News Moms Need

If your child has an IFSP or an IEP and is receiving services for a developmental delay or a qualifying disability, it may be possible for services to continue throughout the summer months.  This is called Extended School Year services or ESY.  ESY may include continued special education services or related services. It is sometimes possible for a child who does not have an IEP but rather a 504 plan to receive ESY. ESY is based on your child’s individual needs and your state’s regulations.

How is ESY helpful?

For most children, receiving special education or related services during the school year is more than adequate for their needs. But, for other children, the time between June and September is too long a period to go without receiving services. For instance, if your child has a language disability and has been receiving speech therapy, it may be hard to stop services for the summer without fearing that progress won’t continue, or worse, that your child may lose skills.

Extending services throughout the summer months may be appropriate for your child. This may take the form of additional therapy, academic tutoring, summer school, or a special program. It all depends on your child’s individual needs AND the regulations in your state.

Who qualifies for ESY?

Wrightslaw has a great page that tells you what you need to know about ESY services for your child. They emphasize that you need to understand the regulations in your state as well as recent court decisions that would establish a precedence or new procedures which may apply to your child’s situation.  On their webpage, Wrightslaw refers to a great article “Standards for Extended School Year (ESY)” by Nissan Bar-Lev. The author describes the legal basis and standards for ESY as defined by federal courts around the country. It is well worth a read. 

Once you understand your state’s regulations, you can discuss your concerns with the IEP team at your next IEP meeting. ESY may or may not be necessary to comply with the requirement that your child receive a free and appropriate public education (FAPE).

If the IFSP/IEP team (of which parents are members) decides that your child qualifies for ESY services to continue during the summer months, then services would be added to your child’s program on her IFSP or IEP. (Your child’s IFSP or IEP is the document that describes all of the services that she will receive all year, due to her developmental delay or disability. Please refer to my prior post on how to write good IEP goals.)

What else can your child do for the summer?

Whether your child qualifies for ESY services or not, or if you have other ideas for her summer program, you should visit NICHCY for their list of possible summer camp options for kids with special needs. It seems that there is a camp program for every child, with every diagnosis or need.

My daughter used to qualify for continued speech therapy sessions during the summer through ESY. Instead of putting her in an academic summer school program with speech therapy sessions during the day, I opted for an artsy kind of day camp at the YWCA (more her style) and kept twice weekly speech sessions early in the morning. This way, she still got her therapy but also had the benefit of an entirely different kind of summer experience.  The school system provided the speech sessions as part of her free and appropriate public education (FAPE), while I paid for the summer camp. The theatrical part of the camp helped her with her communication skills, and introduced her to the world of theater.  It started a lifelong love of drama for her, and she acted in plays in high school and beyond.  Who would have thought that a little girl with a speech disorder would enjoy speaking on a stage! It provided a different way of tackling her speech problems and gave her a much needed shot of confidence. The end result was that her speech skills would increase dramatically in one summer session.

Often dabbling in something different for the summer can open doors for your child that you never thought of!

Bottom line

Be sure to explore all of the options for your child’s summer program. This could be a time to introduce her to new experiences which will only enhance her learning and help her progress. This is the time to be creative and to have fun. When kids are happy, they tend to blossom.

Have questions?  Send them to AskUs@marchofdimes.com.

Note: This post is part of the weekly series Delays and disabilities – how to get help for your child. It was started on January 16, 2013 and appears every Wednesday. Feel free to go back to look at prior posts as the series builds on itself. As always, we welcome your comments and input.

IDEA is the federal law that governs special education. An important part of this law is Prior Written Notice or PWN.   It means that if your child’s school wishes to add, change or eliminate any part of your child’s special ed program, the school must first explain why, in detail, and in writing. NICHCY has a great explanation about PWN on their website.

Why is PWN important?

As with any process that is governed by laws, it is important that procedures be followed. Procedural safeguards help protect the process and that is what protects your child.

When should you receive PWN?

If your child is not yet receiving special education services, PWN should be given to you before the school evaluates your child. You then have the opportunity to respond to this written notice.

If your child is already in special education, PWN should be given to you when the school wishes to change her educational placement or services in any way. If you propose a change to your child’s IEP, and the school district does not agree with you and refuses to make the change, the school should provide you with PWN. If they do not, then ask for it. The PWN must explain all of the school’s reasons for refusing your request. It may also enable you to have a more thorough discussion with the school and hopefully arrive at an agreeable outcome.

Your child’s school should give you PWN within a reasonable amount of time before the school can make any changes to your child’s program. 

What should the PWN contain?

PWN must be provided to you in your native language. It should be written in plain, clear language (also part of the law). In other words, parents must be able to understand the proposed changes. It should not be written in a manner that makes it impossible for a layperson or consumer to understand. IDEA provides a template of what should be included in the prior written notice. You can see it here.  Wrightslaw also has tons of information on PWN and sample forms and letters.

Can you write your own PWN?

Let’s say you don’t agree with the school’s plan for your child. You can ask the district for the PWN to understand their reasons. Or you might even write your own PWN. Wrightslaw explains how to do this so that you write it in a way that follows the PWN template. After you submit it to your school, they would then need to respond to you in writing to provide explanations. 

Where can you go to get assistance?

In this and other blog posts, I have referred you to NICHCY’s and Wrightslaw’s websites. Another great place to go is the National Parent Technical Assistance Center. You will find Parent Centers located in most states. They assist parents by providing up-to-date information, and high quality resources and materials. Take advantage of this resource – it could be a lifeline!

Bottom line

Would you ever drive a car without knowing the rules of the road first? What would you do first? How would you do it? Where would you go?  Driving without knowing the laws could be disastrous!

IDEA is there to ensure your child receives a free and appropriate public education (FAPE). It provides a roadmap to follow for a smooth process for your child in special education. But there may be times when things don’t go smoothly. This is when the law can help you.  PWN is one of those provisions in the law that is there to help you navigate this system. Educate yourself on the process and soon you will feel that you are an equal player. The end result is that your child gets the help she needs, deserves and is to which she is entitled.

Remember, you need to know the rules in order to drive the car.
Have questions? Send them to AskUs@marchofdimes.com.

Note: This post is part of the weekly series Delays and disabilities – how to get help for your child. It appears every Wednesday, and was started on January 16, 2013. Feel free to go back to look at prior posts as the series builds on itself.  As always, we welcome your comments and input.

Physical Therapy, or PT, can help your child increase strength, flexibility or endurance, and improve posture, balance and movement (such as walking). Therapy can help improve overall function and reduce disability. PT generally involves “gross motor” therapy, which means large body parts, such as the legs, but it can involve the entire body.

PT may be provided for your baby, toddler or school age child, depending on her needs. If you have a child with a developmental delay, disability or medical condition, her doctor may recommend PT.  Likewise, if your child is evaluated for early intervention services by the Child Find services or by your local school district, she may qualify for PT services. (See my posts on early intervention for babies and toddlers or intervention for children ages 3 and older to learn how to request an evaluation for free.) PT falls under the umbrella of “Related Services” which is available for children with disabilities, in order for them to benefit from special education.

In most cases, if your child qualifies (based on the results of an evaluation), she will receive the PT services for free. However, every state has slightly different regulations, so you should check with your state to find out more specifics.

Who provides the PT services?

The IDEA (law) says that physical therapy means “services provided by a qualified physical therapist.” Every state requires a physical therapist to be licensed. A physical therapist is highly educated. In fact, according to their credentialing organization, the American Physical Therapy Association (APTA),  “all physical therapists must receive a graduate degree from an accredited physical therapist program before taking the national licensure exam that allows them to practice. Physical therapists have the most specialized education to help people restore and improve motion.”

Where will the PT take place?

If your child qualifies for PT, services will be provided at a place that is appropriate for your child. This may be your home, a PT center, hospital, or your child’s local school. PTs who work with children are usually very creative. They find engaging ways to interact with your child, making the sessions fun while working toward goals. Kids usually enjoy PT sessions and look forward to them.

Remembering back to when my daughter received PT, she “played” with scarves and bean bags, ran obstacle courses, climbed ropes and balanced on huge balls or balance beams. She loved playing games such as Twister with some of her classmates. She even learned to ride a tricycle in her PT sessions!

What will the goals of PT be?

Specific needs and goals will be outlined in your child’s individualized plan. This is called an IFSP – Individualized Family Service Plan (for kids from birth to age 3) and an IEP -Individualized Education Program (for kids ages 3 and older). This document will provide details of the services she will receive, such as the specific goals to be achieved, how often she will see the physical therapist and the place where services will take place. Parents, as team members, have input into the creation of this very important document.

Often a PT will coordinate therapy goals with your child’s other therapists, such as an occupational therapist, to maximize results. And, it is important that a child’s teacher understand the goals and objectives of the PT sessions so that progress can be integrated into the classroom.

Remember, the goals to be achieved are specific to each individual child, and is based on her needs. Every child is unique! There is no one-size-fits-all plan. And, at a minimum, goals need to be reviewed and updated yearly. See my prior post on how to create a good IEP.

Bottom line

Physical therapy has helped many babies, toddlers and children to overcome obstacles. If your child qualifies to receive this service, it may make a huge difference in her life!

Have questions?  Send them to AskUs@marchofdimes.com

Note: This post is part of the weekly series Delays and disabilities – how to get help for your child. It was started on January 16, 2013 and appears every Wednesday. Feel free to go back to look at prior posts as the series builds on itself. As always, we welcome your comments and input.

Whether your child has a medical condition, disability, receives services through the Early Intervention Program or Special Education, one of the best things you can do is to keep all of your child’s records well organized. 

Why is this so important?

If your child is in the early intervention program for babies and toddlers or if he is receiving services through your local school system, you will find that you will amass an enormous amount of paperwork. Keeping it organized will help you tremendously when you need to find documents for IFSP or IEP meetings, visits with other doctors or specialists, and if you need to apply for other programs or services. It is very important that you keep all evaluations and test results so that future specialists can see the history of your child when he evaluates him. Having orderly records will also help you if you need to speak with an attorney in an attempt to try to obtain services you feel your child should rightfully receive.

How should you get organized?

My favorite way to do this is to get an old fashioned three ring binder and put each item in it in chronological order (date order). Put the oldest one on top and the newest one at the bottom (so it reads like a book). You are going to need more than one binder as your child grows, and each one can be labeled a different year (2013, 2014, etc.). This binder method will allow you or your child’s doctors to review your child’s history in a beginning-to-end format. It will also give you a “big picture” of your child, and help you put the details of all the different moving parts into one coherent whole.

What should you put in the binder?

Put everything that is related to your child’s health, disability and education in the binder. This would include:

• Medical records – beginning with your child’s birth (and even your pregnancy if it is applicable or if you have it)
    • All evaluation reports
    • Your child’s ISFPs and/or IEPs
    • Report cards
    • Educational test results (such as standardized tests)
    • Your notes from meetings or phone calls with school personnel, doctors, or other individuals, with dates
    • Notes from your child’s teacher
    • Samples of your child’s work
    • The business cards of all of your child’s doctors. You can either put them in plastic business card holders, or create a master list of all the doctors with their contact info.
    • CDs or thumb drives of electronic information that is on your computer (always back up files!)
    • A list of all the medications your child is taking, with the dosage, frequency and prescribing doctor.

Some experts say that it is also helpful to create a one page summary sheet, which is almost like a table of contents. It should list each document, the date the document was created or received, and a brief description of what it is (eg. “John’s neurological evaluation, 2009,” “IEP for 5th grade,” “notes from team meeting on January 12, 2011,” etc.).  This will help you to locate valuable information when you need it quickly (such as right before a meeting or a visit to a new doctor). The more organized you are, the easier it will be to manage your child’s journey.

Some people don’t like the binder method. If you find this does not work for you, then you might find it easier to put all of the above items in a file cabinet (in file folders) in chronological order. Whichever method you choose, just be consistent and label your folders so that you can find things when you need them.

When should you stop keeping these files and records?

Besides needing these records for early intervention or school based services, you may need these records for the high school years and beyond graduation. For example, you may need these records in order for your child to qualify for accommodations for college based entrance exams, such as the SAT or ACT. You will also need these records to support a request for testing accommodations at college. Lastly, many of these records will be required to apply for government benefits, such as Supplemental Security Income (SSI).  So, I suggest that you keep your file system going for as long as your child (or later as an adult) has special needs.
 
Where can you get more help with this?

I often recommend that parents go to the NICHCY website as they have a Sample Record-Keeping Worksheet as well as a description of all of the various kinds of info that you should include in your binder  on page 15.

In addition to NICHCY, you can also go to Wrightslaw, an extensive website dedicated to helping parents navigate the maze of special education.  They offer concrete advice on how to advocate for your child with special needs. They also have great articles on how to organize your child’s records.  

Bottom line

If you begin your record keeping early, you will not be overwhelmed by the avalanche of papers that will undoubtedly come your way. But, if you did not have a method of record keeping before today, don’t worry. Simply start with today and you can go back and organize prior paperwork another time. Being organized will cut down on the stress that occurs when you feel like you are buried beneath a mountain of paper. You have enough to tend to with your child – it is helpful if the paperwork does not get in your way but rather helps you achieve your goals. Of course, the best part of all is that you will feel more confident and in control of your journey.

Let me know if this helps or if you have other suggestions. What has worked for you?

Have questions?  Send them to AskUs@marchofdimes.com.

Note: This post is part of the weekly series Delays and disabilities – how to get help for your child. It appears every Wednesday, and was started on January 16, 2013. Feel free to go back to look at prior posts as the series builds on itself. As always, we welcome your comments and input.

If you have a child receiving special education services, April is a very busy month. It is the time when meetings usually take place to discuss your child’s progress and create a plan for next year.  It means that your child’s Present Levels of Academic Achievement and Functional Performance (also known as PLAAFP) will be determined. This is your starting point. It provides baseline information about your child’s knowledge and skills. Then, the IEP team (of which parents are members) should work together to create a new IEP with updated goals and objectives.

How to develop a good IEP

Developing an IEP takes time and dedication. It also takes a team. You, your child’s teachers and any professional that works with your child (such as a speech therapist, counselor, etc.) should have input into creating the IEP.  NICHCY has a very clear factsheet that provides all of the details on how to create a good IEP.   

In addition, my other favorite website, Wrightslaw, has tons of info for parents to help you through the IEP process. In particular, I like their page on “SMART” IEPs . They say that IEPs should be:

S    Specific (specific goals and objectives describe behaviors and skills that will be taught)

M  Measurable (measurable goals and objectives to accurately assess your child’s progress)

A   Use Action Words (words that will actively describe the goal “Crissy will be able to…”)

R   Realistic and relevant (goals and objectives that address your child’s unique needs as a result of her disability)

T   Time-limited (progress is monitored in a defined way, at defined intervals)

Please read more from Wrightslaw about creating SMART IEP goals.   I also like their page on IEP FAQs. Be sure to scroll down the page for their IEP Tactics and Strategies section. 

I can’t stress enough how important it is to familiarize yourself with the information on these two websites. Knowledge is powerful and will help you to be a much better advocate for your child.

Negotiating tips
 
Lastly, when you are in the IEP meeting, try to remain cool and calm. This is not always an easy thing to do, but when you get all flustered, upset or annoyed, you can’t negotiate in a rational way. And, it puts the other team members on the defensive which may halt your progress. Try to stick to the facts (your child’s disabling condition and his present level of functioning as based on current evaluations), and then focus on the goals and objectives that you believe are important and within reach. 

If you have been through this process and wish to offer suggestions, we’d love to hear from you.

Have questions?  Send them to AskUs@marchofdimes.com.

Note: This post is part of the weekly series Delays and disabilities – how to get help for your child. It was started on January 16, 2013 and appears every Wednesday. Feel free to go back to look at prior posts as the series builds on itself. As always, we welcome your comments and input.

April is Autism Awareness month. Did you know that the March of Dimes funds Autism research? In fact, in the past 10 years we have funded 55 grants totaling over $10.8 million. It is our hope that one day the answers we find will make further research unnecessary.

This month, many organizations are helping to spread the word about this serious disorder and the impact that it has on an entire family. And, at the same time, they are helping these families have a great time together. Here are two exciting initiatives that I want to share with you. Both welcome the kids and families affected by Autism in a very positive and FUN way!

The first is Major League Baseball’s decision to have all 30 of their Clubs raise awareness for the disorder during one home game in April, or on another date during the regular season. Many of the MLB Autism Awareness games throughout the league will provide special opportunities and a safe, friendly environment for families and individuals affected by autism.  All too often, kids with Autism (and their families) miss out on doing fun stuff like going to a baseball game. On these designated days, MLB teams up with Autism Speaks or other local autism charities to offer special events. Kids with Autism will have special opportunities to participate and enjoy the game.
 
For more information about MLB Autism Awareness and to check on your favorite team’s Autism Awareness dates, please visit MLBCommunity.org.

The second initiative involves AMC Loews and the Autism Society. They have teamed up to present sensory friendly films to families with children with Autism. Often, kids with Autism are particularly sensitive to sounds and can’t sit through a movie due to the volume of the soundtrack. In addition, kids with Autism are often sensitive to light and many can’t munch on typical movie theater snacks due to special dietary restrictions. So, on designated dates, the movie theater will brighten the theater and turn down the sound, eliminate ads and previews, and allow families to bring in their own snacks. Kids can even dance in the aisles if they want to! As AMC says, their “Silence is Golden®” policy will not be enforced unless the safety of the audience is questioned.” Sounds like a gift to parents as well as to any child with a sound or light sensitivity - a win-win for all.

To find a participating AMC Theatre near you, click here.

So, how great is this…?!  I recommend you get the family out and enjoy these special events and help raise awareness at the same time.

Speech and language therapy (commonly referred to simply as “speech therapy”) is a special kind of therapy to help your child communicate.  If your child has difficulty expressing his needs, he may become very frustrated and display behaviors such as crying, tantrums, withdrawing, etc. If it is due to a delay or disability, the sooner your child begins therapy, the sooner he will be able to understand language, express his needs and be understood. Once he is no longer frustrated, the happier he and the whole family will be!

Are speech and language problems all the same?

No. There are many different aspects to speech and language. For example, a child may have difficulty speaking due to a structural problem in his mouth or for another reason. Other times a child can understand language but has a hard time getting words out and expressing himself. Yet other times a child does not understand the spoken word (which may be due to a hearing problem, but it could also have no known cause).   Some children develop language more slowly than their peers (a delay), while other children have more choppy development or have more serious problems (a disorder). Sometimes a speech or language problem is one part of a larger diagnosis. It is different for every child.

Here are some common types of speech and language problems:
    • expressive language - how a child speaks or expresses himself
    • receptive language - whether a child can process and understand what is said to him
    • mixed expressive/receptive language- a combination of both problems
    • social language or pragmatics  - using language correctly in a social setting
    • dysphagia – a swallowing disorder
    • dyslexia and language based learning disabilities  – when a child has trouble understanding the written word (reading), learning new vocabulary, expressing ideas clearly, understanding directions, spelling, numbers or telling time.

You can read more about the different kinds of speech and language problems as well as important language milestones here.

How do you get speech and language services for your child?

The first step is to talk to your child’s health care provider about your child’s speech or language milestones.  You can request to have your child evaluated for free through programs provided by your state (for babies and toddlers) or by your school district (for children age 3 and older). This is provided to you under the IDEA, (the Individuals with Disabilities Education Act). This is the federal law that ensures that children with developmental delays or disabilities receive the help that they need.  Speech and language therapy falls under the umbrella of Related Services.  Keep in mind that parents can request an evaluation without a referral from a doctor or school. See my prior posts for info on how to have your baby and toddler or child age 3 and up evaluated for free. 

According to the IDEA, a “Speech or language impairment means a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child’s educational performance.”  The key words are articulation, fluency, voice and language. For a closer look at each one, please see NICHCY’s discussion. 

Once your child has been evaluated and the professionals have met with you to discuss the results of the testing, they may recommend that your child receive services provided by a Speech and Language Pathologist (a professional who provides therapy for communication problems). Therapy may include services for addressing communication problems as well as counseling and guidance for you and your child’s teachers. Although the primary aim is to get your child to learn to speak clearly and understand language, it is sometimes necessary for a child to learn sign language or rely on picture books in order to be able to communicate. Every child is different.

When and how is speech therapy begun?

Speech therapy often begins in infancy for a baby with oral structural problems, and in toddlerhood or preschool for children with delayed speech or other language issues. However, it can begin at any age. If your child is not identified as having a speech and language problem until he is in elementary, middle or even high school, do not despair. The positive effects of therapy may still be very helpful.

If it is decided that your child will receive speech and language therapy, his specific needs and goals will be outlined in his IFSP – Individualized Family Service Plan (for babies and toddlers up to age 3) or IEP – an Individualized Education Program (for kids ages 3 and up). This document will provide details of the services he will receive, including how often, where and with whom. Remember, parents are members of the team that write up the goals for the IFSP or IEP. 

Will your child like the therapy?

Most children thoroughly enjoy speech and language therapy – I know my daughter did. SLPs incorporate games and creative ways of learning into the sessions which make it fun and enjoyable for your child. For example, blowing bubbles helps to develop oral facial muscles and also breath control, which are necessary in learning to speak.

The bottom line

If your child is referred for speech and language therapy, be glad that he is going to have the specialized attention he needs to help make communication easier for him and you. It is important to address all communication needs as soon as you learn of them because your child will benefit from the therapy for the rest of his life. 

On a personal note, my daughter started speech and language therapy at age 3 and continued through early high school. It helped so much! She became a thespian in high school and continues to act in plays with a local community theater group. In college, her highest grade (A+) was in a Public Speaking course!  Without receiving speech therapy, I doubt she would have overcome her obstacles to the point where she could speak in front of large groups or act on a stage in front of a live audience. Never say never!

Have questions?  Send them to AskUs@marchofdimes.com.

Note: This post is part of the weekly series Delays and disabilities – how to get help for your child. It was started on January 16, 2013 and appears every Wednesday . Feel free to go back to look at prior posts as the series builds on itself. As always, we welcome your comments and input.

An IEP is short for “Individualized Education Program.” It is both a process and a written educational plan for a child with a disability. It is a document that lists all of the educational services that your child will receive, if he qualifies. In a prior post I told you all about the IFSP (for babies and toddlers). Well, the IEP is a similar document but it is for children ages 3 – 21.

The IEP is supposed to be just what it says – INDIVIDUALIZED, which means that it is specific for your child’s needs. It is not one size fits all. It is also supposed to be EDUCATIONAL, which means it should look at three main areas of your child’s life:  the general education curriculum, extracurricular activities and nonacademic activities. Lastly, it is a PROGRAM or PLAN, where all of the services your child will receive are laid out and detailed in writing. 

In a sense, the IEP is like a roadmap. It shows you where you are now, where you plan to go, and the roads that you will take to get there. It sounds simple, but it is actually more challenging to write and put together than you might think. This post is just a quick overview to help you understand the basics.
 
Who gets an IEP?

In prior posts, I explained how to have your child (from birth to age 3 or ages 3 – 21) evaluated for free if you suspect that he has a developmental delay or problem. Once the team (evaluators, school officials and parents) has met and discussed the results of the testing, you will learn if your child is considered eligible for services (if he fits one or more of the categories of disability.) If your child is eligible, the team will develop an educational program (the IEP), that will be specific for your child’s needs.

What’s in an IEP?

The IEP may include special education, related services and/or supplementary aids and services. The IEP is first based on your child’s “present levels” which is a snapshot of your child’s current level of academic and functional performance. In other words…what he is able to do now as compared to his non-disabled peers. Then, based on his present levels and his delay or disability, the IEP sets measurable annual goals. The goals should specify:

• Who will provide the service (eg. the regular ed teacher, special ed teacher, reading specialist, physical therapist, etc.).
• What kind of service will be provided, such as curriculum modifications or adaptations, the types of related services or aids- (eg. specialized reading curriculum, speech therapy etc.).
• Where the service will be implemented (eg. the regular ed classroom, playground, counselor’s office, etc.).
• When parents will receive reports on how well your child is doing. By law, you need to receive progress reports at least as often as children without disabilities. Often a school system will send home the IEP progress reports when Report Cards are sent home for all children.
• When the goal will be achieved (eg. by the end of the marking period or by the end of the year).
• How the goal will be measured and how you will know the goal has been achieved (eg. a benchmark, such as a test score that shows if the goal has been reached).

An IEP is a living document that can be changed or updated by the IEP team, of which parents are members! It must be reviewed by the IEP team at least once a year, but it can be reviewed and updated more often if necessary.

Where can you get more help with IEPs?

A great place to go to understand your options, how to prepare for IEP meetings, and to understand the process of creating a great IEP is on NICHCY’s website. In particular, they provide guidance on how an IEP team can write effective goals. NICHCY also refers parents to Wrightslaw - one of my favorite resources for parents. They go into even greater detail which will help you with every aspect of the process.

Why should you learn about IEPs?

The more you know about the law and the special education process, the better you can help your child. Knowledge is powerful!  If your child has a delay or disability, be sure to check out NICHCY’s and Wrightslaw’s information (above). It will help you understand the process to become a more effective advocate for your child and to feel more in control of your journey.

Have questions?  Send them to AskUs@marchofdimes.com.

Note: This post is part of the new weekly series Delays and disabilities – how to get help for your child. It was started on January 16, 2013 and appears every Wednesday. Feel free to go back to look at prior posts as the series builds on itself. As always, we welcome your comments and input.

Some people say it takes a village to raise a child. That may be true, but I say it takes a whole lot of money! According to the United States Department of Agriculture (USDA), a middle income family with a child born in 2011 can expect to spend about $234,900 for food, shelter and other necessities to raise a child until age 17. They report that for the year 2011, child rearing expenses ranged from $12,290 to $14,320 – per child, per year. And this does not include college or post high school education! There is no doubt about it, raising a child costs a lot of money.

Where does all your money go? The USDA’s June 2012 report Expenditures on Children by Families reveals that the single largest expense is for housing, followed by child care and education (not including college) and food. It does not include pregnancy and child birth expenses. Where you live matters. The urban Northeast is the most expensive place to raise a child, followed by the urban West and then urban Midwest. The USDA’s report also says that family income affects the costs - the higher the family income, the more it will cost to raise your child. Families earning more than $102,870 can expect a price tag of $389,670. Ouch!

A bit of good news here is that the expenses per child decrease as you have more kids. Those hand-me-downs reduce the incremental costs of new clothes and toys, and room sharing helps to keep the budget under control (even if it might increase sibling tensions at times). The report notes that often private schools or child care centers offer sibling discounts, and food can be purchased in larger quantities, helping to reduce the cost per child.

I don’t know about you, but I never sat down and did the math before deciding to have a baby. Now, thanks to the Internet, there are many ways that you can estimate how much money you need to save and how to prepare for your little one’s arrival. For example, to help you get a grip on where it all goes, and how to prepare for the change in your budget, the USDA has a nifty calculator to help you.

There is no doubt about it – kids cost money. But, an informed and educated parent will be better able to handle the increase in costs. Take the time now to understand your spending habits and make a plan, so it will pay off in the future (no pun intended)!

After all, we really can’t put a price on our kids – right?

This year National Infant Immunization Week is from April 21-28. This annual observance is designed to highlight the importance of protecting infants from vaccine-preventable diseases.

Because of vaccines, some crippling and deadly diseases, like polio, have been all but eliminated here, but they are still very present in other countries. Other diseases that were once gone from the U. S. are now returning. The largest measles outbreak in 15 years has hit the United States. Most people who have recently become sick with the measles have not been vaccinated. They caught the measles in Europe (which is in the middle of a major epidemic), and brought the disease back to this country.

Pertussis (whooping cough) is a disease caused by bacteria that leads to coughing and choking that can last for several weeks. Babies who catch pertussis can get very sick, and some may die. The number of pertussis cases in this country has more than doubled since 2000. This may be because protection from the childhood vaccine fades over time. In the last few years, there have been several large pertussis outbreaks. Outbreaks are common in places like schools and hospitals. The disease spreads easily from person to person, usually by coughing or sneezing. Most infants who get pertussis catch it from someone in their family, often a parent.

All new parents need the pertussis vaccine. Until your baby gets her first pertussis shot at 2 months, the best way to protect her is for you to get the adult vaccine before pregnancy or soon after you have your baby. The vaccine prevents you from getting pertussis and passing it along to your baby. Caregivers, close friends and relatives who spend time with your baby, including grandparents, should get vaccinated, too.

To learn more about vaccines and to review the current recommended schedule for childhood vaccines, click on this link.