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Special Ed 101
One on One Aide Question...
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<blockquote data-quote="Martie" data-source="post: 81562" data-attributes="member: 284"><p>Hi,</p><p></p><p>If I were you, before I write the certified letter, I would go over the IEP very carefully and figure out EXACTLY what you think is not being done. Then the trick is to prove it. If your child is 100% one-on-one, then it is fairly easily because unless one of the three aides is devoted solely to your child, then there is no way the IEP is being carried out as written. </p><p></p><p>IEPs can be a real pain for staff (yes, I did write that) if a parent gets a SMART IEP and then follows up on monitoring all the details.</p><p></p><p>For example: unlike for mildly disabled students, "specials" should have goals. It is a good question what those goals are and what progress is being made toward meeting them. Obviously, if the child is not there, no progress is being made. However, it may be easier to show, "no progress," than no attendance UNTIL you can get the specials teachers in an IEP meeting and ask each to describe your child's progress in reference to specific goals, what she likes about the class, any problems, etc. Stressed teachers have been known to blurt out, "I've never seen your child," in these situations rather than stick to the agreed upon lie. </p><p></p><p>My main point is make your letter of complaint highly specific in reference to the written IEP rather than a generalized complaint about lack of staff. As unfair as it sounds, you cannot complain on behalf of the other children: All you can do is note deficiencies in implementation of your child's IEP. Since the squeaky wheel gets the grease, it is not beyond my imagination that a child of a less informed parent will lose out because you win for your daughter. in my opinion the solution here is to educate the other parent, NOT for you to back down and accept less than was written into your child's IEP.</p><p></p><p>Be prepared at subsequent IEP meetings for the staff to collectively try to decide your daughter needs "less" to bring what they are offering in line with their resources, not your daughter's individual needs. The way to respond to this is to ask for objective progress monitoring (not teacher opinion) in regard to the level at which the goals are met. If your daughter is not meeting stated goals, then it is unlikely that there is any valid reason to reduce services.</p><p></p><p>SEND IT CERTIFIED--IT'S THE ONLY WAY....</p><p></p><p>Martie</p></blockquote><p></p>
[QUOTE="Martie, post: 81562, member: 284"] Hi, If I were you, before I write the certified letter, I would go over the IEP very carefully and figure out EXACTLY what you think is not being done. Then the trick is to prove it. If your child is 100% one-on-one, then it is fairly easily because unless one of the three aides is devoted solely to your child, then there is no way the IEP is being carried out as written. IEPs can be a real pain for staff (yes, I did write that) if a parent gets a SMART IEP and then follows up on monitoring all the details. For example: unlike for mildly disabled students, "specials" should have goals. It is a good question what those goals are and what progress is being made toward meeting them. Obviously, if the child is not there, no progress is being made. However, it may be easier to show, "no progress," than no attendance UNTIL you can get the specials teachers in an IEP meeting and ask each to describe your child's progress in reference to specific goals, what she likes about the class, any problems, etc. Stressed teachers have been known to blurt out, "I've never seen your child," in these situations rather than stick to the agreed upon lie. My main point is make your letter of complaint highly specific in reference to the written IEP rather than a generalized complaint about lack of staff. As unfair as it sounds, you cannot complain on behalf of the other children: All you can do is note deficiencies in implementation of your child's IEP. Since the squeaky wheel gets the grease, it is not beyond my imagination that a child of a less informed parent will lose out because you win for your daughter. in my opinion the solution here is to educate the other parent, NOT for you to back down and accept less than was written into your child's IEP. Be prepared at subsequent IEP meetings for the staff to collectively try to decide your daughter needs "less" to bring what they are offering in line with their resources, not your daughter's individual needs. The way to respond to this is to ask for objective progress monitoring (not teacher opinion) in regard to the level at which the goals are met. If your daughter is not meeting stated goals, then it is unlikely that there is any valid reason to reduce services. SEND IT CERTIFIED--IT'S THE ONLY WAY.... Martie [/QUOTE]
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