Mindy Scheier knew by the time her son Oliver was three months old that something was wrong.

"He should have been holding up his head and moving more on his own like his older sister did when she was three months old. The doctors told us he was just delayed - a late bloomer, as many boys are. 

If he had not been my second child, I may have taken their word for it. But my maternal instincts were kicking in well before the first round of tests."

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Mindy's Story

The U.S. Department of Labor (DOL) has issued an opinion letter stating parents and guardians are allowed to use the Family and Medical Leave Act (FMLA) intermittently to attend Individual Education Program (IEP) meetings with teachers, school administrators and others involved in planning education services for children with special needs.

The opinion gives educators a tool for helping families participate in the IEP process, which can be daunting and is often a source of frustration for parents.

A 2017 study suggested that parents “often feel like outsiders” during the process. And worrying about being penalized for missing work is only likely to make the meetings less productive. The authors recommended sending questionnaires to parents, teachers, other service providers and the student’s peers to gain a more complete picture of the child’s strengths and needs prior to the meeting.

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Education Dive

• Explain at every stage what you are about to do, what will happen next and why. 
• Give the person enough time to understand the information you are sharing and wait a few seconds for a response if it is not given immediately. 
• Questions should be clear and direct using language that is easy to understand and pictures where necessary - do not rely on the person to pick up on the meaning of your questions or body language. 
• People with autism might take what you say literally so avoid words with a double meaning and humour that could be misunderstood. 
• Maintain a routine - familiarity is often important to some people with autism. 
• Social difficulties may include lack of eye contact and unusual body language, talking at inappropriate moments or about inappropriate topics. 
• Repetitive behaviours might be a coping mechanism and therefore should be respected. 
• The environment is important - some people with autism are particularly sensitive to light, movement, sounds, small, and touch. Try to keep this immediate environment as calm as possible to help alleviate any anxiety. 
• Always consider the person's behaviour in terms of his or her autism, even if it becomes challenging. 
• Ask the person and/or parent, carer, or advocate what support they might need. 

(Adapted by the Department of Health with kind permission from a poster provided by the Estia Centre)