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OCECD will continue to work hard to ensure that all Ohio children with special needs receive a Free and Appropriate Public Education (FAPE) in the least restrictive environment that enables them to reach their highest potential.
The mission of the Ohio Coalition for the Education of Children with Disabilities (OCECD) is to endorse and promote efforts to provide appropriate quality education for children and youth with disabilities. We do so in the belief that all children have a right to a meaningful and relevant education. The belief affirms the dignity of
OCECD will continue to work hard to ensure that all Ohio children with special needs receive a Free and Appropriate Public Education (FAPE) in the least restrictive environment that enables them to reach their highest potential.
- Educational Preferences
- Understanding Needs and Adapting Accordingly
- Learning and Classroom Support
- Facilities and Physical Spaces
- Staff Empathy, Understanding Needs and Adapting Practices
- Understanding During Changes and Transitions
- The Curriculum and Flexibility
- Choice and Involvement in Decision-Making
- Experiences with EHCPs and Sen Support
Young participants described different favourite subjects, with those involving creativity and/or practical skills viewed favourably, such as art, drama, cooking, music, computing and physical education. These lessons were seen as fun, relaxing, and an opportunity for self-expression. Young participants referred to a range of preferred learning sty...
Young participants described their individual learning preferences and support needs in varying detail. They appreciated flexible staff and educational settings, with time invested in understanding and adapting to individual needs. Young participants felt when this did not happen, their learning could suffer.
When discussing ideas to make learning more accessible for pupils, the use of fun and engaging teaching methods appeared to be an important part of accommodating different learning styles and enabling learning across subjects. Some young participants reported having additional support from teaching or learning assistants, which helped them learn at...
Young participants spoke about the value of having access to supportive physical spaces. Flexible access to "hubs" and chill-out spaces enabled pupils to take breaks when needed or access additional support. "Timeout cards" were used in some settings to enable flexible and pupil-led access to these spaces. Young participants spoke positively about ...
The quality of relationships with school staff was important to young people in describing their ideal school. They wanted to work with staff who were "nice", "respectful" and "friendly", who found a balance between being strict, encouraging and fun. Familiarity and connection between staff and pupils were also valued, with young participants expla...
When discussing secondary school transitions, some young participants felt apprehensive about possible changes to their support. There were concerns as to whether staff at the new school would understand their needs, especially if they did not have an EHCP or more formalised support plan in place. Opportunities to build rapport and ask staff questi...
In discussing the curriculum across different settings, young participants, parents and carers perceived mainstream schools as offering more academic subjects linked to the national curriculum than special schools and alternative provision. This was felt by some young participants to be important for securing post-secondary opportunities. However, ...
Young participants wanted to feel involved, or listened to, in decision-making around their education and were more negative about experiences when this did not happen. Where pupils reported having choice, they felt that school was more versatile and relaxed. All participant groups discussed ways in which pupils can be involved in decisions about t...
There was a sense among participants, particularly parents and carers, that having an EHCP ensured prioritisation of support and funding compared with those only receiving SEN support. Several young participants without EHCPs recalled being told they would receive support which never materialised, such as extra time in exams or one-to-one support i...
Topics in this curriculum include: Family Empowerment/Advocacy when working with the Special Education team (available September 26, 2022) Communication/Negotiation in the School Setting (coming soon) Special Education Law in Ohio (coming soon) Resources & Supports for Families (coming soon)
OCECD has put together a webpage featuring resources and information intended to help individuals prepare and practice advocating for themselves. To hear tips from students with disabilities who have learned to advocate for themselves in high school, at work, and at college, follow the link below.
People also ask
How can ocecd help Ohio children with special needs?
What does ocecd stand for?
How does the Ohio special education plan impact students?
Are Ohio special education caseloads increasing?
How does Ohio's special education system work?
When did special education start in Ohio?
Ohio Coalition for the Education of Children with Disabilities. Special education, for students ages 3 to 21, is guided by federal and state requirements. The federal requirements are referred to as the Individuals with Disabilities Education Act (IDEA).
