What Every Parent Needs to Know about an IEP vs. A 504 plan

What Every Parent Needs to Know about an IEP vs. A 504 plan

WHAT EVERY PARENT NEEDS TO KNOW ABOUT AN IEP and A 504 PLAN

By

Dr Michael Rubino

It appears to be getting close to the beginning of the school year. I am also already getting emails regarding IEPs that school districts failed to complete over the summer and from parents who want to have their child assessed for an IEP (Individualized Educational Plan). Parents are having difficulties arranging meetings and getting specific answers what will be included in their child’s IEP or is the school going to offer them a 504 plan instead. The IEP process is difficult under normal conditions. When we are in the middle of a pandemic it can become very overwhelming and confusing. Additionally, many parents do not know what an IEP is or what a 504 Plan is in regards to a child’s education. Also many parents are not aware of their rights or their child’s educational rights. I receive numerous emails from parents anytime I write about IEPs. Therefore, here is an article describing IEPs and 504 plans for parents. Hopefully this will explain the differences between an IEP and 504 plan and help parents understand what their child is legally entitled to regardless of what the teacher is trying to make you believe.

Parents here is important information about Individualized Education Plans (IEP) and 504 agreements. Besides ensuring that your child receives a good education, you do not need to pay for items such as special computer programs that the school district should be paying for not you. If your child has an IEP the school district is responsible for most educational expenses even a private school if necessary. Please read this article so you understand your rights and your child’s rights.

The beginning of the school year is fast approaching. Besides the mad dash to get ready for school and schools are going to start assessing students to determine if they qualify for an Individualized Educational Program (IEP). I am already hearing from parents how school districts are misleading them and pressuring them to sign an agreement for a 504 before the parents clearly understand the difference between an IEP and 504 plan. The definition for both is further down in this article. An IEP and 504 are not the same. An IEP is legally enforceable and has legal guidelines and time frames. An IEP follows a student from school to school or state to state. A 504 is not legally enforceable and doesn’t follow a child nor are there legal guidelines.

An IEP will not stop your child from getting a job or from getting into college. In fact and college because they still would be entitled to assistance and the State of California may pay for their books. Also educational records are confidential therefore, no one would know your child had an IEP in school.

Many schools say your child must be two grades below in order to qualify for an IEP. If you said your child had a math or reading disability this is true. However, if they have ADHD, Bipolar, school anxiety etc. they can qualify under OTHER HEALTH IMPAIRMENTS. All your child needs is a diagnosis such as ADHD which would interfere with their ability to fully benefit from their learning experience in the classroom. The 2 grade below level qualification doesn’t apply to this category.

Also if you have a child in private school and they would benefit from additional assistance, contact your child’s public school district. Even though they attend private school the public school district is legally obligated to provide your child with services.

One more issue, never pay for outside testing before the school district tests your child. They have the right not to accept any outside testing until they test the child. If you disagree with the district’s testing then you can request an objective testing from an outside professional and you can request that the school district pays for the testing and you can select the evaluator.

An IEP or an Individualized Education Plan is a document that outlines the specialized education services that a student will receive due to their disability. It ensures the student will receive the assistance necessary so they will receive an education.

When most parents hear disability, they usually think of a person in a wheelchair or a student wIth a learning disability. There are various condItions that can qualify as a disability. Depression, Bipolar Disorder or even diabetes. The disability is any condition that will interfere in the student receiving the same education as other students. The students who qualify for an IEP need accommodations which meet the criteria of needing specialized education. As I stated above their are numerous conditions which may qualify a student for an IEP.

if a student does qualify for an IEP, they also qualify for Special Education. Many parents hear this and are afraid or embassies. There is nothing to be afraid of or embossed about. If a student qualifies for Special Education, if the student needs speech therapy or special computer programs, the school district is obligated to provide the services to the student at no expense to the student’s family.

There is also an option called a 504 Plan. This was established in the Rehabilitation Act of 1973. The 504 plan ensures that a student with a disability will receive accommodations so they will receive the same education as other students. However, the 504 plan does not qualify a student for Special Education services and It is not overseen as closely as an IEP plan.

Currently, many districts are telling parents that their child does not need or qualify for an IEP and a 504 plan is just a good. This is not true. Many school districts are telling parents that their child does not qualify for an IEP because the IEP is more expensive for the district and most districts are trying to save money.The districts take advantage of the fact that as parents, you do not know all the differences between an IEP and a 504 so they can talk a family into a 504 plan easily.

If you find that your child is having difficulties at school due to a learning disability, health issue or emotional issue, consult an outside professional before you automatically assume that the school is giving you the appropriate recommendation.

I see many parents who have been told that their child is better with a 504 plan and that is not the truth. You can consult an educational consultant or a therapist who works with children. You can contact me at via my website http://www.rcs-ca.com. I help many families at their child’s IEP meeting. The main thing is, do not be afraid to ask if your child should have a 504 or an IEP. Also don’t let the district make you feel guilty because you want time to think and investigate the options. This is your child and you should never sign anything until you are sure it is in your child’s best interest.

I have added a link to a chart that will help you compare the two and understand the differences.

504 Plan vs. IEP – Education Centerwww.ed-center.com/504This pages lists the differences between an IEP and a 504 plan.

I have also added a link to a video which helps to explain the differences between an IEP and 504 plan.

Dr. Michael Rubino has over 25 years experience working with children, teens, trauma victims including first responders. He also has over 25 years experience working with children in Special Education and was an Intern for the AB3632 program which works with children in Special Ed and IEPs. For more information about Dr. Rubino’s practice visit his website at www.rcs-ca.com or his website that deals specifically with IEPs, lucascenter.org or his Facebook page at www.Facebook.com/drrubino3.

Showing Your Teenager You are Proud of Them

Showing Your Teenager You are Proud of Them

Every child is not going to get straight As and that is okay. We live in a very competitive society and parents and students often brag about their grades or where they are going to college. Some teenagers are academically inclined and others are physically inclined. Therefore, instead of being a surgeon may be they will be a plumber. The question is what’s the difference? The amount of money they are making. Is how much money you make the most important thing about your teenager and their life? What about being happy and what type of person they are? Does that matter?

I often do Career Days and the first question I usually receive is how much money do I make? Followed by what type of car do I drive? My answer is, what does it matter? Most people today are working 60 hours a week. If you are working that hard, it’s more important that you enjoy your career instead of being there just for the money. If you are there for the money, you most likely will find yourself unhappy after a while. At Career Days I tell high school students that I would be a psychotherapist if I was making $300,000 or $30,000 a year because I really enjoy what I do and I am happy to go to the office every day. Money makes paying the bills easier, but it doesn’t make you happy.

In addition to money not guaranteeing happiness, I hear many teenagers feel like their parents are disappointed in them because they are not getting As. Some of the teenagers are getting poor grades because they choose not to study and not to do their homework. They are letting themselves and their parents down. However, some teenagers have learning disabilities or other interest such as music or art and they have difficulty learning in a standard classroom. Therefore, they may be trying their best but they can only get a C. It is nothing to be ashamed about. If a student is trying their best and can only get a C, they are successful as the student who tries their best an gets an A. They are both trying their best and they both should be acknowledged for doing their best.

As I said I see many teenagers who feel like failures because they are not getting As. Typically they hide their issues from their parents and this can cause arguments about grades. While researching this article, I found a blog from a parent who listed how she approaches her teenager who gets Cs. Using her approach helps a teen who is getting Cs to feel good about themselves and to know that their parents are proud of them too. It is very important that teenagers know and feel that their parents are proud of them. Otherwise, they look for attention in other ways such as getting into trouble. Here is the way the parent approached her teenager so he felt celebrated and that his parents were proud of him:

1. Your child’s achievements are not a reflection of you or your parenting.

Even though we often judge other parents based on how their child behaves or performs we need to remind ourselves that our teens are their own person. My son is not an extension of me. As an overachiever who works with children and families this was difficult for me to come to terms with.

2. Do not make comparisons.

It seems like this should go without saying, but we can’t compare our C student to their siblings, neighbors, or friends. I struggled to not compare my high school years to my son’s. I made good grades and got involved in school activities. School was my favourite place to be, and I spent much of my time with my nose in a book. Seeing the years go by with my son never touching the books on his bookshelf were hard.

3. Your child likely does care about their grades.

They might pretend they don’t care about school in order to protect themselves from feelings of failure and embarrassment but, chances are, they care very much. Our son cared about doing well in school and he wanted to achieve and make us happy, but regular classes moved too quickly for him and even accommodations could only take him so far.

4. Find out what your child is good at and get them involved in it.

Our son was extremely interested in skateboarding, so we encouraged him to do it outside of school. He excelled at it and we saw his self-esteem skyrocket. We then worked with the school to find classes that were more hands-on. Help steer your child to a future career that fits with their abilities and aptitudes. Throughout the pandemic, my son has been able to finish his high school diploma through co-operative education. He has also been working with a union to earn his apprenticeship hours in the construction trade. Best of all, he already has a good paying job lined up for when school finishes this year.

5. Celebrate your C student the same way you’d celebrate an A student.

My son has always struggled to achieve in school, but he has so many other amazing qualities that have nothing to do with a letter grade. He is proud of his achievements and so are we. After years of trying to figure out how to help him do better academically, we have learned to celebrate every C that he gets because we know how hard he has worked for it. No matter what grades he earns, my son—and every C student like him—deserves to feel accepted, understood and loved for who he is.

The above last line is very important. We live in a society that tends to see success in terms of money and job titles. Some teenagers are not academically inclined and others are more interested in fixing cars instead of being a lawyer. Every teenager deserves to be celebrated and to feel respected. How much money someone makes should not be how we value people. Instead we should look at how they treat others and are they happy with their lives. Being a caring, compassionate person is more important than making a lot of money in my opinion. Parents hopefully you will find this helpful.

Dr. Michael Rubino is a psychotherapist with over 24 years experience treating children, teenagers and trauma victims including first responders. For more information about Dr. Rubino’s work visit his website at www.RubinoCounseling.com or his Facebook page at www.Facebook.com/drrubino3 or his podcasts on Spotify or Apple.

Parents What Teenagers are Wanting from You

Parents What Teenagers are Wanting from You

Many parents ask me what their teenagers are looking for from them. Teenagers want to know that they are loved, you hear them and see them for who they really are as a person. These statements can help your teenagers. Try it and sees what happens.

Dr. Michael Rubino is a psychotherapist with over 24 years experience treating children, teenagers and trauma victims. For more information about his work visit his website at http://www.RubinoCounseling.com or his Facebook page at http://www.Facebook.com/Drrubino3

Gifted Children can have Learning Disabilities Too

Gifted Children can have Learning Disabilities Too

Many parents are very happy to hear that their child has been classified as “gifted.” They assume that their child will do very well in school and have a very bright future because they are “gifted.” While “gifted” children may excel in certain academic areas, often they have difficulties in other social situations or academic areas. These children are called twice exceptional children. Research by John Hopkins estimates that one out of five children are twice exceptional or 2E which is a more common term. Therefore, John Hopkins estimates that there are approximately 700,000 2E children in the United States.

Wikipedia defines 2E children in the following way:

A 2e child usually refers to a child who, alongside being considered gifted in comparison to same age-peers, is formally diagnosed with one or more disabilities. Although 2e can refer to any general disability, it is often used to refer to students with learning disabilities, although research is not limited to these areas, and a more holistic view of 2e can help move the field forward. The disabilities are varied: dyslexia, visual or auditory processing disorder, obsessive-compulsive disorder, sensory processing disorder, autism, Asperger syndrome, Tourette Syndrome, or any other disability interfering with the student’s ability to learn effectively in a traditional environment. The child might have a diagnosis of attention deficit hyperactivity disorder, or diagnoses of anxiety or depression.[6] Often children with 2e have multiple co-morbid disabilities than present as a paradox to many parents and educators.

Many people may find this hard to believe, however, as a psychotherapist who specializes in treating children and teenagers, I have seen many “gifted” children who do have the disabilities listed above. A common issue I have encountered is that “gifted” children often have difficulties making friends and dealing with social situations. If they had not been classified as “gifted”, parents would see that they do meet the criteria for Asperger’s Syndrome. Another common issue I have seen in psychotherapy with “gifted” children is that they have difficulties organizing their ideas and maintaining sustained attention. These children meet the criteria for ADHD.

One of the primary difficulties for these children is since they have been classified as “gifted,” many schools do not want to offer support services for a “gifted” child who has ADHD or a processing problem. Because they are not receiving the academic support they need, many of these children suffer with depression, anxiety and low self-esteem. These children often become very frustrated and start to act out at home and at school. They are trying to tell the adults in their lives that everything is not okay and they need help. I have seen this many times with “gifted” children that I see for psychotherapy. It also creates a great deal of stress for the parents. They can see their child is having difficulties and the child is complaining about difficulties, but the school tells the parents the child is doing fine because they are “gifted.”

The research from John Hopkins University shows us that the two are not mutually exclusive. A child can be “gifted” in one area and have a learning disability in another area of life. Therefore, a “gifted” child may need a 504 plan or an individualized educational plan (IEP). Therefore, if you are the parent of a 2E child and you notice that your child is having difficulties at school, do not be afraid or nervous to advocate for your child. To make this easier, I have included a link which discusses misconceptions about 2E children, 7 Myths About Twice-Exceptional (2E) Students http://u.org/2hp0dNU. I am also providing a link to a newsletter for an organization which helps parents with 2E children and advocates for them, https://www.google.com/url?sa=t&source=web&cd=3&ved=0ahUKEwiv8PmrxYDYAhUH6oMKHbmyD10QFggiMAI&url=http%3A%2F%2Fwww.2enewsletter.com%2Farticle_2e_what_are_they.html&usg=AOvVaw35GmKdn_P9FJzqMBPkMMrD.

If this sounds like your child do not panic. Arrange to have your child evaluated by a mental health clinician who is familiar with 2E children. They can help you develop a treatment plan and let you know if your child needs accommodations at school. If your child needs accommodations at school do not pay for any psychological testing for your child. According to California law, the school district has the right to test the child first. They do not have to accept outside testing, if the district has not tested the child. If you disagree with the school district’s testing, say so and request a second evaluation. This evaluation is completed by a professional not associated with the school district and the school district pays for the testing not you.

Dr. Michael Rubino is a psychotherapist with over 20 years experience treating children and teenagers. In fact, he specializes in treating children and teenagers. If you want to know more about Dr. Rubino’s work or private practice visit his websites www.RubinoCounseling.com, www.LucasCenter.org or his Facebook page http://www.Facebook.com\drrubino3.

Looking at Autism Realistically

Looking at Autism Realistically

Over the years I have had the opportunity to work with many children and teenagers who happen to be autistic. Often their parents are very worried. They worry about their child’s future and how people will treat their child. They have this concern because society tends to treat autism like some terrible disease. Many people assume that someone with Autism will never have a future or decent life. Additionally, many parents have difficulties with schools because many public schools find working with students on the autism spectrum difficult. At times it may be difficult, but my experience has been if the schools try slightly harder students on the Spectrum do fine. No one should decide that because someone is on the Spectrum that they cannot do well in school.

Unfortunately, many of these children on the Spectrum are teased at school. It appears that boys seem to be teased more than girls. In my experience this is because boys on the Spectrum tend not to comply with the typical outdated male stereotype. They tend to express their feelings more and they tend to be more accepting of others who are different. As a result, the other boys see them as easy targets to tease. This tends to really hurt their feelings and confuse the boys. They don’t understand why the other boys are being mean to them because they would never treat them the way the boys are treating them. Therefore, my experience has been overall boys only the Spectrum are more sensitive and caring. However, many parents are children will see them as inappropriate and they worry how they might treat their children. All of this is due to a stereotype regarding Autism.

However, this has not been my experience. The children and teens I have had the pleasure to work with who have autism are caring, smart, decent people. When they are given a chance, they can achieve a great deal. Many teenagers on the autistic spectrum are able to go to college, get a job, have a family and be productive members of society. However, for this to occur we need to eliminate the negative stigma associated with autism and mental health. We also need to provide them with the mental health services so they can succeed. They should be able to access these services without being judged. However, many children with Autism are teased at school and many insurance companies refuse to pay for psychotherapy. Autism is not a disease and you cannot catch it. Also people with Autism having feelings and being teased at school does a great deal of damage to their self-esteem. Children and teenagers need to be treated with respect meaning schools need to eliminate the teasing they endure at school. Insurance companies need to pay for psychotherapy so they can develop their abilities to express their emotions and so they can interpret social cues. If we do this, a child with Autism can achieve a lot in their life. The show the Good Doctor, shows an autistic young man who became a doctor. This is not a fantasy. There are several physicians with Autism who are perfectly capable of working as doctors and do.

I saw a video of a teenager talking to a judge. This teen with autism shows why we need to eliminate the negative stigma associated with mental health and provide access to services without judgement. Also he shows why we should not judge people or label people. Watch how impressed the judge is by this young man. He is very mature, acts appropriately, has a plan for himself and not ashamed about being autistic. People can surprise you when you don’t judge them https://www.linkedin.com/feed/update/urn:li:ugcPost:6507566653688160256.

If we provide other teens who are on the autistic spectrum or are depressed with the appropriate services, you would be amazed at what they can do. I have never met and worked with a child or teen on the autistic spectrum who has not impressed me with what they can do once they are given a chance.

Dr. Michael Rubino is a psychotherapist with over 20 years experience treating children and teenagers many have been on the autistic spectrum. For more information regarding his work or private practice practice visit his website www.RubinoCounseling.com, his Facebook page www.Facebook.com/drrubino3 or his podcasts on Spotify or Apple or Audible.

Children’s Right to Psychotherapy is at Serious Risk

Children’s Right to Psychotherapy is at Serious Risk

Parents our elections are coming up and it is very important that you vote and call your Senators regarding health care. Currently President Trump has several suits in the Courts to eliminate the Affordable Care Act and pre-existing conditions. Yes he signed an Executive Order, but insurance companies do not have to comply with the Order. The Executive Order are only recommendations so insurance companies can and will ignore it. I have been a psychotherapist for over 20 years and I have seen how the Affordable Care Act has benefited thousands of people. Before we had it, many people were denied or could not afford psychotherapy.

Before the ACA, if you had ever taken antidepressants, your insurance could deny to cover psychotherapy for you or require you to pay a very high copayment. I saw this happen many times to patients I was treating prior to the ACA. Depression and anxiety are considered pre-existing conditions. Also in your insurance contact there is a standard clause that if the insurance company wants to see all your medical records you cannot stop them. I had insurance companies make these requests and I checked with numerous attorneys and the answer always was the same. The way the insurance writes their contract, you cannot stop them from getting all your records from the day you were born. If you refuse, they can terminate your insurance coverage. Insurance companies typically will ask for all your records because if you had psychotherapy as a teenager that is a pre-existing condition. Therefore, they can deny to cover your psychotherapy. They could even terminate your health insurance all together.

What if you have children? If you have a child with Autism, ADHD or if they were ever suicidal, your child will not be able to get insurance coverage or the psychotherapy they desperately need. Before the ACA I had many families in this exact situation. Many would automatically terminate therapy. Research now shows if children with these issues receive therapy when they are very young we can improve the outcome for them as adults. However, without the ACA, insurance companies specify these issues as pre-existing conditions and therefore the child is not entitled to psychotherapy. I often provided psychotherapy to these families at a fee they could afford. However, not every therapist can afford to lower their fees and I can only do it for a certain number of families because it cost money to run a business.

This election and these cases before the Courts could have disastrous effects on you and your children if the pre-existing clause is eliminated. The President has stated he will protect the clause, but his actions indicate he will eliminate it if he can. If this clause is eliminated anyone who has dealt with depression or ADHD will not be able to get insurance or if they can the rate will be very high. Remember if the clause is eliminated it will not just stop you or your child from receiving therapy it will also stop you from receiving medical care. So if you develop long haul syndrome after having the Coronavirus, you will not be able to get insurance coverage. The Coronavirus is a pre-existing condition. Another fact is that 1 out of 5 children meet the criteria for a diagnosable mental health issue (CDC). This means 1 out of 5 children have a pre-existing condition. So parents please vote and call Senators and save the pre-existing condition clause. Please do not trust President Trump to do it.

Dr. Michael Rubino is a psychotherapist with over 20 years experience treating children and teenagers for more information about Dr. Rubino visit his website at http://www.RubinoCounseling.com

What are We Teaching Children and Teenagers about the United States

What are We Teaching Children and Teenagers about the United States

Many people complain about how teenagers act and their disrespect for adults and rules. However, what do we expect? We are teaching teenagers to be selfish, not to comply with the rules and not to be respectful to other people. How are we teaching teenagers to act this way? We are teaching them to act this way because we have a President who acts this way and no one is stopping him. People just say, “well that is how Trump acts.” We would not say that if it was a teenager calling his teacher a whore.

A perfect example is the rally he is planning on holding in Tulsa, Oklahoma. Tulsa just recorded the highest number of hospitalizations today for the Coronavirus (CDC). In fact, the United States also recorded the highest number of new Coronavirus infections today (CDC) and the World Health Organization reported today the world reported the highest number of new cases of the Coronavirus since the beginning of the pandemic. These numbers are not due to increased testing either. We know this by the number of people being hospitalized. The mayor of Tucson, Arizona stated yesterday that her city was running out of ICU beds for Coronavirus patients. Dr. Fauci, the expert regarding viruses, stated inside events, such as Trump’s rally, are dangerous at this time. Every other leading public health expert agrees with Dr. Fauci.

However, President Trump is having a rally in Tulsa, Oklahoma with over 20,000 people in an enclosed space and people are not required to wear face masks anyway. If it is so safe as Trump claims, why is the Trump campaign requiring people who attend the rally to sign a statement that they will not hold the Trump campaign legally liable if they catch the Coronavirus? Trump doesn’t care if he is exposing 20,000 people to a deadly virus, which we have no cure for, all he cares about is getting his way and having his rally. Never mind that Major League Baseball cannot have games due to the risk of the Coronavirus nor can the National Basketball League have games with fans due to the risk the Coronavirus poses, but Trump can hold his campaign rally. We are telling children and teenagers they cannot go to Disneyland, water parks or play with friends, but Trump is holding a rally because he wants to. If you were a child or teenager, would this make sense to you?

I ask you, what are we teaching children and teenagers? Why should they follow the rules? What they are seeing if you scream enough and insult enough people, you get your way. We need to remember that developmentally teenagers frontal lobes are not fully developed so they do not reason like adults. Therefore, yelling and insulting people in authority is how they tend to react when they want their way. What motivation do they have to change when they see Trump using the same tactics and getting his way.

We are urging teenagers not to bully and to be sensitive to what they post on social media because it can negatively impact other people. In fact, teenagers have had their acceptance to colleges revoked and teenagers have been charged with harassment because of what they posted about other kids or races on social media. This seems unfair when the President insults people daily on Twitter. He never thinks about how his tweets may impact people. In fact, the tweet he posted today about his rally threaten people with physical violence if they protested against his rally. Additionally, this threat may stop people from exercising their right to freedom of speech. Trump feels because we have freedom of speech in our Country he is entitled to hold his rally. However, if we want to protest the rally, he wants to deny us the same access to the rights he has as a citizen. How do we tell teens not to bully or intimidate other people, when the President is allowed to do it daily without any consequences?

Another example of the President’s disregard for the law and disrespect for people came this week when the Supreme Court decided he could not deny transexual employees their legal rights as employees. Regardless of their sexual orientation, they were protected by the same laws as everyone else. Also the Supreme Court decided he did not follow the law appropriately when he tried to end the DACA program. Again the Supreme Court states our Country has laws and the President must obey the laws. However, by what and how he treated these two groups of people, he demonstrated to teenagers you don’t have to follow the laws, if you are the boss. Thankfully, the Supreme Court sent a message that everyone must follow the laws including the President.

Some people may say I’m making a big deal over nothing and teenagers don’t care about anything Trump may do. As a psychotherapist who specializes in treating teenagers, I can tell you that you are wrong. I have many teenagers ask me why is the President allowed to be insulting on Twitter or use sexual or racial slurs or make fun of people with disabilities. They say it makes no sense because if they did anything like Trump does on Twitter, they could be asked to leave their school for inappropriate conduct. They feel the double standard is unfair.

I also have teens who are using racial slurs or insulting people daily and when I point out that their behavior is inappropriate, they tell me it’s not because the President does the same things and worse. They are right about Trump’s behavior. Therefore, how do I dispute their point?Explain there are two set of laws in our Country. One set for every day citizens and another set for white billionaires. No teenagers will accept that excuse nor could I bring myself to say that to them.

Finally, Trump has forgotten how are Country was formed. The United States has always been referred to as the great America melting pot. Meaning we accept people of all colors, creeds and sexual orientations and by all of us working together and respecting what we bring to the United States that we were building a Country for everyone. However, the last couple of weeks show that Trump does not appear to believe in this concept. His campaign adds use racist symbols and statements. His White House will not acknowledge there is institutional racism in the United States. In fact, when asked they deny it and state it does not exist. How can we expect teenagers not to think sexist and racist behavior is okay when the White House supports sexist and racist attitudes in their statements and actions?

Finally, when will the adults in our Country stand up and say enough is enough? Our children deserve better, but if we allow Trump to continue to be an egotistical, sexist, bigot with no empathy for other people, what are we doing to our children? What are we telling girls or children with disabilities about their worth as people? What are we teaching are children about how to treat some one who is black, hispanic or has different religious beliefs than their’s? We are basically telling children the values used to create the United States are no longer relevant. You only are important and have rights if you are white and your family has a great deal of money. Basically the Constitution is dead if we allow Trump to continue as he is acting now.

Dr. Michael Rubino is a psychotherapist with over 20 years experience treating children and teenagers from all ethnic, religious and financial backgrounds. For more information about his work or private practice visit his website at http://www.RubinoCounseling.com or his Facebook page at http://www.Facebook.com/drrubino3.

What Every Parent Needs to Know about IEPS and 504 plans

What Every Parent Needs to Know about IEPS and 504 plans

It appears to be getting close to the beginning of the school year. However, with the Coronavirus still around and a threat and for some areas the Shelter in place order is still in effect, we do not know how the school districts are planning to operate school this year. Even though we don’t have an answer regarding how school districts plan on operating, I have been getting questions about IEPs (Individualized Educational Plan). Parents are having difficulties arranging meetings and getting specific answers what will be included in their child’s IEP or is the school going to offer them a 504 plan instead. The IEP process is difficult under normal conditions. When we are in the middle of a pandemic it can become very overwhelming and confusing. Additionally, many parents do not know what an IEP is or what a 504 Plan is in regards to a child’s education. Also many parents are not aware of their rights or their child’s educational rights. I receive numerous emails from parents anytime I write about IEPs. Therefore, here is an article describing IEPs and 504 plans for parents. Hopefully this will explain the differences between an IEP and 504 plan and help parents understand what their child is legally entitled to regardless of what the teacher is trying to make you believe.

Parents here is important information about Individualized Education Plans (IEP) and 504 agreements. Besides ensuring that your child receives a good education, you do not need to pay for items such as special computer programs that the school district should be paying for not you. If your child has an IEP the school district is responsible for most educational expenses even a private school if necessary. Please read this article so you understand your rights and your child’s rights.

The beginning of the school year is fast approaching. Besides the mad dash to get ready for school and schools are going to start assessing students to determine if they qualify for an Individualized Educational Program (IEP). I am already hearing from parents how school districts are misleading them and pressuring them to sign an agreement for a 504 before the parents clearly understand the difference between an IEP and 504 plan. The definition for both is further down in this article. An IEP and 504 are not the same. An IEP is legally enforceable and has legal guidelines and time frames. An IEP follows a student from school to school or state to state. A 504 is not legally enforceable and doesn’t follow a child nor are there legal guidelines.

An IEP will not stop your child from getting a job or from getting into college. In fact and college because they still would be entitled to assistance and the State of California may pay for their books. Also educational records are confidential therefore, no one would know your child had an IEP in school.

Many schools say your child must be two grades below in order to qualify for an IEP. If you said your child had a math or reading disability this is true. However, if they have ADHD, Bipolar, school anxiety etc. they can qualify under OTHER HEALTH IMPAIRMENTS. All your child needs is a diagnosis such as ADHD which would interfere with their ability to fully benefit from their learning experience in the classroom. The 2 grade below level qualification doesn’t apply to this category.

Also if you have a child in private school and they would benefit from additional assistance, contact your child’s public school district. Even though they attend private school the public school district is legally obligated to provide your child with services.

One more issue, never pay for outside testing before the school district tests your child. They have the right not to accept any outside testing until they test the child. If you disagree with the district’s testing then you can request an objective testing from an outside professional and you can request that the school district pays for the testing and you can select the evaluator.

An IEP or an Individualized Education Plan is a document that outlines the specialized education services that a student will receive due to their disability. It ensures the student will receive the assistance necessary so they will receive an education.

When most parents hear disability, they usually think of a person in a wheelchair or a student wIth a learning disability. There are various condItions that can qualify as a disability. Depression, Bipolar Disorder or even diabetes. The disability is any condition that will interfere in the student receiving the same education as other students. The students who qualify for an IEP need accommodations which meet the criteria of needing specialized education. As I stated above their are numerous conditions which may qualify a student for an IEP.

if a student does qualify for an IEP, they also qualify for Special Education. Many parents hear this and are afraid or embassies. There is nothing to be afraid of or embossed about. If a student qualifies for Special Education, if the student needs speech therapy or special computer programs, the school district is obligated to provide the services to the student at no expense to the student’s family.

There is also an option called a 504 Plan. This was established in the Rehabilitation Act of 1973. The 504 plan ensures that a student with a disability will receive accommodations so they will receive the same education as other students. However, the 504 plan does not qualify a student for Special Education services and It is not overseen as closely as an IEP plan.
Currently, many districts are telling parents that their child does not need or qualify for an IEP and a 504 plan is just a good. This is not true. Many school districts are telling parents that their child does not qualify for an IEP because the IEP is more expensive for the district and most districts are trying to save money.The districts take advantage of the fact that as parents, you do not know all the differences between an IEP and a 504 so they can talk a family into a 504 plan easily.

If you find that your child is having difficulties at school due to a learning disability, health issue or emotional issue, consult an outside professional before you automatically assume that the school is giving you the appropriate recommendation.

I see many parents who have been told that their child is better with a 504 plan and that is not the truth. You can consult an educational consultant or a therapist who works with children. You can contact me at via my website http://www.rcs-ca.com. I help many families at their child’s IEP meeting. The main thing is, do not be afraid to ask if your child should have a 504 or an IEP. Also don’t let the district make you feel guilty because you want time to think and investigate the options. This is your child and you should never sign anything until you are sure it is in your child’s best interest.

I have added a link to a chart that will help you compare the two and understand the differences.

504 Plan vs. IEP – Education Centerwww.ed-center.com/504This pages lists the differences between an IEP and a 504 plan.

I have also added a link to a video which helps to explain the differences between an IEP and 504 plan.

Dr. Michael Rubino has over 20 years experience working with children and teens. He also has over 20 years experience working with children in Special Education and was an Intern for the AB3632 program which works with children in Special Ed and IEPs. For more information about Dr. Rubino’s practice visit his website at http://www.rcs-ca.com or his website that deals specifically with IEPs, lucascenter.org or his Facebook page at http://www.Facebook.com/drrubino3.

Teenagers Growing up with Racism

Teenagers Growing up with Racism

This week our nation witnessed another senseless tragedy the murder of George Floyd by the police. Is this the first time that a Blackman or another minority has been mistreated by the police or society no! However, what are we teaching our children with the violent protest that have been occurring all over the Country.

Our children have grown up with chaos. They were first exposed to 9/11, then terrorist attacks, a war which has gone on for 17 years, mass shootings at their schools and finally being in quarantine for 2 1/2 months due to the Coronavirus virus. This is a lot for a child to comprehend. They already believe they won’t live past 30 because of the violence in the world. What will these violent protests do to this belief?

Is there a reason for the protest? Yes. We all saw a man brutally murdered for no reason by the police again. Are minorities treated fairly in our Country, No. I am a psychotherapist who has over 20 years experience working with teenagers. Many of the teenagers I have worked with have been on probation, expelled from school or picked up by the police for walking around our city treats. I have also went to Juvenile Hall many times to continue a teenager’s therapy or to complete a Court Ordered assessment. What I have seen over and over is that minority teenagers are not treated the same as Caucasian teenagers. Minority teenagers always receive the tougher punishments while Caucasian teenagers walk away with a warning. However, financial class makes a difference too. If you are a poor Caucasian teenager you are treated like a minority. One judge even referred to one poor white teenager’s family as “trailer trash.” The teen was devastated but no one in authority gave it a second thought.

What we need to do for our children is elect leaders who will demand a change in the system. The President encourages this discrimination. He called the people “thugs” in his tweet and uses other racial statements. Anytime there has been a racial issue he tends to ignore it choosing to focus on how he is mistreated. Also look at his history of how he has referred to people of color, women, people with disabilities and people who live below the poverty level. He makes fun of them and blames them for the problems in our Country. We can change this with our votes.

However, if we are going to really address the issue we must all look at ourselves. Listen to Michael Jackson’s song “Man in the Miroor.” He states, “I’m going to make a change and I’m starting with the man in the mirror.” We have all been brought up in this society where minorities or anyone who is slightly different is not treated equally. Every person wether you are white, black or brown has some racist attitudes. Therefore, to eliminate the inequality in our Country, we must address our issues first and then teach our children about these issues. Burning a building or breaking car windows will change nothing. The Mayor of Atlanta said it best last night. I have included a link to her speech. I encourage each and every one of you to listen to it and apply to your own lives. Give our children a chance at a better life by having the courage to face your racism https://youtu.be/BVs8JXqLPs8.

Dr. Michael Rubino is a psychotherapist with over 20 years experience treating children and teenagers. For more information about his work or private practice visit his website at http://www.RubinoCounseling.com or his Facebook page at http://www.Facebook.com/drrubino3.

The Least Restrictive Environment

The Least Restrictive Environment

Many schools are currently closed due to the coronavirus, however they can still have IEP meetings or the meeting will resume when school resumes. This will give parents time to prepare for their IEP meetings. An IEP refers to an Individualized Educational Plan that the parents and school agree upon to help a student who is having difficulties learning at school. This plan is a legal agreement which states the school environment and accommodations a child needs in order to benefit from their education. Unfortunately not all schools tell parents about all of their rights they have at their child’s IEP meetings (Individualized Educational Plan). Also they do not fully explain all the terms. This creates a great deal of confusion and anxiety for parents. Typically any time I write an article regarding IEPs, I receive emails from parents across the country asking if they are being treated fairly in their IEP meetings.

A common term that is used at IEP meetings is Least Restrictive Environment. At times this term is used to deny a child services. Parents may be asking about Resource Assistance or a Special Day Class and the school may say the Resource Room is not an option because it is not the least restrictive environment. They may insist that the child be placed in a general educational classroom. In other words, the typical classroom people think about when they think of a classroom. However, placing a child in a general education classroom or school is not always the least restrictive environment. Also schools and at times parents may worry about how much inclusion their child will be receiving with the proposed IEP.

Inclusion refers to providing children, who need special educational services, access to the general educational atmosphere and students. However, this is not always the least restrictive environment for your child. The least restrictive environment is the environment in which your child will benefit the most from their education. This may not always be a general education classroom. Remember, least restrictive refers to the environment where your child has the least amount of difficulties learning so they can benefit fully from their education. Therefore, a Special Educational Classroom may be the least restrictive environment for your child depending on their educational needs. If they will benefit more from their education in a Special Day Classroom then that is the least restrictive environment for your child.

This can be a confusing term to understand especially since most people have been lead to believe that inclusion is the same thing as the least restrictive environment. I have included a link to a video which further explains this term. I strongly recommend you watch it so you have a clear understanding of what least restrictive environment refers to and what inclusion refers to https://youtu.be/I7HFRF8y288.

Dr. Michael Rubino is a psychotherapist with over 20 years experience treating children and teenagers in Special Education. He often assists parents with IEPs and school accommodations. For more information about Dr. Rubino’s work or private practice visit his websites www.RubinoCounseling.com, his Facebook page www.Facebook.com/drrubino3 or www.LucasCenter.org.