Tag Archives: special education

+ How Much of Your Expenses Can Be Deducted?

other topics: use search box

Thanks to Alyssa Roberts Boscarelli, who posted some links to this information on the Ohio Dyslexia Group Facebook page. 

 [I want to note that it's always wise to double check any advice found here or on other sites.]

IRS Publication says

How much of the Expenses can you deduct?  You  can deduct on Schedule A (Form 1040) only the amount of your medical and dental expenses that is more than 7.5% of your AGE (Form 1040, line 38.) 

For example, if :  the AGI is $40,000, 7.5% of that amount is  $3,000.  Any expense less than that would be non-deductible.

  1. Dependent:” You can include medical expenses you paid for your dependent.  The person must have been your dependent either at the time the medical services were provided, or at the time you paid the expenses.  A person generally qualifies as your dependent for this purpose if  A)the person was a “qualifying child” or a “qualifying relative” [check for the exact meaning of these terms] and  B) the person was a US citizen or national or a resident of the US, Canada, or Mexico.  (Adopted child: you may need to do further checking to locate ”Exception for adopted child.”)
  2. Special Education: You can include – in medical expenses - fees you pay on a doctor’s recommendation for a child’s tutoring by a teacher who is specially trained and qualified to work with children who have learning disabilities caused by mental or physical impairments (including nervous system disorders).  You can also include the cost (tuition, meals and lodging) of attending a school that furnishes special education to help a child to overcome learning disabilities.  A doctor must recommend that the child attend the school.  Overcoming learning disabilities must be a principal reason for attending the school, and any ordinary education received must be incidental to the special education provided.   For a look at the link,  http://files.e2ma.net/14242/assets/docs/irs_publication_502.pdf

Information from the Journal of Accountancy

The Journal of Accountancy had headlines  that read “Dyslexia program tuition is a valid deduction;” and  “Special education is a medical expense.”

They give further details, saying that the IRS (in letter ruling 200521003) has held that tuition paid to a school program to help dyslexic children deal with their condition can be an IRC section 213(a) deductible medical expense.

The article notes that the  IRS first explained that “normal education” is not medical care. 

For education to be considered medical care, a physician or other qualified professional must diagnose a medical condidtion that requires special education to correct it.  The school need not hire doctors, but it must have professional staff competent to design and supervise a curriculum providing such care.  Overcoming the disability must be the primary reason for the child attending the school. For more analysis, visit http://files.e2ma.net/14242/assets/docs/dyslexia_tuitionisavaliddeduction.pdf

Special Schools

From the Tax Research Consultant, we learn that a “special school” is distinguished by the substantive content of its curriculum. 

Although ordinary education may be provided by the school, it must be incidental to enabling the student to compensate for or overcome a handicap so that the student will be prepared for future normal education or normal living.

The IRS privately ruled that the tuition, summer school, tutoring and transportation costs for a dyslexic child in a school that accepts only handicapped children with specific learning disabilities and has a curriculum tailored for learning disabled children are deductible.

Whether a school is a special school, however, is determined by the nature of the services received by the handicapped student — not with respect to the institution as a whole.

Examples of special schools:

  • Schools for training the mentally retarded.
  • Schools for average and above average students who have learning disabilities, with the purpose of providing an environment in which they can adjust to a normal competitive classroom situation.
  • A regular school’s curriculum that is specially designed to meet the needs of handicapped children whose IQ scores ranged between 50 and 75.  A class must be structured to educate students who were not able to profit from the education that was being offered through ordinary classroom instruction, but whose intellectual ability indicates the possibility of a degree of scholastic attainment with the help of specially trained teachers and special methods and materials.
  • A special school for a child with severe learning disabilities.

For a closer look, and all the footnotes, visit http://files.e2ma.net/14242/assets/docs/taxresearch_tuitionasmedicalexpense.pdf

Orton-Gillingham tutoring in Columbus OH:  Adrienne Edwards  614-579-6021 or email aedwardstutor@columbus.rr.com

+ OH Legislature Passes Dyslexia House Bill 96!

other topics: use search box

House Bill 96 clarifies the definition of learning disabilities in the Ohio Revised Code to specifically include dyslexia.

 House Bill 96 also creates a pilot project at the Ohio Department of Education including one urban, one suburban, and one rural school district to forge a partnership with the local library system to provide early screening and intervention services for children. Existing funds within the Ohio Department of Education will be used to pay for these screenings, and the inclusion of libraries will help ease the financial burden on school districts.
 
Next Steps:
House Bill 96 goes to OH Governor John Kasich for his signature.
 
Orton-Gillingham tutoring in Columbus OH  614-579-6021  or email aedwardstutor@columbus.rr.com

+ Charles Schwab Writes the Wall Street Journal About Dyslexia

other topics: use search box

Although this WSJ Letter to the Editor was written more than eight years ago, it still remains timely today. The need for a level playing field in standardized tests remains relevant and urgent. For information on what you can do to help, click here.

“The ‘Invisible Disability’”
Letters to the Editor
The Wall Street Journal. 
Monday, February 14, 2000

In regard to your page-one article about whether “Academic Standards Will Suffer” if disabled students get a break:”  I applaud your attention to the issue of learning disabilities and find it gratifying that society is becoming more aware of the impact of learning differences from the estimated 15% to 20% of students who must live with them.  However, at the same time, I find it disheartening to read that so many people, particularly in educational fields, remain uninformed of both the nature and the neurological basis of learning disabilities.

When I was in grade school in the 1940’s there was no word to describe my difficulty with reading and writing.  I was 47 before I had a name and a diagnosis for this condition—dyslexia, the most common language-related learning disability.  As a student, I invented my own “accommodations” like relying on Classic Comic Books to “read” such assignments as “A Tale of Two Cities” and “Ivanhoe.”

Fifty years ago, dyslexia and other learning differences were vague and poorly understood concepts whose study was limited to a small corner of the medical world.  Today research into dyslexia and other language-based learning differences is on the cutting edge of neuroscience.  Researchers, using the technology of functional magnetic resonance imaging (fMRI), are now able to image the working brain and literally see the difference in circuitry of dyslexic readers. 

As a result of establishing the Schwab Foundation for Learning, I’ve had the advantage of meeting and speaking with leading researchers in the field of learning differences—such as Dr. Sally Shaywitz, director of Yale University’s Center for the Study of Learning, who has been at the forefront of fMRI research.  Through their work, we’ve learned that people with reading disabilities, such as dyslexia, have difficulties with the most basic step in the reading process: breaking down the word into the simplest sound units.  Bottom line: they simply can’t break the reading code.  And yet they commonly have strengths in problem solving, reasoning, and critical and conceptual thinking.

We also know that reading disability does not go away.  You’re born with it and you live with it—as I still do at 62.  It’s certainly not something that you can “outgrow” or “overcome” in order to accommodate standardized tests such as statewide exams or college admissions tests.  Which is why accommodating the student for the test is both reasonable and fair.

To quote Dr. Shaywitz, “the dyslexic relies on context to get to the meaning of a word he can’t read.  As a result, dyslexic readers are disproportionately penalized by standardized, multiple-choice tests that provide scanty context.  Their skills and strengths in areas of thinking, reasoning, problem solving and creating are often more difficult to measure, and yet ultimately far more important.

How much better it would be for all students if the focus of this discussion were not maintaining the validity of standardized tests, but integrating the research findings that support different ways of learning into our education system.  Until we do, we run the risk of perpetuating the historic stigma of the “invisible disability” of learning differences—and compounding it with the suggestion that students would claim learning disabilities to gain an advantage in testing situations.

Charles R. Schwab, Co-Chairman, Charles Schwab & Co.
San Francisco

Thanks to Cheryl Kleist, who posted this on Facebook

Orton-Gillingham tutoring in Columbus OH:  Adrienne Edwards  614-579-6021  or email aedwardstutor@columbus.rr.com

+ Central Ohio Group for Dyslexic Teens: Volunteer!

other topics: use search box

Attention All Teens: COBIDA  (the Central Ohio Branch of the International Dyslexia Association)  is forming a Middle School and High School group for dyslexic kids.
 
Come to Cobida’s first activity for teens at Homestead Park on Cosgray Road.   July 28th, 4 to 6 pm.    
 
In exchange for  COBIDA’s   help in cleaning up and preparing  the park, they are able to hold their annual DASH there in October.
 
So come to Homestead Park on Cosgray Road in Hilliard at 4pm on Thursday July 28th. This will be a fun, volunteer activity –clean-up day in preparation for the October DASH.
 
  • Thursday July 28 
  •  4 -6 PM
  • Cosgray Rd. Hilliard.

If you need more information, contact  Amy Reardon at 614-560-3109 or amywindon@aol.com or Charlotte Andrist at charlotteandrist@gmail.com​.

tutoring in Columbus OH:  Adrienne Edwards  614-579-6021 or email aedwardstutor@columbus.rr.com 

+ Online Resources for Special Education Teachers

other topics: click a “category” or use search box 

Many people consider teaching to be a calling, not a career choice. This is especially true for special education teachers. Special education teachers are expected to know everything an average classroom teacher does as well as understand, and be able to help accommodate, all of the disabilities children may be living with. This list will help you prepare yourself for your new career.

The blogs and blog posts in the list all discuss issues that are specifically about the field of special education. everything from technology and terminology to what it is like in a special education classroom can be found here.

http://www.onlineschools.org/online-special-education-schools/

tutoring in Columbus OH:   Adrienne Edwards   614-579-6021  or email  aedwardstutor@columbus.rr.com

+ Central Ohio Parent Seminar on Eligibility for Services

 other topics: click a “category” or use search box

Central Ohio parents of children with learning challenges will want to attend the parent seminar

  • Topic:  ABC’s of Eligibility for School Age Services
  • Where:  Northwest Library Meeting Room, 2280 Hard Road, Columbus OH 43235
  • When:  10:00 to noon, Wednesday October 13, 2010

You can email COBIDA at info@cobida.org for more information or to register for the seminar (not necessary, though)

COBIDA is the Central Ohio Branch of the International Dyslexia Association.  That Web site is http://www.cobida.org

Note: topic for November 10th seminar is “Basics of a Multisensory Language Education” (Orton-Gillingham based)

tutoring in Columbus OH:   Adrienne Edwards   614-579-6021   or email  aedwardstutor@columbus.rr.com

+ Dyslexia Bill Introduced Into Ohio General Assembly

for other topics use search box, or click a tag/category

House Bill 572, which is supported by families affected by dyslexia, has been introduced into the General Assembly by Representative Ted Celeste

So far HB 572 has garnered the support of more than two dozen co-sponsors.

For the past year, Celeste has been working with the International Dyslexia Association, its local affiliate and the families of  Ohio’s dyslexic students.  

Celeste says “There are concerns that Ohio is not doing enough to identify, screen and assist those with dyslexia.” 

Before introducing the bill, he has taken a look at what other states are doing.

The legislation will formally define dyslexia as “a specific learning disorder that is neurological in origin and that is characterized by difficulties with accurate or fluent word recognition and by poor spelling and decoding abilities.”  It adds that these difficulties traditionally arise from a deficit in the phonological component of language.

Celeste has been meeting with scores of people who have battled dyslexia, and it became apparent that early diagnosis and treatment is the right way to treat the problem. One of those people is entrepreneur Janis Mitchell, who was diagnosed in first grade.  She says “So many kids are constantly told that they are lazy or stupid when that is not the case at all.    

Celeste agrees, and says that when left unidentified, the disorder can cause children to feel inadequate.  That opens the possibility of them slipping through education system cracks.

Mitchell is the former vice-president of the Central Ohio Branch of the International Dyslexia Association (COBIDA).  She worked along with Celeste in mapping out HB 572.

Earl Oremus, the headmaster at Marburn Academy, a Columbus-based school that specializes in working with dyslexic students, said he is pleased that HB 572 is rooted in early screening and intervention.  “If we do the right thing early, we can prevent failures in reading levels.”

Oremus staunchly supports early identification.  He says it can be enormously effective for children who have learning challenges.

“It is extremely damaging to fail in school,” he says.  He adds that a child who is convinced that he or she will not be able to read by the fourth grade is primed to conclude he doesn’t want to be in school.

The proposed pilot project would create a partnership between a school district and a regional library or library system in three settings — urban, rural and suburban.  It would be mandated to operate for three full school years, would study the effectiveness of early reading assistance programs for children with dyslexia and evaluate whether those programs can reduce special education costs in the future.

Celeste says he knows there is a great deal of interest from both sides of the aisle.  This is a sign, he feels, that the bill has a good chance to move forward.

Dyslexia Awareness Rally Oct. 6

The legislation will be highlighted by all three Ohio branches of the International Dyslexia Association at the organizations annual Dyslexia Awareness Rally on October 6th from 10 am to 2 pm, on the south lawn of the Ohio statehouse.  The event will include testimony from people with dyslexia, their families; and there will be music and artwork.

tutoring in Columbus OH: Adrienne Edwards  614-579-6021  or email  aedwardstutor@columbus.rr.com

+ Valuable Site Offers Back to School Suggestions for Parents

other topics: click a “category” or use search box

A great resource: www.schoolpsychologistfiles.blogspot.com , a Special Education Support blog created by Erin N King, a nationally certified school psychologist.  Go there for parental support, information about special education procedures,  and parent rights matters.

Subscribe to her free monthly newsletter.

The latest includes back to school advice for parents of struggling students.  At this time, when emotions may be running high, she suggests

Talk to the Teacher:

  • keep the conversation brief and focus on the most important matter (the rest will surface as the year progresses )
  • let the teacher know your child’s specific strength as well
  • let the teacher know you want to be a partner
  • don’t call the teacher during summer break (she may not remember specifics)
  • don’t criticise old teachers (who knows who her best friend is?)

Help your Child Get Involved in an Activity:

  • choose one he’ll be successful in
  • let her have input into the selection
  • don’t push the child into an activity that replaces school work in terms of time demands

Other Ideas:

  • write a one page summary of the IEP accommodations
  • see if the child can view the schoolroom a day or two before school begins

Visit the site for much much more: for example, how a school district determines if a student qulifies for services; concerns about preschooler development; disability categories within Special Education; classroom interventions for children with ADHD.

tutoring in Columbus OH:   Adrienne Edwards   614-579-6021   or email  aedwardstutor@columbus.rr.com

+ Web Sites for Learning Disabilities and Dyslexia

other topics: click a “category” or use search box

International Dyslexia Association (IDA)  www.interdys.org – the mother ship; latest information on reading: teaching, resources and research

Reading for the Blind and Dyslexic (RFB&D) www.rfbd.org – makes available recordings of books and materials

32nd Degree Masonic Learning Centers for Children www.childrenslearningcenters.orgchildren may recieve two years free O-G training; there can be waiting lists

Americans with Disabilities  www.ada.gov (at the Federal level) — assistance with the Americans with Disabilities Act

Council for Exceptional Children (CEC)  www.cec.sped.org – assists teacher, educators and special service providers with the administration of changes to special education laws

National Center for Learning Disabilities (NCLDwww.ncld.org  – information for parents, professionals and individuals with disabilities

Learning Disabilities Association (LDAwww.ldanatl.org  — information about national and local laws, rights and services

Council for Learning Disabilities (CLDwww.cldinternational.org –  addresses issues affecting children and adults with learning disabilities; includes a newsletter and forum 

Hope Educational Consulting LLC  www.hopeforlearning.com  – consultants for parents in finding the right match for their child; located in Ohio but work with parents from many states 

Wrightslaw: Special Education Law and Advocacy  www.wrightslaw.com  – thousands of articles, cases, resources on dozens of topics dealing with special education 

——————————

in Ohio

[IDA and LDA sites will give help and referrals for local resources all across the nation]

Central Ohio Special Education Regional Resource Center (COSERRC)  www.coserrc.org  — resource for information about all aspects of special education locally: schools, teaching, testing, special services 

Central Ohio Branch of IDA (COBIDA)  www.cobida.org – referrals for tutors and diagnosticians as well as other local information

Ohio Coalition for the Education of Children with Disabilities (OCECD)  www.ocecd.org  – government funded agency to assist parents in understanding their rights under the law; will hold trainings for parents if requested

Ohio Legal Rights Service (OLRS)  www.olrs.ohio.govstate agency to assist with all aspects of legal rights in Ohio

—————————— 

private tutoring in Columbus OH:   Adrienne Edwards   614-579-6021   or email  aedwardstutor@columbus.rr.com

+ “Teaching LD” — Web Site for Professionals and Parents.

other topics: click a “category” or use search box

Teaching LD is a service of the Division for Learning Disabilities (DLD) of the Council for Exceptional Children.  Visit the site at www.teachingld.org.

DLD is the largest professional organization focused on Learning Disabilities.

“Teaching LD News” is their free online newsletter, available to non-members.

The purpose of  Teaching LD is to provide trustworthy and up-to-date resources about teaching students with Learning Disabilities. 

Member dues at the “Professional” level are between $100-$200 a year, depending on the state you live in.  There is an “Associate” category at $89 (family and paraprofessionals), as well as lower fees for students and retired people.

Membership entitles you to certain benefits, such as its many publications, including the quarterly journal “Learning Disabilities Research and Practice,” as well as reduced rates for conferences.  

Members can take advantage of multimedia teaching tutorials designed by leading experts in the field of Learning Disabilities; dialogues with leading researchers; the “hotsheets” series which offers quick summaries of effective practices for (for example) homework and phonological awareness; and the full texts of all DLD publications.

Visit the site; even if you don’t become a member, the free newsletter is a source of useful information.

tutoring in Columbus OH:   Adrienne Edwards   614-579-6021   or email aedwardstutor@columbus.rr.com