(303) 428-0310

641 E 112th Ave, Northglenn, CO 80233

info@arcadams.org

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Resources for Children

Disability Benefits

Social Security: Supplemental Security Income (SSI) & Social Security Disability Insurance (SSDI)

Applying for Social Security Benefits:
  • Gather all written documentation (reports, evaluations, treatment plans) related to the disability (medical, mental health, and educational records)
  • Review the documentation for diagnoses and recommendations made related to disability and ability to work.
  • Provide income and financial support records.
  • Provide birth certificate and Social Security card.
  • Monitor and respond to all correspondence from SSA. Additional testing and information may be requested for eligibility purposes.
There are two ways to apply for benefits:
  • Online at www.ssa.gov, or
  • Call 800-772-1213 to make an appointment to file at a local SSA office.
If assistance is needed to apply, contact one of these resources:
  • Benefits in Action: Benefitsinaction.org; (720) 221-8354
  • Easter Seals – Disability Benefits Services: Easterseals.com; (303) 233-1666
  • Center for People with Disabilities: Cpwd.org; (303) 790-1390
SSI (Supplemental Security Income) Benefits:
Children (Under the age of 18)
  • Children may qualify for SSI when these two factors are met:
      • Household income and resources fall within eligibility limits, and
      • Child meets the SSA definition of disability
  • The child must have a physical or mental condition or combination of conditions that result in “marked and severe functional limitations” that profoundly limits the child’s activities.
  • Provide written documentation from:
      • Medical/therapeutic professionals regarding the child’s diagnoses
      • Evaluations/assessments from professionals indicating degree of disabilities
  • If eligibility cannot be reached based on the information provided, SSA may request the child to be examined by an outside professional at no cost to the individual/family.
Adults (18 and over)
  • An individual will need to reapply for SSI once turning the age of 18.
  • SSA uses different criteria when determining eligibility for adults.
  • When determining financial eligibility, SSA only uses the income/resources of the adult applying for SSI even if that person lives with others.
  • Applicants may use assistance (relative, friend or professional) for completing the application.
  • If the applicant wants someone to assist them with SSA business, the form SSA-1696: Claimant’s Appointment of Representative must be submitted.
SSDI (Social Security Disability Insurance) Benefits
Adult Children with Disabilities
  • This is a “child’s” benefit because it is paid on the parent’s Social Security earnings.
  • For an adult to access this “child” benefit, one of the parents must:
      • Be receiving Social Security retirement or disability benefits or
      • Be deceased and have worked long enough under Social Security rules.
Adults with Disabilities
  • SSDI are benefits for individuals who can no longer work because of a significant medical condition and are under retirement age.
  • Adults must have spent a specific period being employed and paid Social Security taxes.
Disability Review: Once you have SSI/SSDI Benefits
  • All wages earned and other income/resources must be reported to SSA.
  • This includes income of the family receiving SSI for a child.
  • This includes income of the adult receiving SSI.
  • Earnings can be reported by:
      • Calling SSA at (800) 772-1213
      • Mailing copies of pay stubs to the SSA office or bringing pay stubs to an SSA office
      • Income needs to be submitted by the 10th of the month.
  • SSA requires periodic review of the disabling condition.
Appealing SSA Decisions of Denial
  • Denial of SSI/SSDI benefits can be appealed by following the instructions in the denial letter.
  • The appeal process is time sensitive. A person generally has 60 calendar days from the date of the denial letter.
  • Additional documentation may be required for the appeal.

To view or download a printable sheet with this information, click here. Spanish version. 

Disability Services

Rocky Mountain Human Services (RMHS)

HCBS Child Medicaid Waivers

View a simplified, printable sheet with information on HCBS Child Medicaid Waiver Requirements

Children’s Extensive Support Waiver (CES)

WAIVER REQUIREMENTS:
  • Ages: birth – 17 years
  • Children determined to have a developmental disability or delay that are most in need due to the severity of their disability (with additional targeted criteria)
  • Children with intensive day-time and nighttime behavioral or medical needs who are at risk of institutionalization
  • Children, birth – age 4, must have a medical diagnosis of developmental delay
  • Children, age 5 – 17, must have a medical diagnosis of developmental disability
  • Income must be 300% the Supplemental Security Income (SSI) allowance per month
  • Countable resources less than $2,000 per month for a single person
WHERE TO START?

Rocky Mountain Human Services: (844) 790-7647

WAIVER SERVICES
  • Adapted Therapeutic Recreation and Fees
  • Assistive Technology
  • Community Connector
  • Home Accessibility Adaptations
  • Homemaker Services
  • Parent Education
  • Professional Services (including Hippotherapy, Massage, and Movement Therapy)
  • Respite Care
  • Specialized Medical Equipment and Supplies
  • Vehicle Adaptations
  • Youth Day Services

https://hcpf.colorado.gov/chidrens-extensive-support-waiver-ces

Children’s Home and Community Based Services Waiver (CHCBS)

WAIVER REQUIREMENTS:
  • Ages: birth – 17 years
  • Children with significant medical needs and who are at risk for institutional care
  • Children in the home at risk of nursing facility or hospital placement
  • The general purpose of this waiver is to support Children with any disability
  • Income must be 300% the Supplemental Security Income (SSI) allowance per month
  • Countable resources less than $2,000 per month for a single person
WHERE TO START?

Rocky Mountain Human Services: (844) 790-7647

WAIVER SERVICES
  • Case Management
  • In-Home Support Services (IHSS) (Health Maintenance Activities only)

https://hcpf.colorado.gov/childrens-home-and-community-based-services-waiver-chcbs

Children’s Habilitation Residential Program Waiver (CHRP)

WAIVER REQUIREMENTS:
  • Ages: birth – 20 years
  • Children determined to have a developmental disability or delay and intensive behavioral or medical support needs, which put them at risk for out-of-home placement or institutionalization
  • The child or youth must meet the criteria of an Intermediate Care Facility for Individuals with Intellectual Disabilities definition
  • The general purpose of this waiver is to support Children in the Foster Care system
  • Income must be 300% the Supplemental Security Income (SSI) allowance per month
  • Countable resources less than $2,000 per month for a single person
WHERE TO START?

Rocky Mountain Human Services: (844) 790-7647

WAIVER SERVICES:
  • Community Connector Services
  • Habilitation Services
        • Cognitive Services
        • Communication Services
        • Emergency Assistance Training
        • Independent Living Training
        • Personal Care Services
        • Self-Advocacy Training
        • Supervision Services
        • Travel Services
  • Intensive Support Services
        • Wraparound Facilitator and Plan
        • Prevention / Monitoring
        • Child and Youth Mentorship
  • Professional Services
        • Including Hippotherapy, Massage, & Movement Therapy
  • Respite Care
  • Transition Support Services
        • Wraparound Facilitator and Plan
        • Prevention / Monitoring
        • Child and Youth Mentorship

*Services are not billed separately but under habilitation services and are part of residential services

https://hcpf.colorado.gov/childrens-habilitation-residential-program-waiver-chrp

Children with Life-Limiting Illness Waiver (CLLI)

WAIVER REQUIREMENTS:
  • Ages: birth – 18 years
  • Children with a life limiting illness who can be safely cared for in the home and who are at risk of institutionalization in a hospital
  • The general purpose of this waiver is to allow the family to seek curative treatment while the child is receiving palliative or hospice care
  • Income must be 300% the Supplmental Security Income (SSI) allowance per month
  • Countable resources less than $2,000 per month for a single person
WHERE TO START?

Rocky Mountain Human Services: (844) 790-7647

WAIVER SERVICES:
  • Counseling / Bereavement Services
  • Expressive Therapy
  • Massage Therapy
  • Palliative / Supportive Care
  • Respite Care
  • Therapeutic Life Limiting Illness Support

https://hcpf.colorado.gov/children-life-limiting-illness-waiver-clli

Family Education

Academic Activity Ideas

Reading

Writing

Math

To view or download a printable sheet with this information, click here. 

Ideas to Help Your Child Succeed at School

  • Develop a partnership with your child’s teachers and school
      • Meet the teachers
      • Attend back-to-school events
      • Get to know who is who (use school’s website)
      • Teachers often use an app to communicate with families (ex: Google Classroom, Dojo)
      • Attend parent-teacher conferences and keep in touch with teachers
  • Support your child academically
      • Ask how your child is doing
          • Does your child need extra help?
          • Ask about special services at school
          • Look for after school activities
      • Make sure your child completes homework – create a routine with location and time
      • Find help with homework if needed
      • Help your child prepare for tests
  • Get involved with your child’s school
      • Find our what the school offers
      • Volunteer at school and/or join PTA/PTO
      • Check school calendar for after school events, activities, and clubs
  • Get informed and be an advocate for your child
      • Ask Questions
      • Learn about your rights and responsibilities – good food, water
      • Let the school know your concerns
  • Support your child’s learning at home
      • Show a positive attitude/expectation about education to your child
      • Monitor and limit your child’s screen time (TV, videos, computer, phone, etc.)
      • Demonstrate organizational skills/work habits
      • Encourage your child to read – establish a quiet time
      • Talk with your child – language skills are important!
          • What worked for you?
          • What would you have done differently?
  • Take your child to the library, museums, zoo
  • Encourage your child to be responsible and work independently
  • Encourage active learning
      • Dinner discussions – current events or what they learned about at school
      • Watch documentaries together
      • Discuss lessons learned in stories, movies, etc.
      • Reward their efforts, build self-esteem, show interest

To view or download a printable sheet with this information, click here.

Meet My Child!

 

screenshot of "Meet My Child" Sheet"

To view or download this sheet, click here. 

Effective Communication, Conflict Resolution, and Self-Advocacy for Children & Adults with Intellectual/Developmental Disabilities (IDD) and Families

 

Effective Communication

Communication is both what is spoken and what is understood. It is a very important skill in any relationship. Breakdowns in
communication can occur often and lead to miscommunication. Effective communication is a skill that takes practice to achieve.

Tips for Effective Communication
Expressive (Speaking)
  • Be clear on what you want to say.
  • Be calm and don’t raise your voice.
  • Focus on the problem and not the person.
  • Use “I” and not “You.”
  • Keep the issue to current needs/concerns.
  • Watch your body language.
  • Use facts and data, not opinions.
  • Concentrate on your tone of voice.
  • Find a common goal.
  • Ask for feedback to make sure you were understood.
Receptive (Listening)
  • Be a good/active listener by making eye contact and hearing what they are saying.
  • Let others finish their thoughts without interruption.
  • Acknowledge the message you have heard.
  • Ask clarifying questions.
Communication Styles
  • Passive – staying quiet, not expressing wants/needs
  • Aggressive – forcefully expressive, not agreeable
  • Passive/Aggressive- not expressive, shows disagreement in other ways
  • Assertive – expressing wants/needs in an appropriate manner
How to Self-Advocate

To advocate is the process to speak/defend one’s needs/wants.

Advocating means to:
  • Ask clarifying questions
  • Be assertive (not passive or aggressive)
  • Give eye contact
  • Be clear what you want
  • Have a plan/goal
  • Be respectful
Examples of Self-Advocacy:
  • Let the boss know you need a reasonable accommodation
  • Let the school know that your child may need more assistance
  • Express goals for after high school
  • Speak up for what works or does not work
  • Seek out-of-the-box ideas
  • Identify how you can help with the plan/goal
Responses to Conflicts
  • Conflicts can be a reality of life and
    occur in most relationships.
  • It arises from differences.
  • It occurs when people
    disagree over values, opinions,
    perceptions, ideas, or desires.
 
Unhealthy/Not Helpful
  • Not able to see the other person’s point of view
  • React in a defensive, angry manner
  • Not able to compromise
  • Avoidance to resolve
Healthy/Helpful
  • Ability to see different viewpoints
  • Ability to listen and compromise
  • Ability to work towards a common goal
  • Ability to address issues as they arise
Tips to Manage & Resolve Conflicts

Managing and resolving conflicts requires emotional awareness, self-control, and empathy.

Conflict Resolution Tips (depends on the ability to):
  • Manage stress and remain calm
  • Control emotions and behavior
  • Pay attention to what is being expressed
  • Be respectful of differences
  • Stay focused until resolution is reached
Self-Advocacy Suggestions
  • Speak to the right people
  • Build want/need on common ground
  • Make your wants/needs/concerns known
  • Consider all possible resolutions

To view or download a printable sheet with this information, click here. Spanish version.

Check out these resources!

Arc of Adams County Resource Guide: https://arcadams.org/resources/

To view or download a printable sheet with this information, click here. 

Reading Recommendations

  • Wrights Law:
      • From Emotions to Advocacy – Pam and Peter Wright
      • All About Tests and Assessments – Melissa Farrall, Pam and Peter Wright
      • Special Education Law – Pam and Peter Wright
      • All About IEPs – Pam and Peter Wright, Sandra O’Connor
  • The Everyday Guide to Special Education Law: A Handbook for Parents, Teachers, and Other Professionals by Randy Chapman
  • Preventing Litigation in Special Education Workbook: A Supplementary Guide to the Everyday Guide to Special Education Law by Randy Chapman and Jacque Phillips
  • The Out-Of-Sync Child: Recognizing and Coping with Sensory Processing Disorder by Carol Kranowitz
  • Raising Cain: Protecting the Emotional Life of Boys by Dan Kindlon and Michael Thompson
  • Skillstreaming the Adolescent: New Strategies and Perspectives for Teaching Prosocial Skills by Arnold Goldstein and Ellen McGinnis
  • Thinksheets for Teaching Social Thinking and Related Skills by Michelle Winner
  • Getting Special Needs Kids Ready for the Real World: Special Education from Love and Logic Perspective by David Funk
  • Helping Traumatized Children Learn by Massachusetts Advocates for Children
  • Solving Executive Function Challenges: Simple Ways to Get Kids with Autism Unstuck and on Target by Lauren Kenworthy, Laura Gutermuth Anthony, Katie Alexander, Monica Alder Werner, Lynn Cannon, and Lisa Greenman
  • 104 Activities that Build: Self-Esteem, Teamwork, Communication, Anger Management, Self-Discovery and Coping Skills by Alanna Jones
  • You Only Die Once: A Guide to Estate Planning for You and Your Loved Ones by Jeffrey Althaus, J.D.

To view or download a sheet with this information, click here. 

Understanding Early Childhood Disability Information for Parents with Young Children

Early Intervention (EI) Birth to the 3rd birthday

When EI services are provided to young children, it can help lessen delays in the following ways:

    • Increases Development – Research shows most of a child’s learning and development happens in the preschool years which is why intervention is so important. All children have “stages of readiness” to learn and if stages are missed, the child may have skill difficulty later on.
    • Support System – Many families are new to the world of disabilities and delays. Early involvement can provide critical contacts and tools to understanding and managing next steps.
    • Reaches Potential – Every parent wants their child to be the best they can be. Early practice and implementation of daily living skills helps children to be ready for the real world.
    • Benefits of early intervention: https://www.the-special-needs-child.com/

Parent Information and Trainings 

Early Childhood Partnership of Adams County (ECPAC) – ECPAC works with community partners and stakeholders to improve equitable access to affordable and high quality, comprehensive child and family services and support.

Check out their website for parent information and trainings: https://www.ecpac.org

Early Childhood Services for Children with Developmental Delays

Birth to Age 3 – Early Interventions Services in Adams County:

Age 3 to 5 – Child Find and Preschool Services

To view or download a printable sheet with this information in English and Spanish, click here. 

What to Do when a Student with a Disability is Sexually Assaulted at School

 

Consider the Following Steps:

  • Contact a Medical Provider, if appropriate.
  • Request the assault be fully investigated by:
    • School Administration
    • School District Administration – Title XI Coordinator
    • Police Department where the incident occurred
  • Ask questions of School Administration and any Staff involved.
  • Get details from the school – what happened and request a written Incident Report.
    • Witness statements
    • Video evidence
  • Get information from the student (victim), if appropriate.
  • Request and Review School District’s Harassment Policies.
  • Develop a game plan to keep the student safe at school, such as a Safety Plan.
    • Limit/Eliminate direct contact with perpetrator(s.)
    • Review the IEP/BIP – make modifications, if necessary.
    • Discuss additional support from school.
    • Determine what information the student needs to stay safe.
  • Seek counseling for the student.
  • Seek counseling for the family.
  • Seek advice from an attorney, if appropriate.
  • Involve any private therapy providers, if appropriate.
  • Ask school about Sexual Awareness training for Staff and students.
  • Monitor the Youth’s behaviors for residual impact.
  • Keep an open dialogue with the students regarding general safety reminders.
  • Treat the incident as a learning experience and involve the student in discussions of appropriate contact/behavior.

Contact these Resources

To view or download a printable sheet with this information, click here. 

Meet my child for neighbors

To view or download this printable sheet, click here. 

General Information

New Diagnosis – New Journey

What Can You Do Now? Consider these Recommendations:

  • Educate yourself about the diagnosis your student has received.
    • Go online
    • Go to the library
    • Seek support groups and listservs
    • Share any written report with appropriate parties
  • Remember, there can be differences between individuals with the same condition.
  • Ask questions!!! Do not be concerned or afraid!
  • A particular condition can impact your student in all areas of their lives.
  • Don’t forget about your student’s strengths and skills.
  • Research ways to help your child in all areas; communication, behavior, social/emotional, academics, motor, cognitive, daily living skills.
  • Consider outside therapies; speech, physical/occupational, behavioral, mental health, etc.
  • Even if your student has received in school support through therapy, this often does not replace outside therapy that follows a medical/clinical model versus the education model.
  • Support your student in understanding their diagnosis to the degree that they are capable. This may be a conversation you have through the different developmental stages for the student.
  • Consider the possible impact of this diagnosis on school performance:
    • If your student is not receiving special education services, talk to your student’s
      teacher and principal with any concerns. Consider appropriateness (eligibility) for
      an Individual Education Program (IEP – Special Education) or a Section 504 Plan.
      What additional school support and services are available to help?
    • If your student is on an IEP or 504 Plan, are there any changes that need to be made
      due to the new diagnosis? Request an IEP meeting to discuss.
  • Look into disability resources, services, and benefits.
  • As the Parent/Guardian, learn to take care of yourself!

To view or download a printable sheet with this information, click here. 

Public Assistance and Benefits for Children & Adults with Intellectual/Developmental Disabilities (IDD) and Families

The Adams County Human Services Department
  • 11860 Pecos Street, Westminster, Colorado 80234
  • (720) 523-2700
  • www.adcogov.org/human-services
  • Assistance: Housing, Food, Healthcare, Employment, Education, Family, Resources
Adams County Government Center
  • 4430 South Adams County Parkway, Brighton, Colorado 80601
  • (303) 659-2120
  • www.adcogov.org
  • To Report Child Abuse or Neglect: (720) 523-2000
  • Colorado Child Abuse and Neglect Hotline: (844) CO-4-Kids
  • To Report Suspected Abuse of an Adult: (720) 523-2057
Selected Programs at Adams County Human Services
  • Food Assistance – SNAP (Supplemental Nutrition Assistance Program)
      • Apply at 11860 Pecos Street, Westminster, 80234
      • Apply online at Colorado.gov/PEAK
      • Apply by phone through Hunger Free Colorado: (720) 382-2920
  • Health Care – Health First Colorado Medicaid
  • Housing
  • Child Support Services
  • Colorado Child Care Assistance Program
      • (720) 523-2337
  • Financial Assistance Programs
      • (720) 523-2700
  • Head Start
  • Workforce Center
      • (720) 523-2400
  • Additional Resources
      • Mile High United Way Information and Referral Line – call 211
Suggestions When Applying for Public Assistance
  • Have all the required information available: address, phone number, Social Security number, Medicaid number, other Health insurance information, proof of income and expenses.
  • Apply online or in person. Wait times for in person applications may take longer.
  • Keep all records and respond to all requests for information.
  • Make and keep copies of your application.
  • Stay in contact w/ needed follow-up or recertification.
  • Call the SSA department within 30 days to follow up on the application.
  • If assistance is needed to apply, contact one of these resources:
Denver Metro Community Resources

To view or download a printable version with this information, click here. Spanish version. 

Adams County Grant Assistance

North Metro Community Services and Adams County Commissioners have created a grant fund to help Adams County residents with intellectual and developmental disabilities.

Grant Fund information: including who qualifies, what the fund can pay for, and how to apply, can be found here https://www.nmetro.org/grant-assistance-fund/ 

Summer Activities

Most families and students look forward to the summer months. Often it is an opportunity to kick back and experience other activities. Keeping children/youth involved and engaged is important and this can be especially true for children/youth with disabilities.

Keeping a schedule and routine with planned activities can benefit children in many ways. Spending time in the community can build awareness, social skills, physical exercise, among other benefits. Planning can give parents a game plan to keep kids busy and active while minimizing boredom.

The Child and Family Team with The Arc of Adams County has ideas, suggestions, and information for consideration. You know the saying, “the early bird gets the worm” and this is especially true when it comes to registering for summer classes, activities and camps for children and youth with special needs. There are not endless choices for specialized programming. Also, if the family needs financial assistance, available funds can be snatched up quickly. Many camps open registration on March 1st. If your child is connected to a disability waiver program, contact the Resource Coordinator to ask about possible recreational funding.

There are a wide range of free or low-cost activities. Local city recreation departments sponsor festivals, concerts, and other events. Free evening concerts may be held in a park so bring a picnic and enjoy the music! The Anythink Library system hosts reading and craft programs to encourage literacy skills.

Here are a few recommendations to consider. Additional information is available on their websites:

To view or download a printable sheet with this information, click here. 

Bullying or Teasing

Bullying: The use of force, coercion, hurtful teasing or threat. Intended to:

  • Abuse
  • Aggressively dominate
  • Intimidate
  • Often repeated over a period of time
  • An imbalance of physical or social power
  • Hurt another individual – physically, mentally or emotionally

Teasing: Is done to make fun of someone in a playful way

  • Occurs between friends
  • Meant to be silly
  • Among same age peers
Bullying vs Teasing: chart, for more information call (303) 428-0310

Questions to ask your student:

  • Are the kids who tease you your friends?
  • Do you like it when they tease you?
  • Do you tease them back?
  • If you told them to stop teasing, would they?
  • If you told them that they hurt your feelings, would they say they were sorry

Take Steps to Stop It:

  • Start early. Parent/child talks are essential. Teach kids to respect others before they start school and continue to talk about this topic on an ongoing basis. Even small acts of teasing should be stopped if it offends the other person
  • Teach your children how to be assertive. Encourage your children to express their feelings clearly, say no when they feel uncomfortable or pressured, stand up for themselves without fighting and walk away in dangerous situations.
  • Take is seriously. Help problem solve
  • Recognize the signs of depression like sadness, isolation, increased anxiety. Many children do not recognize or speak up about their emotional needs. Make sure to reach out and get them help when you see these signs.
  • Tell your children to take action when they see bullying behavior. Encourage them to speak out against the bully and inform a teacher if the behavior doesn’t stop. More than one and more than once if it keeps occurring Bullying continues only when we allow it to.

To view or download a printable sheet with this information, click here. 

Building Social Skills

One of the most important skills for children to learn is how to socialize and get along with other people. Social skills
help to develop connections with other people and impact all aspects of life.

What abilities are involved with social skills?

  • Nonverbal – body language, eye contact, personal space, facial expressions
  • Verbal – greetings, start/end conversations, ask questions, get needs/wants met, resolve conflicts
  • Support – family, friends, school, authority figures, employment,
    community members
  • Pragmatic Language/Social Conversation – hi/bye, how are you?
    please/thank you/you are welcome, etc.
  • Thinking – perceptions, making choices, self-monitor, social norms,
    different behavior for different situations

How to teach social skills:

Teach, Model, and Practice:

  • Identify what skills need to be developed
  • Determine steps to build those skills
  • Practice in different settings: family, restaurants, stores, school, etc.
  • Step in to cue/prompt your child and lead by example
  • Think about your own (adult) social skill abilities (strengths/challenges)
  • Start where the child is currently
  • Role play social situations with the child
  • Remind your child to use certain skills before entering a social situation
  • Look for teachable moments to educate your child about proper skills
  • Afterwards, reflect with the child/youth what worked, what didn’t
  • Discuss what teasing and bullying looks like and what they can do
  • Encourage, praise and be positive
  • Acknowledge good/bad examples – videos, movies, in person, books, etc.

Suggestions

  • Home environments are important to develop these skills; don’t leave it up to school or therapist
  • Create social opportunities for your child – don’t wait for others to invite your child to a party or park
  • Research suggestions online for social skill building
  • Limit the child using screens during social times unless the child uses it for communication
  • Help the child to write thank you notes
  • Find more ideas:
    • Use social stories – online, books or create your own
    • Use YouTube videos
    • Access community opportunities – library, park, recreation programs
    • Positive Behavior Interventions at school
    • Books/Links:

To view or download a printable sheet with this information in English and Spanish, click here. 

List of organizations to follow on social media. go to arcadams.org for more information!
List of organizations to follow on social media. go to arcadams.org for more information!

Click to access the packets!           

Special Education

Least Restrictive Environment

According to the Individuals with Disabilities Act (IDEA), all students who receive special education services should be educated in the Least Restrictive Environment (LRE) according to the level of support and needs.

  • Every child has unique individual needs, therefore their special education services will vary and differ from that of their peers in order to meet those needs.
  • Special education services can be provided in different settings and locations.
  • School districts have a continuum of programs available to help meet the special needs of each student on an IEP.
  • As appropriate and defined by the IEP, supplementary aids and services should be provided in order to enable the student to learn in the gen-ed classroom. The student should only be taken out if they cannot receive satisfactory education in the gen-ed room.

The IEP determines the services the student will receive.
The services then determines the kind of program the student will be in.
Finally, the program determines the school of attendance.

Types of Programs

Every school district offers differing programs to help accommodate the needs of students on IEPs.
Please check with your school district to see the specific name of their special needs programs.

  • SSN/ILC: Significant Support Needs and Instructional Learning Centers help students by teaching academic, adaptive and communication skills to help increase a student’s independence.
  • M/M: Mild Moderate programs help students with specific learning disabilities, mild to moderate intellectual and developmental disabilities, and other health impairments.
  • Autism: These programs offer academic instruction for students who have significant autistic needs.
  • AN: Affective Needs programs focus on social emotional learning.

Points when considering the LRE:

  • How significant are the students’ needs? How independent are they?
  • How well does the student maintain focus and understand the curriculum?
  • What accommodations/modifications do they need in order to learn?
  • What natural supports are available in the gen-ed classroom?
  • How does the students’ needs impact the learning environment?
  • Are their social skills age appropriate?

Decisions about LRE should be discussed at each IEP meeting.

Resources: 

To view or download a printable sheet with this information, click here. 

How to Prepare for a Parent/Teacher Conference

Beforehand:
  • Talk to your child – what is working, what is not?
  • If you need an interpreter, let the school know 2 days in advance
  • Prepare your notes
  • Prepare your questions
      • What will my child learn this year?
      • What steps will be taken to ensure my child learns this year?
      • How will this be evaluated?
      • What are my child’s strongest and weakest subjects?
      • Is my child engaged in class?
      • Does my child participate in class discussions?
      • Does my child seem happy?
      • Does my child have friends?
      • Do you have any concerns?
      • What can I do at home to help my child with their learning?
At the conference:
  • Be on time
  • Ask for explanations of anything you do not understand
  • Ask the most important questions early on in the conference
  • Vocalize any concerns
  • Stay respectful and seek resolution on issues
  • Create a plan of action on academic needs
  • Express appreciation
After the conference:
  • Discuss what you learned with your child
  • Include the child in the plan of action
  • Keep in touch with the teacher (email is best)
  • Check in with the teachers in a proactive manner

To view or download a printable sheet with this information, click here. 

How to Support Your Child at School where there are Special Education Needs

  • Educate yourself with general special education processes and procedures
    • Visit websites
    • Attend trainings and conferences
    • Search videos and information online
    • Join a parent listserv
    • Seek out support
  • Become familiar with the general sections of the IEP
  • Become familiar with your student’s IEP
  • Educate yourself on your student’s disability
  • Ask questions or seek clarification of what you do not understand
  • Make sure to receive IEP progress reports as often as report cards are issued
  • Stay in touch with the IEP team; general education teachers, special education teacher, speech therapist, occupational therapist, mental health, etc. – group emails work well
  • Ask how you can support your student’s learning at home
    • Academic skills
    • Therapeutic skills – speech, motor, social/emotional/behavioral
  • Prepare for the annual IEP meeting
    • Send questions, concerns, or issues you wish to discuss with the IEP team ahead of time and in writing
    • If it is a Re-Evaluation IEP (every 3 years), request assessment information be sent to you in writing prior to the meeting
  • At the meeting:
    • Ask clarifications
    • Compromise, if necessary
      • Skills can be worked on in a variety of ways
      • Your input on what you want your child to have vs. what programs/services the school district has in place vs. resources -staff/materials
  • Beyond:

To view or download a printable sheet with this information, click here. 

Useful Hints for Interpretation Services in Schools

What you should know:
  • Your student’s school should provide linguistic help if it is requested
  • Interpretation services can be used regardless of the parents or students English language abilities
  • The person providing interpretation services should be capable and competent

It is not enough to be bilingual!
The interpreter should be adequately competent and trained to translate documents and intercept during meetings

During the meeting:
  • Grant extra time for the meeting, as the same information will be repeated twice
  • When the meeting starts, make sure all the attending members are aware there is an interpreter
  • Talk directly with the team members and family in complete sentences
  • Explain yourself clearly when the interpreter asks for clarification and allow the interpreter to control the length of the speech segments
  • Make sure the interpreter shares all the information given by the team and family
  • Make time at the end for questions
What to do if you feel the interpreter is not providing quality service: 
  • If the interpreter seems to be paraphrasing, speak up during the meeting to make sure all the information is being translated correctly
  • Ask clarifying questions to get all the information needed
  • If this does not happen, the team and/or family can request another meeting with a different interpreter
Documents and Signatures:
  • If possible, a copy of the document should be given to the family in their native language if the document requires signatures
  • If the document cannot be translated ahead of time, please allow time for the interpreter to translate and explain the document
  • Make sure the family has complete understanding of what they are signing for
  • Include the interpreter’s information on the document and have them sign it as well

INTERPRETERS AND TRANSLATORS ONLY PROVIDE COMMUNICATION FROM ONE LANGUAGE TO ANOTHER.
They do not offer advice, opinions, or judge the effectiveness or correctness of the communication.

To view or download a printable sheet with this information, click here.

How to Prepare when Transitioning from Preschool to Kindergarten for Students with Disabilities

There can be a significant difference between Preschool (PK) and Kindergarten Programs! Here are a few suggestions to help you and your student with special needs make this transition as smooth as possible!

Before Preschool Ends:
  • Discuss with PK staff and school district where your child will be attending in the fall. Based on the level of support your student’s needs, school placement may be determined by the IEP team.
  • If helpful and time allows, request an IEP transition meeting that would include staff from the Kindergarten program
    • Come prepared with questions.
    • Express concerns.
    • Ask if special education support will increase for a full day program?
    • Discuss drop off/pick up/transportation, lunch/snack time, bathroom routine, etc.
  • Ask your student’s PK teacher and/or IEP case manager how information will be shared with next year’s team.
Summer Before Kindergarten:
  • Provide structure and routine for your child.
  • Consider a day camp or classes at the local recreation center (swimming lessons, art classes, etc.)
  • Have your child participate in any reading programs offered through the library.
  • Consider your student joining a social activity with similar aged peers.
  • Practice basic academic skills at home; reading books together, identifying colors, shapes, numbers, and the alphabet. Make the activities fun!
Be Aware!
  • Most Kindergarten students on IEPs will be in a regular learning environment. This means:
    • Going from part time school to a full day. An increase of school staff, class transitions (art, PE, music, etc.), distractions, noise, etc.
    • Larger class size with one teacher.
    • Increased expectations of academics, behavior and independent skills.
At the Beginning of the new School Year:
  • Practice a routine at least two weeks prior to the first day of school. Ex: getting up, getting ready for school, bedtime routine.
  • Discuss this new transition with your child in a positive way, making sure to talk about feelings.
  • Attend the Back-To-School Night.
  • Introduce yourself to school staff who will be involved with your child. If you did not have a transition meeting the previous spring, ask about drop off/pick up/transportation, lunch/snack times, bathroom routines, etc.
  • Consider sharing a one-page description of your child’s unique: strengths/needs, sharing what works, what doesn’t work, and suggestions for success. Share with the new teachers.
  • Become familiar with the school’s website and parent portal for specific student information.
  • If your child receives private therapy, share relevant information with the school.
  • Throughout the school year, look for ways to provide social opportunities for your child.
Suggested Books to Read with your Child:
  • “On the First Day of Kindergarten” by Tish Rabe and Laura Hughes
  • “First Day Jitters” by Julie Danneber
  • “Kindergarten Rocks” by Katie Davis
  • “Off to Kindergarten” by Tony Johnston
  • “Miss Bindergarten gets Ready for Kindergarten” by Joseph Slate
  • “The Night before Kindergarten” by Natasha Wing
  • “Little Critter First Day of School” by Mercer Mayer
  • “I Love You All Day Long” by Francesca Rusackas
  • “Look Out Kindergarten, Here I Come!” by Nancy Carlson
  • “The Kissing Hand” by Audrey Penn
Suggested weblinks:

To view or download this information on printable sheet, click here. 

How to Prepare when Transitioning from Elementary to Middle School for Students with Disabilities

These are common types of concerns students and families have before middle school starts.

If your student already has trouble with transitions in general, make sure the IEP team has a well written plan to support your student through their specific needs above and beyond what all children might experience.
Before the end of the year in elementary….

Ask the IEP/504 team for a transition meeting.

  • Focus on the new changes
  • Request that staff from the middle school attend, such as members of the IEP team
Before middle school starts…
  • Go to all the events the school hosts
    • open houses
    • back to school night
    • school tour
  • Go online to find any information related to the new school
    • calendar
    • schedule with lunch and passing period information
    • school events
    • school supply lists
    • technology policies
    • familiarize with the new teachers
  • Discuss and plan transportation
    • where is the bus stop
    • what are the pick up and drop off times and locations
  • Find a peer for your child that who will be attending the same school
When middle school starts…
  • Familiarize yourself with your student’sIEP and gen ed team
  • Consider having your student join a school sport or club
  • In writing, contact the IEP team/case manager if there are any concerns in the first 4-6 weeks
  • If unresolved, request in writing an IEP review meeting
  • If appropriate, consider having the student participate in the meeting
  • At parent teacher conferences, ask about:
    • the curriculum used
    • what supports are available such as study groups, tutoring etc.
    • homework policies
    • ask about how accommodations are being implemented

Talk with your student about what is working and what isn’t at school.
BE PROACTIVE! Discuss and help your student problem solve potential concerns in school:

  • Discuss how to organize school supplies
  • Discuss lunch arrangements (bring your own, buy lunch, etc.)
  • Introduce the idea of having to change for PE
  • If there are mobility and sensory concerns, brainstorm solutions

To view or download a printable sheet with this information, click here. 

How to Prepare when Transitioning from Middle School to High School for Students with Disabilities

Stay involved and support your student’s education. Even though teenagers are known to want independence, it is important to approach high school as a team.

  • When parents participate you;
    • Have the opportunity to ask questions
    • Can express your concerns
    • Are an active team member
  • Encourage your student to also participate
    • Attend meetings
    • Learn to communicate their strengths and needs in various formats
    • Understand their own IEP
    • Practice self-advocacy
Take initiative and schedule regular contact with the school.
  • Parents should initiate the contact – DO NOT WAIT FOR THE SCHOOL TO CALL YOU
  • Communicate often
  • Identify a main contact (social worker, case manager, teacher, etc.) and include the whole team in written correspondence
  • Consider setting up a recurring check in time (weekly, monthly, etc)
Check your school’s online parent portal system or other record keeping methods.
  • At the beginning of the year make sure you have the correct log in information
  • Check the website, at least weekly
  • Communicate with your student about:
    • Tardies and absences
    • Missing assignments
    • What is working and what isn’t
Show your support at home.
  • Ask about your student’s day at school:
    • “What was the best thing about your day?”
    • “If you could change one thing about your day, what would it be?”
    • “Tell me about your classmates.”
    • “Tell me about your teachers.”
    • “How are your classes going?”
    • “How can I help with a project/assignment?”
  • Be open to when your student wants to talk and be non judgmental
  • Attend school events if appropriate

To view or download a printable sheet with this information, click here.

Preparing for an Individual Education Program (IEP)

Types of IEP Meetings
  • Initial /Eligibility Meeting – the first meeting after the student has been found eligible for special
    education services
  • Annual Review Meeting – every year for next 2 years
  • Re-Evaluation Meeting – occurs every 3rd year to requalify for special education services
  • Special Request/Additional Meeting – occurs, as needed
  • Placement Meeting – occurs when current placement may not meet the needs of the student
  • Manifestation Determination Review – occurs when a student is under disciplinary review for behavior and has been suspended up to 10 days total
Family/Guardian Should Know…
  • Family is notified of the IEP date in writing at least 10 days prior to the meeting.
  • Notify the IEP team if the selected day/time is not convenient for family.
  • Can bring any person to the meeting for support.
  • Family is part of the IEP team.
  • Family can share important information regarding the student.
  • Outside professionals invited by the family can share information regarding the student.
  • Educational decisions are made by the IEP team.
Suggestions for the IEP Meeting
Main Sections of the IEP:
  • Student strengths
  • Present Levels of Educational Performance
  • Student Needs and Impact of Disability – Parent/Student Input
  • Special Factors
  • Annual Goals
  • Accommodations and Modifications
  • Extended School Year Determination
  • State and District Assessments
  • Related Services in Least Restrictive Environment
Before the Meeting:
  • Make a list of questions/concerns prior to the meeting and email the team.
  • Let the IEP team know if an outside professional will be attending.
  • Request evaluation information prior to the meeting.
  • Review information sent before the meeting.
  • Share concerns, goals and hopes for the student.
  • Consider inviting the student to all or part of the IEP meeting.
  • Ask the student what is working and not working at school.
During the Meeting:
  • Ask clarifying questions.
  • Take notes.
  • Practice good communication skills
  • Know how to self-advocate.
  • Assist the student to self-advocate.
  • Ask for another meeting, if needed.
  • Parent/Guardian signature is required:
      • Agreeing to Evaluations
        for Eligibility
      • Agreeing to begin Special
        Education services at the initial
        IEP meeting,
      • Attendance at the IEP meeting
Questions to Ask
  • What is the best way and time to contact members of the IEP team?
  • What are my child’ strengths?
  • What goals are recommended and why?
  • What does daily support look like for my child?
  • What support is the general education teacher providing to meet the goals?
  • How is progress measured and how is this communicated?
  • What can I do at home to support my child’s goals?
After the Meeting:
  • Contact the IEP case manager if you do not receive a final copy of the IEP within 2 weeks. Most copies are
    sent in an email. You can ask for a hard copy.
  • Make sure to receive Progress Reports on the IEP goals whenever a report card is issued.
  • Contact the IEP team if there are questions/concerns during the school year.
  • Keep all copies of IEPs and all evaluation reports. School Districts destroy all records when the student turns the age of 23.
  • Let the team know when things are going well at school.

Unresolved Concerns/Issues:

  • Whenever possible, it is strongly recommended for concerns to be expressed and tracked in a written format. Email is acceptable.
  • Informal:
      • If you have concerns or issues that remain after the IEP meeting, please go up the chain of command, contact:
          • the IEP case manager/teacher
          • Principal
          • Special Education Coordinator/Director
  • Formal:
Special Education and IEP Resources

To view or download a printable sheet with this information, click here. Spanish version.

Grade Retention for Students with Special Needs

Early Intervention is essential for students with special needs.

  • Early intervention helps infants and toddlers with disabilities learn important skills and helps them catch up in their development
  • Early identification can help set up individualized attention
  • Research shows that children’s experiences prior to kindergarten greatly influence cognitive development and school readiness in children

Current research shows that…

  • Repeating another year does not necessarily include new strategies to help the student learn
    • The materials and teaching method may stay the same and not benefit the student
  • Any positive gains with retention are usually only short term
    • Research studies has shown retained students do not reach their promoted peers and only show growth for 2 or 3 years after being retained
  • Children who are retained can have negative experiences.
    • They are no longer with their same age peers, further reducing their social interactions  with their neurotypical peers.
    • There is also evidence of students who are retained developing behavioral problems
      later on

It is important to recognize between extra instructional help, and learning difficulties that are a result of a disability.

What to do if your student is falling behind instead of retaining them for another year:

  • Consider the impact the disability has on the student’s ability to access the curriculum
  • Become more involved in your student’s school. Contact teachers frequently about your student’s academic progress
  • Keep track of progress reports and instructional strategies that work well for your student
  • Work with the school team to find and asses specific learning and behavioral issues
  • Consider tutoring and outside therapy for your student
  • If on an IEP, the IEP should reflect the student’s academic, linguistic, social, emotional and behavioral needs.
  • The student’s IEP should have appropriate services, accommodations and/or modifications that are followed with fidelity

Keep in Mind!

Academic tests given by schools may not properly show the student’s true abilities, especially if they have learning disabilities. Here are some other factors to consider as you make your decision:

  • What are your student’s individual needs?
  • What interventions have been tried? What supports are still available?
  • What is your student’s potential for academic growth?
  • What are the social and emotional outcomes your student may experience as a result of retention?

Helpful Resources:

To view or download a printable sheet with this information, click here. 

Learn about 504 Plans from this presentation, click here. 

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