BBB AUTISM SUPPORT NETWORK

BBB AUTISM SUPPORT NETWORK/
AUTISM SOCIETY ONTARIO
(YORK REGION CHAPTER)
PRESENT
THE E-NEWS

by Linsday Moir, Comhnadh Consultants http://www3.sympatico.ca/l.moir/index.html

I was recently doing a workshop for a group of educational assistants...it was a rather in-depth, intense workshop where we examined the characteristics of needs statements, and then followed up with “walking through” the entire process of developing the Individual Education Plan for a real student presented by the EA. Obviously, for many of the participants, this was the very student they worked with on a day-to-day basis... they had a lot invested in the exercise!! During the process we constantly referred to “buzz words” such as clear, concise, measurable, evidential, and individual to help us identify good needs statements and strategies. In fact, these words brought a knowing smile to our lips as we visited and revisited them throughout the day!

About ten minutes from the end of our long, exhausting, intense time, I made a “fatal” pedagogical error... I asked a summative question!! ( Who can tell me when you know you have a good IEP?). Honestly, I expected to hear back our “buzz words”. An experienced Educational Assistant, smiled and said, “I know.” The answer that was forthcoming was so unexpected and profound, that it was 45 minutes of spirited discussion before we left.

She said, “ That’s easy......if it is a good IEP it will be on the desk, wrinkled and coffee stained...... all the bad ones are crisp, pristine and in a file.

If you reflect on this statement you will get a picture of the process and its flaws. Resource teachers generate pieces of paper because they are mandated or because the are needed to justify staffing or funding. These are often generated from computer software without any editing, customizing or individualizing. It must be very frustrating to spend precious time creating a piece of paper for a file! These teachers are often exasperated when parents want to exercise their right to participate in this process.... But if the plan is used daily by the classroom teacher and the EA, if it is the result of meaningful consultation with the parent, if it clearly outlines what is to done and each person’s role, ONLY THEN is it worth the time and effort put in to its creation.

So, is your IEP worthy of a “Tim Horton” ring?? Is it on the desk or in a file? Is it a cooperative effort or is it spun out of a generic mold?

Over the past year, the Ministry of Education has strengthened the requirements for IEP’s. They legislated new “Standards for the IEP” (Nov 2000). There is no doubt in my find that the IEP is fast becoming the most important piece of paper in Special Education. Is yours “on the desk, wrinkled and coffee stained?”

“ Comhnadh Comments” may be reprinted in any not-for-profit newsletter issued by parents groups or community groups who support parents of exceptional children, provided that proper attribution is given. As a courtesy, please send a copy of the newsletter to Comhnadh Consulting, 92 Cumberland Crescent, LONDON, Ontario Canada N5X 1B6

Advocating for Your Child - Getting Started (from Wrights Law) http://www.wrightslaw.com/

Good special education services are intensive and expensive. Resources are limited. If you have a child with special needs, you may wind up battling the school district for the services your child needs. To prevail, you need information, skills, and tools.

Who can be an advocate? Anyone can advocate for another person. Here is how the dictionary defines the term “advocate“:

ad-vo-cate – Verb, transitive. To speak, plead or argue in favor of. Synonym is support.

1. One that argues for a cause; a supporter or defender; an advocate of civil rights.
2. One that pleads in another’s behalf; an intercessor; advocates for abused children and spouses.
3. A lawyer. (The American Heritage Dictionary of the English Language, Third Edition)

Although my son is only 5 and just entering kindergarten, we have been dealing with the School District for 2 years now and had more then 10 IEPs. I have learned a lot in the past 2 years. My son has gotten s better and more individualized program than any other child in our district that I have come in contact with. (His program this last year included full inclusion with an aide, speech 2 times a week for one hour, OT one hour a week, adapted PE small group one hour a week, 12 one hour play therapy sessions, 12 one hour counseling sessions for the family, 15 hours one on one with behavioral aide in the home, 3 hours once a week from the behaviorist overseeing the home program, consult hours with all of the therapists for both the classroom teachers and the home program providers- and I never went to due process to get this) The 3 most important things in the IEP process, in my opinion, are:
1) Be prepared
have a copy of you child's current IEP, current goals, list of strengths and weaknesses, goals you feel need to be addressed, and a concrete idea of exactly what you want for your child. Also ask for any test results or reports before the meeting so that you can go over them beforehand, and bring hard copies of all new information to the meeting and have enough duplicates to pass out to all attending members of the IEP team.
2) Know your rights
read up on the laws pertaining to what you are requesting of the school. Investigate law cases and make copies of these to bring to the meetings. Many times the school does not really know the laws, or assumes that the parents don't
3) Be adamant
decide what you can accept and stick to it. If the IEP team says no to what you feel is a reasonable request, then go further. An informal "pre-mediation" meeting with an advocate may be all you need to change the school's mind, if not go on to mediation, if that does not solve the problem file for due process. Chances are that somewhere along the line the school will decide it is not worth the fight.

About IEPs... as in Intellectually Exasperating People you have to sit through meetings with once a year? Whadya wanna know, girlfriend? I'll do my best... just keep in mind that I might have been in one or a few too many, and have PTSD or something... could interfere with my usually utterly objective viewpoint.

I did resort to joining that Yahoo group a few months ago, when this teacher's IEP was giving me fits. It's http://groups.yahoo.com/group/IEP_guide . There are about 1200 members, and I suggest opening a whole new e-mail account just to handle this one very active group, as you get tons of attachments, along with the information and support. Lots of good stuff but it really is intensely overwhelming if one does not have good organizational skills and a lot of online time for sorting though this stuff.

The most important thing to remember about IEP meetings is that you should never, ever go alone. Always have a witness. Keep in mind that the people in this meeting usually do not have the child's best interests at heart, no matter what they say. If you happen to have a best friend who is either a member of the bar, or who is trained in hostage negotiation techniques, bring them. If you don't, find the most impressive person you can find to accompany you.

Looks count. You want someone who is intellectually, socially and/or economically intimidating. Brute strength usually doesn't work, so you can leave your biker buddies home.

There are people who are professional or lay advocates. Do check them out. Someone who actually understands the rules can be helpful. Beware of those who recommend "compromise with the schools". They are vampires at night, and will break your spirit and bleed you dry before the meeting begins.

They can save you someday. My son struggled for years with his motor skills, and spent quite a bit of time with the school OT. At the end of his kindergarten year, the OT decided that he was in the "normal" range, and didn't need her services anymore. Three years later he was re-evaluated, and was found to be in the "low-normal" range in the area of balance. I wanted him to receive OT services again, to get him caught up to his peers, but was unsuccessful...until I compared his old evaluation to the new one. The papers showed that his balance had gone from being a strength to a real hindrance. We got the OT services.

• Always know with whom you are talking. Keep a note of the name, and the date and time of call.

• Be prepared to offer basic facts about your child, which are relevant to the agency you are calling.

• Have records available (with identification numbers, dates, etc) and encourage immediate action.

• Be goal-orientated. Know exactly what you want. Focus on your goal until it has been achieved.

•Convey a sense of cooperation. For example, "How can we work with each other?"

As a 5 year IEP veteran, can clearly remember feeling as though I was entering at ground level, complete with a real life boot camp experience, separated by familiarity and faced with task upon task heaped on an exhausted mind. Being new to the experience, our first IEP was very school driven with a lot of compliance, fear, and disorientation by myself, the new recruit. I was already shell shocked and not really sure what we needed, but very sure the school did know. signed on the line, fought back tears and hoped for the best. As I learned more about autism, therapies and programming, while a good program, it was far from tailored to my sons' specific needs. I learned I needed to advance my rank and become an "Advocate".

That year I read and attended conferences and networked with other parents and professionals in order to get a clear understanding of what my son would need specifically and how to present that information at the next IEP to the "TEAM". I learned I didn't always have to be a player but could design my own plays and present them. A very helpful book I read was "Creating a "Win-Win IEP" for Students with Autism: A How-To Manual for Parents and Educators by Beth Fouse, Ph.D. It provides a road map through the process as well as sample letters, listings of state regulations with timelines, and checklists for parents through the process. It provided me the references I needed to advocate effectively.

All IEP's following have been much less anxiety-ridden as the recruit and handled by the "Advocate" with the newly earned knowledge, preparation, and tools to map our course.

Whether the school has contacted me or not, I provide them a month ahead of time my proposed IEP. They are able to know my direction and we can communicate prior to the actual meeting about issues. I even write the goals and objectives, and have also rejected a behavior plan and written my own that was implemented. I think it is crucial to assert yourself as a team member making clear your knowledge of autism and your IEP rights. A daily journal or checklist is also crucial to provide communication between home and school, and to identify triggers and patterns that may develop behaviorally that only a parent may recognize. I think it is crucial to have this written in the IEP. Our school has also implemented a "Passport" which is a list of modifications that travel with the student so a consistent environment can be maintained.

The IEP process need not be an exercise in anxiety. Being prepared, being open minded, and willing to compromise and recognize the most important elements and focus energies on these, can create the best educational opportunities for our children.

We are still not sure what is happening about A. and an EA, so I have been a bit distracted and not around here much....but, he has been adjusting to the new school quite well.

Yesterday, his IBI therapist ( who has been with him this week, to help with the transition). was with the EA at recess watching A. She told me this story...

A. was walking around the portable He seemed to be doing it very repetitively, he had been around 5 times already and she just kept an eye that he kept coming around this one corner. Well on the 6th time around, a little boy from his class was behind him, following him. On the 7th time around the corner there were two boys behind A.

At this point, the therapist stepped in and stopped the "train", and prompted A. to say "Hi" to the boys and say their names, which he did. The boys smiled and then they continued walking around the building...BUT after this, A. would stop periodically on his own and look at the boys and smile!!!

My therapist was in tears telling me this story...those boys joined in all on their own!!...and A. wanted to keep the game going!!

Gives me a lot of hope you know?

IF YOU ARE NOT CURRENTLY A PAID-UP MEMBER OF AUTISM SOCIETY ONTARIO, MEMBERSHIP APPLICATIONS WILL BE AVAILABLE AT EACH WORKSHOP. PAID-UP MEMBERSHIP OF $30.00 ANNUALLY WILL IMMEDIATELY ENTITLE YOU TO THE MEMBERS’ RATE. FEES WILL BE COLLECTED AT THE DOOR, AND ARE ON A ‘COST-RECOVERY’ BASIS ONLY.

Effective Advocacy & Case Management Lyn Ziraldo, Executive Director, Learning Disabilities Association York Region.

Writing Effective Needs Statements - Lindsay Moir, Educational Consultant http://www3.sympatico.ca/l.moir/index.html

Special education is a ‘needs’driven’ process and boards have a statutory obligation to MEET the needs of the exceptional pupil. As an arbitrator, Lindsay has often found that parents have difficulty in enunciating their child’s needs and the school often doesn’t know what the parents expect. Good programming starts with clear communication of the students’ needs.

Sensory Integration Make ‘n Take Workshop Instructor Shirley Sutton, Occupational Therapist

Shirley’s specialty training areas include early intervention and sensory integration. She brings more than 20 years’ extensive clinical experience from a wide variety of settings, including consulting work with Geneva Centre, two private therapy centres, several community living associations and early intervention programs. Shirley co-authored the book ‘Building Bridges Through Sensory Integration’ and the workbook ‘Learn to Print and Draw: A Tactile-Kinesthetic Approach’. http://www.buildingbridges.cjb.net/

Cost: includes lunch, materials, handouts. Members $25.00 Non-Members $ 40.00

Shana Elman, Speech & Language Pathologist with Bloorview MacMillan Centre. http://www.bloorviewmacmillan.org/ Visual communication materials to aid and facilitate learning and leisure by ‘Graduate Beginnings’ will be available for sale, and custom orders can be taken.

Dental Care and Autism with Dr. David Isen AT HIS OFFICE – Anaesthesia Associates http://www.sleepfordentistry.com/, 4800 LESLIE STREET SUITE 111, NORTH YORK

Living With Asperger’s Syndrome. Gary Waleski, An Adult With Asperger’s Talks About His Experiences

Understanding how the disorder affects the child and tips on how to effectively deal with children in your care. To help parents, teacher and EAs better understand and help facilitate the child’s growth in school. Gary is totally independent, works fulltime, has further career goals, does frequent public speaking presentations on autism/PDD, and is newsletter editor for Autism Society Ontario – Halton Chapter. He has a large circle of friends, many hobbies & interests and leads a well-balanced and fulfilling life.

Rose Ann Punnett – Kerry’s Place http://www.kerrysplace.org/ - “Asperger’s Disorder”
Dr. Adrienne Perry – Autism in General
Margo Allen (EIS), Darlene Spence (YBMS), and Liz C (BBB Autism) – Your Preschooler with Autism
Robyn Solnik – Solnik and Solnik – Wills and Estates
Art Therapy – Nancy Wood
Deanna Pietramala – Leaps and Bounds - Autism and Sexuality
Deanna Pietramala – Leaps and Bounds – Social Skills
Lindsay Moir School Discipline and the Exceptional Student
Deanna Pietramala – Leaps and Bounds – Behavior Management
…and more, more, more!!!

Note: In Volume 1; Issue 6 "Back to School", IEP was referred to as "Individual Education Program" in an article from NICHCY. For those of you who contacted us asking if this was a misprint, I would like to thank you for your input, and let you know this article was cut and pasted (credits appear below it) verbatim, nothing was changed. Our policy has always been that we don't change wording on such articles.

Please note: We have provided the following links below, but it is most important to note that the strategies, samples forms and letters etc. are only providing guidelines. You will have to customize all to fit your own child and/or situation. Many thanks to Khris D. and Chris T. for help with the U.S. links. Additional thanks belong to Lynda B. and Verna S. for help with the Ontario information.

Wright's Law: http://www.wrightslaw.com/
Reed Martin http://www.reedmartin.com/esy.html
State-by-State Special Education Web Pages http://lisa_kalp.tripod.com/IEPGuideindex.html
Sample Compliance Complaint in California http://www.pai-ca.org/Pubs/Compliance
Protection & Advocacy (California): (this site has an online copy of Special Education Rights and Responsibility which is the parents guide to special ed law in California) http://www.pai-ca.org/pubs/401601.htm
Links to IDEA http://www.dssc.org/frc/idea.htm
Where can I find an Advocate? An Attorney? http://www.wrightslaw.com/info/advo.referrals.htm
Directory of Parent Training Information Centers http://www.wrightslaw.com/links/ptis.htm
The IEP Cycle http://www.teachervision.com/lesson-plans/lesson-5581.html
What to Include in an IEP http://www.teachervision.com/lesson-plans/lesson-5594.html
Two Powerful Documents to Take to the IEP http://www.geocities.com/Athens/Oracle/1580/twin_documents.html
The Pediatrician's Role in Development and Implementation of an Individual Education Plan (IEP) and/or an Individual Family Service Plan (IFSP) http://www.aap.org/policy/re9823.html
Accommodations for Students with Communication and Learning Disorders http://www.coping.org/involvepar/accomform.htm

504-Handicapped Student Accommodation Plan http://specialed.about.com/gi/dynamic/offsite.htm?site=http%3A%2F%2Fwww.charleston.k12.sc.us%2Fccsdpages%2FPPSforms%2F504-4.htm
Academic Plan for Students with Disabilities http://specialed.about.com/gi/dynamic/offsite.htm?site=http%3A%2F%2Fwww.charleston.k12.sc.us%2Fccsdpages%2FPPSforms%2FAcademicPlanAP.html
IEP Goals and Objectives http://specialed.about.com/gi/dynamic/offsite.htm?site=http%3A%2F%2Fwww.charleston.k12.sc.us%2Fccsdpages%2FPPSforms%2Fiep-5_1.htm
IEP http://specialed.about.com/gi/dynamic/offsite.htm?site=http%3A%2F%2Fwww.greeceny.com%2Fse%2Fforms%2Fnew_iep.rtf
Find more of these forms by copy/pasting this URL you’re your browser; http://specialed.about.com/cs/formssamples/index.htm?rnk=r2&terms=special+education+forms

CANADIAN LINKS

Canada's SchoolNet http://www.schoolnet.ca/
British Columbia Ministry of Education: Special Education http://www.bced.gov.bc.ca/specialed/
British Columbia Ministry of Education: A Parent's Guide to IEP http://www.bced.gov.bc.ca/specialed/iep/cover.htm
Alberta Learning http://www.learning.gov.ab.ca/
Manitoba Special Education http://www.edu.gov.mb.ca/metks4/instruct/specedu/
Manitoba: IEP Resource http://www.edu.gov.mb.ca/metks4/instruct/specedu/iep/index.html
New Brunswick: Education http://www.gov.nb.ca/education/default.htm
Newfoundland and Labrador: Student Support Services http://www.edu.gov.nf.ca/division/stsuppsv/studsrv.htm
Nova Scotia: Education http://www.ednet.ns.ca/
Prince Edward Island: Department of Education http://www2.gov.pe.ca/educ/schools/index.asp
Quebec MINISTÈRE DE L'ÉDUCATION Publications http://www.meq.gouv.qc.ca/GR-PUB/m_englis.htm
Government of Saskatchewan: Special Education Unit http://www.sasked.gov.sk.ca/k/pecs/se/index.html
Yukon Educational Student Network http://www.yesnet.yk.ca/

Special Needs Opportunity Windows http://snow.utoronto.ca/siteindex.html
Ontario Ministry of Education: Special Education Monographs #4 "Students with Autism" http://www.edu.gov.on.ca/eng/general/elemsec/speced/monog4.html
Ontario Ministry of Education: Student Focused Funding http://www.edu.gov.on.ca/eng/funding/index.html
Ontario Ministry of Education: Special Education http://www.edu.gov.on.ca/eng/general/elemsec/speced/speced.html
Comhnadh Consulting; Special Needs Consulting in Ontario http://www3.sympatico.ca/l.moir/index.html
Ontario Individual Education Plans: Standards for Development, Program Planning and Implementation http://www.edu.gov.on.ca/eng/general/elemsec/speced/iep/iep.html
Ontario Ministry of Education: The IPRC http://www.edu.gov.on.ca/eng/general/elemsec/speced/identifi.html
Highlights of Regulation 181/98 http://www.edu.gov.on.ca/eng/general/elemsec/speced/hilites.html
A Model for the Provision of Speech and Language Services (As applicable to the Education Act) http://mettowas21.edu.gov.on.ca/extra/eng/ppm/model.html
OAFCCD: Preparing for an IPRC http://www.cyberus.ca/oafccd/factshee/fact19.htm
Special Education Terms used in Ontario: http://www.cyberus.ca/oafccd/factshee/fact21.htm

ASSORTED LINKS TO HELP EVERYONE
Looking for solutions http://www3.sympatico.ca/l.moir/solutions.htm

How to Be Your Child's Champion http://familyeducation.com/article/1,1120,23-9499,00.html?eld_h08211

International School Website Registry http://web66.coled.umn.edu/schools.html

Tips for Parents When Dealing With School Personnel http://www.cyberus.ca/oafccd/factshee/fact27.htm

The Art of Writing Letters http://www.wrightslaw.com/advoc/articles/DRAFT_Letters.html

The Art of Teaching Bilingual Special Education http://www.teachervision.com/lesson-plans/lesson-6048.html
Communicating with Culturally Diverse Parents of Exceptional Children http://www.teachervision.com/lesson-plans/lesson-6048.html
Learning Disabilities: Glossary of Terms http://www.teachervision.com/lesson-plans/lesson-5332.html
Positive Descriptions of Student Behavior http://www.teachervision.com/lesson-plans/lesson-5589.html
Preparing for an IEP http://www.teachervision.com/lesson-plans/lesson-5583.html
The Council of Educators for Students with Disabilities, Inc. Section 504 and IDEA Training and Resources for Educators http://www.504idea.org/

Wright's Law Communities http://www.wrightslaw.com/community_intro.htm
IEP Group on Yahoo http://groups.yahoo.com/group/IEP_guide
United Parents (Ontario, Canada): http://groups.yahoo.com/group/unitedparents/

DR. SEUSS' IEP'S
(Rhythm from Green Eggs & Ham)

Do you like these IEPs?

I do not like these IEPs
I do not like them, Geez Louise
We test, we check
We plan, we meet
But nothing ever seems complete

Would you, could you like the form?

I do not like the form I see
Not page 1, not 2, not 3
Another change
A brand new box
I think we all
Have lost our rocks

Could you all meet here or there?

We could not all meet here or there
We cannot all fit anywhere!
Not in a room
Not in the hall
There seems to be no space at all

Would you, could you meet again?

I cannot meet again next week
No lunch, no prep
Please hear me speak
No not at dusk. No not at dawn

Could you hear while all speak out?
Would you write the words they spout?

I could not hear, I would not write
This does not need to be a fight
Sign here, date there
Mark this, check that
Beware the student's ad-vo-cat(e)

You do not like them
So you say
Try again, try again!
And you may

If you will let me be
I will try again
You'll see

Say!

I almost like these IEPs!
I think I'll write six thousand three
And I will practice day and night
Until they say
"You've got it right!"

Anonymous
Brought to you for your enjoyment by The Autism Society of California, ASA

I find that parents of children with special education needs come in several categories:

Advocacy helps you get services for all special education children in the least restrictive environment. Then you can participate, plan for educational programs, and get legislation passed.

Advocacy opens new doors so children may become part of the community. Advocacy knocks down barriers and prepares children for independence.

None of this is easy but the rewards can be fantastic!

Remember: Parents put together Public Law 94-142. Parents who vote urged Congress to pass the law that became the Individuals with Disabilities Education Act.

You can make things better for the next generation without filing for due process. How?

You must learn the art of persuasion, advocacy-style!

There is both safety and strength in numbers.

If you can go over a hill and change a classroom, you can go over a mountain and change a state's respite care services, early infant and toddler program, inclusive educational situations and training manuals. There is no end to the positive changes one parent can achieve! Together, we are more powerful!

Now these things cannot occur overnight. But if a parent says to me, "What can I do? I'm only one person," I say, "You have no idea the power you have."

In five years, our Chapter made local and state changes. None of our parents felt alone.

You, too, can change the world for those with special education needs and disabilities.

Am I asking a lot? Yes, I am.

I am asking you to learn, read and network. You must take these steps for your children and the children who will come along behind your children.

An IEP is a written plan. It is a working document, which describes the strengths and needs of an individual exceptional pupil, the special education program and services established to meet that pupil's needs, and how the program and services will be delivered. It also describes the student's progress.

* program modifications (changes required to grade-level expectations in the Ontario Curriculum)

* accommodations (supports, services that will help your child access the curriculum and demonstrate learning)

An IEP outlines the special education programs and services your child will receive. There are five phases in the development of an IEP.

Parents play a powerful supporting role in the IEP process. It is important to understand and participate in the five phases of the IEP process. As well, be sure to ask for a copy of your child's IEP within 30 days, so that you can support the planned activities at home.

You know things about your child's approach to learning that no one else knows. Be sure to tell the teacher about your child's:

You may wish to consider making a 'portfolio' of this information for your child's teacher under the following headings:

Students are most successful when all team members work together towards achievable goals. As a parent:

Beginning with your child's strengths and needs is an important first step. You can help by:

There are many things you can do at home to help your child to reach his/her goals.

Your child's progress toward his/her goals will be reviewed. Then, the IEP will be updated to include different strategies, approaches and/or resources considered necessary to help the learning process.

* Recommend changes in goals, strategies and/or resources or support where you see a need.

* Be actively involved in discussions at school when your child is changing grades, schools or moving into the workplace.

Many organizations are available to support you in understanding the IEP and/or to provide additional resources. Your school's principal can provide the names of the organizations that serve your area. This information is also available in the Special Education Advisory Committee's brochure, available at your local school.

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HOW TO SET UP A HOME PROGRAM - Guest hosted by Kathy Lear, creator of Help Us Learn http://www.helpuslearn.com/; A Self Paced Training Program for ABA - Thursday, October 4 at 1:00 pm, eastern time.

SENSORY INTEGRATION - EVERY DAY STRATEGIES - Guest hosted by Shirley Sutton, co-author of "Building Bridges Through Sensory Integration" http://www.buildingbridges.cjb.net/

Convert to your time zone here. http://www.timezoneconverter.com/cgi-bin/tzc.tzc

PLEASE NOTE: TRANSCRIPTS FROM APRAXIA, CHALLENGING BEHAVIORS AND AUTISM AND ENZYMES CHATS AVAILABLE UPON REQUEST liz@deaknet.com

coming soon: "Autism and Essential Fatty Acids", "Central Auditory Processing Disorders", "Siblings of Children with ASD", "ADHD/ADD and ASD", "Autism and Nutrition"

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CONTAINS PRACTICAL INFORMATION BY PARENTS FOR PARENTS Available on request, e-mail mailto:liz@deaknet.com and ask for: (now available in PDF format)

The founders of this newsletter and the BBB Autism support club are not physicians.

This newsletter references books and other web sites that may be of interest to the reader. The editor makes no presentation or warranty with respect to the accuracy or completeness of the information contained on any of these web sites or in the books, and specifically disclaims any liability for any information contained on, or omissions from, these books or web sites. Reference to these web sites or books herein shall not be construed to be an endorsement of these web sites or books or of the information contained thereon, by the editor.

The editor reserves the right to make decisions as to whether contributions are appropriate with respect to content, length, etc. We will not publish offensive material using foul language, or contributions that are inflammatory or disrespectful to decisions by other parents (i.e. therapies). We do not generally accept contributions if they are ads for private service agencies/clinics. We are also unable to accept contributions after an issue has been completed. We reserve the right to edit content, but will inform you in advance if we are going to do this. J

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THE I.E.P. ISSUE