#conciliable

Your special needs child enters public school and it is a very emotional event for you. You have loved and cared for your most precious gift since birth and now you will turn over his care to strangers. Uncertainty about the future is, and many parents are unprepared for the upcoming trip. But it is time to put feelings aside and remember the real estate mantra: location, location, location! The difference is that now the words: education, education, education! Not your child's education - yours! Your child will reap the rewards of every shred of knowledge you can file in your brain, or in the folder you take to school with you every time you visit.As a student with special needs in a public school, your child needs to have a educational psychological evaluation every three years and individualized education plan or IEP each year. This plan is developed at a meeting with you, your child's special education, school administration representative, regular education teachers, speech therapists, and all other professionals who may have knowledge of your child's needs. You can also bring along someone who can be of help to you to the meeting. It may be a relative, a friend, or even a parent of a special needs student who is already familiar with your rights with respect to services for your child and how to navigate the entire process. School districts, of course, should be notified who you will be put to the meeting with you.At IEP meeting at school, in a written document exactly how it intends to address your special needs child's academic and other needs. The plan includes, among other things, how many minutes of special education instruction will be provided, how many minutes of academics or other activities your child will attend with their non-disabled peers, and exactly what will be taught. The instruction may be in speech, physical or occupational therapy, or even address behavioral problems. Each accommodation school plans to provide the additional tools to help your child succeed must also be included. Accommodation and support may be academic as reading tests orally or functionally like having a person known as a shadow to assist special needs students as required. Although the school is likely to solve many of the specific needs of your child, it is your responsibility to be educated on the IEP process, and to know that you can always ask for other goals, time, accommodation, and services that you think will benefit your child. If the school chooses not to comply with your request, you must be communicated in writing along with instructions on how to appeal decision.While all children, of course, have rights and protection under the law, have no children more protection than the special education student. These rights are summarized in Public Law 94-142, also known as The Persons with Disabilities Education Act or idea. It will be referred to many times after your child starts school. Read on! You may not understand all of it from scratch, but you will at least have an overview of what your child's rights. Your school must also provide a listing of the parental rights document that is usually presented at the meeting to develop your child's individual educational plan or IEP. Make an appointment with the school principal and ask for the document in advance. After all, how can you ask questions about your and your special education child's rights if you do not get the information until you have the meeting. In most cases, your principal will be very happy to provide the information and may have a special education teacher available to discuss it with you. If you do not get all the information you think you need to make informed decisions as you attempt to initiate any services your child is entitled to, you can always take your concerns to the school's director of special services. Remember, the more you educate yourself on your special needs child rights, the more you increase your child's opportunity for success. Director's Office is usually on the central office school district. The person in this position will be knowledgeable in all areas of special education, and actually serves as the district's compliance officer in the field of special education law. Dealing with school officials can often be an intimidating experience, and parents may feel that they are "one against many." For this reason it is best for both parents to attend meetings, or to take another person with you for support . But in most cases, the school definitely does not want to give that impression, and would like to work in partnership with parents. Most teachers and administrators are there to do the best they can to meet their needs. No matter who you are talking about special education process, it is important to remember that the education of your child, you must always be the primary advocate, because despite how it may seem, your voice is the most powerful!

In a recent analysis concluded, Ronald Inglehart has conducted a survey that aimed to measure the overall happiness. He found that Denmark, Puerto Rico, Colombia, Northern Ireland, Iceland, Switzerland, Ireland, Netherlands, Canada and Sweden were the top 10 happiest countries in the world. What is only briefly reported in the media is the method used. Inglehart has constructed an index based on two questions, which should reflect the happiness and life satisfaction: 1) "Taking all things together, would you say you are very happy, pretty happy, not very happy, not at all happy?" 2) "All things considered, how satisfied are you with your life as a whole these days? "This is not the first time Inglehart has attempted to answer the big questions, asking some questions. He is well known and much criticized for this, but as the research is time consuming and expensive, it would be difficult to ask more questions of what has been done in this study. Yet, it should be more widely talked about what this study really says, and if you should visit Denmark thought to be happier than you. The study clearly depends heavily on personal interpretation, but the cultural differences and social expectations may play a role. The interpretation of the questions can vary from person to person, both within countries and across borders. What does "very happy" mean, and how do I decide if I am very happy or somewhat happy? I have probably been too unhappy, but I was not too happy or not happy? And how do I make all things together, especially with someone on the phone asking me to do it - and fast. I get confused when trying to make sense now, but in a short time, Inglehart expects me to sum it all up in my life and make sure everything is great, and so I need to decide which of these he told me if I am.But called and asked me, I would respond, and I want quick response. And so would everyone else - without thinking much about it. But while this question is a question easy to answer, it is obvious that the answer given is correct. And it is even more difficult when cultural differences are taken into count. How does someone interpret in Zimbabwe "very happy", and that the same interpretation that would give someone in Denmark? And people in Zimbabwe are used to being asked if they are very happy or somewhat happy? It makes sense for people who could not be used for the polls and those in the western part of the world? Even among countries considered to be similar, there may be differences. I believe that people in Denmark, Ireland and Northern Ireland are a bit 'like. They are all hot and may be more inclined to say I am very happy than people in other countries. Finland, on the other hand, is very different. The honest people are there, but could also be more moderate. And the restraint may also be higher in Sweden and Norway, which are traditionally social democratic countries, where moderation is seen as a virtue. Can the people in these countries is more likely to respond that they are quite happy? Social expectations may also be made more positive responses than they are. Of course, the researcher can be noted that the responses are anonymous and there are other things you can do to make the study more reliable, but a researcher can never remove all doubt. Could it be that the reason for the democratic countries in the top of the list is not because people are happy, but rather that people claim to be happy for the researcher, because they feel they should be happy. If you have a good job, money, friends, why do not you be happy? It should also be noted that Inglehart would have expected this, since there is a close connection between democracy and happiness. This conclusion is, of course, drawn on the basis of the study, but it could be that the study is designed so that democratic countries will finish on top? I do not know, but what I know is that I will visit Denmark soon. Maybe I should ask them if they are very happy or quite happy?