One of the most challenging - and important - decisions a parent will make is when they select a school or camp program for their son or daughter with disabilities. The options can feel overwhelming, and often, there is not a clear road map.
BY GERARD THEIRS
Choosing a School
When choosing a school program, the right place to start is with the federal law. The Individuals with Disabilities Education Act (IDEA) requires that all students with disabilities ages 3- 21 have a free and "appropriate" education. Special education and related services must be provided in the "least restrictive environment" (LRE) and must be tailored to produce "meaningful benefits." All that "legalese" can be confusing. And if you think it seems like it is open to interpretation, you're right. While there are many specific rules and processes in IDEA, Congress knew that one size does NOT fit all. They wrote the law in such a way as to give every parent and school district the flexibility needed to select the right program every year, based on the needs of each child.
It is important to remember that special education is NOT a place. Rather, it is an array of carefully considered services and supports that are individually tailored to meet the needs of a single child – yours! These services and supports are spelled out in your child's Individual Education Program (IEP) developed with leaders at your local school district. The "placement" refers to where these services and supports are provided.
When it comes to placement, the law says you must first consider the general education classroom in your local public school. The discussion begins by asking how instruction and services can be modified or adapted so your child can learn. There are many ways to adapt a classroom to better fit a child's needs, and many services that can make a general education classroom the right placement. '"Co-teaching" is a strategy, in which a general education and special education teacher work side-by-side; multisensory learning - looking, listening, and moving – is a strategy that can benefit all students; and instruction that "differentiates" provides choices about how a student learns and demonstrates understanding.
If you and your school district agree that a general education classroom is not a viable option, even with accommodation and modifications, the next consideration might be a "self-contained" special education class. There, children with special needs learn together in a single classroom, but have the opportunity to be in a school building with typically developing students
In an ideal world, every public school in America would be able to provide effective, appropriate services to every student. But with so many different learning styles, some children need something more – or at least something different and that may require a private special education school or other out-ofdistrict programs. Typically, these programs offer highly specialized instruction, very small class sizes, low studentstaff ratios, a rich array of related services, and comprehensive supports. Many private schools were started by parents or educators who saw the need for a certain type of school or program. Often, these schools have a centering school philosophy that guides instruction and education in every classroom and by every teacher. In some states, these specialized services are readily available, but in other states, distance may preclude such a choice. For some children, residential schools may be the appropriate option.
Researching the options
Many parents turn to the Internet to research school options. While it is always a good idea to review a school's website or brochure, nothing can replace a visit to a school or classroom you are considering for your child. When possible, it is always a good idea to have someone from your school district join you.
Here are some things to consider:
• How do teachers and staff respond to children who are having difficulty?
• How do staff manage student behaviors?
• Is there a schoolwide approach to student behavior?
• Are students suspended from school for behavior infractions?
• Is the school leadership deeply committed to providing special education services and supports?
• Does the school use strategies that are evidence-based? Are teachers well trained in the use of these strategies?
• How is the climate and culture of the school? How is bullying handled?
• How long has the program been in place?
• What instructional strategies are used? (How are students taught?)
• What is the curriculum? (What is being taught?)
• Is the curriculum functional?
• Will it provide academic challenge to your child?
• Do the students and staff seem happy and engaged?
• Is the building clean, safe and inviting?
• Does the school make use of technology?
• How are educational decisions made? What types of data are used?
• Does the school offer related services your child needs? (OT/PT/Speech/Nursing)
• Does the school offer parent training and support?
• What is the role for parents?
• What is the class size/group size?
• What is the student/staff ratio?
• What kinds of transition services are provided?
• What kind of community-based learning and instruction is provided?
• If out-of-district, how does the school plan for the successful transition back to the local school?
• How much time will your child spend with typical peers?
• What supports are in place to make sure your child is successful?
• Will your child be able to fully participate in all aspects of school life?
• Are all staff credentialed /licensed for the positions they hold?
• Find out if the school is accredited by an outside entity such as your state Department of Education, Middle States Commission, National Commission for the Accreditation of Special Education Services (NCASES), etc.
And remember, your child's placement is NOT an outcome. The goal of appropriate special education placement is to allow your child to achieve success, independence and prepare for adult life. Be sure to ask about student outcomes. Parents can download ASAH's guide for special education placement considerations: asah.org/pdf/placement_guide.pdf
Considerations for camps
Summer camp can be a wonderful experience, not only for your child, but also for you and your entire family. It is a chance for your child to test their own wings, build self-esteem, make friends, and increase independence. It can also be a chance for you and your spouse to reconnect with each other, and with other children in your family.
Why Camp? Will it be an Inclusive One? It is important to know why you are considering camp for your child. Is family respite a goal? Are you looking for specific learning or growth (social skills, academics, learn to swim) or is the plan to simply have a good time and play? If your goal is to continue the IEP and ensure seamless learning, it might be best to talk to your school district about Extended School Year (ESY) instruction rather than camp. Many parents grapple with the decision about whether to chose a camp that is inclusive (serves all children, including those with disabilities) or one that is designed to serve only children with disabilities or special medical needs, such as those with cancer. Knowing your goals for camp can help you make the decision.
The results of two national surveys indicate that both inclusive and non-inclusive summer camp experiences provide benefits to campers with disabilities, but researchers note that non-inclusive summer camps— those that only serve campers with disabilities— help reduce the feelings of isolation experienced by some people with special needs.
Inclusive camps can be wonderful for many reasons, and can help children make friends outside of school. They are also a good choice if you are planning to send a sibling to camp too. If you are considering an inclusive camp, it is important to fully understand he supports and services that are in place to help make the experience work for your child.
The next question to consider is whether you want your child to experience day or sleepaway camp. Many parents opt for a day camp for the first camp experience, then "graduate'"to sleep-away, gradually expanding the number of days or weeks their child is away. A day camp experience may mimic a school schedule and provide routine throughout the summer, while sleep-away camp can feel more like an extended vacation
Here are some good questions to ask:
• Can I talk to other parents whose children have attended?
• How long has the camp been operating?
• What is the training and background of your staff? How are they vetted and supervised?
• What is the staff to camper ratio during the day? At night? Is 1:1 available if needed?
• What are the activities? Will my child have choices?
• How is bullying handled?
• Can my child's medical/medication needs be met here?
• Is the camp physically accessible to my child (cabins, mess hall, trails, waterfront, etc.)?
• How do you communicate with families?
• How do you handle homesickness?
Cost: Summer camp is not cheap. A week of overnight camp can easily exceed $1,200, and some longer programs can approach $8,000. How do families afford it? Most camps offer some type of financial assistance, based on family income, as well as a payment plan, credit card processing, or other ways to spread out the cost across time.
Some towns and communities offer local camp programs that are free to residents. Many camps offer "camperships" and discounts – it is worth asking. Also, check with your local Rotary Club, United Way, Elks or other civic groups that might offer camp scholarships or financial assistance. Some employers also have a fund for such purposes.
In some instances, the local school district may fund the day portion of the camp as part of an Extended School Year (ESY), if the camp provides education, social, recreational, and/or vocational opportunities in the student's IEP. Parents may or may not be required to pay for the non-educational and/or residential costs. Some states offer publicly-funded family support services that
nclude camperships or flexible funding for camp programs. It is also a good idea to let others know how they can help. One kIDS CAMPS kidscamps.com/special_needs/developmt_disability.html veRy SPeCIAL CAMPS veryspecialcamps.com family made it known that camp was a high priority and asked close friends and family members to consider a "camp gift certificate" for birthday and holiday giving.
It is always a good idea to be sure that the camp program is licensed in some way (licensing rules vary by state). Many parents look for those that have been accredited by the American Camp Association, which sets standards for camp operation, program quality and health and safety. Such accreditation is voluntary and shows that the camp program is committed to quality.•