Special Kids Crusade's September Newsletter

September 2016

"Special" Reports

The Tip of the Iceberg

Hamlet said that the purpose of theatre "is to hold, as 'twere, the mirror up to nature." If he was correct, then theatre should reflect in the rehearsal room and on the stage the same diversity that exists in life.

Sally Bailey, M.S.W., Kansas State University Director of Graduate Studies in Theatre and author of Barrier Free Theatre.


	REACH Theatre's Nanny Goats Gruff (Click on the image to view the video clip)

Special Kids Crusade's REACH Theatre is gearing up for its fifth season this fall. If you have been to a REACH Theatre production, you have, no doubt, seen something very special. However, like most of the programs with which SKC is involved, what the general public sees is just the tip of an iceberg. When we begin a 6-week REACH Theatre program, I am careful to remind everyone involved -- our actors, our parents, our staff -- that REACH Theatre is not about the final production; it's about the process that leads to up to it. Yet, as the excitement for our production day draws near, I have to admit that this is a difficult message for me to remember! That is, until I sit and watch the final production - with happy tears -- and realize just how far we've come since Day 1.

What makes REACH theatre so special? The types of recreational offerings available to young people with special needs in Monterey County tend to focus on athletics. Basketball, soccer, baseball and Special Olympics immediately come to mind. Athletics are important. But, our county needs more. We need opportunities that foster social skills and teach inclusive practices such that participants have opportunities to value their peers for the gifts and talents each brings to the group. In the real world, organized sports ask players to measure up to an established set of standards, which -- let's face it -- very few of us can attain. One cannot make the school basketball team unless he/she is among the most proficient at shooting and scoring. A runner will be left in the dust on a high school track if he/she isn't in the neighborhood of clocking a 5 minute mile.

Live theatre, however, is different. The stage can accommodate a wide array of gifts and talents...many of which are not even imagined until the gift or talent is seen! A theatre "team" relies on a variety of skills and talents, both on stage and behind the scenes. Team members are given opportunities to stretch and grow in an encouraging, supportive and collaborative atmosphere. By its very nature, live theatre is -- and, in many ways, has always been -- based on a foundation rich in inclusive practices.

Sally Bailey, Kansas State University Director of Graduate Studies in Theatre has written a book entitled Barrier-Free Theatre which argues for theatre arts being a natural setting for not only building inclusion but for teaching participants how to focus on the abilities of their peers, regardless of a special need one has. "The inclusion experience benefits all participants," she writes. "Young artists with disabilities benefit from typically developing peers for continued artistic and socio-emotional growth. By the same token, typically developing artists learn they have more in common with peers with disabilities than they may have previously realized (Whitehurst & Howells, 2006). Theatre experiences often quickly establish a creative, safe, and supportive environment that embraces everyone. All of us have dreams, worries, fears, and hopes. Genuine friendships are sometimes formed that continue outside rehearsal. In addition, typically developing actors are able to see actors with disabilities as creative artists with strengths and unique personalities. This happens organically through the regular action and interaction of a class or rehearsal process."

I invite all of you to come see REACH Theatre's "tip of the iceberg" on Saturday, October 15 when we proudly presents Red Riding Hood at the home of ARIEL Theatrical, 320 Main Street, Salinas. Call (831) 372-2730 to get your tickets. You will come to know why REACH Theatre is, indeed, so very special!

What do I do when my school district says my child doesn't need services I feel he would benefit from?

Jennifer Lucas, Advocate with the Silicon Valley-Monterey Bay Office of the State Council for Developmental Disabilities

Dear Advocate: I think my child would benefit from speech therapy and I've told the district my concerns but the district says he doesn't need it. What do I do? Sincerely, A Concerned Mom

Dear Concerned Mom: First of all, I'm sorry to hear you are having difficulty in obtaining the services you feel you child would benefit from. Asking the district for something and receiving a 'no' answer can be very frustrating. It's important you understand the logic behind the IEP process and keep that in mind throughout the remainder of your child's education.

As with almost everything in the IEP, the first step is an assessment. Assessments tend to drive everything else (they lead to the goals which lead to the services which lead to the placement) because they involve a qualified professional evaluating your child within the scope of their field and making objective and evidence-based recommendations. Those recommendations aren't required to be followed but the team is required to consider them and decide whether they will be incorporated into the IEP.

So,

often the first step when thinking about a new service or a change in service or placement is requesting the appropriate assessment. Always request assessments in writing so both you and the district have docu mentation that can easily be referenced later, if necessary. If it isn't in writing, you have no record. When writing the request, make sure to include the logic behind your request (i.e., what you have observed in your son, any relevant examples, etc.) so the district doesn't think your request is frivolous and end up denying it. One thing to keep in mind about the assessment process is that it takes time. The district has 15 days after receiving your written request to provide you an assessment plan to sign. Once they've received the signed assessment plan from you, they have 60 days to complete the assessment.

Up on completion of the assessment, the IEP team meets to review the results and determine next steps. If the assessment validates your initial request of your son requiring speech therapy, then most likely the team will develop goals and outline the speech therapy services to be provided. However, if the assessment did not recommend speech therapy services and, after thoroughly reviewing the assessment, you are still in disagreement with the results, you can then request (in writing!) an Independent Educational Evaluation.

An Independent Educational Evaluation (IEE) is an evaluation completed by a professional not employed by the district but funded by the district. When making your IEE request, you must be clear about which district assessment you disagree with (i.e., I'm in disagreement with the 5/12/16 speech and language assessment). The district must either fund the IEE or file for due process at this point. Once the IEE is completed, the earlier process repeats itself and an IEP meeting is held to review and consider the IEE results/recommendations. The independent evaluator should definitely attend this meeting in order to explain their assessment and recommendations as well as answer any questions. Again, the IEP team can agree to implement the recommendations of the IEE and incorporate them into the IEP or not. If the latter occurs, due process would likely be the next step in an attempt to address your son's unmet speech and language needs. As with all IEP meetings, you should record every meeting (you need to give the district 24 hours notice). Recording the meeting not only enables you to review what was discussed (let's face it, IEP meetings can be overwhelming with the amount of information shared!) but also to submit as evidence during due process proceedings, if appropriate.

Good luck! Your son is very lucky to have such a strong advocate as his mother!

Do you have a question that you would like answered in an upcoming "Ask the Advocate" column? Email lori@specialkidscrusade.org with the title "Ask the Advocate" in your subject line. All questions appearing in this column will be posted anonymously.