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Special Ed 101
Help, school taking away iep.. Says she met the standards and i don't agree
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<blockquote data-quote="rlsnights" data-source="post: 425808" data-attributes="member: 7948"><p>Can you tell us more about what areas they assessed as part of what I assume is her triennial evaluation? And the results?</p><p></p><p>Not being disruptive is NOT the same thing as being able to establish and maintain effective/positive social relationships with peers and teachers. Is she able to do this? Has she been observed during recess? Lunch time? Before/after school?</p><p></p><p>Just because she has responded to medication does NOT mean she no longer qualifies for Special Education. Here's a link to a commentary on this from Wright's Law that may be helpful to you.</p><p></p><p><a href="http://www.wrightslaw.com/blog/?p=3418" target="_blank">http://www.wrightslaw.com/blog/?p=3418</a></p><p></p><p>If you feel that your child has additional areas of disability and/or needs additional services beyond what is called for in her current IEP then you need to get the school district to do additional assessments and/or get independent assessments.</p><p></p><p>If she was not evaluated in all 7 areas of disability (as defined by IDEA) in preparation for the triennial then I think your first step could be to request that the district conduct additional evaluations rather than ask for an IEE.</p><p></p><p>To do this, I would write them a letter telling them they didn't assess your daughter in all areas of potential disability and you would like the meeting tabled while assessments in those areas are being done. If you have specific concerns like the reading then you should specifically state those concerns.</p><p></p><p>I will tell you that if she has not had a complete speech evaluation you should be asking for that at the minimum. Most ASDers have language processing problems in the areas of abstract and pragmatic language. She may be "passing" OK right now because the language processing demands in those areas have been pretty minimal so far. But each year those demands increase and she is likely to start having significant problems by 8th grade.</p><p></p><p>A lot of kids "grow" into their disabilities in this way. And typically you see a big jump in the need for services at times when the academic expectations increase or change in nature. This happens usually at 4th/5th grade, 7th grade and 9th grade.</p><p></p><p>If she has not been assessed by Occupational Therapist (OT)/PT then I would strongly recommend an assessment of fine/gross motor skills and sensory issues. The "too loud" comment is classic for kids with sensory integration disorder and may be contributing to her anxiety about school.</p><p></p><p>Do you have a letter from her treating psychiatrist stating her diagnoses and recommending any services he/she feels are appropriate at school? If not, you may want to get that. I have done that several times. But I usually write a rough draft for the doctor who then edits it and puts it on letterhead. You will need to talk to the doctor first and make sure you know what accommodations the doctor is OK with recommending before you write the rough draft. EVERY doctor I have done this for (as in at least 10 now) appreciates this. And it is the only way I have gotten letters that are actually helpful.</p></blockquote><p></p>
[QUOTE="rlsnights, post: 425808, member: 7948"] Can you tell us more about what areas they assessed as part of what I assume is her triennial evaluation? And the results? Not being disruptive is NOT the same thing as being able to establish and maintain effective/positive social relationships with peers and teachers. Is she able to do this? Has she been observed during recess? Lunch time? Before/after school? Just because she has responded to medication does NOT mean she no longer qualifies for Special Education. Here's a link to a commentary on this from Wright's Law that may be helpful to you. [url]http://www.wrightslaw.com/blog/?p=3418[/url] If you feel that your child has additional areas of disability and/or needs additional services beyond what is called for in her current IEP then you need to get the school district to do additional assessments and/or get independent assessments. If she was not evaluated in all 7 areas of disability (as defined by IDEA) in preparation for the triennial then I think your first step could be to request that the district conduct additional evaluations rather than ask for an IEE. To do this, I would write them a letter telling them they didn't assess your daughter in all areas of potential disability and you would like the meeting tabled while assessments in those areas are being done. If you have specific concerns like the reading then you should specifically state those concerns. I will tell you that if she has not had a complete speech evaluation you should be asking for that at the minimum. Most ASDers have language processing problems in the areas of abstract and pragmatic language. She may be "passing" OK right now because the language processing demands in those areas have been pretty minimal so far. But each year those demands increase and she is likely to start having significant problems by 8th grade. A lot of kids "grow" into their disabilities in this way. And typically you see a big jump in the need for services at times when the academic expectations increase or change in nature. This happens usually at 4th/5th grade, 7th grade and 9th grade. If she has not been assessed by Occupational Therapist (OT)/PT then I would strongly recommend an assessment of fine/gross motor skills and sensory issues. The "too loud" comment is classic for kids with sensory integration disorder and may be contributing to her anxiety about school. Do you have a letter from her treating psychiatrist stating her diagnoses and recommending any services he/she feels are appropriate at school? If not, you may want to get that. I have done that several times. But I usually write a rough draft for the doctor who then edits it and puts it on letterhead. You will need to talk to the doctor first and make sure you know what accommodations the doctor is OK with recommending before you write the rough draft. EVERY doctor I have done this for (as in at least 10 now) appreciates this. And it is the only way I have gotten letters that are actually helpful. [/QUOTE]
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Help, school taking away iep.. Says she met the standards and i don't agree
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