A Good Day: We're Getting an IEP!

Discussion in 'General Parenting' started by geekparent, Jan 7, 2011.

  1. geekparent

    geekparent New Member

    Last November, difficult child was moved from her old school to her current school. The school psychologist (a wonderful woman who has been extremely supportive and guiding every step of the way) did the move as "at-risk" because even though difficult child was under suspicion of a disability, the principal at her old school suspended her for a disability related issue. The school psychologist, Mrs P, was not happy about that and felt that the sooner we moved difficult child to a more understanding and supportive environment, the better off difficult child would be.

    The school she moved to has what they call their "Intervention Unit" and it's all kids in the district elementary school who've been classified as "ED." (Which is exactly what I was told difficult child would qualify for if we wanted to get her evaluated.) The school has an Intervention Specialist (Mrs H) and a resource room and 6 kids including difficult child in the program. They spend their time in the General Education classroom but when there are problems, the kids are immediately removed from the classroom by Mrs H or one of her aides and taken to the resource room. Even without difficult child being truly enrolled with a disability, this transition has been a godsend. No more phone calls, no more being dragged out of work, just a behavioral report at the end of the day. (The best part is that difficult child is neither teased nor ostracized for her behavior because kids at this school are more accustomed to it AND she's made friends with other students in the program)

    Long story short, we started the evaluation process in November with no sweat, tears or even cajoling. I stated to the school psychologist when we iniated the transfer that I wanted difficult child tested. I planned on going home and following up with a request in writing, but there was no need. Mrs P pulled out the informational "brochure" and her planner and set up a meeting for us to discuss it. I was there two days later signing the paperwork to begin the evaluation.

    Yesterday, we had our meeting to go over the evaluation and lo and behold, there was unanimous across the board agreement from Mrs P, Mrs H, the general education classroom teacher and the school principal that difficult child clearly qualifies for services with a disability of ED.

    Our IEP meeting is January 21, and it really is a relief. I know that there's a long road ahead still and helping difficult child is going to be an uphill battle, but it's still a lightening of the weight on my shoulders to know that something is being done. After hearing some of the horror stories of uncooperative schools and teachers, I know just how lucky I am to have fallen in with a good school system and a good bunch of teachers, too.
     
  2. TeDo

    TeDo Guest

    I wish our school district had a program like that. When my difficult child has problems in a class, going to the office is the only option because SpEd teachers are co-teaching so no one is available on an on-call basis. That is the type of setting my difficult child needs but will never get. He is smart enough to be in gen ed classes but there is no one to help him when he becomes overwhelmed or doesn't understand the work he is supposed to do and the teachers are NOT a patient bunch. The closest I will ever be able to get is a 1:1 para for him but the school is bucking it big time. It helps alot to have school staff that are willing to work WITH you. Kuddos to you and difficult child.
     
  3. geekparent

    geekparent New Member

    That was the status quo at her other school. Sometimes (and it was a 50/50 **** shoot), difficult child could go to the Special Education room and the Special Education teacher would calm her down, but only if she wasn't co-teaching or busy elsewhere. Most of difficult child's time after a meltdown or explosion was spent in the office :(

    difficult child is definitely smart enough to be in the Gen Ed, all teachers agree on this too. Her evaluation showed a high IQ (she only missed the gifted program/designation by 1 point), but sadly it's the other issues that hold her back and slow her down. Hopefully the right environment (and right medications, which are still touch and go and testing at this point) will eventually have her spending the majority of her time in the general ed room and not the resource room.

    Sorry to hear about your troubles with the school. I've learned from a friend of mine, whose son is an Aspie that even all schools in all school district are not created equal. They are associated with a couple who also has an Aspie child and just by being in two different elementary schools the boys get radically different treatment. My friend's son has helpful, cooperative and accomodating teachers. The other couple had to appeal and pay for an outside evaluator in order to finally get an IEP for their son. And that's two schools in the same district only a few miles apart!
     
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