Introduce the topic of homeschooling to any group of parents and you’re likely to get a mix of responses. There will be some who are thoroughly in favor of homeschooling, some who are ardently against, and some who are just plain terrified of the idea! But what about homeschooling children who have special needs? Is that an option for parents? The answer is yes! Let’s explore a few reasons why a parent of a child with special needs might choose to homeschool, and how to get started.

Reasons Parents Choose to Homeschool

Why would a parent want to consider homeschooling a child with special needs? Most of the reasons are the same as for a typically developing child, and they include the following:

• Wanting to teach subjects not offered in the school setting
• Wanting more time with child
• Needing to help child get caught up academically
• Dissatisfaction with the school, teacher, or school system
• Lack of resources within the current school system
• Inappropriate placement in classroom setting
• Bullying
• Child’s comfort level in school setting
• Wanting to teach in a way that conforms to family’s belief system
• Wanting a more flexible schedule
• …and many others

Getting Started

The first step a parent should take is to research their state’s homeschooling laws and requirements. Most states require parents to register for homeschooling before a child is withdrawn from their current school. Find out who is eligible to teach your child, as many states have a minimum education requirement for anyone who will serve as a homeschool teacher. It’s also important to become familiar with all the state’s requirements, such as keeping an attendance log, grades, and end-of-year testing. 

In North Carolina, parents can apply to register their homeschool by visiting www.ncdnpe.org.

Typically, the parent may withdraw their child from the current school as soon as they receive approval from the state. This is allowed at any time during the school year.

Next Steps

As a mother of children with special needs who homeschooled for one year, I heartily recommend getting all your materials selected and organized before beginning to homeschool. Research different curricula and evaluate them for appropriateness for your child, ease of use, and cost. Research can be done either online or at a local homeschooling store. If you are fortunate enough to have a homeschooling store in your area, I definitely recommend visiting! Often, homeschooling stores are staffed with parents who are experienced homeschoolers and are a wealth of good information!

I also recommend finding a local homeschooling group. This will help with socialization and combat feelings of isolation. Some homeschooling groups have social outings, field trips, proms, and even organized classes together. See what is available in your area. If you don’t find any groups by searching the internet, call some larger local churches, as homeschool groups often use them for meetings.

What About the IEP?

Before withdrawing your child, ask the Special Education staff at your child’s school what will happen to the IEP when your child is withdrawn from the school system. This is valuable information if you choose to re-enroll your child in the school system at any time in the future. Often, an IEP will remain “on hold” for a certain amount of time. A school system may or may not require re-testing should you re-enroll your child. 

What about any ancillary services that your school provided as a part of the IEP? Do you have the right to continue those services, such at Occupational Therapy or Speech Therapy? Often, the answer is yes, though this varies state to state. The parent will most likely be required to provide transportation to and from the school to receive such services. If your child benefits from such services, it’s up to you to decide if you want to continue to receive school-based services or find other options. 

In most states, children who are homeschooled are still eligible to participate in team sports at their public base school. If this is something you and your child would be interested in, contact your individual school for details.

Above all, construct your schedule in a way that best benefits your child with special needs. Children on the autism spectrum need a firm schedule, while those with ADHD may need built in breaks with physical activity. With a little planning and organization, you can set your child up for success! 

The post Is Homeschooling the Right Choice For You and Your Child? appeared first on All About Therapy, PLLC.

For example, a child bangs a spoon on a toy kitchen set instead of using the spoon to pretend to eat the food, or when first introduced to scissors a child only wants to see how they can open and close the scissors (plastic scissors recommend as the first pair of scissors!).

Even in these instances, the child is still learning, and sometimes it’s hard for us to see. To revisit our examples, a child who uses a spoon to bang on a toy kitchen set is learning a cause and effect pattern of their actions: I bang the spoon on the kitchen set, it makes a noise.

A child who first uses scissors to see how they open and close is learning how the mechanism of the scissors works. Here are some tips to help get your child engaged in play by first meeting them at their current level and then helping them to meet greater and greater challenges. These strategies come from a Natural Learning Environment Practice model that focuses on using what your child is interested in.

1. Invite: The first step to engaging a child in play is to invite them into the activity. Some ways to do this include:

-Get down on your child’s level: bend or squat down, or sit at a table with your child so you can see them eye to eye. This will help get their attention. Once you are eye to eye with your child, match their facial expression. Smile if they’re smiling, frown if they are frowning.

-Match the tone of voice of your child (if they’re excited speak in an excited voice, if they’re sad speak in a sad voice).

-If your child is open to taking your hand and being guided to an activity try reaching your hand out to them. If they are not open to holding your hand, gesture for your child to come over and join you in an activity.

2. Engage: See if your child will engage with whatever toys or items are present.

-Once your child starts to engage with a toy in some way (for example, banging blocks together) start engaging with the toy in the exact same way. If your child is looking at a ball, look at a ball with them.

-Respond positively to however your child is engaging with an item or toy. Let your child know that you see what they are doing and you are interested in doing the same thing too.

3. Teach: Add on to what your child is engaged in.

-Once you’re child is engaged, show them a new way to interact with the same toy or item. For example, show them how they can also stack one block on top of another.

-See if your child will take turns with you in doing whatever they are doing. (For example, if your child is looking at a ball see if they will show it to you, pass it to you, or accept help rolling it).

I hope you enjoy inviting, engaging, and teaching your child to play! Get more tips, interact with our OT’s and connect with other parents by joining our Facebook Group Here.

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1 – Meet your child’s teachers: This is a must for the first week of school, especially if your child is in elementary school. A face-to-face meeting is so helpful for both you and the teacher. Ask the teacher how you can be helpful in supporting your child in the classroom. Also ask if you may set up a time, such as a phone call after school hours, to help the teacher know your child’s unique needs.

2 – Re-connect with previous teachers: If your child is continuing at the same school as last year, it is helpful to ask the previous year’s teachers to meet with your child’s new teacher. Often, they really know how to work with your child in a classroom setting and can give helpful advice, teacher to teacher.

3 – Review before and after-school routines: It’s a great idea to review routines and expectations with all children returning to school. For children on the autism spectrum or those with intellectual disabilities, having a set schedule is a real key to success. Make and use a picture or visual schedule if needed.

4 – Utilize a communication log:  A communication log is a place, like a binder or a computer file, where you keep track of every instance you communicated with the school or the school communicated with you about your child. You will want to log the date, time, names, and details of the communication in the log. Include notes home, copies of emails, etc. This will make following up on matters much easier.

5 – Organize paperwork: School paperwork can get out of hand quickly, especially if you have more than one child. Set up a system for organizing all that paperwork, separated by child. Use a family calendar to record dates of school conferences, performances, and other special events.

6 – Plan for the next IEP meeting: It’s never too early to begin thinking ahead to the next IEP meeting. The good news is that using a communication log and an organized paperwork system will help you be ready. Keep notes on your child’s progress towards IEP goals. If your child is performing poorly in a class, don’t wait until the next scheduled IEP meeting to discuss it with your child’s support team at school. Parents have the right to request an IEP meeting at any time during the school year.

7 – Expect a few meltdowns: Transitioning to a new school routine, no matter how well prepared you and your child are, is probably going to trigger a few meltdowns for your child. Older children may come home and display aggressive behavior as a way to express their frustration with the day’s challenges. Usually this resolves within a few weeks. Remain positive as much as possible. Talk with your child’s doctor if challenging behavior is an ongoing problem.

8 – Make sure your child gets enough sleep: A tired child is not going to learn or behave as well as one who is rested. Establish (or re-establish) good bedtime and sleeping routines. A generally accepted rule is that children ages 6-12 need about 10-11 hours of sleep and teens need 8-10 hours. The National Sleep Foundation has published this chart to help parents know how much sleep each age group needs.

From All About Therapy for Kids in the Triangle area of North Carolina, best wishes for a successful school year! Any time you need in-home or natural environment Occupational Therapy treatment for your child, please call us at (919) 448-6018.

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If your child was enrolled in any early-intervention services, like Occupational Therapy, you have seen the benefits and progress your child has achieved. You may feel nervous about whether your child will continue to receive those needed therapies. One of the best things you can do to prepare to be your child’s best advocate is to collect notes, outside evaluations, and data from your therapists that support your child’s need for services.

The process of transferring from the CDSA to WCPSS usually involves 3 meetings:

1. Referral Meeting
2. Eligibility Meeting
3. IEP Meeting

Both parents have the right to attend each meeting and also to bring with them anyone who will advocate for their child. This is especially important for the IEP meeting, when actual goals will be set and services will be determined.

The Referral Meeting is an introductory meeting in which the Pre-School Services or Special Education Department will receive basic information about your child, discuss your child’s current strengths and weaknesses, and determine if evaluations are needed. Usually, evaluations are necessary. The team will discuss which evaluations are needed and how to get ready for them. You will be assigned a Case Manager who will be responsible for scheduling and coordinating all evaluations. Typically, evaluations are done at a WCPSS location, not in your home or natural environment.

The Eligibility Meeting will occur after all evaluations are complete. The results of all evaluations will be shared and discussed at this meeting. Parents will be given time to ask questions. The main goal will be to decide whether the child is eligible for special education in North Carolina. If yes, then a primary area of disability will be established.

The IEP meeting will be the final meeting before your child begins special education services through WCPSS. In my experience, this is a lengthy meeting and your child does not need to attend, so leaving him with a trusted sitter or relative may be a good choice. Also, if a particular therapist knows your child and his special needs very well, you may invite that person to join you at the IEP meeting. (Please note that you may be responsible for compensating the therapist for their time.) The main goals of the IEP meeting are to establish a list of your child’s strengths and weaknesses that may affect their educational success, and create a list of appropriate goals that your child and his therapists will work towards for the coming year. Services are assigned according to the goals set.

Further information about special education services in Wake County, NC may be found at the WCPSS website:  If you have any questions about incorporating Occupational Therapy services into your child’s therapy plan, please feel free to contact All About Therapy at (919) 448-6018.

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