| AFASE at school Advocate For Appropriate Special Education |
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| Frequently Asked Questions |
Question:
My son who has autism recently received a service dog to assist him. What should I do to arrange for the
service dog to attend school with him?
Answer:
Many school boards don't have written policies regarding service dogs at school for children with
disabilities. However, under the Human Rights Code, service dogs must be permitted to assist students with
disabilities at school. This Upper Grand District School Board service dog protocol will help you and the
school to plan for having a service dog at school so that all staff and students feel comfortable and
knowledgeable about the new addition to the school.
Question:
My 8 year old son with autism attends grade 3 part-time. I withdraw him from school 5 half-days a week for
his home ABA/IBI program. I have been trying to get permission for his therapist to go into the classroom in
order to support him using ABA methods while he is in school. He is only doing some of the curriculum since
he attends part-time and all expectations are modified (lowered). He also has Communication, Behaviour,
and Social Skills on his IEP as alternative programs. I feel that he could be doing much better if a qualified
IBI Instructor Therapist could work with him at school and I feel that it is extremely important that there is
consistency between home and school programs...in terms of both expectations and teaching strategies. I
have been told that it is against school policy to allow "third party" service providers into the classroom.
What are my son's rights? Does the new PPM 140 change anything?
Answer:
One of the requirements of PPM 140 is the following:
School boards must offer students with ASD special education programs and services, including, where
appropriate, special education programs using ABA methods.
It seems that Ontario School Boards' interpretation of the above is that PPM 140 mandates schools to use
ABA methods, not IBI (Intensive Behaviour Intervention) which by the way, is an ABA method. And from what
I understand, so far the ABA training for staff has been focused on ABA methods for dealing with
behaviours, not for teaching new skills, in spite of the fact that PPM 140 explains that ABA can be used to
teach new skills.
So as parents and advocates we need to continue to advocate strongly for appropriate ABA methods,
including Intensive Behaviour Intervention, to meet the educational needs of our children - at school. They
should not have to be withdrawn from public school in order to access methods or interventions (ABA/IBI)
that they need in order to learn.
So what steps should you take to ensure that your son gets the support he needs at school now?
First, I would ask the principal to show you a copy of the "third party" policy....just to make sure that there is
such a policy.
Next, ask if you or someone else (the instructor therapist) can volunteer in the classroom to support your
son and the classroom teacher. There are some principals, who truly have the best interest of the child in
mind that have allowed this. Be very clear to the principal, and to the teacher, that the volunteer will not be
telling the teacher how to do her job...but rather will be offering suggestions and sharing information about
what strategies work best for your son. It is the principal's job to assign volunteers (or any staff) to
classrooms as he/she feels is appropriate to meet the needs of the students, so it is very important to
articulate the student's needs to the principal -- don't simply say he needs someone to provide ABA or IBI.
Also, PPM 140 places great emphasis on collaboration. It states: "This memorandum is intended to
strengthen collaborative working relationships between parents, schools, and the community. This
collaboration is essential for supporting positive learning for students with ASD. An example of such
collaboration is the development of an Individual Education Plan (IEP) for a student."
Bring the above statement to the attention of the principal and really become involved in the development of
the IEP. Don't leave it all to the teacher, but again, do it without telling him/her how to do his/her job - a fine
line. Ask for several IEP meetings if necessary to ensure that the IEP contains measurable goals and
expectations that are in line with, or bridge the home ABA program. Also ensure that the teaching strategies
on the IEP include ABA methods. This will be a new concept for teachers, so they will need your help. And
since your son has a home ABA program, you can and should help to develop a good school IEP for your
son.
My workshop covers how an IEP should be written that includes measurable goals and expectations and
teaching strategies that include ABA methods. See the workshop page of my website for details.
I hope that my comments are helpful. Thanks again for contacting me.
Question:
I attended one of your workshops about a year or more ago where Lindsay Moir spoke. He talked about
the process of requesting funding for needed equipment from the board, such as a laptop. I am currently
looking at getting an AlphaSmart for my son who has a learning disability and was wondering how to go
about doing so. Can you please provide me with some direction?
Answer:
The first step in accessing SEA (Special Equipment Amount) funding, is to get the appropriate professional
(psychologist, OT, SLP) to document your son's need for assistive technology. Ask that they (the
professional) be very specific about the technology or equipment needed, and ask that they
don't use words like "may benefit from" but use words like "is essential" "is required" "is necessary".
The first $800 is paid by the school board and the rest is funded by the Ministry of Education. The
paperwork should include expenses such as the cost of training staff, extended warranty, etc. The school
board should not wait for the funding before purchasing the equipment.
Equipment acquired for the student can be taken home by the student for the purpose of school work, but
not over the holidays. Your home insurance should cover the equipment in case of damage while it is in
your home...check with your home insurance provider.
Question:
I have a 7 year daughter with a Learning disability who is on an informal IEP at school. We recently had her
tested for central auditory processing because she had a speech delay and it confirmed she does in fact
have a hearing deficit.
I have met with the school and they will be providing the FM speaker equipment next term (grade 2) as she
is now a CAP student. However I would like to know if I can apply for extra assistance for her in school next
term? To date she is still struggling with her school work and cannot read or complete her school work
without a teacher assisting her.
Answer:
Thanks for your question. Since your daughter has an informal IEP, I assume that she is not formally
"Identified" by an IPRC. This means that the school is not legally obligated to provide special education
programs and services. I recommend requesting an IPRC meeting to formally identify your daughter as an
exceptional student - Communication - LD.
It is good that they have agreed to provide an FM system. What about other technology software to assist
with reading and writing. Are these provided with appropriate training?
In general, unless your daughter demonstrates behaviours that lead to safety concerns it would be highly
unlikely that you would be successful in advocating for one-on-one assistance. However, try to articulate in
writing, (Needs Statement) her specific need for accommodations to ensure comprehension of verbal
instructions, assistance with reading and writing, etc., and try to have these accommodations written in the
IEP.
This is going to sound strange....but don't ask for an EA (Educational Assistant). It is the parents job to
communicate the needs of the child. It is the school's job to figure out how they are going to meet those
needs.
The next step is on-going communication with the teacher to ensure that he/she follows the IEP.
Question:
Hi! I was thrilled to see this online questions answered service, as I always have lots of questions and NO
TIME! I am an autism consultant and therapist. I am currently consulting for a family who have an eight
year boy with ASD. He is in the public school system and last September he was placed in a "high
functioning autism class". Current stats on the class are 6 kids 1 special education teacher plus 1.5 EA
staff. This child has experienced repetitive aggression from another child in the class, and today was
injured, the extend of the injuries are not known to me at this time, but he was certainly traumatized.
If you can, please advise me of her son's rights, as well as the best course of action to take for pro-active,
non-confrontational RESULTS if possible.
Answer:
Thanks for your question. Unfortunately, there is no easy answer to this one. You can bet that the parent of
the aggressive child is having to deal with some tough school issues. I am usually advocating for the rights
of the aggressive child...so I know. It is natural to want to have the aggressive child removed from the school
if it is your child that has been hurt, but as you know, children with autism have behaviours that are beyond
their control. It is inappropriate for the school to punish them because of behaviours due to their disability.
Following a functional behavioural analysis, the school staff should be doing everything possible to
accommodate the child to avoid melt-downs that lead to aggressive behaviours, and if the child is known to
have aggressive behaviours, he should be under constant supervision for his safety and the safety of
others. SIPs (Special Incidence Portion) funding is provided by the ministry for extra support staff in these
cases. In the event that the student has a melt-down that cannot be avoided, the school staff should have a
plan in place to get the other students to a safe area as soon as they see that there might be a situation
where their safety is at risk. Ask the school to provide a copy of such a plan.
My son who has autism recently received a service dog to assist him. What should I do to arrange for the
service dog to attend school with him?
Answer:
Many school boards don't have written policies regarding service dogs at school for children with
disabilities. However, under the Human Rights Code, service dogs must be permitted to assist students with
disabilities at school. This Upper Grand District School Board service dog protocol will help you and the
school to plan for having a service dog at school so that all staff and students feel comfortable and
knowledgeable about the new addition to the school.
Question:
My 8 year old son with autism attends grade 3 part-time. I withdraw him from school 5 half-days a week for
his home ABA/IBI program. I have been trying to get permission for his therapist to go into the classroom in
order to support him using ABA methods while he is in school. He is only doing some of the curriculum since
he attends part-time and all expectations are modified (lowered). He also has Communication, Behaviour,
and Social Skills on his IEP as alternative programs. I feel that he could be doing much better if a qualified
IBI Instructor Therapist could work with him at school and I feel that it is extremely important that there is
consistency between home and school programs...in terms of both expectations and teaching strategies. I
have been told that it is against school policy to allow "third party" service providers into the classroom.
What are my son's rights? Does the new PPM 140 change anything?
Answer:
One of the requirements of PPM 140 is the following:
School boards must offer students with ASD special education programs and services, including, where
appropriate, special education programs using ABA methods.
It seems that Ontario School Boards' interpretation of the above is that PPM 140 mandates schools to use
ABA methods, not IBI (Intensive Behaviour Intervention) which by the way, is an ABA method. And from what
I understand, so far the ABA training for staff has been focused on ABA methods for dealing with
behaviours, not for teaching new skills, in spite of the fact that PPM 140 explains that ABA can be used to
teach new skills.
So as parents and advocates we need to continue to advocate strongly for appropriate ABA methods,
including Intensive Behaviour Intervention, to meet the educational needs of our children - at school. They
should not have to be withdrawn from public school in order to access methods or interventions (ABA/IBI)
that they need in order to learn.
So what steps should you take to ensure that your son gets the support he needs at school now?
First, I would ask the principal to show you a copy of the "third party" policy....just to make sure that there is
such a policy.
Next, ask if you or someone else (the instructor therapist) can volunteer in the classroom to support your
son and the classroom teacher. There are some principals, who truly have the best interest of the child in
mind that have allowed this. Be very clear to the principal, and to the teacher, that the volunteer will not be
telling the teacher how to do her job...but rather will be offering suggestions and sharing information about
what strategies work best for your son. It is the principal's job to assign volunteers (or any staff) to
classrooms as he/she feels is appropriate to meet the needs of the students, so it is very important to
articulate the student's needs to the principal -- don't simply say he needs someone to provide ABA or IBI.
Also, PPM 140 places great emphasis on collaboration. It states: "This memorandum is intended to
strengthen collaborative working relationships between parents, schools, and the community. This
collaboration is essential for supporting positive learning for students with ASD. An example of such
collaboration is the development of an Individual Education Plan (IEP) for a student."
Bring the above statement to the attention of the principal and really become involved in the development of
the IEP. Don't leave it all to the teacher, but again, do it without telling him/her how to do his/her job - a fine
line. Ask for several IEP meetings if necessary to ensure that the IEP contains measurable goals and
expectations that are in line with, or bridge the home ABA program. Also ensure that the teaching strategies
on the IEP include ABA methods. This will be a new concept for teachers, so they will need your help. And
since your son has a home ABA program, you can and should help to develop a good school IEP for your
son.
My workshop covers how an IEP should be written that includes measurable goals and expectations and
teaching strategies that include ABA methods. See the workshop page of my website for details.
I hope that my comments are helpful. Thanks again for contacting me.
Question:
I attended one of your workshops about a year or more ago where Lindsay Moir spoke. He talked about
the process of requesting funding for needed equipment from the board, such as a laptop. I am currently
looking at getting an AlphaSmart for my son who has a learning disability and was wondering how to go
about doing so. Can you please provide me with some direction?
Answer:
The first step in accessing SEA (Special Equipment Amount) funding, is to get the appropriate professional
(psychologist, OT, SLP) to document your son's need for assistive technology. Ask that they (the
professional) be very specific about the technology or equipment needed, and ask that they
don't use words like "may benefit from" but use words like "is essential" "is required" "is necessary".
The first $800 is paid by the school board and the rest is funded by the Ministry of Education. The
paperwork should include expenses such as the cost of training staff, extended warranty, etc. The school
board should not wait for the funding before purchasing the equipment.
Equipment acquired for the student can be taken home by the student for the purpose of school work, but
not over the holidays. Your home insurance should cover the equipment in case of damage while it is in
your home...check with your home insurance provider.
Question:
I have a 7 year daughter with a Learning disability who is on an informal IEP at school. We recently had her
tested for central auditory processing because she had a speech delay and it confirmed she does in fact
have a hearing deficit.
I have met with the school and they will be providing the FM speaker equipment next term (grade 2) as she
is now a CAP student. However I would like to know if I can apply for extra assistance for her in school next
term? To date she is still struggling with her school work and cannot read or complete her school work
without a teacher assisting her.
Answer:
Thanks for your question. Since your daughter has an informal IEP, I assume that she is not formally
"Identified" by an IPRC. This means that the school is not legally obligated to provide special education
programs and services. I recommend requesting an IPRC meeting to formally identify your daughter as an
exceptional student - Communication - LD.
It is good that they have agreed to provide an FM system. What about other technology software to assist
with reading and writing. Are these provided with appropriate training?
In general, unless your daughter demonstrates behaviours that lead to safety concerns it would be highly
unlikely that you would be successful in advocating for one-on-one assistance. However, try to articulate in
writing, (Needs Statement) her specific need for accommodations to ensure comprehension of verbal
instructions, assistance with reading and writing, etc., and try to have these accommodations written in the
IEP.
This is going to sound strange....but don't ask for an EA (Educational Assistant). It is the parents job to
communicate the needs of the child. It is the school's job to figure out how they are going to meet those
needs.
The next step is on-going communication with the teacher to ensure that he/she follows the IEP.
Question:
Hi! I was thrilled to see this online questions answered service, as I always have lots of questions and NO
TIME! I am an autism consultant and therapist. I am currently consulting for a family who have an eight
year boy with ASD. He is in the public school system and last September he was placed in a "high
functioning autism class". Current stats on the class are 6 kids 1 special education teacher plus 1.5 EA
staff. This child has experienced repetitive aggression from another child in the class, and today was
injured, the extend of the injuries are not known to me at this time, but he was certainly traumatized.
If you can, please advise me of her son's rights, as well as the best course of action to take for pro-active,
non-confrontational RESULTS if possible.
Answer:
Thanks for your question. Unfortunately, there is no easy answer to this one. You can bet that the parent of
the aggressive child is having to deal with some tough school issues. I am usually advocating for the rights
of the aggressive child...so I know. It is natural to want to have the aggressive child removed from the school
if it is your child that has been hurt, but as you know, children with autism have behaviours that are beyond
their control. It is inappropriate for the school to punish them because of behaviours due to their disability.
Following a functional behavioural analysis, the school staff should be doing everything possible to
accommodate the child to avoid melt-downs that lead to aggressive behaviours, and if the child is known to
have aggressive behaviours, he should be under constant supervision for his safety and the safety of
others. SIPs (Special Incidence Portion) funding is provided by the ministry for extra support staff in these
cases. In the event that the student has a melt-down that cannot be avoided, the school staff should have a
plan in place to get the other students to a safe area as soon as they see that there might be a situation
where their safety is at risk. Ask the school to provide a copy of such a plan.
| Our children deserve the chance to reach their full potential |
