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Special Ed 101
How would you approach this SD meeting?
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<blockquote data-quote="Sheila" data-source="post: 26827" data-attributes="member: 23"><p>An evaluation to see if difficult child qualified for pre-school may not necessarily be the same as a full and initial evaluation under IDEA regs.</p><p></p><p>If you didn't get a copy of the sd's written report, you need to get one.</p><p></p><p>You might want to do a short parent report for your child and deliver it to whomever you will be meeting with. BUT, I'd also send a copy of it to the Special Education Director by Certified Mail. If you requested a full and initial evaluation previously, this will be your 2nd notice to the sd that difficult child is a student with a disability and proactive measures should be taken.</p><p> </p><p>I'd want to include a brief history of how the medication was temporarily successful but medications had to be changed, they are still being adjusted, difficult child is under the care of a psychologist/psychiatrist, private evaluation history, etc. </p><p></p><p>You'll find a link to a short version of a Parent Report at the bottom of <a href="https://web.archive.org/web/20110430015616/http://www.adhd-add.info/whatisaparentreport" target="_blank">https://web.archive.org/web/20110430015616/http://www.adhd-add.info/whatisaparentreport</a> (Portrait of Michael).</p><p></p><p><a href="http://school.familyeducation.com/add-and-adhd/classroom-management/39298.html?detoured=1" target="_blank">http://school.familyeducation.com/add-and-adhd/classroom-management/39298.html?detoured=1</a> is written for ADHD, but it could be applicable to a number of neurological disorders.</p><p></p><p><strong>ADHD in School</strong></p><p></p><p>The school environment--with its schedules and assignments, its long stretches of desk work, its emphasis on writing--all too often becomes a battleground to the child with ADHD.</p><p></p><p>The battle of the classroom can't be won with medication alone. It's only the initial building block. Study after study shows that medication alone doesn't improve academic achievement.</p><p></p><p>Medication doesn't teach anything; it simply removes a major barrier to learning. If the classroom environment doesn't support the specific needs of the child with ADHD, most of the benefits of medication will be wasted.</p><p></p><p>...ADHD children will likely need more individual attention in and out of the classroom....</p><p></p><p>Let us know how it goes.</p></blockquote><p></p>
[QUOTE="Sheila, post: 26827, member: 23"] An evaluation to see if difficult child qualified for pre-school may not necessarily be the same as a full and initial evaluation under IDEA regs. If you didn't get a copy of the sd's written report, you need to get one. You might want to do a short parent report for your child and deliver it to whomever you will be meeting with. BUT, I'd also send a copy of it to the Special Education Director by Certified Mail. If you requested a full and initial evaluation previously, this will be your 2nd notice to the sd that difficult child is a student with a disability and proactive measures should be taken. I'd want to include a brief history of how the medication was temporarily successful but medications had to be changed, they are still being adjusted, difficult child is under the care of a psychologist/psychiatrist, private evaluation history, etc. You'll find a link to a short version of a Parent Report at the bottom of [url]https://web.archive.org/web/20110430015616/http://www.adhd-add.info/whatisaparentreport[/url] (Portrait of Michael). [url]http://school.familyeducation.com/add-and-adhd/classroom-management/39298.html?detoured=1[/url] is written for ADHD, but it could be applicable to a number of neurological disorders. [B]ADHD in School[/B] The school environment--with its schedules and assignments, its long stretches of desk work, its emphasis on writing--all too often becomes a battleground to the child with ADHD. The battle of the classroom can't be won with medication alone. It's only the initial building block. Study after study shows that medication alone doesn't improve academic achievement. Medication doesn't teach anything; it simply removes a major barrier to learning. If the classroom environment doesn't support the specific needs of the child with ADHD, most of the benefits of medication will be wasted. ...ADHD children will likely need more individual attention in and out of the classroom.... Let us know how it goes. [/QUOTE]
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How would you approach this SD meeting?
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