DoD Summer Reading Program for Your Munchkins

Defense Department (DoD) libraries will launch a summer reading program in the hopes of inspiring children -- and adults -- of all ages to read throughout the summer. Visitors to libraries on 270 military installations around the world are invited to join "A Midsummer Knight's Read," an activity-packed reading program with a medieval twist.

Free SAT/ACT Software for Military Munchkins

With the approach of Memorial Day, eKnowledge is reminding all that they are continuing to offer their free SAT/ACT prep software for servicemembers, veterans, and their families.

Education Services for Military Dependent Children w/ Autism

The Department of Defense (DoD) is working with Ohio State University (OSU) to review the access and availability of evidence-based educational practices for military dependents with autism spectrum disorders (ASD) in the states of California, Georgia, North Carolina, Texas, and Virginia. According to the DoD (2010), "Nationally, the number of children identified with ASD continues to increase. The number of children with ASD served by special education programs in public schools almost tripled between the 2001-02 and 2007-08 school years. The number of military dependents with ASD increased more than 35% between FY 2006 and FY 2008." They have published an Executive Summary about this review.

Tips for Contacting School Districts/EFMP Counselors/Educational Liaisons

The Department of Defense's Office of Special Needs It is strongly recommended that you contact your new school district and your new installation’s Educational Liaison well before you move to help minimize the impact on your child’s educational program. Below are some suggestions to keep in mind when preparing to contact your new district and the Educational Liaison.

1. Before contacting the district or liaison, take some time to prepare. Write down the questions you want to ask and the information you want to be sure to get (e.g., contact information). Sample questions to ask school districts and liaisons are provided in this section.
2. Identify the parts of your child’s current educational program that you think are effective and those that are not, so that you can share them with the new district. Use the transition process as an opportunity to create an even more effective program for your child. 
3. When you contact the new school district, ask to speak to the special education department. Once connected, ask to speak to the special education director or LSSP. The administrative assistants who answer the phones are usually very knowledgeable and helpful, and will help you get to the right person. 
4. When you contact the district, it is helpful to document the time, date, and person to whom you spoke in your records. It is also a good idea to write down some brief notes about the conversation. 
5. Communication is a human process, so a courteous but assertive approach is usually most effective. You will have many conversations with the school district staff over the course of your child’s education, so maintaining effective communication should be a top priority. Phrasing suggestions as requests rather than demands and being open to the school district’s input will be helpful. Try to avoid becoming overly frustrated or emotional, and instead focus on working with the district to create an effective program for your child.

?s to Ask School Districts (When You're Enrolled in EFMP or Have a Special Needs Child)

Are you wondering what questions you should ask of the school district(s) at your new duty station? Do you want to insure they will be able to meet your child's needs? Here are a list of questions you may want to ask when speaking directly with the LSSP or other school district personnel:

1. Whom should I contact at the school when we arrive?
2. What information should I bring with me or provide to you before we arrive?
3. Could I fax/e-mail you a copy of my child’s IEP to help you prepare for his/her arrival? To whom should I send it and what number/e-mail address should I use?
4. The parts of my child’s IEP that worked really well were (insert information). Does your staff have experience doing this?