1 00:00:00,000 --> 00:00:11,080 Welcome to Unlimited Parenting where we discuss having children with disabilities or special 2 00:00:11,080 --> 00:00:12,540 health care needs. 3 00:00:12,540 --> 00:00:19,040 My name is Allison and with me today is my fellow partner in crime, Melissa. 4 00:00:19,040 --> 00:00:20,640 Hello. 5 00:00:20,640 --> 00:00:25,280 Welcome to a new series called IPUL, that's us. 6 00:00:25,280 --> 00:00:30,880 IPUL founded on Facebook where I peruse the Facebook parenting groups and research your 7 00:00:30,880 --> 00:00:35,400 questions that I found so you don't have to. 8 00:00:35,400 --> 00:00:42,160 And if you're counting at home, that is a two new series we've started in the last four 9 00:00:42,160 --> 00:00:43,160 minutes. 10 00:00:43,160 --> 00:00:44,480 You are gong ho. 11 00:00:44,480 --> 00:00:45,480 So you're welcome. 12 00:00:45,480 --> 00:00:46,480 Okay. 13 00:00:46,480 --> 00:00:47,480 You're so welcome. 14 00:00:47,480 --> 00:00:48,480 Okay. 15 00:00:48,480 --> 00:00:51,840 Melissa, thank you for being here today. 16 00:00:51,840 --> 00:00:57,360 This is a little heads up in advance, it looks like Medicaid has brought us here today. 17 00:00:57,360 --> 00:01:00,680 IDEA has brought us here today. 18 00:01:00,680 --> 00:01:01,680 There's a lot. 19 00:01:01,680 --> 00:01:02,680 Okay. 20 00:01:02,680 --> 00:01:10,440 So as you can imagine, there are quite a few questions asked every day on Facebook. 21 00:01:10,440 --> 00:01:12,440 So I obviously did not pick them all. 22 00:01:12,440 --> 00:01:13,440 Thank you. 23 00:01:13,440 --> 00:01:15,840 We are going to be here all day. 24 00:01:15,840 --> 00:01:18,720 I only picked, I think I picked five. 25 00:01:18,720 --> 00:01:19,720 Oh. 26 00:01:19,720 --> 00:01:22,760 And this was just yesterday that you found them or? 27 00:01:22,760 --> 00:01:24,920 No, it's been the past week. 28 00:01:24,920 --> 00:01:26,200 It's been this past week. 29 00:01:26,200 --> 00:01:28,680 And there, I think that they're really good questions. 30 00:01:28,680 --> 00:01:29,680 Okay. 31 00:01:29,680 --> 00:01:31,640 So I'll read them to you. 32 00:01:31,640 --> 00:01:33,080 And then maybe we can discuss. 33 00:01:33,080 --> 00:01:34,880 Are you okay with that? 34 00:01:34,880 --> 00:01:35,880 Okay. 35 00:01:35,880 --> 00:01:38,080 And then I did a whole bunch of research into these questions. 36 00:01:38,080 --> 00:01:39,080 Okay. 37 00:01:39,080 --> 00:01:42,360 So if I sound like I'm reading from something, it's because I am. 38 00:01:42,360 --> 00:01:46,760 Okay, so question number one that I found on the Facebook groups. 39 00:01:46,760 --> 00:01:49,640 Can you, as in the school. 40 00:01:49,640 --> 00:01:54,520 Can the school deny an IEP because the child has good grades? 41 00:01:54,520 --> 00:01:57,040 No, but that happens a lot. 42 00:01:57,040 --> 00:01:59,560 It does happen a lot. 43 00:01:59,560 --> 00:02:06,600 Or parents will say they didn't even want to do the evaluation because. 44 00:02:06,600 --> 00:02:07,600 Because of grades. 45 00:02:07,600 --> 00:02:08,760 Yeah, their grades are great. 46 00:02:08,760 --> 00:02:09,760 Why would they? 47 00:02:09,760 --> 00:02:10,760 Yeah. 48 00:02:10,760 --> 00:02:15,360 And what they don't see is the parent at the kitchen table for four hours after school 49 00:02:15,360 --> 00:02:16,360 helping them. 50 00:02:16,360 --> 00:02:20,400 Or, let's just be real, the parent doing the homework for them. 51 00:02:20,400 --> 00:02:22,240 And that's not doing anybody any favors. 52 00:02:22,240 --> 00:02:23,240 Exactly. 53 00:02:23,240 --> 00:02:27,240 Because that shows us no data that then we as parents don't have a leg to stand on when 54 00:02:27,240 --> 00:02:31,400 we say our student needs help and they are not being supported. 55 00:02:31,400 --> 00:02:33,040 Well, looks like they're turning their work in. 56 00:02:33,040 --> 00:02:35,000 Yeah, it looks like they're doing just great. 57 00:02:35,000 --> 00:02:40,960 In fact, they said therefore and in conclusion, that's how they don't need any support, obviously. 58 00:02:40,960 --> 00:02:43,280 Don't not help your kids by doing their work. 59 00:02:43,280 --> 00:02:44,960 Don't judge a book by its cover. 60 00:02:44,960 --> 00:02:45,960 Yeah. 61 00:02:45,960 --> 00:02:46,960 Sure. 62 00:02:46,960 --> 00:02:47,960 Okay. 63 00:02:47,960 --> 00:02:52,720 I think to fully answer this question, we should back up a little further and just do 64 00:02:52,720 --> 00:02:58,680 a quick knowledge burst, if you will, on special education eligibility. 65 00:02:58,680 --> 00:02:59,680 Right? 66 00:02:59,680 --> 00:03:00,680 Yeah. 67 00:03:00,680 --> 00:03:06,600 So I'm going to preach to the choir because I'm going to stare at you while I lay this. 68 00:03:06,600 --> 00:03:11,040 But this is really for you podcast listeners out there in podcast land. 69 00:03:11,040 --> 00:03:16,320 In terms of special education eligibility, it's referred to as the three prongs. 70 00:03:16,320 --> 00:03:19,720 So we'll discuss each one super quick. 71 00:03:19,720 --> 00:03:27,320 The first prong is asking the question, does this child have one of the 14 eligible categories, 72 00:03:27,320 --> 00:03:28,720 disability categories? 73 00:03:28,720 --> 00:03:31,400 So I'll name one, you name one. 74 00:03:31,400 --> 00:03:32,400 Autism? 75 00:03:32,400 --> 00:03:33,960 Heart appearing. 76 00:03:33,960 --> 00:03:35,120 Intellectual disability? 77 00:03:35,120 --> 00:03:36,640 Other health impairment. 78 00:03:36,640 --> 00:03:38,520 Emotional behavioral disturbance? 79 00:03:38,520 --> 00:03:39,520 Multiple disabilities. 80 00:03:39,520 --> 00:03:41,080 Blind or visually impaired? 81 00:03:41,080 --> 00:03:42,080 Did you already say that one? 82 00:03:42,080 --> 00:03:44,560 No, I said hard of hearing. 83 00:03:44,560 --> 00:03:45,560 So that's a good one. 84 00:03:45,560 --> 00:03:46,560 Okay. 85 00:03:46,560 --> 00:03:47,560 Can you think of another? 86 00:03:47,560 --> 00:03:48,560 Let's see. 87 00:03:48,560 --> 00:03:49,560 We did multiple disabilities. 88 00:03:49,560 --> 00:03:50,560 There's 14. 89 00:03:50,560 --> 00:03:51,560 There's 14. 90 00:03:51,560 --> 00:03:52,560 There's 14. 91 00:03:52,560 --> 00:03:56,360 Obviously there are some that we see more often than others. 92 00:03:56,360 --> 00:03:57,360 We do. 93 00:03:57,360 --> 00:03:58,360 Yeah. 94 00:03:58,360 --> 00:03:59,360 There is a speech. 95 00:03:59,360 --> 00:04:01,640 There is a speech and there's orthopedic impairment. 96 00:04:01,640 --> 00:04:02,640 Yep. 97 00:04:02,640 --> 00:04:03,640 I thought of another one. 98 00:04:03,640 --> 00:04:04,640 Okay. 99 00:04:04,640 --> 00:04:09,120 So those are some of the eligible answers for that first prong question. 100 00:04:09,120 --> 00:04:15,000 The second prong is going to ask, does this child's disability adversely impact them either 101 00:04:15,000 --> 00:04:18,280 developmentally, academically, or functionally? 102 00:04:18,280 --> 00:04:19,600 Yep. 103 00:04:19,600 --> 00:04:26,480 And so right there, you can say that this child may be meeting academic standards, but 104 00:04:26,480 --> 00:04:30,200 what are those other areas in which a child maybe isn't? 105 00:04:30,200 --> 00:04:31,200 Exactly. 106 00:04:31,200 --> 00:04:36,760 And then what, you know, developmentally and functionally, are they impaired to get to 107 00:04:36,760 --> 00:04:40,000 the academic performance that they know that the school wants, right? 108 00:04:40,000 --> 00:04:41,000 Right. 109 00:04:41,000 --> 00:04:44,920 And then they become these people pleasers that are trying to do everything, which causes 110 00:04:44,920 --> 00:04:45,920 them anxiety. 111 00:04:45,920 --> 00:04:49,460 And you can see where this vicious cycle is spiraling from. 112 00:04:49,460 --> 00:04:54,640 And then the final prong is asking, does this student require specially designed instruction? 113 00:04:54,640 --> 00:05:01,080 And specially designed instruction means adapting as appropriate to the need of an eligible 114 00:05:01,080 --> 00:05:08,280 student, the content, methodology, delivery of instruction to address the unique needs 115 00:05:08,280 --> 00:05:13,520 of the student that result from his or her disability and to ensure access to the general 116 00:05:13,520 --> 00:05:18,680 education curriculum so that the student can meet the Idaho content standards that apply 117 00:05:18,680 --> 00:05:20,440 to all students. 118 00:05:20,440 --> 00:05:21,600 Yep. 119 00:05:21,600 --> 00:05:23,360 So what could this look like? 120 00:05:23,360 --> 00:05:29,840 So this is if a student needs, if they need an adaptation to curriculum. 121 00:05:29,840 --> 00:05:35,800 So for example, my student is not age level in math. 122 00:05:35,800 --> 00:05:41,280 He is doing sorting when his peers are potentially doing geometry. 123 00:05:41,280 --> 00:05:47,880 So we are taking curriculum and making it individualized for that student. 124 00:05:47,880 --> 00:05:52,880 I mean, that's just one of many, many examples, but how are we, how are we altering curriculum 125 00:05:52,880 --> 00:05:58,380 and content for the individualized needs of a particular student? 126 00:05:58,380 --> 00:06:04,720 So maybe this student with really good grades could benefit from having every other question 127 00:06:04,720 --> 00:06:11,040 or only writing out the answer to every third question or something like that to demonstrate 128 00:06:11,040 --> 00:06:16,600 that they have mastery, but not making it because at the end of the day are these same 129 00:06:16,600 --> 00:06:21,720 schools expecting typically developing students to do four hours of homework at night. 130 00:06:21,720 --> 00:06:26,480 And if they're not, then this student who's getting good grades, but spending four hours 131 00:06:26,480 --> 00:06:29,620 perhaps isn't getting their free and appropriate public education. 132 00:06:29,620 --> 00:06:34,840 And so that is just equally, and that's providing equal access that could be done through accommodations. 133 00:06:34,840 --> 00:06:35,840 Yeah. 134 00:06:35,840 --> 00:06:40,040 So, no, we did, but I have a little example. 135 00:06:40,040 --> 00:06:41,040 Okay. 136 00:06:41,040 --> 00:06:47,720 So having said all that, let's now pretend that we have another kid and her name is Samantha. 137 00:06:47,720 --> 00:06:52,640 She is a student and she has a diagnosis of dyslexia. 138 00:06:52,640 --> 00:06:55,520 She's getting phenomenal grades in math. 139 00:06:55,520 --> 00:06:57,360 She's in speech and debate. 140 00:06:57,360 --> 00:07:00,040 I mean, she's killing it, right? 141 00:07:00,040 --> 00:07:04,700 But her mom is concerned that she's super tired all the time, right? 142 00:07:04,700 --> 00:07:10,800 If we probe a little deeper, we can see that she is substantially limited in reading, right? 143 00:07:10,800 --> 00:07:15,520 She's dyslexic and she finds it challenging to read the required class material. 144 00:07:15,520 --> 00:07:18,080 Check, check, double check. 145 00:07:18,080 --> 00:07:22,920 Samantha has been busy pulling all nighters to try and stay on pace with her classmates, 146 00:07:22,920 --> 00:07:27,640 and not fall behind so she doesn't look different and you know everything. 147 00:07:27,640 --> 00:07:32,000 If we use jargon, which we try really hard not to use, but if we did, that may sound 148 00:07:32,000 --> 00:07:37,560 something like Samantha's impairment may substantially limit a major life activity regardless of 149 00:07:37,560 --> 00:07:40,160 whether or not she performs well academically. 150 00:07:40,160 --> 00:07:41,160 Yes. 151 00:07:41,160 --> 00:07:43,360 Which is essentially what we just said. 152 00:07:43,360 --> 00:07:48,560 So I think there's something else that's really worthwhile to mention. 153 00:07:48,560 --> 00:07:56,480 Another facet of this that we haven't discussed, and it's a little something called child find. 154 00:07:56,480 --> 00:08:02,640 So if you're not immediately aware of child find, school districts have a responsibility 155 00:08:02,640 --> 00:08:09,760 under IDEA to locate, identify, and evaluate any child with a disability who is possibly 156 00:08:09,760 --> 00:08:11,760 in need of special education. 157 00:08:11,760 --> 00:08:13,760 So if we go back to Samantha. 158 00:08:13,760 --> 00:08:14,760 Yeah. 159 00:08:14,760 --> 00:08:19,760 The school, really the onus should be on the school at some point to identify that she's 160 00:08:19,760 --> 00:08:21,720 struggling in reading, right? 161 00:08:21,720 --> 00:08:25,920 And she is not on track with her typical peers in reading. 162 00:08:25,920 --> 00:08:29,120 Everything else, she is, she's hitting the marks. 163 00:08:29,120 --> 00:08:36,600 But we as a school potentially have an onus to do their child find obligation and say, 164 00:08:36,600 --> 00:08:38,320 this is a student that is struggling. 165 00:08:38,320 --> 00:08:42,400 This is a student that could maybe potentially qualify for some extra supports and then have 166 00:08:42,400 --> 00:08:44,560 that conversation with the parent. 167 00:08:44,560 --> 00:08:45,560 It happens all the time. 168 00:08:45,560 --> 00:08:46,960 It should happen all the time. 169 00:08:46,960 --> 00:08:52,920 Child find, if we have a student that maybe is struggling behaviorally or, you know, there 170 00:08:52,920 --> 00:08:58,000 are many, many ways a student can show signs of struggle. 171 00:08:58,000 --> 00:09:05,320 But then a district has that requirement essentially to let parents know this, maybe there's some 172 00:09:05,320 --> 00:09:07,700 extra supports that we could identify. 173 00:09:07,700 --> 00:09:11,640 Maybe we should start kind of that special education process. 174 00:09:11,640 --> 00:09:13,720 100%. 175 00:09:13,720 --> 00:09:19,440 Before we move on, we're gonna, before we label this a big old myth, let's put one more 176 00:09:19,440 --> 00:09:23,720 nail in the coffin directly from IDEA. 177 00:09:23,720 --> 00:09:29,040 I almost said specifically, specifically. 178 00:09:29,040 --> 00:09:36,680 Section 300.101 C1, which clearly states FAPE, otherwise known as a free and appropriate, 179 00:09:36,680 --> 00:09:37,960 no, you say it, you say it. 180 00:09:37,960 --> 00:09:39,720 Free and appropriate public education. 181 00:09:39,720 --> 00:09:42,200 I should make that a sound on here. 182 00:09:42,200 --> 00:09:43,200 Yeah. 183 00:09:43,200 --> 00:09:48,400 FAPE is available to any individual child with a disability who needs special education 184 00:09:48,400 --> 00:09:54,520 and related services, even though the child has not failed or been retained in a course 185 00:09:54,520 --> 00:09:58,200 or grade and is advancing from grade to grade. 186 00:09:58,200 --> 00:10:02,280 So I need a sound that's like bottom line. 187 00:10:02,280 --> 00:10:03,280 Bottom line. 188 00:10:03,280 --> 00:10:04,280 I like it. 189 00:10:04,280 --> 00:10:11,360 A child who performs well academically may also be a child with a disability. 190 00:10:11,360 --> 00:10:12,500 Absolutely. 191 00:10:12,500 --> 00:10:18,200 This is not a clear cut scenario, but there are scenarios that we see quite often. 192 00:10:18,200 --> 00:10:22,840 So reach out to your school district, reach out to us, reach out if you need help. 193 00:10:22,840 --> 00:10:27,200 And this may sound wild, but every child is unique and different. 194 00:10:27,200 --> 00:10:32,000 So I mean, just because it looks one way for one child doesn't mean it's gonna look that 195 00:10:32,000 --> 00:10:33,640 way for another child. 196 00:10:33,640 --> 00:10:34,640 Absolutely. 197 00:10:34,640 --> 00:10:35,640 Okay. 198 00:10:35,640 --> 00:10:38,120 Are you ready to move on to the second question that I found? 199 00:10:38,120 --> 00:10:39,120 Yep. 200 00:10:39,120 --> 00:10:40,120 Okay, here we go. 201 00:10:40,120 --> 00:10:48,320 Must the school hold a meeting without a parent if the parent is unavailable before an annual 202 00:10:48,320 --> 00:10:53,840 review deadline because of the student's IEP or eligibility will expire and or lapse? 203 00:10:53,840 --> 00:11:00,840 Do you want the, I mean, there's a short answer that potentially, yes. 204 00:11:00,840 --> 00:11:07,240 But the long answer is there is due diligence on the school's behalf to give the parent 205 00:11:07,240 --> 00:11:13,360 opportunities and time to be a part of that meeting because we as parents are an IEP team 206 00:11:13,360 --> 00:11:14,360 member. 207 00:11:14,360 --> 00:11:15,720 So can the school do it? 208 00:11:15,720 --> 00:11:18,000 Yes, worst case scenario. 209 00:11:18,000 --> 00:11:24,760 But see, this is where it starts to get really interesting in my opinion, because CIPR, it's 210 00:11:24,760 --> 00:11:29,040 essentially our technical assistance for the Parent Training and Information Center. 211 00:11:29,040 --> 00:11:31,820 Now I can't be, there's so many acronyms. 212 00:11:31,820 --> 00:11:34,320 We promised we wouldn't speak in jargon anyway. 213 00:11:34,320 --> 00:11:41,520 So the the parent centers parents and her basically has said the short answer is I mean, 214 00:11:41,520 --> 00:11:43,360 yeah, potentially they could. 215 00:11:43,360 --> 00:11:49,080 But if you look at places like Wright's Law and then this other court case, I'm going 216 00:11:49,080 --> 00:11:52,240 to quote here in a minute, the answer is no. 217 00:11:52,240 --> 00:11:56,560 So it gets precedent says, yeah, it gets a little convoluted. 218 00:11:56,560 --> 00:12:00,320 So first off, right? 219 00:12:00,320 --> 00:12:06,120 Like of course, life would work out that way where no one can come to anything. 220 00:12:06,120 --> 00:12:11,280 At first glance, it seems that both could be IDA violations, right? 221 00:12:11,280 --> 00:12:18,440 Like not having the parent there and then missing being out of bounds of the timeline, 222 00:12:18,440 --> 00:12:19,440 right? 223 00:12:19,440 --> 00:12:21,120 Both not good situations. 224 00:12:21,120 --> 00:12:26,040 So I guess we can back this one up to by saying that there are four core members of the IEP 225 00:12:26,040 --> 00:12:27,040 team, right? 226 00:12:27,040 --> 00:12:32,800 The special education teacher, general education teacher, district representative, and then 227 00:12:32,800 --> 00:12:34,640 the parents, us parents. 228 00:12:34,640 --> 00:12:35,640 Yep. 229 00:12:35,640 --> 00:12:40,200 So if you even just look at that, then you know that they can't do anything without you 230 00:12:40,200 --> 00:12:41,560 being there, right? 231 00:12:41,560 --> 00:12:45,320 So no meeting can be held without all four in attendance. 232 00:12:45,320 --> 00:12:48,400 So we're in between a rock and a hard place. 233 00:12:48,400 --> 00:12:51,720 But let me tell you what, I researched this so that you don't have to. 234 00:12:51,720 --> 00:12:57,720 I found the following, that schools are required to accommodate parents to ensure their attendance 235 00:12:57,720 --> 00:12:58,720 and participation. 236 00:12:58,720 --> 00:13:01,680 And here's that court case I was talking about. 237 00:13:01,680 --> 00:13:08,520 These rights are upheld and affirmed from 2013 in a court decision called Douglas C. 238 00:13:08,520 --> 00:13:15,120 versus Hawaii, which states, if a meeting is delayed due to a family member being, and 239 00:13:15,120 --> 00:13:21,600 I quote, temporarily unavailable due to illness, work, travel, or something else. 240 00:13:21,600 --> 00:13:27,640 Please continue uninterrupted until the meeting can be held with the four core members in 241 00:13:27,640 --> 00:13:28,640 attendance. 242 00:13:28,640 --> 00:13:29,640 Cool. 243 00:13:29,640 --> 00:13:36,120 You could, I mean, you could be asking yourself why, what if the school team meets and then 244 00:13:36,120 --> 00:13:41,280 follows up with the parents like 30 days later when they come back and then get the thoughts 245 00:13:41,280 --> 00:13:46,360 from the parents then, as the meeting in the middle best of both worlds? 246 00:13:46,360 --> 00:13:47,920 Well, no. 247 00:13:47,920 --> 00:13:48,920 You know. 248 00:13:48,920 --> 00:13:49,920 Sorry. 249 00:13:49,920 --> 00:13:56,560 The involvement after the fact isn't exactly the involvement that IDEA is looking for or 250 00:13:56,560 --> 00:13:58,280 set out for in the beginning. 251 00:13:58,280 --> 00:14:05,680 So parents have to be involved in the creation process, not as an afterthought. 252 00:14:05,680 --> 00:14:12,880 Essentially waiting on a meeting to ensure parental participation is not a denial of 253 00:14:12,880 --> 00:14:18,840 a child's free and appropriate public education because the IEP services will continue until 254 00:14:18,840 --> 00:14:20,360 the meeting can be held. 255 00:14:20,360 --> 00:14:25,640 But on the flip side of that situation, denying a parent their right to be involved in the 256 00:14:25,640 --> 00:14:29,880 process is a denial under IDEA. 257 00:14:29,880 --> 00:14:30,880 Yes. 258 00:14:30,880 --> 00:14:35,440 So if we have to make a choice, the choice is always to postpone so that a parent can 259 00:14:35,440 --> 00:14:39,240 be a participating member of an IEP team. 260 00:14:39,240 --> 00:14:41,120 And teams are aware of that. 261 00:14:41,120 --> 00:14:42,600 Teams can write justification. 262 00:14:42,600 --> 00:14:43,600 Exactly. 263 00:14:43,600 --> 00:14:44,600 Yeah. 264 00:14:44,600 --> 00:14:48,400 And if you look at the goals, one of the three parts of a goal is parental input. 265 00:14:48,400 --> 00:14:49,400 Absolutely. 266 00:14:49,400 --> 00:14:54,440 So you can't really take very many steps unless the parent is in the room in the first place. 267 00:14:54,440 --> 00:14:55,440 In theory, right? 268 00:14:55,440 --> 00:14:56,440 Yes. 269 00:14:56,440 --> 00:14:57,440 In theory. 270 00:14:57,440 --> 00:14:58,440 Yeah. 271 00:14:58,440 --> 00:14:59,440 Best practice. 272 00:14:59,440 --> 00:15:00,440 Best practice. 273 00:15:00,440 --> 00:15:01,680 Legal, law, hold me to the fire. 274 00:15:01,680 --> 00:15:03,680 So bottom line. 275 00:15:03,680 --> 00:15:04,680 Yeah. 276 00:15:04,680 --> 00:15:07,680 If this series is going to continue, you do need a new sound effect. 277 00:15:07,680 --> 00:15:08,680 I do. 278 00:15:08,680 --> 00:15:09,680 I do. 279 00:15:09,680 --> 00:15:10,680 Okay. 280 00:15:10,680 --> 00:15:11,680 Bottom line. 281 00:15:11,680 --> 00:15:15,000 Parent participation is a higher priority than deadlines. 282 00:15:15,000 --> 00:15:16,000 Yes. 283 00:15:16,000 --> 00:15:17,000 Okay. 284 00:15:17,000 --> 00:15:18,000 Question three. 285 00:15:18,000 --> 00:15:22,600 How do you expect a child receive support in school if you suspect that they're autistic, 286 00:15:22,600 --> 00:15:26,640 but they don't have a diagnosis in the community yet? 287 00:15:26,640 --> 00:15:27,640 Yay. 288 00:15:27,640 --> 00:15:33,240 I'm glad that you asked that because I was gonna say that on the, when we were talking 289 00:15:33,240 --> 00:15:35,000 about the prongs and disability. 290 00:15:35,000 --> 00:15:36,000 So yes. 291 00:15:36,000 --> 00:15:37,200 Yes. 292 00:15:37,200 --> 00:15:46,640 If we have a suspicion, if we have a means to think that this is a child that maybe something 293 00:15:46,640 --> 00:15:47,680 else is going on. 294 00:15:47,680 --> 00:15:52,480 We know that there are a wait list left, right and sideways and we can't deny a student 295 00:15:52,480 --> 00:15:54,480 because he doesn't have a- 296 00:15:54,480 --> 00:15:55,480 Right. 297 00:15:55,480 --> 00:16:00,680 No one wants the kid to wait two years so that you can get in to get a whisk and an 298 00:16:00,680 --> 00:16:05,320 ADOS too and get, you shouldn't have to wait, right? 299 00:16:05,320 --> 00:16:11,440 So families should be able to pursue special education, special education evaluations without 300 00:16:11,440 --> 00:16:18,560 a true diagnosis because what can happen in some of the evaluations is an educational 301 00:16:18,560 --> 00:16:23,040 diagnosis of autism that would then get the student services. 302 00:16:23,040 --> 00:16:28,760 They're eligible because they have essentially deficits in certain areas that would qualify 303 00:16:28,760 --> 00:16:30,100 them for special education. 304 00:16:30,100 --> 00:16:32,480 They meet those three prongs, right? 305 00:16:32,480 --> 00:16:33,480 Right. 306 00:16:33,480 --> 00:16:36,840 Is that diagnosis then going to get them home and community-based services? 307 00:16:36,840 --> 00:16:43,720 No, but it is enough to get them the educational support through IDEA and special education 308 00:16:43,720 --> 00:16:44,840 in the school. 309 00:16:44,840 --> 00:16:46,640 It's going back to ChildFind again. 310 00:16:46,640 --> 00:16:47,640 Yeah, absolutely. 311 00:16:47,640 --> 00:16:48,640 Yep. 312 00:16:48,640 --> 00:16:49,640 Absolutely. 313 00:16:49,640 --> 00:16:52,960 The special, and I'm just going to say this, the special education manual of Idaho defines 314 00:16:52,960 --> 00:16:56,920 ChildFind because we talked about it through IDEA, but let's talk about it through the 315 00:16:56,920 --> 00:16:59,000 Idaho Department of Education. 316 00:16:59,000 --> 00:17:05,360 ChildFind is a process to locate, identify, and evaluate individuals ages three to 21 317 00:17:05,360 --> 00:17:11,280 who are suspected of having a disability and in need of special education. 318 00:17:11,280 --> 00:17:18,480 Another thing that I want to add that you had touched on just a second ago is that IDEA 319 00:17:18,480 --> 00:17:21,360 frowns on a wait MC approach. 320 00:17:21,360 --> 00:17:22,360 Yeah, no. 321 00:17:22,360 --> 00:17:23,360 No. 322 00:17:23,360 --> 00:17:30,160 That's not trying to use response to intervention or waiting for that community diagnosis is, 323 00:17:30,160 --> 00:17:34,400 I quote, you cannot delay or deny an evaluation. 324 00:17:34,400 --> 00:17:40,720 The special education manual also says, although screening is an important part of the ChildFind 325 00:17:40,720 --> 00:17:47,360 system, screening cannot be used to delay processing a referral to consider a special 326 00:17:47,360 --> 00:17:52,320 education evaluation where immediate action is warranted. 327 00:17:52,320 --> 00:17:58,360 So even if you don't have a community diagnosis of autism, but your child's school has a basis 328 00:17:58,360 --> 00:18:02,840 of knowledge that you could be a person with a disability, they might be out of compliance 329 00:18:02,840 --> 00:18:08,920 with ChildFind if they don't assess you because exactly like you said, there is such a thing 330 00:18:08,920 --> 00:18:12,760 as an educational diagnosis of autism. 331 00:18:12,760 --> 00:18:17,880 And I think another thing, guess I'm on my soapbox now, another thing that's worth mentioning 332 00:18:17,880 --> 00:18:21,840 is that if you're under the age of nine, you could just... 333 00:18:21,840 --> 00:18:22,840 Global... 334 00:18:22,840 --> 00:18:23,840 How did we forget that? 335 00:18:23,840 --> 00:18:24,840 Yeah. 336 00:18:24,840 --> 00:18:27,020 How did we forget that in the categories earlier? 337 00:18:27,020 --> 00:18:28,020 Developmental delay. 338 00:18:28,020 --> 00:18:29,020 I know. 339 00:18:29,020 --> 00:18:32,760 The other category that we forgot is specific learning disability too, which is a big one. 340 00:18:32,760 --> 00:18:33,760 I'm for you to forget. 341 00:18:33,760 --> 00:18:34,760 Right. 342 00:18:34,760 --> 00:18:37,320 I don't want to cheat. 343 00:18:37,320 --> 00:18:43,840 So specific learning disability very often is found during the eligibility process. 344 00:18:43,840 --> 00:18:48,440 So maybe we have a student like Samantha who is struggling in reading and the eligibility 345 00:18:48,440 --> 00:18:52,480 process may find that she has some dyslexic traits. 346 00:18:52,480 --> 00:18:58,760 She's not going to get a diagnosis of dyslexia through the evaluation process, but some of 347 00:18:58,760 --> 00:19:05,360 the dyslexia traits may be, we have a pattern of strengths and weaknesses that will be shown 348 00:19:05,360 --> 00:19:10,600 through the evaluation that could then find her, potentially qualify her for specific 349 00:19:10,600 --> 00:19:14,040 learning disability as that one of those 14 categories. 350 00:19:14,040 --> 00:19:18,240 And then Samantha is eligible for special education. 351 00:19:18,240 --> 00:19:26,320 But I guess it would be, we would do you a disservice if we didn't also say that extra 352 00:19:26,320 --> 00:19:30,440 medical information isn't impactful in the decision-making process. 353 00:19:30,440 --> 00:19:36,400 So if your child has a community diagnosis of autism, sharing that as well as the doctor's 354 00:19:36,400 --> 00:19:42,240 findings can help guide the team in goals and decision-making. 355 00:19:42,240 --> 00:19:49,520 But families aren't required to share any outside information with the team either. 356 00:19:49,520 --> 00:19:53,040 And I'd like to expand this one more step further. 357 00:19:53,040 --> 00:19:59,080 A medical diagnosis isn't required to establish eligibility for an IEP in the same way that 358 00:19:59,080 --> 00:20:02,920 a doctor can't prescribe an IEP. 359 00:20:02,920 --> 00:20:10,240 So a school system, community system, cordial collaborative, but they don't tell each other 360 00:20:10,240 --> 00:20:11,240 what to do. 361 00:20:11,240 --> 00:20:12,240 Right? 362 00:20:12,240 --> 00:20:18,200 So a doctor can't tell the school, this kid needs an IEP and the school can't say, you 363 00:20:18,200 --> 00:20:19,200 have autism. 364 00:20:19,200 --> 00:20:21,680 They can give you an educational diagnosis of autism. 365 00:20:21,680 --> 00:20:24,360 Or the school can't say this kid needs resperidone. 366 00:20:24,360 --> 00:20:25,360 Here's a prescription. 367 00:20:25,360 --> 00:20:28,600 You know, it's the same thing. 368 00:20:28,600 --> 00:20:33,600 This is not one of the questions, but it reminds me of something. 369 00:20:33,600 --> 00:20:35,920 Your kid doesn't need a 504. 370 00:20:35,920 --> 00:20:40,480 Your kid needs dexmethylphenidate. 371 00:20:40,480 --> 00:20:44,080 They just need to be medicated and then they'll do finance school. 372 00:20:44,080 --> 00:20:45,720 Also no, ladies and gentlemen. 373 00:20:45,720 --> 00:20:46,720 Also no. 374 00:20:46,720 --> 00:20:47,720 Okay. 375 00:20:47,720 --> 00:20:48,720 Bottom line. 376 00:20:48,720 --> 00:20:52,280 This is way too fun. 377 00:20:52,280 --> 00:20:57,240 You do not need a diagnosis to receive special education support in school. 378 00:20:57,240 --> 00:20:58,240 Nope. 379 00:20:58,240 --> 00:20:59,240 What did the kids say? 380 00:20:59,240 --> 00:21:00,240 Period. 381 00:21:00,240 --> 00:21:01,240 Period. 382 00:21:01,240 --> 00:21:02,240 End of story. 383 00:21:02,240 --> 00:21:03,240 Okay. 384 00:21:03,240 --> 00:21:04,240 Question number four. 385 00:21:04,240 --> 00:21:08,280 The final, it's the final countdown. 386 00:21:08,280 --> 00:21:11,000 Now see, I can't get in trouble if it's me singing it, right? 387 00:21:11,000 --> 00:21:15,120 If I put music in, then potentially it's a royalty thing. 388 00:21:15,120 --> 00:21:17,120 But if I'm singing the song. 389 00:21:17,120 --> 00:21:20,280 No one will ever know what song that was. 390 00:21:20,280 --> 00:21:22,400 You don't think I did Europe justice. 391 00:21:22,400 --> 00:21:24,080 We're heading for Venus. 392 00:21:24,080 --> 00:21:27,040 That song is just next level. 393 00:21:27,040 --> 00:21:28,040 Okay. 394 00:21:28,040 --> 00:21:29,040 Final question. 395 00:21:29,040 --> 00:21:34,360 Can you give examples of different least restrictive environments? 396 00:21:34,360 --> 00:21:37,440 And this is such a good question. 397 00:21:37,440 --> 00:21:38,440 Yeah. 398 00:21:38,440 --> 00:21:43,360 Because a lot of times, well, first off, the answer is yes. 399 00:21:43,360 --> 00:21:44,360 Yes, we can. 400 00:21:44,360 --> 00:21:48,920 And the second part of that is parents will call and you don't know what you don't know. 401 00:21:48,920 --> 00:21:50,920 So they're like, you're right. 402 00:21:50,920 --> 00:21:55,320 Oh, for example, I am homeschooling and now I'm not. 403 00:21:55,320 --> 00:21:59,800 And I'm going to put my child in their neighborhood school. 404 00:21:59,800 --> 00:22:00,800 What are my options? 405 00:22:00,800 --> 00:22:03,640 That's a really great question. 406 00:22:03,640 --> 00:22:08,720 And at the end of the day, the answer is what are their supports? 407 00:22:08,720 --> 00:22:09,720 What do they need? 408 00:22:09,720 --> 00:22:11,400 What have they been found eligible for? 409 00:22:11,400 --> 00:22:12,400 Right? 410 00:22:12,400 --> 00:22:13,400 Yeah. 411 00:22:13,400 --> 00:22:17,160 Well, and least restrictive environment doesn't even have to be the school setting. 412 00:22:17,160 --> 00:22:22,120 In some cases, we have students that are in residential care and that is their least restrictive 413 00:22:22,120 --> 00:22:23,120 environment. 414 00:22:23,120 --> 00:22:24,120 Yes. 415 00:22:24,120 --> 00:22:30,240 So there are, I mean, it's a loaded question because just like you said, the student supports 416 00:22:30,240 --> 00:22:33,080 really dictate what their least restrictive environment is. 417 00:22:33,080 --> 00:22:34,080 Right? 418 00:22:34,080 --> 00:22:35,080 Yes. 419 00:22:35,080 --> 00:22:36,080 Sorry. 420 00:22:36,080 --> 00:22:37,080 I don't know why. 421 00:22:37,080 --> 00:22:38,080 I don't know. 422 00:22:38,080 --> 00:22:39,080 Look at you guys. 423 00:22:39,080 --> 00:22:40,640 The cheek is gave me like, did I say something wrong? 424 00:22:40,640 --> 00:22:43,280 I wonder if I kind of disassociated for a second. 425 00:22:43,280 --> 00:22:44,920 That is the look that you gave me. 426 00:22:44,920 --> 00:22:45,920 Okay. 427 00:22:45,920 --> 00:22:49,400 Can we first start by defining least restrictive environment? 428 00:22:49,400 --> 00:22:57,000 So LRE or least restrictive environment stands for, it is, excuse me, an IDEA requirement 429 00:22:57,000 --> 00:23:04,000 that students with disabilities, including those in private or public institutions or 430 00:23:04,000 --> 00:23:09,080 like you said, other care facilities be educated with students who are non-disabled to the 431 00:23:09,080 --> 00:23:12,720 maximum extent appropriate. 432 00:23:12,720 --> 00:23:19,320 So we recognize that each IEP is individual and unique, just like every student, meaning 433 00:23:19,320 --> 00:23:26,240 that by extension, every student's least restrictive environment is gonna be different. 434 00:23:26,240 --> 00:23:32,600 The ultimate goal being that every student is educated alongside their typical peers 435 00:23:32,600 --> 00:23:34,400 as much as possible. 436 00:23:34,400 --> 00:23:35,400 Yeah. 437 00:23:35,400 --> 00:23:40,880 So for some students, this looks like push-in services, while for others, this could look 438 00:23:40,880 --> 00:23:46,520 like eating in the cafeteria or being in a home-bound situation, like you said. 439 00:23:46,520 --> 00:23:51,680 So we can look at LRE as a spectrum of options. 440 00:23:51,680 --> 00:23:58,080 The goal of the IEP team, which remember, parent, four core member, right? 441 00:23:58,080 --> 00:24:05,040 So you have, you gotta say, right, placement is a team decision. 442 00:24:05,040 --> 00:24:09,020 The goal of the IEP team is to determine the best learning environment for the child. 443 00:24:09,020 --> 00:24:16,480 So Melissa and I are gonna do our best to paint you a little picture here. 444 00:24:16,480 --> 00:24:18,480 I'm no Bob Ross. 445 00:24:18,480 --> 00:24:20,520 I'm gonna try it out. 446 00:24:20,520 --> 00:24:21,520 Oh, okay. 447 00:24:21,520 --> 00:24:23,520 Imagine a triangle. 448 00:24:23,520 --> 00:24:24,520 Okay. 449 00:24:24,520 --> 00:24:30,000 Isosceles, equilateral, scalene, any kind of triangle that you want. 450 00:24:30,000 --> 00:24:33,520 Just know I'm thinking of an equilateral triangle. 451 00:24:33,520 --> 00:24:34,520 Okay. 452 00:24:34,520 --> 00:24:36,040 Of course you are. 453 00:24:36,040 --> 00:24:42,560 But the base of the triangle is gonna be regular class placement. 454 00:24:42,560 --> 00:24:45,600 So the general education environment. 455 00:24:45,600 --> 00:24:52,260 This is the placement for almost all, so let's just say most, typically developing students. 456 00:24:52,260 --> 00:24:58,620 And as we move up, the triangle is gonna get smaller, simultaneously indicating that less 457 00:24:58,620 --> 00:25:03,840 and less, so a smaller percentage of the population will be served in this environment, right? 458 00:25:03,840 --> 00:25:04,840 Yep. 459 00:25:04,840 --> 00:25:10,000 So bottom, general, general ed, 100% of your day. 460 00:25:10,000 --> 00:25:15,600 The next portion of the triangle is gonna be general education with push-in supports. 461 00:25:15,600 --> 00:25:18,600 Can you give an example of what that could look like? 462 00:25:18,600 --> 00:25:23,920 Yeah, so a push-in support could be a scribe. 463 00:25:23,920 --> 00:25:26,040 We've had a some- Oh, I didn't think of that. 464 00:25:26,040 --> 00:25:27,040 That's a good one. 465 00:25:27,040 --> 00:25:28,040 Yeah. 466 00:25:28,040 --> 00:25:33,360 So some paraprofessionals that act as a scribe for their students that maybe don't have the 467 00:25:33,360 --> 00:25:36,520 handwriting dexterity. 468 00:25:36,520 --> 00:25:41,920 That could be a behavioral interventionist if this is a student that has some behaviors, 469 00:25:41,920 --> 00:25:45,160 but we need a little bit of that oversight. 470 00:25:45,160 --> 00:25:52,360 Now however, we wanna really be careful with that adult one-to-one because that can also 471 00:25:52,360 --> 00:25:56,880 really distract from a student's least restrictive environment because the dependence on that 472 00:25:56,880 --> 00:26:01,320 adult becomes such that they're no longer dependent. 473 00:26:01,320 --> 00:26:07,840 That could be a whole other episode about independence and advocacy. 474 00:26:07,840 --> 00:26:08,840 Yeah. 475 00:26:08,840 --> 00:26:15,360 But yeah, so that push-in could be that kind of support, that adult support. 476 00:26:15,360 --> 00:26:17,840 It could be peer support sometimes. 477 00:26:17,840 --> 00:26:18,840 You know? 478 00:26:18,840 --> 00:26:19,840 Yes. 479 00:26:19,840 --> 00:26:21,520 That's sometimes an option too. 480 00:26:21,520 --> 00:26:29,360 The example that I had thought of is a reading specialist who comes in with the extra support 481 00:26:29,360 --> 00:26:34,680 and materials to help this one specific student, but it's in the language arts block. 482 00:26:34,680 --> 00:26:37,480 So no one is an equalizer. 483 00:26:37,480 --> 00:26:38,480 Yep. 484 00:26:38,480 --> 00:26:39,480 Exactly. 485 00:26:39,480 --> 00:26:44,320 So essentially the child not leaving the general education environment that their peers are 486 00:26:44,320 --> 00:26:47,320 in but still receiving special education services. 487 00:26:47,320 --> 00:26:53,640 That could be a speech pathologist going into the classroom or a physical therapist with, 488 00:26:53,640 --> 00:26:58,520 this happens with my son when he was in elementary school, physical therapist would go to recess 489 00:26:58,520 --> 00:26:59,520 with him. 490 00:26:59,520 --> 00:27:00,520 He's still with his gen ed peers. 491 00:27:00,520 --> 00:27:01,520 Yes. 492 00:27:01,520 --> 00:27:06,520 He's in his gen ed environment and no one knew what was happening, but he was working 493 00:27:06,520 --> 00:27:10,760 on his PT goals at recess with his gen ed peers. 494 00:27:10,760 --> 00:27:12,840 So that was really restrictive. 495 00:27:12,840 --> 00:27:13,840 And inclusion. 496 00:27:13,840 --> 00:27:14,840 Absolutely. 497 00:27:14,840 --> 00:27:17,760 When and where appropriate. 498 00:27:17,760 --> 00:27:20,280 Which that's the best way to do it, right? 499 00:27:20,280 --> 00:27:21,280 Yeah. 500 00:27:21,280 --> 00:27:27,400 So the next option moving on, moving on our triangle would be the general education classroom 501 00:27:27,400 --> 00:27:31,800 with supplementary aids or a resource room option. 502 00:27:31,800 --> 00:27:36,400 So I had a friend who was supported like this in high school. 503 00:27:36,400 --> 00:27:43,200 So every day he spent one of his periods in the resource room as an elective in this space. 504 00:27:43,200 --> 00:27:49,800 He was able to have an extra hour to get started on homework or ask his questions in a small 505 00:27:49,800 --> 00:27:51,160 group environment. 506 00:27:51,160 --> 00:27:55,440 From that part of the triangle, we're going to move on to what I lovingly refer to as 507 00:27:55,440 --> 00:27:57,200 part timers. 508 00:27:57,200 --> 00:28:02,400 So these are students who are in the special education environment and the general education 509 00:28:02,400 --> 00:28:09,920 environment in a near 50 50 split, whether that's 60 40 or yeah, this could be a student 510 00:28:09,920 --> 00:28:15,320 who is requiring specialized instruction in reading and positive behavioral interventions 511 00:28:15,320 --> 00:28:16,320 and supports. 512 00:28:16,320 --> 00:28:17,320 Yeah. 513 00:28:17,320 --> 00:28:23,200 But it's still able to attend the general education classroom for math and electives, 514 00:28:23,200 --> 00:28:24,200 right? 515 00:28:24,200 --> 00:28:29,520 So maybe this individual is impaired such that a reading specialist coming into the 516 00:28:29,520 --> 00:28:36,320 classroom just being that little bit of extra support is not what's appropriate. 517 00:28:36,320 --> 00:28:43,360 They need that one to one, not a small group, but one to one direct instruction in maybe 518 00:28:43,360 --> 00:28:44,360 a choir. 519 00:28:44,360 --> 00:28:45,960 That's what I was going to say. 520 00:28:45,960 --> 00:28:50,660 Sometimes those classroom environments are too overwhelming to really get some substantial 521 00:28:50,660 --> 00:28:52,480 work accomplished. 522 00:28:52,480 --> 00:28:58,480 And so some of these pullout scenarios can do just that in a smaller one to one quiet 523 00:28:58,480 --> 00:28:59,480 environment. 524 00:28:59,480 --> 00:29:00,480 Yeah. 525 00:29:00,480 --> 00:29:01,480 Yeah. 526 00:29:01,480 --> 00:29:03,880 Even in a different classroom sometimes, you know, or the hallway. 527 00:29:03,880 --> 00:29:04,880 Sometimes it happens in the hallway. 528 00:29:04,880 --> 00:29:06,200 I mean, it's yes. 529 00:29:06,200 --> 00:29:10,080 And because part of what I'm thinking is, is that if this student in our example is 530 00:29:10,080 --> 00:29:17,480 also getting PBIS supports, maybe maybe everyone is kind of just anticipating that even that 531 00:29:17,480 --> 00:29:21,240 the fact that we're going to ask this child to do reading or math is going to be a trigger 532 00:29:21,240 --> 00:29:25,220 for them and that they're going to need that time to kind of come back into their body 533 00:29:25,220 --> 00:29:26,960 and get regulated. 534 00:29:26,960 --> 00:29:28,960 So they have that classroom space for that. 535 00:29:28,960 --> 00:29:29,960 Yeah. 536 00:29:29,960 --> 00:29:34,840 And I would say that on an IEP, this is a replacement that will be shown. 537 00:29:34,840 --> 00:29:39,920 So least restrictive environment is a consideration on an IEP and it has to be noted. 538 00:29:39,920 --> 00:29:43,380 So it'll say the percentage of time annoyed to student is in the classroom. 539 00:29:43,380 --> 00:29:44,380 It must be on that. 540 00:29:44,380 --> 00:29:45,380 Right. 541 00:29:45,380 --> 00:29:46,380 Under the service of it. 542 00:29:46,380 --> 00:29:47,380 Right. 543 00:29:47,380 --> 00:29:48,380 Yeah. 544 00:29:48,380 --> 00:29:49,380 If you're looking for it, that's where it is. 545 00:29:49,380 --> 00:29:52,600 So you're going to notice, I know I said this before, but you're going to notice that we're 546 00:29:52,600 --> 00:29:53,680 moving up the triangle. 547 00:29:53,680 --> 00:29:55,760 It's becoming more and more restrictive. 548 00:29:55,760 --> 00:29:59,880 So students are spending less and less time with their typically developing peers. 549 00:29:59,880 --> 00:30:07,840 So as an IEP team, we're only moving up this triangle if we think it's absolutely necessary, 550 00:30:07,840 --> 00:30:12,680 if it's the students best learning environment and in their best interests. 551 00:30:12,680 --> 00:30:19,020 So from this point on, we are in a full time special education classroom. 552 00:30:19,020 --> 00:30:27,600 So this is perhaps a student who sees their general education peers in PE. 553 00:30:27,600 --> 00:30:34,200 PE, music, some of the specials is sometimes where we recess, see a lot of this happening, 554 00:30:34,200 --> 00:30:35,200 recess, lunch. 555 00:30:35,200 --> 00:30:36,200 Yeah. 556 00:30:36,200 --> 00:30:40,880 But other than that, they're spending their entire academic blocks in a self-contained 557 00:30:40,880 --> 00:30:42,080 classroom. 558 00:30:42,080 --> 00:30:49,440 So after that point, we've kind of exhausted all of our in-school options. 559 00:30:49,440 --> 00:30:53,440 So all of the following options are out of the typical school environment. 560 00:30:53,440 --> 00:30:59,160 So this could look like a student attending a specialized school, receiving education 561 00:30:59,160 --> 00:31:04,060 in a homebound environment or in a hospital residential facility. 562 00:31:04,060 --> 00:31:09,240 And as you can imagine, at this point, there is no time spent with typically developing 563 00:31:09,240 --> 00:31:10,240 peers. 564 00:31:10,240 --> 00:31:16,180 So in some cases, a homebound program is geared towards students who have a temporary illness 565 00:31:16,180 --> 00:31:17,760 or accident. 566 00:31:17,760 --> 00:31:23,600 But this can also look like a student with a significant health care needs who's perhaps 567 00:31:23,600 --> 00:31:29,680 medically fragile and unable to attend school during the flu season. 568 00:31:29,680 --> 00:31:33,920 So they can't go from October to March. 569 00:31:33,920 --> 00:31:38,000 And so they're receiving all of their instruction from their house. 570 00:31:38,000 --> 00:31:43,000 If it would be catastrophic for them to catch an illness during that season, that homebound 571 00:31:43,000 --> 00:31:45,880 instruction is their least restrictive environment. 572 00:31:45,880 --> 00:31:46,880 And that's homebound. 573 00:31:46,880 --> 00:31:48,160 It's different than home school. 574 00:31:48,160 --> 00:31:49,160 Yes. 575 00:31:49,160 --> 00:31:51,840 So yeah, but that would be their least restrictive environment. 576 00:31:51,840 --> 00:31:53,440 And that's a team decision. 577 00:31:53,440 --> 00:31:56,240 So at this point, we're at the very top of the triangle. 578 00:31:56,240 --> 00:31:59,640 You know, we're not even in a specialized school. 579 00:31:59,640 --> 00:32:00,640 We're at home. 580 00:32:00,640 --> 00:32:02,720 We're in a hospital. 581 00:32:02,720 --> 00:32:09,360 And we're trying to make the child stay in this LRE as short as possible and then work 582 00:32:09,360 --> 00:32:11,120 our way back down. 583 00:32:11,120 --> 00:32:17,100 But again, that comes with that caveat of when and where appropriate. 584 00:32:17,100 --> 00:32:21,020 So maybe it's a year or two years or three years. 585 00:32:21,020 --> 00:32:22,600 Maybe it's never appropriate. 586 00:32:22,600 --> 00:32:24,080 Yeah, it might not be. 587 00:32:24,080 --> 00:32:26,640 And that's why every year, right, we re-evaluate. 588 00:32:26,640 --> 00:32:27,640 We re-evaluate. 589 00:32:27,640 --> 00:32:28,640 It's catching. 590 00:32:28,640 --> 00:32:29,640 Oh my word. 591 00:32:29,640 --> 00:32:34,400 Blah, blah, blah, we re-evaluate every year. 592 00:32:34,400 --> 00:32:37,120 Well, every three years we have re-revaluation. 593 00:32:37,120 --> 00:32:41,560 But we have the conversation about placement every year. 594 00:32:41,560 --> 00:32:43,360 Is this still appropriate? 595 00:32:43,360 --> 00:32:51,560 So assuming the team is convening every year and more if necessary, those placement conversations 596 00:32:51,560 --> 00:32:53,040 should be happening. 597 00:32:53,040 --> 00:32:54,040 Always. 598 00:32:54,040 --> 00:32:59,000 And with as much weight as goals, right? 599 00:32:59,000 --> 00:33:02,320 Yeah, this is of equal importance. 600 00:33:02,320 --> 00:33:10,440 It's not like, oh, well, as an afterthought, I still think this is Samantha's best environment. 601 00:33:10,440 --> 00:33:13,440 Well, no, it needs to be a little bit more of a conversation than that. 602 00:33:13,440 --> 00:33:15,720 And what data do you have to support that? 603 00:33:15,720 --> 00:33:16,720 Yeah. 604 00:33:16,720 --> 00:33:23,840 So bottom line, the least restrictive environment is more of a philosophy and less of a physical 605 00:33:23,840 --> 00:33:24,840 location. 606 00:33:24,840 --> 00:33:31,640 And I did talk about where in the school these places might happen. 607 00:33:31,640 --> 00:33:37,880 It's more of what is appropriate for the child and inclusion and being with your typically 608 00:33:37,880 --> 00:33:40,880 developing peers as much as possible. 609 00:33:40,880 --> 00:33:47,120 And if you take that as the underlying driver, then you use that philosophy to determine 610 00:33:47,120 --> 00:33:49,320 where you're going to place a student. 611 00:33:49,320 --> 00:33:50,320 That's it. 612 00:33:50,320 --> 00:33:51,320 That's it. 613 00:33:51,320 --> 00:33:54,120 As for questions that I researched to death for you. 614 00:33:54,120 --> 00:33:55,120 Totally Facebook. 615 00:33:55,120 --> 00:33:56,120 Just for you. 616 00:33:56,120 --> 00:33:58,800 I'm going to find some more medical ones. 617 00:33:58,800 --> 00:34:04,080 So some Medicaid, family direct type questions for next time. 618 00:34:04,080 --> 00:34:06,160 Any parting thoughts? 619 00:34:06,160 --> 00:34:11,360 Anything I said that you wish I hadn't or you wish you would have elaborated on? 620 00:34:11,360 --> 00:34:12,920 No, I guess. 621 00:34:12,920 --> 00:34:16,860 I mean, we said it how many times that all of the it's individualized. 622 00:34:16,860 --> 00:34:22,760 So so many of these conversations are just that individual for the individual student. 623 00:34:22,760 --> 00:34:26,120 So if there are questions, they're individualized. 624 00:34:26,120 --> 00:34:29,280 So some of these they're just not it's not in a textbook. 625 00:34:29,280 --> 00:34:33,360 It's not in a there's no there's no decision. 626 00:34:33,360 --> 00:34:34,360 There's not. 627 00:34:34,360 --> 00:34:37,200 It's a it is a team decision conversation. 628 00:34:37,200 --> 00:34:39,480 So just be a part of your team. 629 00:34:39,480 --> 00:34:44,680 And if you have new data or questions and you don't have to wait a year for an IEP meeting, 630 00:34:44,680 --> 00:34:53,920 you can request you can request them. 631 00:34:53,920 --> 00:35:00,800 Well thank you so much, everyone out there in podcast land for giving us a listen. 632 00:35:00,800 --> 00:35:08,080 As always, if you are in Idaho or planning on moving to Idaho and have any questions 633 00:35:08,080 --> 00:35:13,880 on systems or services for children with disabilities, please consider reaching out to us on our 634 00:35:13,880 --> 00:35:28,320 website, IPULidaho.org that is I P U L Idaho dot org, or by calling us at 208-342-5884. 635 00:35:28,320 --> 00:35:30,400 Be sure to tune in next time. 636 00:35:30,400 --> 00:35:33,480 Until then, this has been unlimited parenting. 637 00:35:33,480 --> 00:35:44,400 Thanks for listening.