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Special Ed 101
If I want to write a formal request for iep re-evaluation
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<blockquote data-quote="Ropefree" data-source="post: 242029" data-attributes="member: 6271"><p>Thanks Sheila,</p><p>I have the request form now. ANd I am attempting to determine what I want reevaled. Or that is what the ssc asked me to do.</p><p>What I want the re evaluation to determine is if the conditions that qualified him in the beginning are showing change.</p><p>Also as the evidenced tests base are due to the gap between one area</p><p>wrting</p><p>and the other areas tested</p><p>has that changed.</p><p></p><p>As he continues to struggle with the steps to complete assigned work and to receive top grades, which the initial testing made very clear he has no problem with congnitive and comprehention, I am hoping that in addition to ruling in or ruling out qualification based on test for FAPE IDEA IEP</p><p>where he is needing supports.</p><p></p><p>Also he had had conseling services and those were not provided and when asked he said he didn't want them. It is true that he did not feel inclined to talk to the conselor and as I have met with her I have a better understanding of where this is for him. He definately does need the safe relationship in which he can learn to express himself to another not only around the diagnosis and whatever that brings up, but so that he is comfortable seeking help for his issues which, quite frankly many people are very indifferant either from not "believing" in these, or because having no frame of reference they just do not see any.</p><p></p><p>At this point as the teachers and the administration has not had a firm footing on what to do I feel that some outside specialist is needed to present the models on which the district impliments and measures for this tiny portion of the general population. Cause even at 5 out of 100 students having some diagnosis of this particular type what is clear to me as a parent with one in the system who is proforming without consern to teachers, yet not reflecting that he is engaged to the point of expressing what he does know in the assigned work using writting that is the largest part of graded work.</p><p></p><p>What I am hearing over and over is that the teachers and the Special Education and 504 are saying they do not know what to do. And as I am aware that evenn when we met twice or more each year the reality is they are not doiing what is in the iep and now 504 as well.</p><p></p><p>It is crazymaking. What the director of Special Education wants me to include is the times when he was not given the services while providing the enrichment piece saying that he had to be in a sp ed classroom to 'get' spe ed services and then once there the spe ed teacher was also not doing the iep as written for him and he did not get conseling services.</p><p></p><p>ANd the times when teachers declined to particpate outright and when the </p><p>teachers failed him without so much as a phone call to me or the variance teacher invovled. Which if following the iep or 504 were specificly both in the plans and also discussed as to the need to promt and redirect to stay on task.</p><p></p><p>Where this lack of compliance issues have both deprived him personally of valuable time in his education and is a violation of law and the spirit of the law the other piece is that he has not learned to feel that he can turn to the teachers or his support team. The elephant in the room is always the adhd diagnosis, and when esteem is considered it is that he is being praised for doing a good job. ANd not about that he has unmet learning needs that are neccisary to learn now while he has the support systems, or rather when the schools are obligated by law.</p><p></p><p>I do not see that continuing to pretend that this is not at least in part from the fact that the iep team and 504 are not utilizing the obligation and devising systems for my son and others with academic excellence as a goal.</p><p>In fact the current interpertation of the limits of the law are that the student is in general ed. If that were all that the disability rights for a disabled learner required then many many deserving students are loosing out on not only the acquision of skill sets that are essential to their achievements in secondary schools these biases also hinder advancement in higher education and especiallly in the scholarships and the merit of inclution to such studies as sciences where the academic in a cubical endulges the best advantages of the adhd learners developed grasp and enthusiasm for matters that require the quick inteltect.</p><p></p><p>Sheila, can you succinctly para phrase that in one sentence? Short , preferably.</p></blockquote><p></p>
[QUOTE="Ropefree, post: 242029, member: 6271"] Thanks Sheila, I have the request form now. ANd I am attempting to determine what I want reevaled. Or that is what the ssc asked me to do. What I want the re evaluation to determine is if the conditions that qualified him in the beginning are showing change. Also as the evidenced tests base are due to the gap between one area wrting and the other areas tested has that changed. As he continues to struggle with the steps to complete assigned work and to receive top grades, which the initial testing made very clear he has no problem with congnitive and comprehention, I am hoping that in addition to ruling in or ruling out qualification based on test for FAPE IDEA IEP where he is needing supports. Also he had had conseling services and those were not provided and when asked he said he didn't want them. It is true that he did not feel inclined to talk to the conselor and as I have met with her I have a better understanding of where this is for him. He definately does need the safe relationship in which he can learn to express himself to another not only around the diagnosis and whatever that brings up, but so that he is comfortable seeking help for his issues which, quite frankly many people are very indifferant either from not "believing" in these, or because having no frame of reference they just do not see any. At this point as the teachers and the administration has not had a firm footing on what to do I feel that some outside specialist is needed to present the models on which the district impliments and measures for this tiny portion of the general population. Cause even at 5 out of 100 students having some diagnosis of this particular type what is clear to me as a parent with one in the system who is proforming without consern to teachers, yet not reflecting that he is engaged to the point of expressing what he does know in the assigned work using writting that is the largest part of graded work. What I am hearing over and over is that the teachers and the Special Education and 504 are saying they do not know what to do. And as I am aware that evenn when we met twice or more each year the reality is they are not doiing what is in the iep and now 504 as well. It is crazymaking. What the director of Special Education wants me to include is the times when he was not given the services while providing the enrichment piece saying that he had to be in a sp ed classroom to 'get' spe ed services and then once there the spe ed teacher was also not doing the iep as written for him and he did not get conseling services. ANd the times when teachers declined to particpate outright and when the teachers failed him without so much as a phone call to me or the variance teacher invovled. Which if following the iep or 504 were specificly both in the plans and also discussed as to the need to promt and redirect to stay on task. Where this lack of compliance issues have both deprived him personally of valuable time in his education and is a violation of law and the spirit of the law the other piece is that he has not learned to feel that he can turn to the teachers or his support team. The elephant in the room is always the adhd diagnosis, and when esteem is considered it is that he is being praised for doing a good job. ANd not about that he has unmet learning needs that are neccisary to learn now while he has the support systems, or rather when the schools are obligated by law. I do not see that continuing to pretend that this is not at least in part from the fact that the iep team and 504 are not utilizing the obligation and devising systems for my son and others with academic excellence as a goal. In fact the current interpertation of the limits of the law are that the student is in general ed. If that were all that the disability rights for a disabled learner required then many many deserving students are loosing out on not only the acquision of skill sets that are essential to their achievements in secondary schools these biases also hinder advancement in higher education and especiallly in the scholarships and the merit of inclution to such studies as sciences where the academic in a cubical endulges the best advantages of the adhd learners developed grasp and enthusiasm for matters that require the quick inteltect. Sheila, can you succinctly para phrase that in one sentence? Short , preferably. [/QUOTE]
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