sounds.

Do you or does anyone suspect that there may be something 
neurological going on with your daughter that would make her extra 
sensitive to loud noises or a loud room?  If yes, I would work extra 
carefully and at a speed appropriate to your daughter's ability to 
handle the situation on getting her used to sounds and assisting her 
in her ability to tolerate various levels of volume.  I would also 
consult with those familiar with this neuro issue.

5.  At this point, I don't think anyone knows for sure why some kids 
develop repetitive behaviors, but I would say it's not to get 
attention.  Some things that can help are a fidget item, as you 
suggest, or placing something that relates to the lesson in her 
hands.  Also, make sure she gets plenty of vigorous exercise--a 
trampoline with a handle or a hippity hop is nice!  Teach her to 
jump, skip, and run.  I've seen (in severe cases) the teachers take 
the child into the hallway for a minute to jump and "get the energy out."

You might want to check out Independent Movement and Travel in Blind 
Children by Joe Cutter and Making It Work: Educating the Blind/VI 
Student in the Regular School by me :-).  Both are available at 
http://secure.nfb.org/ecommerce/asp/prodtype.asp?prodtype=47&ph=&keywords=&recor=&SearchFor=&PT_ID=

Good luck!

Carol Castellano
President, Parents of Blind Children-NJ
Director of Programs
National Organization of Parents of Blind Children
973-377-0976
carol_castellano at verizon.net
www.blindchildren.org
www.nfb.org/parents-and-teachers

At 03:39 PM 2/11/2013, you wrote:

>Thank you so much for sharing your stories with me and for all the 
>great advise! Our meeting is set up for next week so I am trying to 
>get everything together. I have a few more questions for you guys.
>1. Is it reasonable to ask for my daughter to be started on a 
>regular commenter keyboard like the other students or should she 
>just stick with the Perkins brailler and introduction to braille lite?
>2. what about asking for real objects to explore classroom lessons. 
>For example, when the class is reading a book about trees. All the 
>other kids are looking at pictures etc of all tree parts while it is 
>just described to my daughter. Couldn't she hold a little plastic tree?
>3. When a movie is shown, could she have someone describe what s going on?
>4. If something is too loud, for example, a rainy day movie at 
>recess, couldn't she be excused to read a book with her aide? She 
>became uncomfortable recently when this happened and the aide wanted 
>to take her out and read but the Gen ed teacher said, " she just has 
>to learn to deal with it".
>5. have any of your kids had problems with unnecessary movements or 
>tic type behaviors? My daughter has started having some of these. I 
>was wondering if we could have her take a fidget toy in class to 
>hold in her hand? She used to hum and they wont let her do that in 
>class, then she started biting on the pencils, then when they 
>stopped that she started coughing and picking her nose, now we have 
>a handle on that and she has started shrugging her 
>shoulder,  knocking on her head, tapping her forehead with her palm 
>and a finger exercise type movement that interferes with her braille 
>skills. So, I am thinking every time we stop a small movement or 
>fidget, she just replaces it with a different ad increasingly bigger 
>movement. Any advise on this ?
>her teacher seems to think she is just doing these things to get 
>attention, but I don't think so, I think she needs to move for stimulation.
>Thank you again for all your help! Julie
>
>
>
>
>
>-----Original Message-----
>From: blindkid-request <blindkid-request at nfbnet.org>
>To: blindkid <blindkid at nfbnet.org>
>Sent: Thu, Feb 7, 2013 10:06 am
>Subject: blindkid Digest, Vol 106, Issue 7
>
>
>Send blindkid mailing list submissions to
>blindkid at nfbnet.org
>To subscribe or unsubscribe via the World Wide Web, visit
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>r, via email, send a message with subject or body 'help' to
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>When replying, please edit your Subject line so it is more specific
>han "Re: Contents of blindkid digest..."
>
>oday's Topics:
>    1. Re: IEP questions (Richard Holloway)
>   2. Thanks for info! (Carol Castellano)
>   3. Re: IEP development for 3rd-4th grader (Brandon and Sarah)
>   4. Re: IEP questions (DrV)
>   5. Re: IEP questions (Richard Holloway)
>   6. Re: IEP questions (Penny Duffy)
>
>---------------------------------------------------------------------
>Message: 1
>ate: Wed, 6 Feb 2013 14:16:56 -0500
>rom: Richard Holloway <rholloway at gopbc.org>
>o: "Blind Kid Mailing List,     \(for parents of blind children\)"
><blindkid at nfbnet.org>
>ubject: Re: [blindkid] IEP questions
>essage-ID: <2B96497D-FCA4-4164-8779-25C3E45CD096 at gopbc.org>
>ontent-Type: text/plain; charset=us-ascii
>As previously discussed, you may or may not want to "call out" anyone for not
>ollowing the IEP, but in any case, I would have no hesitation to mention in a
>equest memo for an IEP that you have concerns that your current IEP is not
>eing followed. There's no point in pretending there is no  concern-- this is
>our child's education. The fact of the matter is, anyone involved will pretty
>uickly determine that if a child has only one primary teacher and 
>the IEP isn't
>eing followed, that teacher is pretty likely a key person not following the
>EP. Your place may not be to officially point blame, but you have every right
>o point out shortcomings in your child's education and IEP process.
>I agree that all the teachers should have been given (and should 
>have read and
>ollowed) the IEP. Compliance isn't optional on their part. The 
>teacher ought to
>now this and certainly the principle and administration should be 
>well aware of
>his. If she really wasn't given the IEP, it might not be "her fault", except
>hat I suspect we're dealing with a child with an obvious special need, so I
>ould think it would go without saying, that the child almost certainly has an
>EP. Why would she not ask the administration?
>In other words, I can see how a child with, say, mild autism, might 
>not jump out
>o a teacher as a student for whom they should absolutely have an IEP. On the
>ther hand, a student who is in a wheelchair, for example, is very 
>like to have
>n IEP, and a teacher would be quite likely ask about a "missing" IEP 
>for such a
>hild. Same thing, I would suggest, for a blind child.
>I don't know-- the more I think about it, the more I can't really 
>grasp how any
>eacher would't ask about a blind student they were teaching-- "doesn't this
>hild have an IEP?" Does your child have some functional vision which they are
>rying to over-use?
>In any case, we too always have at least two meetings with the "IEP 
>Team" every
>ear. The big one is early in the CALENDAR year, for the following 
>school year.
>he second one is a few weeks into school-- just as soon as "the dust settles"
>rom the start of the year. If things aren't going smoothly we have more as
>eeded.
>Have as many as you need to get things running smoothly. If things are going
>retty well, you may be able to solve the odd small issue with a unofficial
>eeting with just a person or two, or even a phone call or memo (emails work
>reat for us), but if quick unofficial attempts don't quickly resolve things?
>all an official IEP without hesitation.
>I suspect that generally, (as in our case) after a while things will 
>become more
>outine and you may require fewer extra meetings (beyond just the two a year)
>ut I would expect to have a couple of meeting every year. Use the regular
>arent conferences as well-- use them as informal IEP's to the degree that you
>an gauge when you need an official meeting, etc. We find that a 
>casual rapport
>ith the teachers can be developed with many brief meetings at events and
>ctivities. After a while, this tends to head certain issues off before they
>ecome significant enough to require formal meetings.
>I would underscore however, that we find that the extra "early IEP 
>meeting" in
>he school year helps get everything organized and flowing for the 
>entire school
>ear, so it can be pretty important. Yet, it cannot replace the winter/spring
>eeting because that's when they have to get prepped and organized to order
>ooks and other materials for the next school year...
>Good luck!
>Richard
>
>-----------------------------
>Message: 2
>ate: Wed, 06 Feb 2013 15:50:41 -0500
>rom: Carol Castellano <carol_castellano at verizon.net>
>o: blindkid at nfbnet.org
>ubject: [blindkid] Thanks for info!
>essage-ID: <323531.99913.bm at smtp101.vzn.mail.bf1.yahoo.com>
>ontent-Type: text/plain; charset="us-ascii"; format=flowed
>To all of you who helped with my Toys R Us query--THANKS!!!
>arol
>Carol Castellano
>resident, Parents of Blind Children-NJ
>irector of Programs
>ational Organization of Parents of Blind Children
>73-377-0976
>arol_castellano at verizon.net
>ww.blindchildren.org
>ww.nfb.org/parents-and-teachers
>
>
>-----------------------------
>Message: 3
>ate: Wed, 6 Feb 2013 14:04:26 -0700
>rom: Brandon and Sarah <lanesims at gmail.com>
>o: blindkid at nfbnet.org
>ubject: Re: [blindkid] IEP development for 3rd-4th grader
>essage-ID:
><CAFtNJBH3Zef5kwiVFKarZQcbY8AVTL_cieDqQ-6PW8Gc=uw9EA at mail.gmail.com>
>ontent-Type: text/plain; charset=UTF-8
>I absolutely agree that having Carol's book, Making It Work, is
>ssential. In fact, before my original post, I wandered around the
>ouse looking for our copy. It turns out that Emilia's teacher had it
>n loan. I have it back now and will study up on the IEP chapter.
>As for the testing and grades as a source of guidance - that would be
>reat if I believed the progress reports. I'm suspicious that the
>esting has been a bit generous regarding her progress, so may not be
>uch use in this case.
>We do have a budding summer program that is 100mi away at the Idaho
>chool for the Deaf and Blind. Idaho isn't big on funding education
>last in the nation, Yay!), but the folks at the school have worked
>ard to pull together a summer camp. Emilia has gone and will return
>his summer. Thanks for the input.
>randon
> > Message: 3
>  Date: Sun, 3 Feb 2013 12:38:02 -0500 (EST)
>  From: SCDUFFLEY at aol.com
>  To: blindkid at nfbnet.org
>  Subject: Re: [blindkid] IEP development for 3rd-4th grader
>  Message-ID: <4daf.696f350.3e3ffa7a at aol.com>
>  Content-Type: text/plain; charset="US-ASCII"
>
>  It is important and VITAL to have Carol Castellanos book  "Making it Work".
>
>   You will find a review of her book on the NFB  website.  It is the bible
>  to education for the visually  impaired.
>  _https://nfb.org/images/nfb/publications/fr/fr19/fr05si11.htm_
>  (https://nfb.org/images/nfb/publications/fr/fr19/fr05si11.htm)
>
>
>  Secondly, I googled the internet for information on IEP for  blind students
>
>  and found good articles and a few examples.   Here are  a few links I
>  found.
>  _http://www.unco.edu/ncssd/bviIEP/index.shtml_
>  (http://www.unco.edu/ncssd/bviIEP/index.shtml)
>  _http://www.wonderbaby.org/articles/ieps-parents-blind-or-visually-impaired-
>  children#sample_
> 
>(http://www.wonderbaby.org/articles/ieps-parents-blind-or-visually-impaired-children#sample)
>
>
>   I have been through the same thing.  ONE of  the biggest challenges was
>  needing exposure to peer interactions and some  daily living skills that
>  were
>  very slow going.  I was able to convince my  team,  in a calm, objective
>  way, that my son, who is now 11, needed time at  Perkins School for the
>  blind
>  (about 1.25 hrs away)  to develop these  exposures in their Outreach
>  Program.
>   They also offer a summer  program.  Do you have any services like that in
>  your area or 100 mile  radius?
>
>  Speech and OT can be tricky areas and we built his goals on  testing
>  results.  Do you have testing evidence or grades to help you for  any of
>  your IEP
>  areas?
>
>  I am sure the other parents and professionals will have  some wonderful
>  advice as well.
>
>  It takes time, but it is well worth it.
>
>  My best,
>
>  Christine Duffley
>  NH
>
>  In a message dated 2/3/2013 9:37:10 A.M. Eastern Standard Time,
>  lanesims at gmail.com writes:
>
>  Up until  now we have been passive participants in Emilia's IEP development
>  and  meetings. I have never felt that the document was  particularly
>  understandable or helpful in a practical way. I now realize  that this
>  cannot continue and I have decided to be much more active in the  process
>  of
>  writing the document.
>
>  I have looked at some online advice  and samples and still have a question
>  about what to include/exclude from  the Goals/Benchmarks. The common core
>  standards are clearly published on  the district website. It seems to me
>  that if we expect her to have the same  expectations as her sighted peers
>  with regard to learning the curriculum,  then we just need to state that
>  clearly, rather than go through each  individual element of the curriculum.
>  Then we just need to address areas of  weakness or blind specific
>  accomodations, and the expanded core curriculum  (like reading speed,
>  assistive tech, testing accomodations, O&M, etc).  I'm thinking something
>  like this:
>
>  Language: Emilia will have the  same expectations as her sighted peers for
>  mastery of the  4th grade  common core standards.
>
>  After this we could go on to a specific reading  goal and so on.
>
>  The same would apply to math and so on.
>
>  It seems  to me that if we refer specifically to the published expectations
>  for her  sighted peers, then the same expectations in their entirety are
>  applied to  Emilia. Am I missing something here?   Thanks.
>  Brandon
>
>------------------------------
>Message: 4
>ate: Wed, 06 Feb 2013 23:00:46 -0800
>rom: DrV <icdx at earthlink.net>
>o: "Blind Kid Mailing List, (for parents of blind children)"
><blindkid at nfbnet.org>
>ubject: Re: [blindkid] IEP questions
>essage-ID: <CD3886C6.CF88%icdx at earthlink.net>
>ontent-Type: text/plain;        charset="ISO-8859-1"
>We have taken a similar approach.
>e have a minimal of 2 IEP meeting for each of our boys; 1 within the
>irst few weeks of school & 1 a few weeks before the end of the school
>ear.
>e also arrange for an additional informal meeting for 1?2-1 hour to  with
>he gen ed teacher(s) the day before school starts every year with a
>andout to provide a brief overview of our child, our philosophy, & to
>nswer any questions - it has always been well received  - and a relief
>or many who you can tell have been wrestling over how they will be able
>o teach a blind child. This also sets a tone that we are able & willing
>o be part of the process of "making it work." (great title for a book ;-)
>he school tries to put off the beginning of the year IEP saying it is too
>arly to get a feel for things, but the meeting is invariably perfect in
>iming to address questions that the gen ed teacher has & to get all team
>embers in the same room so they can all meet, connect & problem solve.
>t the end-of-the-year meeting we try to get a sense of who will be
>eaching the following year - or when we can expect to know over the
>ummer. It gives the TVI a chance to find out what books need to be
>rdered & what materials need to be brailled over the summer & we put in
>he meeting notes that we request an early IEP the following year as well
>s the pre-start of school meeting.
>eyond that we meet as needed when issues come up - & then unfortunately
>lmost always do.
>  think it is important to document parental requests & concerns formally
>n writing. For every IEP meeting we provide a parent handout with our
>ontact info, general background, straight & weaknesses, etc with a
>isting of our concerns & requests & we write in the handout that we want
>he handout to be included as an official part of the IEP meeting
>ocument. We add pictures (these are great pre&start of the meeting
>cebreakers). We make sure the meeting notes include reference to our
>andout stating it has been acknowledged & included. We also bring
>omething for the IEP team to snack on.
>here is a lot more access to teachers & other IEP members in elementary
>chool. Much less so in Middle school & high school.
>est wishes,
>ric
>On 2/6/13 11:16 AM, "Richard Holloway" <rholloway at gopbc.org> wrote:
> >As previously discussed, you may or may not want to "call out" anyone for
>not following the IEP, but in any case, I would have no hesitation to
>mention in a request memo for an IEP that you have concerns that your
>current IEP is not being followed. There's no point in pretending there
>is no  concern-- this is your child's education. The fact of the matter
>is, anyone involved will pretty quickly determine that if a child has
>only one primary teacher and the IEP isn't being followed, that teacher
>is pretty likely a key person not following the IEP. Your place may not
>be to officially point blame, but you have every right to point out
>shortcomings in your child's education and IEP process.
>
>I agree that all the teachers should have been given (and should have
>read and followed) the IEP. Compliance isn't optional on their part. The
>teacher ought to know this and certainly the principle and administration
>should be well aware of this. If she really wasn't given the IEP, it
>might not be "her fault", except that I suspect we're dealing with a
>child with an obvious special need, so I would think it would go without
>saying, that the child almost certainly has an IEP. Why would she not ask
>the administration?
>
>In other words, I can see how a child with, say, mild autism, might not
>jump out to a teacher as a student for whom they should absolutely have
>an IEP. On the other hand, a student who is in a wheelchair, for example,
>is very like to have an IEP, and a teacher would be quite likely ask
>about a "missing" IEP for such a child. Same thing, I would suggest, for
>a blind child.
>
>I don't know-- the more I think about it, the more I can't really grasp
>how any teacher would't ask about a blind student they were teaching--
>"doesn't this child have an IEP?" Does your child have some functional
>vision which they are trying to over-use?
>
>In any case, we too always have at least two meetings with the "IEP Team"
>every year. The big one is early in the CALENDAR year, for the following
>school year. The second one is a few weeks into school-- just as soon as
>"the dust settles" from the start of the year. If things aren't going
>smoothly we have more as needed.
>
>Have as many as you need to get things running smoothly. If things are
>going pretty well, you may be able to solve the odd small issue with a
>unofficial meeting with just a person or two, or even a phone call or
>memo (emails work great for us), but if quick unofficial attempts don't
>quickly resolve things? Call an official IEP without hesitation.
>
>I suspect that generally, (as in our case) after a while things will
>become more routine and you may require fewer extra meetings (beyond just
>the two a year) but I would expect to have a couple of meeting every
>year. Use the regular parent conferences as well-- use them as informal
>IEP's to the degree that you can gauge when you need an official meeting,
>etc. We find that a casual rapport with the teachers can be developed
>with many brief meetings at events and activities. After a while, this
>tends to head certain issues off before they become significant enough to
>require formal meetings.
>
>I would underscore however, that we find that the extra "early IEP
>meeting" in the school year helps get everything organized and flowing
>for the entire school year, so it can be pretty important. Yet, it cannot
>replace the winter/spring meeting because that's when they have to get
>prepped and organized to order books and other materials for the next
>school year...
>
>Good luck!
>
>Richard
>_______________________________________________
>blindkid mailing list
>blindkid at nfbnet.org
>http://nfbnet.org/mailman/listinfo/blindkid_nfbnet.org
>To unsubscribe, change your list options or get your account info for
>blindkid:
>http://nfbnet.org/mailman/options/blindkid_nfbnet.org/icdx%40earthlink.net
>
>
>------------------------------
>Message: 5
>ate: Thu, 7 Feb 2013 02:37:45 -0500
>rom: Richard Holloway <rholloway at gopbc.org>
>o: "Blind Kid Mailing List,     (for parents of blind children)"
><blindkid at nfbnet.org>
>ubject: Re: [blindkid] IEP questions
>essage-ID: <F9B5C34B-3679-419D-B0E5-3CC0CF416E98 at gopbc.org>
>ontent-Type: text/plain;        charset=utf-8
>Eric's post makes me aware of the different timetables in different school
>ystems. Here in Georgia, we have been cautioned that if next year's braille
>ooks aren't on order by something like February or at least March, 
>many may not
>rrive for the start of school. No idea what could possibly take so 
>long, but I
>ould seek guidance from a TVI or other educated source about that particular
>spect of your school system's book acquisition process and build 
>that into your
>lan.
>Sent from my iPhone
>On Feb 7, 2013, at 2:00 AM, DrV <icdx at earthlink.net> wrote:
> > We have taken a similar approach.
>  We have a minimal of 2 IEP meeting for each of our boys; 1 within the
>  first few weeks of school & 1 a few weeks before the end of the school
>  year.
>  We also arrange for an additional informal meeting for 1?2-1 hour to  with
>  the gen ed teacher(s) the day before school starts every year with a
>  handout to provide a brief overview of our child, our philosophy, & to
>  answer any questions - it has always been well received  - and a relief
>  for many who you can tell have been wrestling over how they will be able
>  to teach a blind child. This also sets a tone that we are able & willing
>  to be part of the process of "making it work." (great title for a book ;-)
>  The school tries to put off the beginning of the year IEP saying it is too
>  early to get a feel for things, but the meeting is invariably perfect in
>  timing to address questions that the gen ed teacher has & to get all team
>  members in the same room so they can all meet, connect & problem solve.
>  At the end-of-the-year meeting we try to get a sense of who will be
>  teaching the following year - or when we can expect to know over the
>  summer. It gives the TVI a chance to find out what books need to be
>  ordered & what materials need to be brailled over the summer & we put in
>  the meeting notes that we request an early IEP the following year as well
>  as the pre-start of school meeting.
>  Beyond that we meet as needed when issues come up - & then unfortunately
>  almost always do.
>  I think it is important to document parental requests & concerns formally
>  in writing. For every IEP meeting we provide a parent handout with our
>  contact info, general background, straight & weaknesses, etc with a
>  listing of our concerns & requests & we write in the handout that we want
>  the handout to be included as an official part of the IEP meeting
>  document. We add pictures (these are great pre&start of the meeting
>  icebreakers). We make sure the meeting notes include reference to our
>  handout stating it has been acknowledged & included. We also bring
>  something for the IEP team to snack on.
>  There is a lot more access to teachers & other IEP members in elementary
>  school. Much less so in Middle school & high school.
>  Best wishes,
>  Eric
>
>  On 2/6/13 11:16 AM, "Richard Holloway" <rholloway at gopbc.org> wrote:
>
> > As previously discussed, you may or may not want to "call out" anyone for
>
>------------------------------
>Message: 6
>ate: Thu, 7 Feb 2013 03:47:14 -0500
>rom: Penny Duffy <pennyduffy at gmail.com>
>o: "NFBnet Blind Kid Mailing List,      (for parents of blind children)"
><blindkid at nfbnet.org>
>ubject: Re: [blindkid] IEP questions
>essage-ID:
><CABb_=QcuAe1fEp-6sYZe6XrjsF2Vou+6yvGAwLwDCu3rdRjQNg at mail.gmail.com>
>ontent-Type: text/plain; charset=UTF-8
>I know my daughter's TVI orders her braille books in the spring. I like to
>ollow up her tvi and make sure she orders all the books. For some odd
>eason the tvi isn't told about all the books.
>Oh on the topic of meetings we have each year. We have a transition meeting
>t the end of the year that included the new and old teacher.  We also
>ometimes have an extented school year meeting.   Abby's main IEP meeting
>s every early December.  I also have had informal meetings with my
>aughters TVI (she is great)
>-Penny
>n Feb 7, 2013 2:38 AM, "Richard Holloway" <rholloway at gopbc.org> wrote:
> > Eric's post makes me aware of the different timetables in different school
>  systems. Here in Georgia, we have been cautioned that if next year's
>  braille books aren't on order by something like February or at least March,
>  many may not arrive for the start of school. No idea what could possibly
>  take so long, but I would seek guidance from a TVI or other educated source
>  about that particular aspect of your school system's book acquisition
>  process and build that into your plan.
>
>  Sent from my iPhone
>
>  On Feb 7, 2013, at 2:00 AM, DrV <icdx at earthlink.net> wrote:
>
>  > We have taken a similar approach.
>  > We have a minimal of 2 IEP meeting for each of our boys; 1 within the
>  > first few weeks of school & 1 a few weeks before the end of the school
>  > year.
>  > We also arrange for an additional informal meeting for 1?2-1 hour to
>   with
>  > the gen ed teacher(s) the day before school starts every year with a
>  > handout to provide a brief overview of our child, our philosophy, & to
>  > answer any questions - it has always been well received  - and a relief
>  > for many who you can tell have been wrestling over how they will be able
>  > to teach a blind child. This also sets a tone that we are able & willing
>  > to be part of the process of "making it work." (great title for a book
>  ;-)
>  > The school tries to put off the beginning of the year IEP saying it is
>  too
>  > early to get a feel for things, but the meeting is invariably perfect in
>  > timing to address questions that the gen ed teacher has & to get all team
>  > members in the same room so they can all meet, connect & problem solve.
>  > At the end-of-the-year meeting we try to get a sense of who will be
>  > teaching the following year - or when we can expect to know over the
>  > summer. It gives the TVI a chance to find out what books need to be
>  > ordered & what materials need to be brailled over the summer & we put in
>  > the meeting notes that we request an early IEP the following year as well
>  > as the pre-start of school meeting.
>  > Beyond that we meet as needed when issues come up - & then unfortunately
>  > almost always do.
>  > I think it is important to document parental requests & concerns formally
>  > in writing. For every IEP meeting we provide a parent handout with our
>  > contact info, general background, straight & weaknesses, etc with a
>  > listing of our concerns & requests & we write in the handout that we want
>  > the handout to be included as an official part of the IEP meeting
>  > document. We add pictures (these are great pre&start of the meeting
>  > icebreakers). We make sure the meeting notes include reference to our
>  > handout stating it has been acknowledged & included. We also bring
>  > something for the IEP team to snack on.
>  > There is a lot more access to teachers & other IEP members in elementary
>  > school. Much less so in Middle school & high school.
>  > Best wishes,
>  > Eric
>  >
>  > On 2/6/13 11:16 AM, "Richard Holloway" <rholloway at gopbc.org> wrote:
>  >
>  >> As previously discussed, you may or may not want to "call out" anyone
>  for
>
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