Showing posts with label education. Show all posts
Showing posts with label education. Show all posts

Tuesday, October 11, 2022

Social media ad-based education on fake profiles soliciting funds

Our two special needs children are chronologically fully adult now. The challenges they face are increasingly complex but their capabilities have likewise grown.

As in the past their challenges are not unique to adults with a life history of cognitive and/our neurological disorders and diversities. They are, however, more vulnerable than most adults to social media predators who focus on loneliness and relationship frustration. I have a thought on what to do about that, but first I need to provide some context for people who don't live in this world.

In the past I had more control over our children's online actives. That is no longer true, most of what they do online is their own affair.  That's partly because managing online activities at any age is very difficult; parents and guardians fight against vast economic forces with little support from Apple or Google. Mostly though it's because they want and deserve the right to make choices, including bad choices.

The bad choices including falling victim to loneliness exploits. Being alone socially and sexually is one of the biggest hardships of adults with cognitive disorders. This is an intractable problem. Cognitively disabled males outnumber females by a large margin (the curse of the stunted Y chromosome) and social interactions including friendships and sexual relationships are almost always cognitively matched. Additionally friendship creation and maintenance requires significant social and cognitive skills.

Loneliness exploits are diverse and can shade into a straightforward business transaction. Is Patreon money solicited for custom art or storytelling an exploit or a commercial transaction or a bit of both? Is the "friendship" of the Patreon relationship different from my favorite writers responding to my tweets? How does this compare to "only friends" or phone sex or sex work?

Fake social media accounts are a step beyond the murky world of Patreon friends. All men receive Facebook and Instagram messages that feature images of beautiful women with large to absurdly large breasts. Most of us understand these are not entirely sincere, but this can be difficult to explain to a lonely adult with a significant congenital or acquired cognitive disability. They want to believe, they forget explanations, and for some the line between imagination, memory, and reality is fluid.

If the authors of these fake profiles were satisfied with small monthly stipends they could be considered just another step beyond Patreon purchases or "only friends" memberships. Sadly, the authors of these fake profiles are looking for large amounts of money. The problem needs our attention.

It's a hard problem to approach directly. "I was looking at the notifications on your lock screen and this beautiful woman is actually a desperate 43 yo man in a Sri Lankan sweatshop" doesn't go over well. Instead I'm going to try responding to the next large breasted invitation I receive and then use the thread to do "hey, look what I got, do you think this is real?" indirect education.

Which leads me to the idea that prompted this post. The best way to educate vulnerable adults about this problem would be a targeted Facebook and Instagram advertising program. These would be paid ads to vulnerable users to remind them that beautiful young women do not do not send flirtatious messages to strangers. 

It would be tricky to get these ads onto social media accounts; they aren't the kind of ad that attracts Instagram users. Government support could help, but the cognitively disabled community is too small and invisible to get political support. However the demential (acquire disability) community is large, growing, and politically important. So there might be a way to benefit the congenitally cognitively disabled community by targeting the acquired disability (dementia) community. I need to play with that idea a bit. 

It would be interesting to try running a small local campaign that targeted my son. If I do that I'll update this post.

Saturday, May 19, 2018

Catch 22: Special needs students in transition programs can't take community college classes in Minnesota

We’ve discovered  an interesting “Catch-22. It applies to Minnesota but may be common elsewhere.

In MN a student entering a state funded transition program cannot do courses at a community college — even if they pay for them directly and even if they were doing them while in High School through Minnesota’s PSEO program.

The reason is that Community Colleges require a High School diploma, but transition programs require that a student not have a High School diploma [1]. While in High School students may attend Community Colleges for advanced courses through programs like PSEO (MN), but not after finishing High School. Once a student is in a transition program they may likewise, through the transition program, be eligible to attend selected community college classes.

This catch-22 won’t snag many students. Most students entering transition won’t have been doing PSEO classes or be interested in most community college courses. It may, however, catch autism-spectrum adults with relatively strong academic skills. Our #2 falls into this category.

We’re sorting out our options, but wish we’d known this in advance.

- fn -

[1] In practice though either adaptation or modification a MN student with an IEP (includes “special needs”) will typically have the credits to graduate. To maintain eligibility for transition program education for ages 18-21 the student may attend graduation, but the diploma is not placed in their hands. So, they finish High School at age 18, but they don’t actually graduate. This bizarre ritual must have its roots in the slow evolution of law and regulation. It might, for example, be rooted in an era where students “failed grades”; perhaps states chose 21 as a maximum age that anyone could spend in public high school regardless of grade. When post-secondary transition programs were created perhaps they were subsumed into this framework. I’m only speculating, but it would be consistent with how structures of law and regulation evolve.

Thursday, August 25, 2016

The dream job scam - schools are doing us no favors

Sometime in the past decade or two US schools were infected with a “you can do what you dream” meme.

This made some sense for cohorts oppressed by poverty and racism. It makes less sense for privileged whites where employment is constrained more by native abilities than environmental constraints. It makes no sense at all for the special needs cognitively disabled population. In fact, it’s malignant.

Throughout his school life #1’s IEP’s featured his “dream job”. Often this was K-9 training officer.  A job he did not have a snowball in hell chance of getting. My childhood dream job was to be an astronaut — that was way more feasible, at least before the Challenger disaster.

The reality for kids like #1, particularly given the current American fad for mainstreamed and relatively unsupported employment, is that he’ll  either be unemployed or do boring and unpleasant work cleaning, serving food, or, ideally, working in a (non-Amazon) warehouse. The “Do what you dream” scam just makes reality more disappointing. 

This isn’t so different, of course, from what work is like for the majority of Americans. I wonder how much alleged millennial work unhappiness has to do with the You can Dream meme.

Wednesday, September 02, 2015

Special Olympics Minnesota: Athlete Leadership Programs

When he was in High School #1 participated in both adapted and mainstream school (ex: Mountain Biking) and community (ex. Minnesota Special Hockey) sports. His coaches have been some of the most important people in his life; what High School skills he’s developed came as much from his sports work as school work.

Even in his High School years, however, recreational sports were becoming more challenging. His teammates turned into young adults — a somewhat difficult population for a young man with a significant cognitive disability.

He’s in “transition” now (more to come on that I’m sure) and he’s almost 19. After a successful experiences with golf (state champ his div) and tennis (state champ his div) he’s doing more with special olympics. Most significantly, he’s developing personal relationships with other athletes, including role models who’ve taken on leadership positions in special olympics.

Which leads to our next project — engaging him in Special Olympics Athlete Leadership through Minnesota’s Athlete Leadership Programs. This won’t necessarily be easy — he has only recently shown an interest in helping other people and it’s still limited [1]. I’ll have more to say if he’s able to do the December program. If not I think special olympics will be very helpful for him as an athlete participant, particularly because of the role models who’ve completed these programs.

- fn -

[1] People with Downs Syndrome generally have more agreeable and pleasant temperaments than people with Autism — speaking as a father with much experience with the latter. Special Olympics used to be predominantly Downs Syndrome, but selective abortion is making Downs much less common. I am sure that is having many impacts on the organization.

Sunday, August 23, 2015

Free online training program for Minnesota special needs workers

The Arc of Minnesota and the University of Minnesota are making Elsevier Publishing’s online training programs available free of charge to Minnesota residents; the list price for one of these courses is about $300. They are designed to support training special needs professionals.

There are four training programs, each with a university sponsor:

Direct Support (University of Minnesota): designed for direct support professionals (DSPs) and others who support individuals with disabilities.

Employment services (UMass): "designed for professionals who support people with disabilities and other challenges to find employment"

Personal Assistance (UCSF): “personal care assistants, home care providers, and family caregivers"

Recovery and Community Inclusion (Temple): "community mental health practitioners”. I assume this is primarily aimed at persons with substance use disorders, but it may include persons with schizophrenia.

The programs use old technologies such as Flash, Windows Media Player, and QuickTime. They won’t run on iOS devices.

The employment services curriculum is probably of most interest to us, if only to learn the “party line” and jargon. Topics include:

  • Evolution of Employment Services
  • The Employment-Services Professional
  • The Role of the Job Coach Outside the Workplace
  • The First Days of Work and the Employment Support Plan
  • Legal Rights at Work and Self-Advocacy
  • Preparing for Emergencies in the Workplace
  • Developing a Task Analysis
  • Natural Supports, Self-Maintenance, and Fading
  • Why Work? An Overview of Work Incentives
  • Proactive Planning: Staying on Track with Work Incentives
  • Key Incentives for People Receiving Social Security
  • Disability Insurance
  • Key Incentives for People Receiving Supplemental Security Income
  • There’s More to Benefits: Health Care and Other Subsidies
  • The PASS: Helping People with Disability Benefits Create Careers
  • Where Funding Comes From
  • Social Security and Additional Funding Sources
  • Social Security Ticket to Work program
  • Self-Employment
Minnesota residents can request a new learner’s account. Other states may have similar programs, check with your local The Arc office.
 
PS. The signup process asks users to include the last four digits of a SSN as part of the user id. I think I know why they are doing this, but it’s a singularly bad idea. My last name is unique enough I simply appended the last four digits of my phone number.

Tuesday, August 18, 2015

US to fund less than one staff person per state to support special education information

Early in our 13 years of experience with special education we were surprised that our new country was unmapped. Surely someone had a map somewhere!

But they didn’t. Nobody has a map. There are Federal mandates, like IEP plans, that are common everywhere, but each state has its own details. Parents rely on organizations, like the Autism Society and Pacer, to fill the gaps. Parents with the ability to join volunteer at school or join volunteer organizations hear of essential programs by word of mouth. Relatively wealthy parents hire specialist lawyers to get the inside scoop.

Why isn’t there a map? I suspect it’s an emergent form of rationing. The demand for special education services far exceeds the supply; good maps would lead to a more conspicuous rationing mechanism (or lawsuits). I think this is true of many services, it’s not unique to special education.

Today there was an announcement of a DOE effort to improve the situation...

Special Education Training Efforts To Get Millions - Disability Scoop

… The U.S. Department of Education said it will grant $14 million to support parent training and information centers in 28 states and two U.S. territories over the next five years. The centers, which are located in each state, are designed to offer parents assistance with everything from understanding special education law and policy to interpreting results from evaluations….

I wonder why only 28 states. In any case, this comes to roughly $100,000 for each of the states and territories per year. After overhead I think that will fund a staff position, though that position will be lost when the grants run out. It’s not going to make a major change — the terrain remains unmapped. 

Saturday, March 28, 2015

Personalized learning with a school iPad in special needs: Feedly and Pinboard shares

I may be have an opportunity to do some more writing, in which case I’ll have more to say about the good and imperfect aspects of our school district’s iPad-based personalized learning program for special needs students.

One imperfect aspect of the program is that it doesn’t exist just yet. The school iPad is real though, so #1 and I are doing something on our own. He completes daily assignments to earn home WiFi services for his school iPad. 

One part of the program that works well is using a Feed Reader [1], in our case Feedly. I’ve subscribed him to a number of Feeds including

  • 6 NYT section feeds [2]
  • 7 local and national road and Mountain Bike blogs, the latter has video feeds
  • Family Calendar feed and photo share
  • CNN Student News (video)
  • Sports: ESPN, Formula1, Golf
  • Local: streets, walking
His daily assignment includes reading one or more feeds and doing a verbal summary of something he’s learned.
 
Today I added a new feed, one based on my Pinboard shares. I use Pinboard as a microblog link-comment platform. Every Pinboard post tag has a feed, and via app.net PourOver and IFTTT rules I publish to Twitter, App.net and my own archives. I started tagging science and other things I want him to study with his first name, and then I added the Pinboard RSS for that tag to Feedly.
 
So when I see a great BBC visualization of exploring the earth’s core, I just add his name to it and it shows up in his Feedly reading list as assigned reading.

[1] When the school program started we could install approved apps from the School’s service app, or “free” App Store apps (meaning ad-supported or exploitative, so superb educational apps like DragonBox are unavailable). So we went with Feedly as a feed reader. Feedly has actually worked quite well, but sadly the school has ended the App Store service leaving many apps of interest to special needs learners in limbo. If Feedly stops working I’ll switch him to using either AOL’s free Feed Reader or Feedbin.

[2] He reads at a 4th grade level. I don’t know why he likes to read the NYT.

Sunday, March 01, 2015

Things we might have done differently: High School

#1 is finishing High School. Some good things have happened in High School, but if we could rerun the tape we’d have tried something different — perhaps a local charter school that specializes in autism disorders.

The Junior and Senior years have been remarkably weak. I think this is partly due to local conditions; we’ve seen problems with leadership, policies, and funding — particularly funding and support for class aides.

I don’t think that’s the whole story though — I suspect very few schools or school districts have figured out how to manage special education for ages 16-19, particularly in integrated settings.

I’m concerned the post-secondary “transition” period will be no better — particularly since care of special needs adults in the US seems to be replaying the history of psychiatric deinstitutionalization (note - did not go well the first time).

No particular words of advice here — except don’t be afraid to do something different after middle school. You might not do better, but you probably won’t do worse.

Sunday, October 27, 2013

The person with the hardest job in education is paid minimum wage and has had minimal training

I've mentioned this in prior posts, but it deserves periodic attention.

In most school districts special ed students are "mainstreamed" for several classes. #1, for example, takes Algebra - though he reads and writes at a 3rd-4th grade level [1]. (#2 is also "special ed", but his needs are different. He takes advanced coursework.)

Curiously, and this is why mainstreaming works better than one might imagine, #1enjoys his algebra and seems to get some of concepts, particularly those with visual analogues. (DragonBox helped). He'll never use Algebra in later life, but then neither will most of his neurotypical peers.

Of course he can't follow the regular class materials. That's where the hard job and no pay part comes in. He has an "aide" who is supposed to reinterpret the class material in ways #1 can understand. Yeah, in realtime, without an adapted text. It's a challenging task for a talented thinker who knows the source material very well and can adjust it to the peculiar features of an atypical mind. 

That talented thinker is, of course, not working for minimum wage. Instead the most challenging job in education goes to someone with limited education, no training, minimum wage and limited benefits.

It's interesting to think how we might do better even as our funding shrinks.

[1] Incidentally, long ago, when I was an ignorant physician caring for kids with disabilities, I did not understand how valuable it was to be able to "read at a 4th grade level". That level enables useful email, comprehensible texts, scanning newspapers, reading sports news and much more. The jump from 0 to 4 is bigger than 4 to PhD.

Sunday, October 06, 2013

Explaining disability to a boy who won't go to College - truth and hope

I wrote the end of High School, the end of dreams six months ago. Before and since I've been thinking about how to explain to  #1 why he isn't going to get a (true) High School diploma, and why he won't be going to any of the Colleges he loves to dream about.

I think most would agree that this is not an easy conversation.

Fortunately he has given me time to think. He approaches the topic from time to time, but usually veers off. I think I now have a story that is true but leaves some hope and a direction.

The key is that he has many cognitive and behavioral disabilities. Some are more amenable to improvement than others. There's not much, for example, he can do about his base IQ. So I'm not going to talk about that; I won't say 'there are some things your brother and sister learn quickly that you cannot learn'.

I can, however, talk about disabilities that I expect to improve with time and effort. One his core disabilities is difficulty persisting in tasks that he does not enjoy. For example, he has always been a relatively talented hockey and baseball player -- but he is very inconsistent at practicing. Lack of practice means he plays at a C or rec level rather than at a more competitive level.

Of course his hockey or baseball activities, though important for his life, aren't my key focus. They illustrate a broader problem that has biological roots in cognitive fatigue and frontal lobe dysfunction. This biology, however, has shown more change than his base IQ. These problems appear to respond to training, practice, medication, and time. They are problems that can be addressed.

So it is, at the moment, that I expect to explain his disabilities this way:

It is hard for you to work on things you don't enjoy. We and others can help you learn to do that. When you are able to work hard on things that are tiring and bothersome, you will be able to do many things. If you want to do an online High School degree then you could do that too.

Saturday, September 14, 2013

Special needs update Sept 2013: High School again

Quick notes that might be of interest to caregivers ...

  • #2 son ("aspergers", college-bound, grade 9) has started high school at a local teache-run project-based granola-heavy charter school program. This will be an interesting experiment. Our primary concern will be college requirements and getting passable scores on college entry exams. 
  • #1 son (various, not college, grade 11) did quite well over the summer learning Algebra via DragonBox. He's excited about his Algebra 1 text; he does better at algebra than he did with arithmetic. It's a relief to have him finally "allowed" to use a calculator and forget trying to do long division. He's also (finally) doing "shop" (mechanical skills are deeply unfashionable in American high schools) and is very keen on that as well -- and he's learning useful skills.
  • We've made fantastic progress in social acceptance and support of the neuro-atypical over the past forty years, but we're still in early days with "gender relationships". That will the frontier over the next twenty years, then we'll tackle senior issues ...
  • Managing #1 son as an almost 17 yo is much easier than managing him as a 4-5 yo. He used to only respond to positive feedback, which is like rowing a boat with one oar. Now he has some understanding of consequences and of the near future, so we have one and a half oars. On the other hand, the stakes are far higher, the quirks more complex, and the cost of mistakes far greater. At least we're holding our ground though.
  • #1 son did pretty well at his summer "job" working with horses at a (jewish) summer camp. That camp has been good to our (gentile) family.
  • #1's high school is hell bent on serving the elite white community (see this, this and this), which means it's competing with academic-strict white charter schools. Big focus on strict grades, no retakes, etc. On the other hand, his teachers seems an experienced and sensible group -- including the brilliant one who is going on maternity leave (shouldn't be allowed -- just bring baby to class :-).
  • St Paul schools have realized that their systems for net filtering and use controls are completely broken [1]. Their response is to edge towards a "zero tolerance" policy of net misuse. This will be a problem for quite a few teenage boys, but it's an almost impossible problem for teenage boys with substantial frontal lobe dysfunction. On the other hand #1s stealth is astounding [2] and his special ed teachers scoff at the written policy. So we'll track this.
  • Along the lines of Come a long way we recently competed the St Paul Classic. We toured the route by car a week before the event, and we've done portions of it many times, but it still went remarkably well. #1 easily completed the 30 mile route, and was a safer and wiser rider than every other teen and 80% of the adults.

[1] I completely sympathize - there is literally no way to fight this without a LOT more help from Apple and Google -- neither of which show the slightest interest in helping parents or schools. This is especially true because the same technologies that protect us from hackers (and the NSA) also break old-tech filters. Ultimately though I blame parents -- who don't pressure Apple/Google to pay attention.

[2] HIs ability to cover his net tracks is a weird pseudo-savant feature akin to his freaky visual processing. These kinds of capabilities are why I remain unsure of his future limits.

Saturday, June 22, 2013

My son learns algebra on his iPhone via DragonBox

Friggin awesome.

That's what I got from the look on #1's face when he solved an equation with x on one side, and a numeric expression on the other. He was doing algebra, he knew it, he was proud.

Damn, that was the best $6 I've ever spent.

#1 is entering 10th grade next year in the special needs modification program. He reads at about a 4th grade level (perhaps less) and struggles with basic arithmetic and time calculations. Despite years of practice he can't do long division by hand. Despite this reality, he declined the standard transition programs for a regular junior high academic schedule -- though we worked him down from three languages to one.

Algebra is one of the items on his junior high dream list. That seemed reasonable to me. We weren't getting anywhere with our old arithmetic drills - he was bored and frustrated. Further progress will require years of slow practice on real world problems, and use of his iPhone calculator. Seemed a good time to try something different. So, for his summer homework, we decided to try DragonBox, a French-Norwegian iOS/Android/Windows/OS  X math "game" we'd used with my daughter on an appnetizen's advice (Thanks Jonathon!).

He's been doing it for summer homework several days a week. Sometimes he'll randomly flail at it until the problem is solved, but watching him I could see something else developing. Something that perhaps played to his near-savant visual processing strengths. With DragonBox he was learning negation, reduction, balanced operations, add zero, divide one - basic algebra. A little bit of progress every day - on his iPhone, as a game.

Today he got to the level where the graphical icons were replaced by numbers and variables. When he solved the numeric expression he blushed with pride and joy.

That's worth $6 I'd say.

Now we'll work with transferring these skills to paper. I will do paper operations in parallel with his app operations, then see if he'll replicate on paper what he does in DragonBox (step-by-step), and so on. Maybe it will work, maybe it won't, but in our family we believe in declaring victory early and often (and so life is an unending series of wins, until we die).

I've bought the high school version of the app for #2 and #3 - and I'm following the We Want to Know team's blog.

See also:

Monday, June 03, 2013

Status June 2013

#1, #2 and #3 (neurotypical) made it through another school year. 

By our standards it went well for all. For #3 some encouragement and routine parental attention was needed; I sometimes wonder what parents of neurotypicals do with all their spare time. Joking! I don't know if there really are any neurotypicals, and even an average adolescent can be a heavy challenge.

Managing school for #1 and #2 required rather more effort. That fell largely upon E; a small part of those challenges have been noted here. This is why E and I cannot both work full time; this burden is why so many families of special needs children suffer economic hardship (we are more fortunate). She sometimes pushed, sometimes negotiated, monitored, compromised, met, opposed, allied -- and that was with the school. Then there are the kids.

There is more work ahead, but I've learned not to gather sorrows before their time. We may be wiped out by a meteor before then and the worrying would all be wasted.  Instead, for my own benefit, and for those on earlier phases of the journey, I'm looking backwards -- abetted by the serendipitous discovery of an old unpublished post.

Looking back, despite the tenor of posts often written amidst struggle, much has been achieved. Nothing miraculous, more like the seas wearing away rock over years and centuries, still, progress.

#2 was a great fit at age 2-3y to the DSM III diagnosis of autism. Not Asperger's, straight up autism. This year he completed the advanced academic track of his middle school, won a class-leading award, was on the (non-adjusted) Honor role, plays hockey, mountain bikes, road bikes (a little scary that), inline skates (I no longer tow him), nordic skies, swims well (loves the deeps), is learning Python programming this summer, does his chores, and a bunch more I forget. Witty, charming, seems to be liked by his classmates, insightful, a skilled artist, a happy reader...

It adds up over time. There was no ABA in that history, but lots of work and patience and time and chance. He's not neurotypical; there are a lot of things that will derail him, but he's covered a lot of ground.

#1 has more severe disabilities. He won't go to college. He still has trouble making change and calculating analog times; I doubt his reading tests above 4th grade. But he reads! He writes (email and texts)! Heck, at one point we feared he wouldn't speak.

He does baseball, tennis, golf, swimming, hockey, horse back riding, nordic skiing, soccer, mountain biking -- he plays with adapted teams and he plays with mainstream teams (sometimes at the same time).  He's becoming a skilled road cyclist -- able to give me a good 2 hour ride even it he tends to stay in 9th gear on the hills. He does his chores and his homework, and he does well editing his iPhone calendar and integrating it with the family Google Calendar. He's getting more lawn mowing jobs, he manages the horses at summer camp. He wants to do high school algebra next year [1] so this summer he'll practice on DragonBox+. We're going to teach him more task, time and schedule management skills so that he can be less dependent on his high school class aides [2]. He no longer gets a timeout/respite every 15 minutes [3].

That's a lot of progress.

Now for the summer ... 

[1] Fine with us, I don't think more time on long division will make much difference. He'll work with his special ed teacher.
[2] School aide skills varies widely, as do the skills and interest of the responsible vice principal. We've had some excellent aides, but in the case of #1's year to come we'd prefer to need them less.
[3] It's getting hard to remember how hard those times were. 

Monday, April 22, 2013

Transition and employment - notes from a Minnesota presentation

The special needs roller coaster starts to speed up again in 10th grade.

Tenth grade is when #1 is no longer encouraged to join mainstream sports teams, perhaps because the coaches are no longer educators. They are competitors. Tenth grade is when the gulf between him and mainstream students he admires becomes too big for him to ignore, and there's sorrow in his heart he does not understand and cannot express. It's when the focus changes from an educational track to an employment track.

Employment was the focus of a meeting I attended today. I won't try to summarize what I heard, instead I'll summarize what I think is happening in Minnesota and probably nationally. My summary has only a passing resemblance to anything I heard today, it's my own personal impression for which nobody bears responsibility.

To keep this short, so I can get to sleep, I'll do this in a series of bullet points.

How things used to work in the 70s-00s.

  • After deinstitutionalization in the 1970s money was made available for community care of disabled persons in the form of waivers:
    • DD: Developmental disorders
    • CADI: Mental health (schizophrenia mostly)
    • CAC: Severe medical (vent dependency now, once might have been more)
    • BI: Traumatic brain injur (this may be more recent)
  • The waivers were used to pay for various forms of what was once called Supported Employment for developmentally disabled adults whose primary income came from Social Security Disability.  Supported employment and related activities included:
    • DTNH employment: piece rate and workshop activities that paid less than minimum wage. Aka "Sheltered workshops" or "Work Centers"
    • Pre-Voc programs: ?
    • Day Programs
    • Adult day care
    • Regular employment with funded supports and supervisors (and perhaps subsidies to employers?)
  • Schools provided work experience programs and work rotation during transition (typically 19-21)
  • These programs were administered by agencies (non-profit usually) sometimes known as "Employment and Alternative Service providers" and "Supported Employment Service (SES)" providers and typically organized by County though some provide services in multiple counties. (See 2009 Access Press directory and the Minnesota Habilitation MSP index)
How things work in the 10s.
  • There is much less money available to support employment. In particular, waiver lists are growing. To receive waiver support now may require homelessness. [1]
  • With "Reform 2020" services will be less county specific and more state delivered
  • Instead of "Supported Employment" we have "Customized Employment". This is employment that is in some way adapted to the special needs population though it is now used for any adjusted employment including part-time work. It is typically but not necessarily minimum wage employment and it is often part-time.
    • There does not appear to be any direct financial or tax benefit to employers who do this, though adults on social security disability may quality for vocational programs like "ticket to work" and there are some SSI incentives that provide support.
    • There may or may not be some form of external work support for non-waiver disabled (this is fuzzy)
    • We have about 1-2 years of early experience in MN with Customized Employment and no data at all on how well it is working particularly in the new post-waiver era.
  • There appear to be two paths to Customized Employment which roughly follow the adaptation vs. modification educational tracks.
    • More disabled (educational modification, non-diploma track, social security disability): This tracks makes use of services like Kaposia to assist with finding job opportunities. These services are not available privately, they still rely on funding sources but seem to be able to find money from vocational rehab or county funds even when waivers are not available - at least at this time. At least some of one of these services claim good placement records "0 reject model" and they can be impressively creative.
    • Less disabled (IEP, educational adaptation, diploma but not college): This track does not use "Supported Employment Services". This depends entirely on parents to arrange for networking, "informational interviews", employment training, work experience training and so on.
  • IEP work experiences provided by school districts post-graduation (19-21) are being reworked and are less encouraged. It's not clear how well current grade 11/12 programs work.
  • Employment opportunities do seem to rely on the kindness of local small businesses and a few large employers. Workers in the system prefer not to share employer information, perhaps for fear of overloading them.
It reminded me of a presentation I attended some months ago on housing services for the Minnesota special needs population. We learned that the old system was gone, the money was missing, and it was all up to parents now.
 
[1] Parenthetically, the prison-industrial complex is thriving, so we may have outsourced care of the mentally ill and developmentally disabled to the prison system. 

See also

Sunday, April 14, 2013

Transferring 529 assets to siblings

Long ago we created 529 plans for our children; including #1. Even then we knew #1 wouldn't likely go to college, but we also knew that when the time came we could switch beneficiaries to #2 and/or #3.

That time has come. #1 is approaching an age where we will assume guardianship. At that time he will become officially disabled and receive state financial support. The assets we can provide will be channeled through a protected trust.

I have the beneficiary reassignment form; I have only to complete it and put it in the mail.

This is not an easy thing to do.

Friday, March 01, 2013

Special education in Minnesota - The MinnPost series on costs and funding

In the 1960s Minnesota education was a mess. It was funded entirely by property taxes; those who had the least need got the most funding, those with the greatest need got the least. [1] The disparities were egregious. Then, in 1971, came the "Minnesota Miracle". Education was increasingly funded through state taxes.
 
This worked very well for Minnesota, until, in 2002, Minnesotans elected GOP governor Tim Pawlenty and a Republican legislature. They reduced state funding and shifted overall funding back to property taxes; this benefitted their base and harmed the state.
 
Now, 11 years later, education in Minnesota is struggling. Not surprisingly, the effects are being felt most strongly in the funding of special needs education. MinnPost, a digital only nonprofit [2], has put a series together on the topic:
The Star Tribune has a also published a related article: Rising special ed cases are huge cost to Minnesota schools.
 
There's a lot of material in the articles. A few key takeaways, with the caveat that the articles are sometimes more anecdote than science:
  • Some of the cost increases may be related to the education and support of students who, as recently as 10 years ago, might have been institutionalized. As we've learned more about educating special needs students, we're also handling more difficult challenges.
  • There are three regional school districts that focus on special needs education, including New Hope's North Education Center in District 287. They serve about 3,600 students, of which 2,000 were referred in from a home district which pays the bill.
  • The average MN student costs $11K/year to educate, the average special ed student costs about $20K/year to educate [2], and the students in the North Education Center supposedly cost $70K/year. [3]
  • A "large" percentage of St Paul's severe EBD students are African-American and only 30% are ever in a regular classroom [4]. There is significant pressure to at least partly mainstream these students.
  • St Paul's special education district spent @98 million on special education, but only received $62 million in state funding. In other words, special education services are an underfunded state mandate [8]. The remaining $36 million came from other educational programs; the term "cross subsidy" is sometimes used to describe this funds transfer [5].
  • Obsolete rules mandating particular adaptive technologies waste money; iPads are much less expensive and much more desirable. [6] 
  • The sequester will cut $7 million in Title I funds [7] and 9.2 million in federal special ed funding.
  • The special-ed population has risen from 13-15% of the state's student body over the past 10 years. [9]
It's challenging to interpret these articles because, as my footnotes attest, there's a lot of missing data. My sense is that the overall demand is stable or slightly up, but that we are educating children who once received little education. Most of all, we are living with the damage done by Tim Pawlenty and his GOP legislature, and their reversal of the "Minnesota Miracle" educational funding system. That damage has been compounded by the Great Recession, demographic trends, and a shift from public to private/charter schools.
 
On the bright side, we are emerging from the Great Recession, the GOP are out of power for the moment, and the Accountable Care Act's mental health funding may allow schools to offload some of their services to the healthcare sector. From our experience, there are ways to improve the quality of special care education while also reducing the costs -- though they may require some 'no-child-left-behind' reforms. We can certainly change laws that mandate use of expensive and obsolete technologies.
 
There are issues here, but they aren't insurmountable.
 
- fn -
 
[1] American public education is often funded through taxes on property. Most nations think this is insane, and a major contributor to America's socioeconomic distress. Most nations are correct.
[2] We donate.
[3] We have two children in special ed. #1 is in a modified track, # in an adapted track. It would be interesting to see where the extra 10K goes; I suspect it's partly for speech and occupational therapy. There's also a lot of administrative overhead in managing special ed students.
[4] How large? No data. 
[5] The 2007-2008 budget was 630 million. Assuming it's now about 660 million, the cross-subsidy would be very roughly a 7% "tax" on other programs but in some articles this is described as 20%. The descriptions of what is meant by "cross subsidy" are not always clear.
[6] I've read that elsewhere. The rules require the devices be single purpose, that rules out modern adaptive devices.
[7] Poverty focused funding, but that includes many special ed students.
[8] Unfunded mandates are a common political vice.
[9] We don't know how much of this arose because of shifts of students out of public schools to private schools, or if this number counts charter schools. Given "wealthy flight" in MN over the past decade this might be little true change.

Saturday, February 16, 2013

Title IX for disabled student sports?

I've had concerns with my #1's school, but some very dedicated teachers have provided him with adapted floor hockey and adapted soccer activities. For him this time is more valuable than most of his coursework.

The exercise is good -- adapted floor hockey is more work than I'd naively expected. The social activity is more important though. He's able to work and play with his peers. 

It wasn't easy for his teachers and the schools to put these programs together. They have to work around the fuzzy boundaries of "CI" and "PI", a divide that predates autism spectrum disorder. His teammates are technically "PI" (physically impaired) but most have some degree of "CI" (cognitive impairment) as well. In his case the CI is significant and the PI a bit of a stretch -- but "pure" CI opportunities are very limited.

For #2 son, who has "high functioning" autism, there are no school sport options. Whereas #1 has a relatively easy time joining adapted or mainstream sports teams, #2 would need some inventiveness. (He does quite a few sports -- but on his own terms.)

For both of my boys, and for special needs students in general, there may be some good news on sports access....

Education Dept. Clarifies Law on Disabled Students’ Access to Sports - NYTimes.com

The Education Department’s Office for Civil Rights clarified legal obligations Friday for school districts in providing access to sports for students with disabilities....

... The guidance concerns Section 504 of the Rehabilitation Act of 1973, a law that deals with the rights of disabled people who participate in activities that receive federal dollars.

A school district ‘is required to provide a qualified student with a disability an opportunity to benefit from the school district’s program equal to that of students without disabilities,’ according to the Education Department.

Advocates for disabled athletes, some of whom have pressed legal claims against state athletic associations in recent years, praised the clarification of rules and said that as a result, participation for disabled athletes could rise.

‘This is a landmark moment for students with disabilities,’ Terri Lakowski, chief executive of Active Policy Solutions, a Washington-based advocacy group, said. ‘It will do for kids with disabilities what Title IX did for women. This level of clarity has been missing for years.’

At least 12 states have passed laws in recent years requiring schools to include disabled students in sports and other extracurricular programs, and the Education Department’s guidance is considered a complement to those laws.

‘Taking them together with the state laws means more opportunities for disabled athletes,’ Lakowski said. According to the department, a district’s legal obligation to comply ‘supersedes any rule of any association, organization, club or league that would render a student ineligible to participate, or limit the eligibility of a student to participate’ based on disability...

That sounds encouraging. But ..

... No student with a disability is guaranteed a spot on an athletic team for which other students must try out, according to the Education Department. But districts must ‘afford qualified students with disabilities an equal opportunity for participation in extracurricular athletics in an integrated manner to the maximum extent appropriate to the needs of the student.’ ...

That sounds like it's meaningless.

I think it's premature to call this "Title IX" for disabled sports access, even if we remember that it took a lot of lawsuits to make Title IX more than words. I'll go with "encouraging" for now, but we need to watch where this goes. It may make a difference if litigation is needed.

Sunday, December 23, 2012

Special education vs. standards based grading: What are grades for?

We've been struggling with some of #1's 10th grade teachers for about 8 weeks now.

The problem seems to be related to his school's transition to "standards based grading", though I am sure there are other contributing factors. New teachers, for example, don't have much training in adaptation vs. modification, and several of his teachers are relatively new. Experienced teachers learn this over time.

This seems to be a fairly simple problem, so I was initially surprised how slow progress has been.

I was surprised, that is, until I remembered my general rule "Everything in education maps onto health care". When I remembered that rule, I understood. I know secondary education only as a special needs parent and a medical school professor, but I know American health care and medicine very well.

I know how dysfunctional even the best health care systems are, and I know American health care is far from the best. I also know that most physicians only understand a part of what's broken, and that almost none understand why simple things seem not to happen [1]. So I can't blame educators for struggling to understand; like physicians they have too much going on, and the system is broken in too many ways.

If we ever did have a meeting of minds on modification and grading for non-degree students, I'd like it to be based on reviewing and expanding this simple table, a summary of the utility of grades for diplomate and non-diplomate students.

ReasonDiplomateNon-diplomate
Mandate (system) Yes Yes
Work incentive Yes Yes
Teacher evaluation Yes Yes
Guide instruction Yes Yes
Certification Yes No
Streaming Yes No
Post-grad triage Yes No

The last three, to us at least, are the key.

Non-diplomate students grades are not being certified as "high school" graduates. They aren't being streamed for advanced pre-graduation opportunities. They aren't being triaged into community college, state college or elite college tracks or scholarship eligibility.

Once one understands what grades are used for, it should be easy to discuss how to manage grade adaptation. For example, a grade record of all D with the occasional C doesn't fit this framework.

In the meantime, we'll continue the time consuming process of meetings upon meetings. We seem to make progress through meeting-induced exhaustion; it's a process few parents can afford.

See also:

Update 1/13/2013
 
We're not going to win this battle. The lesson is we can work with teacher problems, and we can work with system problems, but we can't work with both system and teacher problems.
 
Update 3/6/2013
 
Contrary to what I thought two months ago, and thanks to L's patience and persistence and hard work at many levels of the school, we actually reached a reasonable detente. This has involved a mixture of arbitrary grade increases, more appropriate grading of his work, and increased flexibility in assignments. I don't think there was ever a dramatic understanding, more gradual acceptance.

- fn -

[1] My personal pick for most obscure and under-appreciated micro level contributor to US health care failure -- the 1990s transition to "CPT E&M" based accounting mechanisms. Just one among many causes, but not one physician in a thousand understands what that did. At a macro level, Baumol's Disease afflicts both health care and education. Another micro-cause - physicians don't understand why their health record software is so bad.

Tuesday, December 11, 2012

Minnesota's state mandated child abuse: standardized testing of special needs students.

This is madness. I have a post pending about the struggles we've had with grading and our non-degree-candidate #1 son; this news story hits on a related topic:

When tests tell teachers nothing: Special needs not met by standardized tests | Twin Cities Daily Planet

...  teacher Rachel Peulen spends two to three weeks administering a test that she knows will tell her next to nothing about her students.

On most days, Peulen’s middle schoolers each work on activities designed to meet their particular needs. One student works on remembering classmates’ names. Another practices recognizing flashcards inscribed with simple words. Her most advanced students do simple arithmetic...

... But over three weeks, Peulen takes each student out of the classroom for up to an hour-and-a-half, so she can ask them to compare fractions, find the slope of a line and identify the main idea of a story. With no additional staff to assist her, paraprofessionals take over the class...

These tests are the equivalent of scoring a paraplegic on their long jump ability.

I hope Nolan Murphy was misquoted here, because he doesn't come across very well...

Minneapolis Public schools’ lead teacher for developmental and cognitive disabilities programs, Nolan Murphy, said some good has come out of testing students with disabilities: more than ever, special education teachers are aligning their lessons with those of their grade-level general education peers.

It's worse than madness, it's pointless cruelty. As a physician I'm legally mandated to report suspected child abuse. So where do I report the State of Minnesota?

Tuesday, October 30, 2012

Special education vs. standards based grading: I think we have a problem

Number one reads and writes at a 3rd-4th grade level. Lately, at age 15, his handwriting has become fairly legible.

We're proud of him. I didn't think he'd learn to read or write at all. it has been a long road with a lot of help from teachers, aides and, yeah, his parents.

Now, as a non-diplomate Setting II student with modifications, he's straining his brain to label mitochondria and endoplasmic reticulum while answering questions about demographic transitions. It's probably not the best use of his time, but he seems to enjoy the work and it's good practice for his reading and writing skills, and even for his very (very) short term IQ 60 verbal memory. We're proud of that too. 'A' work by our standards.

Not by the current standards of his mainstream teachers though. He's getting C- or Fail grades -- despite his IEP. At least one teacher feels this is appropriate since he's "minimally meeting expectations".

Yes, we have a problem.

It's not a new problem. It amazes me how many of his teachers have been unable to read an IEP, and how many seem to lack any low IQ experience. Usually this responds to some education and orientation, but things have been getting worse over the past two years. I think part of the problem is that his school is moving to a recent educational fashion: 'standards based grading'...

Educational Leadership:Expecting Excellence:Seven Reasons for Standards-Based Grading Patricia L. Scriffiny

... standards-based grading, which involves measuring students' proficiency on well-defined course objectives (Tomlinson & McTighe, 2006). Although many districts adopt standards-based grading in addition to traditional grades, standards-based grading can and should replace traditional point-based grades....

... 

An A means the student has completed proficient work on all course objectives and advanced work on some objectives.
A B means the student has completed proficient work on all course objectives.
A C means the student has completed proficient work on the most important objectives, although not on all objectives. The student can continue to the next course.
A D means the student has completed proficient work on at least one-half of the course objectives but is missing some important objectives and is at significant risk of failing the next course in the sequence. The student should repeat the course if it is a prerequisite for another course.
An F means the student has completed proficient work on fewer than one-half of the course objectives and cannot successfully complete the next course in sequence....

...

Students who struggle can continue to retest and use alternate assessments until they show proficiency, and they are not penalized for needing extended time. I guide students with special needs to modify their work and, if needed, develop different ways of demonstrating that they've met their proficiency goals. Their working styles can be easily accommodated in this system because modified assignments and assessments require no special adjustments in the grade book. The grade book simply shows where they are in meeting the standards, without reference to how they are demonstrating their learning or what modifications needed to be made....

I wonder what Ms. Scriffiny means by 'meeting the standards'. Does she mean the unadjusted course objectives, or does she mean adjusted standards? Her meaning is unclear, and that is the crux of the question. Other articles I've found on 'standards based grading' suggest that grades for non-diplomate Setting II students are problematic.

This really isn't a complex problem. There are two ways to think about this, and they both lead to the same outcomes.

One approach is to adjust the goals, and then grade on the adjusted goals. This is an excellent approach, though it requires some thought and help to formulate goals and modifications. That can be a problem

There's also a budget approach. Start by asking what purpose grades serve for both mainstream (diplomate) students and corporate executives. They motivate work, they measure teacher or manager quality [1], and they are used to stream students and employees along different paths including promotion, lateral moves (from physics to biology for example), and termination. 

In that context a fixed standard makes sense. But number one is not going to graduate from High School. He is not going to go Michigan State University (his current dream). He is probably not going to have unsubsidized employment. He will probably never live independently. There is no point in streaming him, because he is not in the water. He was beached at birth. For him grades serve only two purposes - they can incent him or they can demoralize him

At the moment, his teachers seem to working on the second mission. Our job is to try to change that, working with both teachers and school leadership. Failing that, our job is to find him a better learning environment.

[1] Alas, both corporations and classrooms are prone to the stack-ranking disease.

See also:

Update: A valued advisor of mine suggests this language be added to the IEP. It says to the teacher, "STOP.... you can't grade the way you normally do."

The case manager may reduce course assignments in number, length, content or weight. Alternative assignments need to be arranged between case manager and teacher.

Grading Modification:

Grading may be based on a student’s personal effort in consideration of the student’s own skills/strengths and disability. Casemanager will help determine appropriate grading. Factors such as attendance, class participation, or other appropriate measures should be used to determine a grade if necessary.
Student should not be graded based on meeting the course requirements set for non-disabled peers. Instead, grading should be based on ...