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Special Ed 101
Evaluation Meeting to Determine if IEP is Needed - Results of meeting
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<blockquote data-quote="dreid" data-source="post: 6140" data-attributes="member: 3277"><p>First, thank you everyone for your input. It helped a lot.</p><p></p><p>Well, this was an evaluation meeting to determine if an IEP is needed--so the IEP team kept telling me.</p><p></p><p>Basically, they are stating that they can use my IEE for the psychiatric evaluation, but they wanted further testing outside of the Audiolgists report to see if my son needs speech therapy. They kept trying to tell me that my reports do not indicate that my son as ADHD and or Central Auditory Processing Disorder (CAPD), but it this is what my reports states:</p><p></p><p>"Significant evidence of ADHD, Combined Type is present and is consistently indicated in each Conner's Scale, Achenbach Child Behavior Check List, etc..."</p><p></p><p>"Impressions:</p><p></p><p>Axis I 314.01 ADHD Cobmined Type</p><p>Axis III Central Auditory PRocessing Disorder</p><p>AXIS V GAF 58"</p><p></p><p>Cosndieration should be given to trating the disgnsed ADHD, Combined type with medication"</p><p></p><p>Does not prove he has the disorder, as diagnosis?</p><p></p><p></p><p>With his Central Auditory Processing Disorder (CAPD)</p><p></p><p>"...a definiate pattern of erros is noted on the central auditory processing test battery implicating auditory figure ground skills and auditory short term memory along wit organization skills--which wil futher degrade writing skills."</p><p></p><p>There were also abnormalities noted in the sutitory short term memory procissing to facilitate teh developmetn of language arts including reading, writing and spelling.</p><p></p><p>There was a speech therapist present. She stated that she it not evaluating for Central Auditory Processing Disorder (CAPD), but for his need of speech therapy as noted in the audiologists report that one should be conducted. She will conduct a TAPS-R test (not sure what this is, gotta research it). I asked if his one-on-one evaluation comes out that he is fine, what would happen in the situation that it is noted there are issues as it pertains to group settings by his teachers and the proposed audiologist's report, what then? I was advised that they will gather all information to determine if speech therapy is needed. They also tried to keep telling me the report states he has componets of Central Auditory Processing Disorder (CAPD) and not necessarily the condition itself. And that means what, exactly for his IEP determination? The speech therapist also made an indication that she spoke with a "collegue" who has over 20 yrs exp to confirm. I think they do not want to implement the suggestions of my audiologist which is to provide audio devices to help him with the condition. </p><p></p><p>I also asked what type of protection he has from expelltion due to behavior issues (which is also being evaluated). Again, no one could really answer my question and kept telling me to setup a meeting with the principle and the school counselor. However, the IEP case manager told me that more than likely the school follows the process applied to "all students." Now, my question is that if his behavior and conduct is relative to his conditions, even though we are still waiting for the school to evaluate him, what type of legal protection does he have as far as discplinary actions? THey danced all around this question and no one wanted to give me a straight answer accept for the fact the school will follow the normal guidelines. Is my son protected while going through the evaluation to determine if an IEP is needed, and/or in light of having IEE reports on specific conditions?</p><p></p><p>So, right now, its just evalutions to see if there is a need to implement an IEP for my son.</p><p></p><p></p><p>PS - I kept my kewl and I feel good about that. I need to know more about my rights however. Some stuff still does not make sense.</p></blockquote><p></p>
[QUOTE="dreid, post: 6140, member: 3277"] First, thank you everyone for your input. It helped a lot. Well, this was an evaluation meeting to determine if an IEP is needed--so the IEP team kept telling me. Basically, they are stating that they can use my IEE for the psychiatric evaluation, but they wanted further testing outside of the Audiolgists report to see if my son needs speech therapy. They kept trying to tell me that my reports do not indicate that my son as ADHD and or Central Auditory Processing Disorder (CAPD), but it this is what my reports states: "Significant evidence of ADHD, Combined Type is present and is consistently indicated in each Conner's Scale, Achenbach Child Behavior Check List, etc..." "Impressions: Axis I 314.01 ADHD Cobmined Type Axis III Central Auditory PRocessing Disorder AXIS V GAF 58" Cosndieration should be given to trating the disgnsed ADHD, Combined type with medication" Does not prove he has the disorder, as diagnosis? With his Central Auditory Processing Disorder (CAPD) "...a definiate pattern of erros is noted on the central auditory processing test battery implicating auditory figure ground skills and auditory short term memory along wit organization skills--which wil futher degrade writing skills." There were also abnormalities noted in the sutitory short term memory procissing to facilitate teh developmetn of language arts including reading, writing and spelling. There was a speech therapist present. She stated that she it not evaluating for Central Auditory Processing Disorder (CAPD), but for his need of speech therapy as noted in the audiologists report that one should be conducted. She will conduct a TAPS-R test (not sure what this is, gotta research it). I asked if his one-on-one evaluation comes out that he is fine, what would happen in the situation that it is noted there are issues as it pertains to group settings by his teachers and the proposed audiologist's report, what then? I was advised that they will gather all information to determine if speech therapy is needed. They also tried to keep telling me the report states he has componets of Central Auditory Processing Disorder (CAPD) and not necessarily the condition itself. And that means what, exactly for his IEP determination? The speech therapist also made an indication that she spoke with a "collegue" who has over 20 yrs exp to confirm. I think they do not want to implement the suggestions of my audiologist which is to provide audio devices to help him with the condition. I also asked what type of protection he has from expelltion due to behavior issues (which is also being evaluated). Again, no one could really answer my question and kept telling me to setup a meeting with the principle and the school counselor. However, the IEP case manager told me that more than likely the school follows the process applied to "all students." Now, my question is that if his behavior and conduct is relative to his conditions, even though we are still waiting for the school to evaluate him, what type of legal protection does he have as far as discplinary actions? THey danced all around this question and no one wanted to give me a straight answer accept for the fact the school will follow the normal guidelines. Is my son protected while going through the evaluation to determine if an IEP is needed, and/or in light of having IEE reports on specific conditions? So, right now, its just evalutions to see if there is a need to implement an IEP for my son. PS - I kept my kewl and I feel good about that. I need to know more about my rights however. Some stuff still does not make sense. [/QUOTE]
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