Category: Education

From Both Sides of the Table: The Psychoeducational Evaluation Process – From the Lens of the School Psychologist (Part 3 in the series)

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Your third-grade son is not reading the way your nephew who is in the first grade is reading. He seems to be “stuck” and his frustration with learning is starting to result in behavioral issues- such as making excuses to not go to school and acting out when he is there. You talk to his teacher and she recommends that you submit a written letter (or email) to the school administrator to request a meeting to express your concerns. This starts a formal “timeline” of the special education process. Typically the meeting happens and there are fifteen days to develop and submit an assessment plan if one is determined to be needed.

The assessment plan is like a roadmap as to what comes next. First, the concerns are spelled out and what is the reason for the referral? Statements may be as follows:

Jane has been demonstrating challenges with her reading on grade level – the second grade general education curriculum. Her teacher and parent have noticed her struggling and have the most difficulties with letter- sound relationships (phonics) and writing her letters correctly. She also has been interrupting other students during group instruction. Lastly, she seems easily distracted and often needs redirection to stay on task. The SST meeting members recommend that your child have a comprehensive psychoeducational evaluation to gather information about his present abilities in the areas of ____ (fill in the blank) and to see if he/she meets eligibility for services in special education. “

Then there is a whole bunch of “legal stuff” to explain the process and what laws are involved. A case manager is usually assigned to be the parents’ “point person” and will ask for signatures.

EVALUATION TIME

A psychoeducational evaluation can take an hour to many hours or days. There are several factors. 1) The age of a child. Younger children take less time. 2) The reason for referral. This drives the number of evaluators and the depth of the evaluation. 3) The cooperation and behavior of the child – some kids are easier to test than others. Some need more breaks or shorter sessions. That is fine. I let the students drive the schedule. 4) Availability – sometimes a school can only release a child from class for short spurts of time or parents are only available for a chunk of time. Psychologist often needs to be flexible. 5) The child’s health and ability to sustain attention 6) Availability of a helper- such a personal assistant if the child is in a wheelchair or an interpreter 7) Schedule of the psychologist… to name just a few.

The testing usually starts with rapport building. A game. A fun discussion about random topics that is relaxed. Drawing. An interview comes next for me (other psychologists may have a different order to their assessments). Then comes the “meat and potatoes” – tests for ability, academics, memory, motor skills, social -emotional functioning – etc. To list the number of tests psychhologists are trained to use for assessment would be a very long list – and boring! Thus, publishing them here would not be wise. However, here is an excellent link to the evaluation process (from referral to feedback) and a list of common psychoeducational measures used.

Another article written just for parents from an association for school psychologists (NASP) NASPonline: Psychoeducational guide for parents to understand

Feedback from the testing can be very emotionally draining for the parent(s)

There is no band-aid big enough to cover the broken heart of parents when they find out that their child has a serious medical or developmental disorder. As a school psychologist, I would rehearse the words that needed to be delivered to the parent waiting for me. “Bad” or unexpected news needs to be carefully and eloquently given versus blurted out like guesses for Jeopardy.  You owe them that much.  They trusted you with their child.  

I gave hundreds, perhaps thousands, of parents “the news”.  Usually starting my “spiel” with some glowing remark about their child – “Such a great worker”, “Really motivated and tried so hard”, or “Fabulous ability to stay on task”. Then came the description of what transpired over hours of one-on-one evaluations, observations, interviews, and discussions with staff.   Finally, arrives the moment that many await – the results.

“Based on the findings from this comprehensive psychoeducational evaluation your seven-year-old child currently has the developmental level of a child much younger. That means that his cognitive (intellectual) ability to complete tasks, known as adaptive behavior, around the house, in school, on the playground, and in other places is more like a three-year-old than a boy of seven.  The results of the physical therapist, speech, and language therapist, etc. are very similar to my results.” 

 This is where I stop.  Look directly at the parent and wait. Some will start to cry. Some will look confused.  Regardless, I need to drop the next “official statement” in their lap.  

Then I continue… “I need you to know that these results allow for our team to discuss options for special education as I am recommending that your son meets the eligibility qualifications as a child with Intellectual Disabilities. “

This is where the parent usually asks EXACTLY what this means.  Some parents have not heard this terminology and then ask if I mean that their child is “retarded”.   

I usually respond, “Yes, that is a much older term.  However, I need you to know that he is young and we use strategies and programs that have not been introduced to him yet.  So, please know that these results may change the next time we re-evaluate him.   We will be reviewing your son’s progress on a regular basis.”

Now it becomes tricky.  A lot has transpired in so few sentences.  Their world is now upside down. It is awkward.  Often sad.  I continue…

“Are you surprised by what I just said?”, I will ask. 

Sometimes the response is “not really”.  Other times the parents go through the Kubler-Ross stages of grief at record speed with ANGER being where they stop.  “NO WAY, he is just like me and learns just fine!”, announced one very demonstrative father to me.  (How do I respond to THAT?) 

Or the sobbing begins.  This is so hard.  I almost rather have the anger.  Sobbing means that the dreams they had for their son are now being reformulated as we sit in this too formal setting. News like this should happen on comfy chairs over tea and with boxes of tissues.  Not in a room of strangers who just altered your world in a blink. 

So begins most parents’ initial journey into special education.  (An upcoming blog in this series will cover the special education “emotional roller coaster.”

Psychologists’ “toolbox” of resources:

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A List of Frequently Asked Questions that Psychologists Ask Parents New to the Special Education Process during their Initial Meeting

  • Birth History (and if the child was adopted or placed in foster care – any known history of the parent and child)
  • Medical History
  • Developmental Milestones (see addendum)
  • History of medical difficulties or learning disorders in the immediate family or with close relatives
  • The child’s current sleeping, eating, and toileting behaviors. 
  • Language acquisition – how does this child communicate with the parents?  Has there been a steady growth in language development or any decline?
  • Ability to be flexible with changes to food?  Environment?  Temperature? Sound?  Lights?
  • Emotional responses from the child daily basis.   Overall happy?  Responds appropriately or seems to have challenges with emotional regulation?
  • For older children, questions will center around play, sharing, and educational skills (reading, math, and written language.)

EXAMPLES:

This is an example of a bell curve with ranges reflected from a student’s evaluation. This chart helps to visually demonstrate the child’s abilities for a range of expected skills. The average is considered within the 85-115 range.

Psychoeducational Report Components – sample

From Both Sides of the Table

Part 1- intro

Part 2- starting the process

musical maestros from the book Allegro on the cover

ALLEGRO! An enchanting interactive book about classical maestros and their musical masterpieces! (Includes video, Beginner readers)

Published on by Louise Masin SattlerLeave a comment

I can’t say enough positives about this enchanting juvenile literary work – ALLEGRO! Mostly because it introduces classical music to youngsters in the most engaging manner! David Miles (author) and Anita Barghigiani (illustrator) mesh to form the perfect duo to produce quite simply – a masterpiece!

Your early reader can learn about classical music through the story of a child discovering his passion for the arts through the great masters. This book is CLEVER with necessary repetition that is not at all tedious. For example, the first time a composer (such as Beethoven, Mozart, Debussy, etc.) is introduced is via a short biography on the inside cover then once more as an illustration that appears embedded in the story itself. The same composers are seen again on the back pages with explanations about each maestro . This additional content is a very unique instructional extension that allows a child to go more in-depth with learning and vocabulary building. Lastly, on the sidebar, a child can press samples of musical compositions over and over again. There are many to choose from and each one has a very soft melodic sound vs. the cheap “tin” noise often hear in audio books for kids.

Within the story
on the back insert
as an interactive musical piece

I could go on and on about this book. But, I won’t. Why? Because it is INTERACTIVE and I believe it best to describe ALLEGRO not with words but with a video. Please watch and consider this the perfect gift to inspire the children in your life about the beauty of music. And for our children who are Deaf or have hearing loss, the illustrations are magnificent and the accompanying stories are very much worth having the book, sans the audio. Also, there is some vibration through the speaker.

(Side note: Classical music has been proven to help learning and concentration in young and older students!.)

To learn more the about the authors and how to obtain a copy of this fantastic book: ALLEGRO: A Magical Journey Through Musical Masterpieces go here.

The official description by the publisher:

Classical music comes to life like never before in this magical journey through 11 timeless compositions. Meet Allegro, an ordinary boy who can’t stand practicing the piano. Those black dots on the page drive him crazy—until the music itself whisks him away on a breathtaking journey. Each beautifully illustrated scene on Allegro’s journey is accompanied by a famous classical theme that can be played with the press of a button. Hear Grieg’s “Morning Mood” while meandering through a misty meadow, Dvorak’s “New World Symphony” while exploring uncharted lands, Debussy’s “Claire de Lune” while pondering a shimmering night sky, and 7 more! Beautiful gold foil, lavish illustrations, and high-quality sound make this a musical masterpiece to treasure forever. 

Suggested retail price$24.95

Amazon link

Legal:

I received a copy from the publisher FAMILIUS. However, the opinions are my own and absolutely no monetary compensation was received. #Ambassador

From Both Sides of the Table – Part 2: The Beginning of the Special Education Process

Published on by Louise Masin Sattler2 Comments

From Both Sides of the Table is a series of blogs dedicated to presenting different points of view about the special education process. In case you missed the first part – here is the link.

Special education is filled with tons of terms and acronyms- often confusing to professionals and parents alike. In an effort to help decipher the “special education code” I am going to focus this blog on basic terms, what they mean, and the most often asked questions at the beginning stage of this process. Also – what is the difference between an IEP and 504 Plan?

What is Special Education?

Special education is based on the Individual With Disabilities Education Act (IDEA). In essence, public schools need to offer special education services (instruction and ancillary programs) if a child meets the criteria of at least one of the eligibility categories. (See below for these categories). Keep in mind that your child being behind in reading may not result in him or her receiving entry to special education. There are many steps that need to be checked off before the first scheduled special education assessment can be conducted.

An interesting side note: The Department of Education reported that during the 2020-21 school year, 14. 5% of all students between the ages of 3-21 years of age received special education.

IDEA: Individuals with Disabilities Education Act (IDEA). A common definition for IDEA is as follows: The Individuals with Disabilities Education Act is a piece of American legislation that ensures students with a disability are provided with a Free Appropriate Public Education that is tailored to their individual needs. IDEA was previously known as the Education for All Handicapped Children Act from 1975 to 1990. (Wikipedia)

SST meetings (Student Study Team) – This is a formal meeting where concerns and information are shared about a child’s abilities and current status in education. Parent’s often are the ones who make a request for the SST meeting.

FAPE | Free appropriate public education – The legal right of a child with a disability who has qualified for special education services to receive intervention as determined by federal law.

IEP – Individualized Education Plan– A plan of instruction (with or without related services) created for a child who has been identified as eligible for special education.

IFSP-  Individualized Family Service Plan: An intervention plan, that includes the family, of a child who has been identified for special education before the age of three.

LRE – Least Restrictive Environment – Another legal statute where a child must receive special education services in an environment that is determined to be the least restrictive. The goal is to start with services within the general education classroom setting, if possible. If not the setting for the child’s education can then become “more restrictive”. The most restrictive would be a child who is in residential care for their educational needs.

Related Services – Services ancillary to instruction. Examples of related services could be mental health counseling, occupational therapy, speech and language therapy, and/or physical therapy.

Transition Services – Services afforded to a child in special education to help with the transition from school to adult or post-secondary life. Sometimes, it refers to a child who is transitioning from an IFSP to an IEP program.

Due Process: When there are disagreements with special education eligibility or how services may or may not be delivered, the parents and school district have the right to conduct a “due process hearing”. This is a very long and involved procedure that is best explained by Wrights Law – an excellent resource for “all things about the legal aspects with special education”.

How does the special education process begin? Usually, a referral for special education consideration starts in one of three ways:

  1. A child has been referred to the special education team for early childhood programs. Each state or region may have a different name for these programs but they usually share many of the same elements that I will elaborate on a little later. The referral is commonly through an agency or program like “Child Find”. (This video discusses the Child Find program in Virginia. The information shared is pretty much standard throughout the United States.)
  2. Your child has entered the public (or private) school and the teacher has referred the child for special education consideration due to concerns with the child’s learning abilities or speech/ language skills, for example.
  3. A parent or parents are concerned that their child is lagging with development, such as not reading like others their age or having challenges with math skills. Sometimes they are concerned with behaviors that they feel may be atypical – maybe even alarming.

Commonly asked questions about the special education process (Click on the box to see the response)

How do I start the process for my child to be considered for special education help if they are younger than the age of three?

The process can be started by contacting your local Child Find or Early Intervention Team. A phone call, email, or personal request at your local elementary school or school district office can get the process started. Also, you can ask your pediatrician for information or to help make the referral.

How do I start the process for my child to be considered for special education help if they are older than the age of three?

Again, reaching out to the local school district, your child’s teacher, and/or the school administrator in writing (or by email) would be the first step. Sometimes, you can make the request verbally (such as at a parent-teacher conference) – but please follow up with a written request.

What are the steps of the special education process?

The process starts with a referral. The referral leads to an initial meeting – called an SST or another term such as ARD. This also starts the timeline – a legal punching of the “clock” for how efficiently and quickly the process must be completed. There are a specific number of days/ weeks for each portion of the process. From the initial referral to any signatures needed for an IEP (if one is offered).

What does the term “psychoeducational evaluation” mean?

A psychoeducational evaluation is comprised of a very comprehensive set of assessments, observations, surveys, interviews, and more that gather much information about the way a child is developing. The most common elements of this portfolio of tests include cognitive or general developmental assessments and the processes that are involved with learning (such as memory or auditory processing). We also use tests that measure achievement (reading, written language, math). Furthermore, visual perceptual motor skills are assessed, too. Then there are rating scales/measures that look at the social-emotional development and adaptive behavior of a student. These tests are the “basics” and often the standard for most psychoeducational evaluations.

What is an IFSP?

This is the Federal program afforded to children birth to three who are in need of intervention due to developmental delays, medical disorders, or sensory deficits (such as blindness or deafness).

What is an IEP?

An IEP is an acronym for Individualized Educational Plan. It is a legal document. The IEP is a very lengthy document that has many purposes. First, it documents the current educational status of the child and measurable goals on how the child will receive assistance. This assistance must be in the least restrictive environment and be given in good faith. For example, a child may receive instruction within their regular education classroom but with a special education teacher providing resources and support. Or they may be invited to another classroom for part of the day to hone in on skill development for a specific subject or set of subjects – such as reading and written language. Ancillary services also are part of the IEP – such as any behavioral goals or programs that will be employed. Check back for another article that takes a deeper dive about creating and implementing an IEP.

Who decides if my child receives an IEP (or not)?

The IEP team consists of many people, including the parents if they are they have educational rights to the child and the student, if appropriate. Also, the team may include the classroom teacher(s), a special education teacher, a school administrator (or designee), a school psychologist (if requested), an occupational therapist (if requested), a speech and language therapist (if requested), a physical therapist (if requested), and other providers – such as a mental health counselor. Read more here.

What is a 504 plan? How does it differ from an IEP?

The 504 Plan is technically… “Section 504 of the Rehabilitation Act of 1973, is American legislation that guarantees certain rights to people with disabilities. It was one of the first U.S. federal civil rights laws offering protection for people with disabilities.”.* It basically allows your child to receive accommodations to their program in the general education program – such as preferential seating or extended time while taking a test.

Many parents (and professionals) often confuse the 504 Plan with an IEP. They are not the same, but share many of the same “ingredients”. Both are legal documents. And, both are meant to support the student in the least restrictive manner possible. There are subtle and not-so-subtle differences, however. This author spells out the parts of both the IEP and 504 by comparing them here.

*wikipedia

What happens if your child is in private school, including parochial school? Are they eligible for special education? The short answer is that a child in a private school environment is not covered by IDEA law. However, if a public school has asked a private school for a student to be placed in their environment – then the child is covered by IDEA. But wait – it is even a wee bit more complicated as Section 504 of the Americans with Disabilities Act does not exclude private schools from providing reasonable accommodations for people who need them – such as, building a ramp for students who use a wheelchair or providing an interpreter for Deaf pupils.

I am going to take a bet that if you are new to education, let alone special education, then the information I just presented might feel very overwhelming. Even I felt overwhelmed when we entered the special education process. In fact, let me share our very personal experience in an effort to let you know – if you are starting your special education journey – you are not alone.

—–

Fall 1993

I remembered making the call to start “the process” going. 

 I carried around the district phone number for the developmental “child find” office for weeks before I had the guts to call.  Crazy, right?! 

I knew the person who would answer.  I knew the drill of what came next.  But I didn’t want to find anything wrong with our precious baby – just wanted some reassurance that he would be OK.

It was a gamble.  Make the call and get some support and potential help for your child.  Don’t make the call and try to “do it on your own”.   

I made the call and that is when the reality started to sink in. 

Rich, my colleague, and the kind voice on the other end of the phone call listened to me unwrap the story of our son’s birth and first year of development.  He then started to speak, using his well-known empathetic tone.  

He quietly said, “You know what comes next?   Our Child Find team will evaluate Bubba over the next month or so.  Then we will convene with the results and go from there.“

“And go from there… “  

It would have been somewhat helpful for my nerves if I didn’t know what “there” meant.  Would this be the beginning of me going through the stages of grief?  In some respect, I already was “there”.  

After several weeks of evaluations with an assortment of service providers – the meeting was scheduled for “the results”. 

So, we arrived at the meeting and as parents, we took our places on the “other side of the table’.  It would appear that not only were we now in “Holland”, but, hubby and I also were parents at the threshold of the world of special education.  Bubba was their newest member. 

PHEW! So much to learn – so stay tuned for the next installment of FROM BOTH SIDES OF THE TABLE?

From Both Sides of the Table: The World of Special Education as Seen Through the Lens of a School Psychologist Who ALSO is a Parent (Part 1)

Published on by Louise Masin Sattler4 Comments

I originally was going to write a book titled, “From Both Sides of the Table”. It was to be a chronicle of my experiences with the special education process as both a parent and a school psychologist.

In truth – the task of writing a book just seemed too overwhelming. Plus, by the time I finished the book, the information may have become outdated. That happens when you are writing about education, especially the “special” side of this arena. So, instead of writing From Both Sides of the Table as a single book, I will write it as a series of blogs. Not as a weekly series – but dolled out for a few months or perhaps a year. I want to start by introducing my story, actually our story. So, this first blog may seem familiar to some as it contains reprinted materials from previous entries. So without further adieu, the first entry starts now…

Hello and welcome.   First and foremost, this series of articles is written from my heart to all who are seeking support or guidance as they enter and learn about the world of special education.  I know a lot about this world as both a parent and a seasoned psychologist who works in schools (or virtually with school districts and charter programs).  In essence, I have put my “tush” in chairs on both sides of the special education table.  Depending on what role I am in at the time – I have learned, listened, cried, and offered my best expertise. I have ridden the emotional roller coaster known only to those who have parented a child with special needs. 

It is to those parents and hard-working professionals I dedicate this series

And so it begins…

Books. Lectures. Listening.

In 1984 I completed all the requirements to receive my certification as a School Psychologist.  I was one of the youngest graduate students in my class, if not the youngest. So, to say that I had limited “life and family” experience was an understatement.  But, I studied, watched a lot of interactions between parents – teachers – and children, and, became the ultimate observer of child development.  After a few years, equipped with a hefty dose of “book knowledge” and my heavy testing kits, I ventured to my first permanent paying position at the Delaware School for the Deaf (aka “Sterck”).  A dream position that combined my School Psychology expertise with my sign language skills.   It wasn’t until years later that I truly valued what I learned between the covers of all those books and in the various university lecture halls. But my expertise was most garnered sitting around a table listening to parents and other professionals, as well as watching children when they played, learned, and even struggled. But, my BIGGEST lesson arrived a bit after I started my career. It started in all places – “Holland”.

   Our Trip To Holland?

(Previously published on this blog – but with new information below)

The poem written by Emily Perl Kingsley was cut out and pasted on the refrigerator from February 1992 until we moved to a new home in 1995. It was titled, “ Welcome to Holland”. In essence, it was a snapshot of what it is like to be unprepared when you give birth to a child who has challenges, such as medical or cognitive disabilities.

There is one section of the poem that I read over and over again, “After months of eager anticipation, the day finally arrives. You pack your bags and off you go. Several hours later, the plane lands. The stewardess comes in and says, “Welcome to Holland.” “Holland?!?” you say. “What do you mean Holland?? I signed up for Italy! I’m supposed to be in Italy. All my life I’ve dreamed of going to Italy.” But there’s been a change in the flight plan. They’ve landed in Holland and there you must stay.”

My husband and I wanted to go to “Italy” but ended up in “Holland” on February 7, 1992. I should have known that our trip to second-time parenthood would be bumpy as we were told that our secondborn was to be another girl. “Two girls, so nice”, my OB-GYN told me. Guess what? –  We had the first boy born in 28 years in my family as he arrived over a month early via an emergency c-section!  

“We need the scan for the Sattler baby” I heard being yelled at by the attending physician across the labor and delivery recovery suite.  “What? ” I yell back – “I need to talk to a doctor – NOW.  That baby is MINE! ” So, the nurses came rushing over to remind me that I just had surgery and to lay back down.  “Nothing serious” they try to assure me – just that our little guy was not quite breathing as expected and a “few other things”…

What?

Where is my husband?  Did I hear that right?  Our hour-old baby is sick because he is not breathing right.  AND his sugar too low?  Plus his heartbeat too high?  I could already feel the plane veer off course.

Days later we were allowed to go home only to notice that our little “fella” was turning the color of a Sunkist orange. Not good. Not good at all. Rushed back to the hospital to be told it was simple “jaundice”. Nope, nothing in this child’s life would be simple, I found out. Days went on and before the first actual tulip bloomed that year we were in intensive care with our young guy. Jaundice ended up being a “liver problem” – not yet determined, but possibly very serious and could lead to severe developmental delays.

Let’s just say when you hear this kind of news you take a moment for a big pause.

“Mental Retardation” were words I heard the medical staff use. WOW. This was a term used back when our little fella was born.  Now there are “softer” words, more palatable.  Such as developmental disabilities or cognitive delays.  Doesn’t really matter. The result will be the same if our little fella does indeed have any or all of the disorders that the doctor is preparing us for.  The list seems endless. My head is ready to explode. But, I know I have to stay calm and rational. Plus, we have another child who needs her parents to be present and steady. But, you can’t always be the “present and steady parent”… so we were about to find out.

We blinked, it seemed, and we found ourselves flying the hell away from Italy and nearly on a crash course… Our little guy was diagnosed with Respiratory Syncytial Virus/ RSV. This nearly claimed his life. 

What did that mean? Well, he was VERY sick – with a serious flu-type illness compounded with reflux that choked him every third breath. Our nightmare continued. You know you have a very sick baby when you can’t find room to stand in the isolated PICU suite because of the number of doctors, nurses, and respiratory therapists working with your child to keep him alive. You also know your baby is very ill when the nurses come and ask you questions such as, “Is there anyone we can call for you?”  

Does God have a hotline, I wonder?  But, I respond – “No thank you.”

For any new parent who has a baby in distress, you know the worst part of this scenario is waiting. You wait to see if the tests are positive for illnesses that are unimaginable. You wait to see if the insurance will cover the rare and complicated blood work, machines that are helping your child stay alive, or special therapy sessions ordered. You wait to see if you will ever have a “normal” life again for yourself, your family, your work, etc. Will your child walk, talk, eat normally, have friends, etc.? You truly begin to HATE Holland with every fiber of your being.

Then little by little, the waiting ends. 

Test results come back. Therapies begin. Hospitalization stays end and you go home.

But, for many of us, this is when we start a new journey into the realm of Special Education. 

Here is the most ironic part of this story and the reason I am writing it for this blog. I am a special educator. I am a full-fledged, certified School Psychologist who is trained in helping parents and children with special needs. All my training flies out the friggin’ window as my mind is trying to process the months of evaluations, reports, and recommendations from specialists. 

Ironic indeed. I have now changed teams! 

Instead of being the intervention specialist I now am the one calling our local school district asking for help from the Early Intervention Team! And I am so grateful when they appear at my door. But, I still have problems with paperwork and understanding all the information. How can this be? I do this job every day and I am still wading through it because my head is so full of grief and confusion. The team helps me. Every day gets a little better. Clarity arrives with every meeting or visit from a team member. 

Now fast- fast-forward, our son improves with therapy as he starts to talk, walk (actually run) and become quite sociable. He has more hospital visits but he is deemed fairly healthy. His liver has a benign disorder and we are told he shouldn’t go without food or enter the military. We can live with those two stipulations to have a benign liver disorder vs. the alternatives. But, no worries – he will be ok. He will just need a little “special education” for his speech and language development, perhaps. And maybe when he is older he may need additional support (That saga we will save for future articles).

I give thanks that he will survive. And, I am ready and willing to take my seat comfortably on the parent’s side of the table. We will be OK.

Here is your “Introduction Guide” to Special Education – Starting with a few questions and answers.

What is Special Education?

Special education is multi-faceted. In essence, this term refers to when instruction is specially designed to meet the unique needs of a student eligible to receive special education services.

IDEA has much to do with special education as we know it. That is because IDEA is short for the  Individuals with Disabilities Education Act. Special education services, including instructional and related services, are deemed the public school’s responsibility for students who are eligible by meeting the criteria of at least one of the 13 categories. By the way, a child who is struggling is not necessarily eligible for special education. There are many processes necessary to determine eligibility. . (More about this later!)

How old does a child need to be to receive special education?

You may be surprised to find out that special education eligibility can start as young as birth through the age of 21.

What are the categories for special education eligibility consideration?

These are the 13 specific categories*

Autism
Deaf-blindness
Deafness
Developmental delay
Emotional disturbance
Hearing impairment
Intellectual disability
Multiple disabilities
Orthopedic impairment
Other health impairment
Specific learning disability
Speech or language impairment
Traumatic brain injury
Visual impairment, including blindness

*Note it is possible to meet the criteria for more than one category. I will delve deeper into each of these categories in future articles – so keep checking back!

Are there other supports for a student who is struggling that are not special education?

Yes, there are. We will be covering items called “504 Plans” and also “Response to Intervention (RTI)”.

How do I get the process started?

Keep reading this blog – I promise to cover that soon! Simply- it starts with a written request.

What to expect during the special education process?

You can expect many forms, formal papers, and meetings. But, most of all I hope you receive support and your child receives help, whatever form it is offered, that will assist your child.

Are there suggested resources?

Yes – there a many resources. I always ask readers to do their “due diligence” as not every resource is legitimate or accurate. (Careful of misinformation). Here are some trusted resources for you:

National Organization for School Psychologists (use the search bar)

Center for Parent Information

IDEA resources – guidance from the Department of Education

In closing, this is just the first of many, many blog entries regarding special education and so much of what it entails. You will find out that special education is a very broad world and there are many, many facets. You also will discover that “our little fella” grows up to be an honor student and successful in his chosen career that involves helping others.

Have a question? Want to share your experience? Respectful comments are always welcome.

Thank you for reading!

~Louise

The Surfer and The Sage by Shaun Tomson and Noah benShea (Bonus- amazing photography!)

Published on by Louise Masin Sattler2 Comments

This Summer I had the privilege to be invited to preview and review a new book – The Surfer and The Sage by Tomson and benShea. Please see the opportunity to get a copy for yourself – FREE – below. (Limited offer)

Sometimes life gives you smooth waters to navigate everyday situations. But, then there are times when a huge WAVE comes and knocks you down. You are disoriented, in disbelief, and perhaps feeling defeated. You have a choice – be resilient and keep trying or never ride another wave – play it only safe. Shaun Tomson, the former professional and medal-winning surfer, knows how real-life waves and those from grief can be life-defining. He shares his story alongside pearls of wisdom and beautiful photography in The Surfer and The Sage. Plus the photography is OUTSTANDING! This book is a keeper for your shelf (and get a second copy to share!!)

From the publisher:

Sometimes life’s waves knock you down; other times, life might seem to sweep you along powerless. But the choice is always yours to swim back up to the light. Legendary world champion surfer Shaun Tomson and international bestselling poet-philosopher Noah benShea join forces to offer you insight on a path of purpose, hope, and faith. This timely guidebook alternates between Tomson’s inspiring experiential essays and benShea’s spiritual commentary that lift the soul, all accented with stunning full-color surfing photographs.

After losing his son, Tomson walked the bitter road of loss and crossed from darkness into the light. The Surfer and the Sage addresses the eighteen relentless, breaking waves of life, from loss and aging to relationships and depression, and guides you to transformation. It is not a list of rules to follow that guarantee success, health, or wealth, but rather a collection of advice from two guides who have traveled far and wide and suffered deeply, but still look forward to tomorrow with faith and hope. 

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Refinishing Furniture – Lessons I have learned

Published on by LouiseSattler1 Comment

Have you ever seen something and thought to yourself, “I could do that!” A long time ago I had ideas on creating crib toys with black and white graphics – but no sooner did I have my prototype completed a toy company beat me to it! I also thought of play centers for kids that were both educational and fun – lost out on that too – remember Discovery Zone and Gymboree?! Now, I decided I am going to join an already established community of people who refinish used furniture and morph it to look vintage or retro. I have spent quite a bit of the past months scouring over Pinterest and online magazines. I have visited resale/consignment shops and creative art centers. I am gleaning from various resources a plethora of fun ideas.

Enough reading – time to sand, prime, and paint!

TIP 1: Collect common sense and useful resources on how to refinish furniture. ✅

Tip: Not all furniture uses the same materials or steps in the process of refinishing. Taking an old broken cabinet from a garage sale and painstakingly going through the process of repair, preparation, painting and, finishing – takes time. It is not a few hours of just slapping on paint.

I decided to go to the ReSTORE, owned by Habitat for Humanity. This is how one can buy get gently used furniture that isn’t too worn and also give back to the community. Here I bought my “practice piece” for $10 and one that I am most likely will just resand and use wood stain finish.

TIP 2: When you pick a piece of old furniture to “redo” make sure it has “interest” value.

For me, this means that the furniture has some cool features such as interesting etching in the wood, an unusual design or shape, and/or hardware that is really groovy!

I got this piece during my second visit to a second ReSTORE and bought it because 1) it was made by Ethan Allen 2) The handle knob was cool and visually interesting. Scroll a bit more to see how I transformed this sad little table to something a really “groovy”!

TIP 3: Add some pieces to your collection, but remember you only have so much space and time.

I spotted the piece below on the left at an Estate sales website. The lady asked for $75. I offered $10. We settled on $15. Now it sits in my living room. Milk paint on the top with a polyurethane finish. Resanded and refinished the wood on the sides and painted the interior of the drawer. It is pictured here drying in our very used and crowded garage. I could have picked up three or four more pieces in the set. I opted not to do so because I wanted to be selective. One was enough.

Until the next day.

That is when I picked up the lovely side table with drop leaves (right). Sure it needs some TLC – but I can’t wait to “sand this baby”! (Aww I am talking “DYI” speak!)

TIP 4: Let other’s know about your new creative venture and maybe you will make your hobby profitable.

I have been working out of our garage. So far, just by having people walk by – I have sold two pieces. One isn’t even started yet!

Below is the little Ethan Allen table that was kinda “sad”. Slide the arrow in the middle of the images below to see the “before” and “after”.

Here are the steps:

  • Sand the top wood with very light sandpaper. Preferably using a small electric sander.
  • Paint a primer coat (white) over the wood and let dry completely.
  • I used Benjamin Moore paint (eggshell) in the color WROUGHT IRON. I painted three coats on this piece. Thanks to the people at my local ACE hardware for being great resources and my “support” team for picking great colors!
  • I then used a furniture wax for painted furniture to give it a bit of sheen.
  • The old knob, which I liked, but didn’t think matched well with the new look, was replaced with this one from Home Goods. (Came in a set of four) I think this new knob gives it a more contemporary look.
  • Lastly, I lined the inside of the drawer with contact paper that does not stick (in case the new owner doesn’t like it and wants to replace it).

Voila! In a day or so this table will be ready for a new home (obviously not completed yet!

gold, black and white knob
The knob

I will be posting on my Facebook Louise Sattler Consulting updates!

What If We Paid Teachers Like Reality TV “Stars”?

Published on by LouiseSattlerLeave a comment

Imagine how the world would be if teachers were paid on the levels of trending models, reality TV show performers, or athletes! How every time a teacher walked up and down the classroom sparks of adoration would happen with whispers of encouragement from the students.

Now, of course, this may seem absurd. Even as I am writing this blog I am rethinking if this could EVEN be possible. But, I have written about the non-glamorous, but the valiant career of teaching before and will continue to write on this subject after this article is completed. No surprise to readers of this blog that I am passionate about giving recognition and thanks to the scores of teachers who work tirelessly on behalf of our children.

Before 2020, there were legions of people who thought that teaching was one of the “easiest” jobs one could have. After all, isn’t the job of educators to only work a few hours daily, and then they just “rinse and repeat”? Plus, there were the ongoing assumptions that summer break was indeed that – time off without any need to prepare, take coursework for continued certifications, and etc. Newsflash – good teachers never stop wanting to improve their skills to help their students.

It took a pandemic to change many minds about the “art of teaching”. Newfound respect was formed about the real work involved with teaching our kids. So many “Ah-Hah moments” happened when parents were thrust into dual roles. It was tough. But, with every difficult lesson comes an increased level of understanding and insight. I hope that one of the lessons learned was that teachers are not paid commensurate with their true worth. They should be revered like our “supermodels” and “elite athletes”!

Yes, this is a huge shift in our collective psyche. And, probably wouldn’t even be a consideration if it weren’t for the Covid 19 pandemic. I simply ask that you please allow this blogger to dream of a world where this is possible.

For many who are reading this article, you have assumed the role of teacher this year as a pandemic brought virtual or hybrid education to your home front. I commend you for your efforts and I bet you were much more successful than you believed. And, for the teachers who made the best of a horrific situation – kudos as you the true “reality STARS”!

Thank you for reading. Respectful comments always welcome below.

Read more on this subject here

Lists of Places for Family and Solo Travel that are Accessible and Inclusive

Published on by LouiseSattlerLeave a comment

I. Love. To. Travel. And, as you probably know from reading this blog – I enjoy sharing my travel experiences. I often say, “Travel is simply taking educational opportunities – on the road”.

However, travel can be much more difficult if you have barriers – such as those experienced by individuals with physical, mental, and/ or sensory challenges. I have noticed establishments that simply do not provide accessible or inclusive environment. While many places are demonstrating a better understanding of how to make their venues more welcoming – there is a lot of room for improvement.

I would like to showcase the organizations that get it RIGHT. So, I wrote a letter to all with links and lists for helping you plan a great vacation.

Dear Readers,

I am excited for you or your family to be venturing away from your home to discover various parts of the United States. There is so much to experience and learn from travel. I personally find the value of travel to be an extension of what happens within the classroom. It is my hope that my information below will help you to plan for a safe and fun trip. Please note that I am one of many who travel and blog – so be sure to check out other articles on this topic.

Why am I writing this letter to you? I am a frequent traveler, school psychologist, and a parent. I seem to be hyper vigilant for looking at situations through multiple lenses. Does this hotel have good accessibility for people with mobility issues? Can a person safely cross this street if blind? Does the venue offer interpreters for the Deaf or sensory accommodations for a person on the autism spectrum? And, so on.

It is because I have the utmost admiration for families who love to travel together that I want ALL to have a great experience, including equal access and inclusion.

PLAN!!! While a quick spontaneous trip can be fun, don’t underestimate the value of good preparation. Here are some tips that may be helpful –

There is very little consistency among hotel chains, restaurants, or theme park attractions when it comes to accessibility and being inclusive to all. So don’t forget to pack a hefty dose of patience along with your toothbrush!

Hint 1: Travel to family friendly places, especially if this is your first trip. If you are a solo traveler consider group travel to places that cater to large and diverse crowds.

Many people cite the Disney theme park properties as the most “special needs” friendly in the United States. And, I have witnessed that around the globe, too, Disney gets it right – most of the time. As does Disney Tokyo, Disney Paris, etc. They are a big corporation with much money and resources at their disposal. They also are dedicated to educating their staff about inclusion. So, I tip my proverbial hat off at Disney and their employees.

Here is the downside. Disney theme parks are super expensive for most families. Often people save years to enjoy a week with “the mouse”. Look for bargains when you decide to visit Disney properties. See if any organizations you belong to (or the grandparents) offer discounted tickets or places to stay.

Discount tickets for Disney parks have been available at these places (and hope they are still there!)

Once you have planned your trip, consider connecting with Disney representatives to learn about accommodations in the park. Here are two Disney guides for families who have family members with autism and or cognitive disabilities.

Disney theme parks provide for their guests this disability access document that is chocked full of pertinent information.f

Also, there are additional parks and attractions that offer access and disability information. Their links can be found on the list below. Note that these places try to make the information easy to read – but sometimes these guides can be daunting. So, be sure to read ahead of time during your “planning” the trip phase.

Roadtrippers magazine also listed some of the most accessible parks in the United States. Here is their excellent article.

For your consideration: I am a big fan of using a reputable (in person) travel agency for planning vacations that are more than just an overnight and involve a lot of people and “moving parts”.

Next… packing for your trip. It is impossible to bring all the contents of your home with you – but in the case of a child or adult with special challenges you have to be extra careful to remember key items. Not only should you bring all the items for daily living needs (plus extras). But be sure to add to your suitcase medications for the time you will be gone – and additional in case of an unexpected extended stay. You list also should include some comfort items are those that can make a difference with your stay. Such as a night light, a small fan to block out noise from other rooms, and personal soaps or shampoos for those with sensitive skin or adverse reactions to smells. Noise cancelling headphones, an iPad or laptop, and favorite pillow or blanket(s) can make all the difference in the world. (Especially if someone uses a weighted blanket for comfort.) Also, bring snacks and drinks that are “must haves” for your family members.

Tip: Call ahead when making your hotel reservation. Depending on your family’s needs – ask for a room that makes your life easier. Need to be closer to the elevator – just ask. Need a handicap accessible room? Request it. Need a key with braille? Ask them for that, too. Ask if they have a room with special lights and adaptive equipment if you are traveling with someone who is Deaf. And, if you have a child or adult who is vocal – ask for a room that is more secluded from other guests so you don’t feel that you may be disturbing them.

Also, consider bringing a door alarm if you have concerns of elopement (fleeing). I travel with the STEP OFF alarm for personal security. Yet, it also is great to keep those who wander (including people with Alzheimer’s) safe.

If you are a solo traveler consider using a reputable travel agency that has knowledge about opportunities for travel that accommodates people with unique challenges. Deaf travel agencies are also available.

I did a little research on this subject and found these links to help (However, use your due diligence, as well.)

*Inclusive Experiences for All – IAAPA

*National Parks – ASL interpeters, Captioning and mor

Download Accessible-Inclusive-Travel ChecklistDownload

HAVE A SUGGESTION? Comment below!

Closing words – I hope this post helps those who are ready to travel again. May you have a safe and fulfilling journey!

After 10 Years I am STILL a Cancer WARRIOR GODDESS!

Published on by Louise Masin SattlerLeave a comment

January 5, 2011 I spent 7 plus hours under the knife at Johns Hopkins Hospital to remove Stage 3 thyroid cancer throughout my neck. My hubby can give you a play by play as how that day went through his lens. How he waited all day to hear I was done and instead received lots of medical updates- hour after hour. He also can tell you he was one of the first to arrive in the JHH waiting room and the last one to leave that day. As for me, I remember very little except being asked upon my waking to recall anything I said from the morning before they dosed me with heavy duty anesthesia. My answer: “I am STILL a cancer warrior goddess?”. The nurses and doctors laughed and looked relieved. I laughed with a very froggy throat, too. Apparently, my talking was a sign that my vocal chords were still working, albeit very raspy. “Top-Doc” wasn’t too sure that would be the case – so my declaration – was considered the evidence of medical success.

Related: Warning signs of thyroid cancer: click here

Ten years later and countless tests, trips back to Hopkins for follow-up exams, and blogs later, I remain vigilant with my health and a bit of a crusader for thyroid wellness of others. I also recognize that I have had my own challenges after ten years. My voice still gets raspy and there have been times when I simply couldn’t talk for days, weeks or months. (Once again proving that knowing sign language is a skill we all should have!) Plus, a good head cold can put me down for the count for a week or more. I don’t have the immune system of most folks and that makes Covid 19 really really sucky! And, losing the weight I have gained is my biggest challenge.

Yet, I do have an immense sense of gratitude for the medical professionals who have cared for me since my diagnosis late 2010. I also want to reiterate my “mantra” – be your best advocate. I had ZERO of the usual red flags for thyroid cancer except for weight gain. Rapid weight gain! I was told it was menopause. It wasn’t. So, if you feel something is “amiss” – then you are more than likely correct and should keep seeking answers until you feel better or more at ease.

No blogger should post without taking time out to stop and thank their audience. That includes me. I want to extend a heartfelt THANK YOU to all of YOU. For more than a decade many of you have read this blog, commented and shared. You helped to educate others and also yourselves. I appreciate you. I pray for your health and hope that all of us have better days ahead.

If you are new to my blog and wonder what the heck I am talking about?… Well … here are links to get you started to learn about my journey and perhaps find some nuggets of help for you, too. If you are a recurring reader – again thank you and enjoy the re-runs below.

2010: Hello, Now Go Away!!

January is Check the Neck Month!

Dear New Thyroid Cancer Patient

Remission

My Year of Learning How to Kick Cancer to the Door

TWO YEARS LATER… My journey with Thyroid Cancer

My annual reminder that I survived cancer

Six Years Later

Lucky 7 – Life after a thyroid cancer diagnosis

9 Years – Post Thyroid Cancer Diagnosis

ASL video on my cancer experience

Twitter Scarves

This blog is dedicated to all the wonderful healthcare professionals who have helped me during my cancer journey and have supported and cared for the the health needs of others.

Also, dedicated to my friends who have experienced “lumps” in their roads and have survived with grit and grace. You are my inspiration.