Re: Upset and to all with school age children/Desi

[Guest guest]

Desi, I may be in Georgia but not to my knowledge. The school is responsible to

keep them in working order, cleaning and changing batteries but not buying and

supplying the batteries.

Charlyne

Subject: Re: Re: Upset and to all with school age children

To:

Date: Friday, May 13, 2011, 2:54 PM

 

Charlyne, is this true?

Desi McKenzie

- Re: Upset and to all with school age children

Under IDEA, the school has a repsonsibility to provide batteries and insure that

the hearing aids are in working order.

> >

> > >

> > >

> > > Hi,

> > >

> > > got home from school today with dried ketchup all over his face.

> The

> > > bus driver even commented on it. I called his teacher, she said " oh, the

> > > ketchup that we tried to wipe off his face? " . I answered that it came

> off

> > > easily with a diaper wipe. She said " we don't have any " , but when I said

> > > that I'd just sent in a big pack of wipes last week, she said " oh, they

> > > weren't where we were working " . What about taking him to the bathroom to

> > > wash his face? I mean, it was crusted on thick, he looked awful. How

> could

> > > they send him home like that???

> > >

> > > Ugh. Of course, I worry, if they're not wiping his face, what else

> aren't

> > > they doing??? This isn't the first time this'd happened, but this is the

> > > worst it's been. It's not often.

> > >

> > > But it shouldn't happen, right?

> > >

> > > Am I being petty??

> > >

> > >

>

>

>

>

[Guest guest]

LOL....hearing aids, which are *NOT* cochlear implants, fall under assitive

devices and can be MADE to be provided by the school. Yes, you read correctly.

If you want to put the to the wall, you can actually make the school *PROVIDE*

(as well as upkeep) the mearing aids, glasses, etc.....

I am surpirsed that you do not know this.

>

> > >

>

> > > >

>

> > > >

>

> > > > Hi,

>

> > > >

>

> > > > got home from school today with dried ketchup all over his face.

>

> > The

>

> > > > bus driver even commented on it. I called his teacher, she said " oh, the

>

> > > > ketchup that we tried to wipe off his face? " . I answered that it came

>

> > off

>

> > > > easily with a diaper wipe. She said " we don't have any " , but when I said

>

> > > > that I'd just sent in a big pack of wipes last week, she said " oh, they

>

> > > > weren't where we were working " . What about taking him to the bathroom to

>

> > > > wash his face? I mean, it was crusted on thick, he looked awful. How

>

> > could

>

> > > > they send him home like that???

>

> > > >

>

> > > > Ugh. Of course, I worry, if they're not wiping his face, what else

>

> > aren't

>

> > > > they doing??? This isn't the first time this'd happened, but this is the

>

> > > > worst it's been. It's not often.

>

> > > >

>

> > > > But it shouldn't happen, right?

>

> > > >

>

> > > > Am I being petty??

>

> > > >

>

> > > >

>

> >

>

> >

>

> >

>

> >

[Guest guest]

§ 300.105 Assistive technology.

(a) Each public agency must ensure that

assistive technology devices or assistive

technology services, or both, as those

terms are defined in §§ 300.5 and 300.6,

respectively, are made available to a child

with a disability if required as a part of the

child's—

(1) Special education under § 300.36;

(2) Related services under § 300.34; or

(3) Supplementary aids and services under

§§ 300.38 and 300.114(a)(2)(ii).

( On a case-by-case basis, the use of

school-purchased assistive technology devices

in a child's home or in other settings

is required if the child's IEP Team determines

that the child needs access to those

devices in order to receive FAPE.

and

§ 300.324 Development, review, and revision

of IEP

(a) Development of IEP—(1) General. In

developing each child's IEP, the IEP Team

must consider—

(i) The strengths of the child;

(ii) The concerns of the parents for enhancing

the education of their child;

(iii) The results of the initial or most recent

evaluation of the child; and

(iv) The academic, developmental, and

functional needs of the child.

(2) Consideration of special factors.

The IEP Team must—

(i) In the case of a child whose behavior

impedes the child's learning or that of others,

consider the use of positive behavioral

interventions and supports, and other

strategies, to address that behavior;

(ii) In the case of a child with limited

English proficiency, consider the language

needs of the child as those needs relate to

the child's IEP;

(iii) In the case of a child who is blind or

visually impaired, provide for instruction

in Braille and the use of Braille unless the

IEP Team determines, after an evaluation

of the child's reading and writing skills,

needs, and appropriate reading and writing

media (including an evaluation of

the child's future needs for instruction in

Braille or the use of Braille), that instruction

in Braille or the use of Braille is not

appropriate for the child;

(iv) Consider the communication needs

of the child, and in the case of a child

who is deaf or hard of hearing, consider

the child's language and communication

needs, opportunities for direct communications

with peers and professional

personnel in the child's language and communication

mode, academic level, and full

range of needs, including opportunities for

83

TECHNOLOGY Integration

Copyright © 2007 by the Technology and Media Division (TAM) of the Council for

Exceptional Children.

direct instruction in the child's language

and communication mode; and

(v) Consider whether the child needs

assistive technology devices and services

(emphasis mine).

One small, but potentially important change in

IDEA 2004 was the replacement of the word

" requires " —as in " Consider whether the child

requires (emphasis added) assistive technology

devices and services " —that appeared in IDEA

1997 with the word " needs. " IDEA 2004 includes

the directive that every IEP should " Consider

whether the child needs (emphasis added)

assistive technology devices and services. "

While it is hard to know if this change will have

any impact on IEP teams, it might prove a bit

confusing as teams try to decipher the reason for

the change. One promising possibility is that the

word " needs " will result in a more liberal interpretation

of assistive technology than the word

" requires. " This could ultimately result in more

children being able to access available devices

and services.

Perhaps the most noticeable change in IDEA

2004 is the definition of an assistive technology

device. The regulations state:

§ 300.5 Assistive technology device.

Assistive technology device means any

item, piece of equipment, or product system,

whether acquired commercially off

the shelf,

modified, or customized, that

is used to increase, maintain, or improve

the functional capabilities of a child with

a disability. The term does not include a

medical device that is surgically implanted,

or the replacement of such device.

>

> > >

>

> > > >

>

> > > >

>

> > > > Hi,

>

> > > >

>

> > > > got home from school today with dried ketchup all over his face.

>

> > The

>

> > > > bus driver even commented on it. I called his teacher, she said " oh, the

>

> > > > ketchup that we tried to wipe off his face? " . I answered that it came

>

> > off

>

> > > > easily with a diaper wipe. She said " we don't have any " , but when I said

>

> > > > that I'd just sent in a big pack of wipes last week, she said " oh, they

>

> > > > weren't where we were working " . What about taking him to the bathroom to

>

> > > > wash his face? I mean, it was crusted on thick, he looked awful. How

>

> > could

>

> > > > they send him home like that???

>

> > > >

>

> > > > Ugh. Of course, I worry, if they're not wiping his face, what else

>

> > aren't

>

> > > > they doing??? This isn't the first time this'd happened, but this is the

>

> > > > worst it's been. It's not often.

>

> > > >

>

> > > > But it shouldn't happen, right?

>

> > > >

>

> > > > Am I being petty??

>

> > > >

>

> > > >

>

> >

>

> >

>

> >

>

> >

[Guest guest]

hearing aids and cochlear implants are not included in this catagory

Charlyne

Subject: Re: Upset and to all with school age children/Desi

To:

Date: Saturday, May 14, 2011, 12:22 PM

 

§ 300.105 Assistive technology.

(a) Each public agency must ensure that

assistive technology devices or assistive

technology services, or both, as those

terms are defined in §§ 300.5 and 300.6,

respectively, are made available to a child

with a disability if required as a part of the

child's—

(1) Special education under § 300.36;

(2) Related services under § 300.34; or

(3) Supplementary aids and services under

§§ 300.38 and 300.114(a)(2)(ii).

( On a case-by-case basis, the use of

school-purchased assistive technology devices

in a child's home or in other settings

is required if the child's IEP Team determines

that the child needs access to those

devices in order to receive FAPE.

and

§ 300.324 Development, review, and revision

of IEP

(a) Development of IEP—(1) General. In

developing each child's IEP, the IEP Team

must consider—

(i) The strengths of the child;

(ii) The concerns of the parents for enhancing

the education of their child;

(iii) The results of the initial or most recent

evaluation of the child; and

(iv) The academic, developmental, and

functional needs of the child.

(2) Consideration of special factors.

The IEP Team must—

(i) In the case of a child whose behavior

impedes the child's learning or that of others,

consider the use of positive behavioral

interventions and supports, and other

strategies, to address that behavior;

(ii) In the case of a child with limited

English proficiency, consider the language

needs of the child as those needs relate to

the child's IEP;

(iii) In the case of a child who is blind or

visually impaired, provide for instruction

in Braille and the use of Braille unless the

IEP Team determines, after an evaluation

of the child's reading and writing skills,

needs, and appropriate reading and writing

media (including an evaluation of

the child's future needs for instruction in

Braille or the use of Braille), that instruction

in Braille or the use of Braille is not

appropriate for the child;

(iv) Consider the communication needs

of the child, and in the case of a child

who is deaf or hard of hearing, consider

the child's language and communication

needs, opportunities for direct communications

with peers and professional

personnel in the child's language and communication

mode, academic level, and full

range of needs, including opportunities for

83

TECHNOLOGY Integration

Copyright © 2007 by the Technology and Media Division (TAM) of the Council for

Exceptional Children.

direct instruction in the child's language

and communication mode; and

(v) Consider whether the child needs

assistive technology devices and services

(emphasis mine).

One small, but potentially important change in

IDEA 2004 was the replacement of the word

" requires " —as in " Consider whether the child

requires (emphasis added) assistive technology

devices and services " —that appeared in IDEA

1997 with the word " needs. " IDEA 2004 includes

the directive that every IEP should " Consider

whether the child needs (emphasis added)

assistive technology devices and services. "

While it is hard to know if this change will have

any impact on IEP teams, it might prove a bit

confusing as teams try to decipher the reason for

the change. One promising possibility is that the

word " needs " will result in a more liberal interpretation

of assistive technology than the word

" requires. " This could ultimately result in more

children being able to access available devices

and services.

Perhaps the most noticeable change in IDEA

2004 is the definition of an assistive technology

device. The regulations state:

§ 300.5 Assistive technology device.

Assistive technology device means any

item, piece of equipment, or product system,

whether acquired commercially off

the shelf,

modified, or customized, that

is used to increase, maintain, or improve

the functional capabilities of a child with

a disability. The term does not include a

medical device that is surgically implanted,

or the replacement of such device.

>

> > >

>

> > > >

>

> > > >

>

> > > > Hi,

>

> > > >

>

> > > > got home from school today with dried ketchup all over his face.

>

> > The

>

> > > > bus driver even commented on it. I called his teacher, she said " oh, the

>

> > > > ketchup that we tried to wipe off his face? " . I answered that it came

>

> > off

>

> > > > easily with a diaper wipe. She said " we don't have any " , but when I said

>

> > > > that I'd just sent in a big pack of wipes last week, she said " oh, they

>

> > > > weren't where we were working " . What about taking him to the bathroom to

>

> > > > wash his face? I mean, it was crusted on thick, he looked awful. How

>

> > could

>

> > > > they send him home like that???

>

> > > >

>

> > > > Ugh. Of course, I worry, if they're not wiping his face, what else

>

> > aren't

>

> > > > they doing??? This isn't the first time this'd happened, but this is the

>

> > > > worst it's been. It's not often.

>

> > > >

>

> > > > But it shouldn't happen, right?

>

> > > >

>

> > > > Am I being petty??

>

> > > >

>

> > > >

>

> >

>

> >

>

> >

>

> >

[Guest guest]

As I thought. Thanks.

Desi McKenzie

- Re: Upset and to all with school age children/Desi

To:

Date: Saturday, May 14, 2011, 12:22 PM

 

§ 300.105 Assistive technology.

(a) Each public agency must ensure that

assistive technology devices or assistive

technology services, or both, as those

terms are defined in §§ 300.5 and 300.6,

respectively, are made available to a child

with a disability if required as a part of the

child's—

(1) Special education under § 300.36;

(2) Related services under § 300.34; or

(3) Supplementary aids and services under

§§ 300.38 and 300.114(a)(2)(ii).

( On a case-by-case basis, the use of

school-purchased assistive technology devices

in a child's home or in other settings

is required if the child's IEP Team determines

that the child needs access to those

devices in order to receive FAPE.

and

§ 300.324 Development, review, and revision

of IEP

(a) Development of IEP—(1) General. In

developing each child's IEP, the IEP Team

must consider—

(i) The strengths of the child;

(ii) The concerns of the parents for enhancing

the education of their child;

(iii) The results of the initial or most recent

evaluation of the child; and

(iv) The academic, developmental, and

functional needs of the child.

(2) Consideration of special factors.

The IEP Team must—

(i) In the case of a child whose behavior

impedes the child's learning or that of others,

consider the use of positive behavioral

interventions and supports, and other

strategies, to address that behavior;

(ii) In the case of a child with limited

English proficiency, consider the language

needs of the child as those needs relate to

the child's IEP;

(iii) In the case of a child who is blind or

visually impaired, provide for instruction

in Braille and the use of Braille unless the

IEP Team determines, after an evaluation

of the child's reading and writing skills,

needs, and appropriate reading and writing

media (including an evaluation of

the child's future needs for instruction in

Braille or the use of Braille), that instruction

in Braille or the use of Braille is not

appropriate for the child;

(iv) Consider the communication needs

of the child, and in the case of a child

who is deaf or hard of hearing, consider

the child's language and communication

needs, opportunities for direct communications

with peers and professional

personnel in the child's language and communication

mode, academic level, and full

range of needs, including opportunities for

83

TECHNOLOGY Integration

Copyright © 2007 by the Technology and Media Division (TAM) of the Council for

Exceptional Children.

direct instruction in the child's language

and communication mode; and

(v) Consider whether the child needs

assistive technology devices and services

(emphasis mine).

One small, but potentially important change in

IDEA 2004 was the replacement of the word

" requires " —as in " Consider whether the child

requires (emphasis added) assistive technology

devices and services " —that appeared in IDEA

1997 with the word " needs. " IDEA 2004 includes

the directive that every IEP should " Consider

whether the child needs (emphasis added)

assistive technology devices and services. "

While it is hard to know if this change will have

any impact on IEP teams, it might prove a bit

confusing as teams try to decipher the reason for

the change. One promising possibility is that the

word " needs " will result in a more liberal interpretation

of assistive technology than the word

" requires. " This could ultimately result in more

children being able to access available devices

and services.

Perhaps the most noticeable change in IDEA

2004 is the definition of an assistive technology

device. The regulations state:

§ 300.5 Assistive technology device.

Assistive technology device means any

item, piece of equipment, or product system,

whether acquired commercially off

the shelf,

modified, or customized, that

is used to increase, maintain, or improve

the functional capabilities of a child with

a disability. The term does not include a

medical device that is surgically implanted,

or the replacement of such device.

>

> > >

>

> > > >

>

> > > >

>

> > > > Hi,

>

> > > >

>

> > > > got home from school today with dried ketchup all over his face.

>

> > The

>

> > > > bus driver even commented on it. I called his teacher, she said " oh, the

>

> > > > ketchup that we tried to wipe off his face? " . I answered that it came

>

> > off

>

> > > > easily with a diaper wipe. She said " we don't have any " , but when I said

>

> > > > that I'd just sent in a big pack of wipes last week, she said " oh, they

>

> > > > weren't where we were working " . What about taking him to the bathroom to

>

> > > > wash his face? I mean, it was crusted on thick, he looked awful. How

>

> > could

>

> > > > they send him home like that???

>

> > > >

>

> > > > Ugh. Of course, I worry, if they're not wiping his face, what else

>

> > aren't

>

> > > > they doing??? This isn't the first time this'd happened, but this is the

>

> > > > worst it's been. It's not often.

>

> > > >

>

> > > > But it shouldn't happen, right?

>

> > > >

>

> > > > Am I being petty??

>

> > > >

>

> > > >

>

> >

>

> >

>

> >

>

> >

[Guest guest]

If you reread, you will see hearing aids ARE inclued, but cochlear implants are

not included.

Also included is eyewear...if you wanted to make the school provide them.

I know IDEA backwards and forwards....hearing aids are included.

>

> >

>

> > > >

>

> >

>

> > > > >

>

> >

>

> > > > >

>

> >

>

> > > > > Hi,

>

> >

>

> > > > >

>

> >

>

> > > > > got home from school today with dried ketchup all over his

face.

>

> >

>

> > > The

>

> >

>

> > > > > bus driver even commented on it. I called his teacher, she said " oh,

the

>

> >

>

> > > > > ketchup that we tried to wipe off his face? " . I answered that it came

>

> >

>

> > > off

>

> >

>

> > > > > easily with a diaper wipe. She said " we don't have any " , but when I

said

>

> >

>

> > > > > that I'd just sent in a big pack of wipes last week, she said " oh,

they

>

> >

>

> > > > > weren't where we were working " . What about taking him to the bathroom

to

>

> >

>

> > > > > wash his face? I mean, it was crusted on thick, he looked awful. How

>

> >

>

> > > could

>

> >

>

> > > > > they send him home like that???

>

> >

>

> > > > >

>

> >

>

> > > > > Ugh. Of course, I worry, if they're not wiping his face, what else

>

> >

>

> > > aren't

>

> >

>

> > > > > they doing??? This isn't the first time this'd happened, but this is

the

>

> >

>

> > > > > worst it's been. It's not often.

>

> >

>

> > > > >

>

> >

>

> > > > > But it shouldn't happen, right?

>

> >

>

> > > > >

>

> >

>

> > > > > Am I being petty??

>

> >

>

> > > > >

>

> >

>

> > > > >

>

> >

>

> > >

>

> >

>

> > >

>

> >

>

> > >

>

> >

>

> > >