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email I just sent to English teacher and principal...
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<blockquote data-quote="buddy" data-source="post: 532981" data-attributes="member: 12886"><p>they are denying her civil rights. 504 plans and IEP's are both bottom line designed to make sure that a person who has a condition (and her adhd is one of those recognized) has an even playing field in public settings. Though 504 plans are often ineffective, they at least do document that there is a problem and if the time comes to push harder for an IEP if they try to say well we can just do some other alternative plan.... you can say "been there done that" .... Might be worth it to start using the legal terms, to let them know that you know her rights. Even if difficult child doesn't want it she doesn't have to be a part creating the document. Many of the things that can be set up, once they are in place can be just explained to her (like more flexible deadlines, being able to present projects in a different format etc.).... and she wont have to listen to or know the gory details that many kids dont want to talk about. (they may say she needs to be there but it i s really your choice)</p><p></p><p>I think you did great expressing the concerns and your feelings in your email. Do you think that it would be worth it, just as a follow up, to say that you expect her to receive credit, period?? You have had meetings, they know of the issues and she has a right to accommodations given her medical condition and learning challenges. Must be so frustrating to know all this but not have them hear you at all. Great job speaking up for her.</p></blockquote><p></p>
[QUOTE="buddy, post: 532981, member: 12886"] they are denying her civil rights. 504 plans and IEP's are both bottom line designed to make sure that a person who has a condition (and her adhd is one of those recognized) has an even playing field in public settings. Though 504 plans are often ineffective, they at least do document that there is a problem and if the time comes to push harder for an IEP if they try to say well we can just do some other alternative plan.... you can say "been there done that" .... Might be worth it to start using the legal terms, to let them know that you know her rights. Even if difficult child doesn't want it she doesn't have to be a part creating the document. Many of the things that can be set up, once they are in place can be just explained to her (like more flexible deadlines, being able to present projects in a different format etc.).... and she wont have to listen to or know the gory details that many kids dont want to talk about. (they may say she needs to be there but it i s really your choice) I think you did great expressing the concerns and your feelings in your email. Do you think that it would be worth it, just as a follow up, to say that you expect her to receive credit, period?? You have had meetings, they know of the issues and she has a right to accommodations given her medical condition and learning challenges. Must be so frustrating to know all this but not have them hear you at all. Great job speaking up for her. [/QUOTE]
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email I just sent to English teacher and principal...
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