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if we have no iep meeting before school starts...
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<blockquote data-quote="LittleDudesMom" data-source="post: 298212" data-attributes="member: 805"><p>You know Shari, there are a lot of factors that could change the answer to your question.</p><p> </p><p>Certainly that IEP meeting should have been held before school even let in June. You are in a tough spot.</p><p> </p><p>Sending your son to school without proper supports in place is risky. One of the posters replied that you should send him because it's not your responsibility to provide FAPE. I agree in theory, but in reality, there is much at risk.</p><p> </p><p>The beginning of the school year can set the mood for the remainder of the year. Starting out on the wrong foot could affect not only his attitude, but his anxiety level. Having confidence at the beginning is a big key to our difficult children.</p><p> </p><p>Let me ask you this; what is difficult child thinking about school starting? Is he excited? If difficult child is in a positive state of mind, I would definately call the DOE for your state, let them know what is going on (following up with an email that cc's your school prinicipal), then I would call the principal and say, "I am sending my son to school, against my better judgement, without a valid IEP. I have contacted the DOE so they have a record of the brick walls I've been hitting trying to get difficult child the services he is entitled to according to the law. I would suggest that he have a para with him at all times until we have an opportunity to sit down and write the new IEP. Should you not be able to provide that for my son, I will put him on a modified day so that he can have a record of success to begin this new school year. I expect no attendance ramifications on this decision. I expect our IEP meeting to be held by Friday. I am available before, during, and after school hours for this meeting."</p><p> </p><p>You can make this an email if you want rather than a conversation. I'm just saying that this is what I would do. I would make it so my son had a most positive experience at teh beginning even if it meant him just having a half day. Sometimes our kids struggle much more in the afternoon.</p><p> </p><p>My main concern would be my difficult child. To heck with the principal, the school system, the Special Education director. They are there to educate and serve your son.</p><p> </p><p>Lesson to be learned for you. Never, ever, ever leave a meeting without a signed copy of your IEP. If it's a planning meeting, never leave without a list of the attendees, notes and signatures. Never, ever, ever leave empty handed!! If you don't agree with the IEP and don't sign off on it, still get a copy with the other signatures minus yours on it. Before you attend this meeting, you type of a list of your concerns and suggestions and request they be added to the parent input section of the IEP notes. Make notes on their replies (excuses) to your requests and have that copy be the official attachment. I do that every time. That way they have a record of what I wanted to discuss or what I was asking for, and hand written notes as to what their replies (excuses) might have been as part of the official record.</p><p> </p><p>Another suggestion. I am thinking it might be a good idea to request a copy of difficult child's official records. It's always a good thing to have a look in there and see whats whats.</p><p> </p><p>Sorry this is so lengthy. Getting a 1:1 is a really toughy subject with me. My difficult child would never have survived school if a wonderful team of teachers and administrators stood behind the 1:1 request five years ago.</p><p> </p><p>Sharon</p></blockquote><p></p>
[QUOTE="LittleDudesMom, post: 298212, member: 805"] You know Shari, there are a lot of factors that could change the answer to your question. Certainly that IEP meeting should have been held before school even let in June. You are in a tough spot. Sending your son to school without proper supports in place is risky. One of the posters replied that you should send him because it's not your responsibility to provide FAPE. I agree in theory, but in reality, there is much at risk. The beginning of the school year can set the mood for the remainder of the year. Starting out on the wrong foot could affect not only his attitude, but his anxiety level. Having confidence at the beginning is a big key to our difficult children. Let me ask you this; what is difficult child thinking about school starting? Is he excited? If difficult child is in a positive state of mind, I would definately call the DOE for your state, let them know what is going on (following up with an email that cc's your school prinicipal), then I would call the principal and say, "I am sending my son to school, against my better judgement, without a valid IEP. I have contacted the DOE so they have a record of the brick walls I've been hitting trying to get difficult child the services he is entitled to according to the law. I would suggest that he have a para with him at all times until we have an opportunity to sit down and write the new IEP. Should you not be able to provide that for my son, I will put him on a modified day so that he can have a record of success to begin this new school year. I expect no attendance ramifications on this decision. I expect our IEP meeting to be held by Friday. I am available before, during, and after school hours for this meeting." You can make this an email if you want rather than a conversation. I'm just saying that this is what I would do. I would make it so my son had a most positive experience at teh beginning even if it meant him just having a half day. Sometimes our kids struggle much more in the afternoon. My main concern would be my difficult child. To heck with the principal, the school system, the Special Education director. They are there to educate and serve your son. Lesson to be learned for you. Never, ever, ever leave a meeting without a signed copy of your IEP. If it's a planning meeting, never leave without a list of the attendees, notes and signatures. Never, ever, ever leave empty handed!! If you don't agree with the IEP and don't sign off on it, still get a copy with the other signatures minus yours on it. Before you attend this meeting, you type of a list of your concerns and suggestions and request they be added to the parent input section of the IEP notes. Make notes on their replies (excuses) to your requests and have that copy be the official attachment. I do that every time. That way they have a record of what I wanted to discuss or what I was asking for, and hand written notes as to what their replies (excuses) might have been as part of the official record. Another suggestion. I am thinking it might be a good idea to request a copy of difficult child's official records. It's always a good thing to have a look in there and see whats whats. Sorry this is so lengthy. Getting a 1:1 is a really toughy subject with me. My difficult child would never have survived school if a wonderful team of teachers and administrators stood behind the 1:1 request five years ago. Sharon [/QUOTE]
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