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Picking up wee from school yet again.
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<blockquote data-quote="SRL" data-source="post: 341846" data-attributes="member: 701"><p></p><p></p><p><span style="color: #2e2e2e"><span style="font-family: 'Verdana'">I would try NAMI or Autism Society of America to see if there's a chapter anywhere in your general area. </span></span></p><p></p><p><span style="color: #2e2e2e"><span style="font-family: 'Verdana'">NAMI</span></span></p><p><span style="color: #2e2e2e"><span style="font-family: 'Verdana'"><a href="http://www.nami.org/Template.cfm?Section=Your_Local_NAMI&Template=/CustomSource/AffiliateFinder.cfm" target="_blank"><u><span style="color: #800080">http://www.nami.org/Template.cfm?Section=Your_Local_NAMI&Template=/CustomSource/AffiliateFinder.cfm</span></u></a></span></span></p><p></p><p></p><p><span style="color: #2e2e2e"><span style="font-family: 'Verdana'">It's usually not easy to find out what kids are attending alternative settings. The school certainly shouldn't be divulging the information so what's left is word of mouth.</span></span></p><p></p><p></p><p></p><p><span style="color: #2e2e2e"><span style="font-family: 'Verdana'">Did the principal make it sound like he was doing anything out of the ordinary? Because in most schools what he's doing is just part of the normal job description, whether it's written into the IEP or not. Our elementary school has a high population of sped and behaviorally challenged kids and all four principals we've had have done this same role of assisting when a child is on the verge of not being able to handle the classroom or staff can't handle them. Sometimes the child sits quietly in their office, sometimes the principal is doing some serious talking with them, occasionally he/she is physically restraining the child, or giving directions to other staff. I assure you, the position he's put himself into is not at all unusual he's just doing what is expected with his job.</span></span></p><p></p><p></p><p></p><p><span style="color: #2e2e2e"><span style="font-family: 'Verdana'">Your only recourse for this is to have it written into the BIP, and if it's already there and they're not following it, then hold their feet to the fire. Otherwise they can do what is convenient, least expensive, illegal, etc.</span></span></p><p></p><p><span style="color: #2e2e2e"><span style="font-family: 'Verdana'">In order for redirection to happen consistently, it will be necessary to have a para assigned to him from the moment he steps foot on school property to the time he enters his transportation home. Best would be the same para with a substitute during the para's break times. The school can argue about wasted time and costs all they want but that's not your problem. Your problem is that Wee's BIP cannot be followed without it, thus violating his right to a FAPE (have your definition of FAPE and log of missed school days ready). </span></span></p><p></p><p><span style="color: #2e2e2e"><span style="font-family: 'Verdana'">The reality is that they cannot expect every single staff member who comes into contact with him to a) know who he is and b) to handle him according to the BIP. Just yesterday a teacher friend of mine was chatting and said the staff had received a warning to not intervene with a BD kid in their school who was being disruptive; the problem is the kid was alone in the hallways and none of the staff in that area of the building knew he was a BD kid because they're never identified to the rest of the staff. Staff are in an impossible situation, both because of this and because virtually all staff members have responsibility of more than one kids at a time, and because kids don't respond to all adults in the same way. </span></span></p><p></p><p><span style="color: #2e2e2e"><span style="font-family: 'Verdana'">Also, it's worth mentioning that just because he's redirectable by you, the sped teacher, and the speech therapist who did one day of testing, it's no guarantee that will translate to other staff members. Even as parents we see that kids often respond to one parent far more appropriately while flying off the handle at the other, even if the parents responded in exactly the same way. </span></span></p><p></p><p></p><p></p><p><span style="color: #2e2e2e"><span style="font-family: 'Verdana'">Any plan which involves you during the school day is a violation of Wee's federally mandated right to a free and appropriate education. For any forward progress to be made it's important to let the district know that educating Wee is <strong>their</strong> responsibility from 8am to 3 pm (or whatever a full day of school is in your district), whether that is done in his current building or a more specialized, therapeutic setting. Anything short of that (or an agreed upon shortened school day that follows the state's definition of a legal school day), is illegal. </span></span></p><p></p><p><span style="color: #2e2e2e"><span style="font-family: 'Verdana'">Reading over therapist's note to you it sounds as if he doesn't think Wee can handle the building at this time, then an IEP meeting needs to happen fast unless it's written in there that he is to be home half time.</span></span></p><p></p><p><span style="color: #2e2e2e"><span style="font-family: 'Verdana'">Homebound instructors are usually assigned to students who have medical reasons for which they cannot attend school. For sped students with behavioral problems homebound is inappropriate beyond a very short term arrangement because it's a violation of the student's FAPE, and in most cases, least restrictive environment. Our district will also offer to use a homebound instructor at a school or other district location for situations like students who have anxiety issues so that they don't become so accustomed to being home that it compounds the problem. FYI: homebound instructors frequently only come during the course of the school day since the student should be home with an adult.</span></span></p><p><span style="color: #2e2e2e"><span style="font-family: 'Verdana'"><a href="http://www.wrightslaw.com/blog/?p=59" target="_blank"><u><span style="color: #800080">http://www.wrightslaw.com/blog/?p=59</span></u></a></span></span></p><p></p><p><span style="color: #2e2e2e"><span style="font-family: 'Verdana'">Given the amount of school he's missed, it would be appropriate to bring your therapist in for an emergency IEP meeting to help push for a temporary least restrictive arrangement, and if you can find one, an advocate to push for a more suitable long term arrangement. I know it's hard to want to work reasonably with the district, but if they don't respond to reasonable, you have to fight or hire someone to do the fighting for you. I know of someone whose child attended a very small school who conveniently for them maneuvered so that parents of kids with issues got fed up and moved away. They wanted their child to remain at the neighborhood school and when they couldn't make it work, they got it done in one meeting with a $2000 attorney bill. Not fun or cheap, but from that point on the child got what he needed.</span></span></p><p></p><p><span style="color: #2e2e2e"><span style="font-family: 'Verdana'">Hang in there, Shari. Glad to hear you had a good getaway.</span></span></p></blockquote><p></p>
[QUOTE="SRL, post: 341846, member: 701"] [COLOR=#2e2e2e][FONT=Verdana][/FONT][/COLOR] [COLOR=#2e2e2e][FONT=Verdana]I would try NAMI or Autism Society of America to see if there's a chapter anywhere in your general area. [/FONT][/COLOR] [COLOR=#2e2e2e][FONT=Verdana]NAMI [URL='http://www.nami.org/Template.cfm?Section=Your_Local_NAMI&Template=/CustomSource/AffiliateFinder.cfm'][U][COLOR=#800080]http://www.nami.org/Template.cfm?Section=Your_Local_NAMI&Template=/CustomSource/AffiliateFinder.cfm[/COLOR][/U][/URL][/FONT][/COLOR] [COLOR=#2e2e2e][FONT=Verdana]It's usually not easy to find out what kids are attending alternative settings. The school certainly shouldn't be divulging the information so what's left is word of mouth.[/FONT][/COLOR] [COLOR=#2e2e2e][FONT=Verdana][/FONT][/COLOR] [COLOR=#2e2e2e][FONT=Verdana]Did the principal make it sound like he was doing anything out of the ordinary? Because in most schools what he's doing is just part of the normal job description, whether it's written into the IEP or not. Our elementary school has a high population of sped and behaviorally challenged kids and all four principals we've had have done this same role of assisting when a child is on the verge of not being able to handle the classroom or staff can't handle them. Sometimes the child sits quietly in their office, sometimes the principal is doing some serious talking with them, occasionally he/she is physically restraining the child, or giving directions to other staff. I assure you, the position he's put himself into is not at all unusual he's just doing what is expected with his job.[/FONT][/COLOR] [COLOR=#2e2e2e][FONT=Verdana][/FONT][/COLOR] [COLOR=#2e2e2e][FONT=Verdana]Your only recourse for this is to have it written into the BIP, and if it's already there and they're not following it, then hold their feet to the fire. Otherwise they can do what is convenient, least expensive, illegal, etc.[/FONT][/COLOR] [COLOR=#2e2e2e][FONT=Verdana]In order for redirection to happen consistently, it will be necessary to have a para assigned to him from the moment he steps foot on school property to the time he enters his transportation home. Best would be the same para with a substitute during the para's break times. The school can argue about wasted time and costs all they want but that's not your problem. Your problem is that Wee's BIP cannot be followed without it, thus violating his right to a FAPE (have your definition of FAPE and log of missed school days ready). [/FONT][/COLOR] [COLOR=#2e2e2e][FONT=Verdana]The reality is that they cannot expect every single staff member who comes into contact with him to a) know who he is and b) to handle him according to the BIP. Just yesterday a teacher friend of mine was chatting and said the staff had received a warning to not intervene with a BD kid in their school who was being disruptive; the problem is the kid was alone in the hallways and none of the staff in that area of the building knew he was a BD kid because they're never identified to the rest of the staff. Staff are in an impossible situation, both because of this and because virtually all staff members have responsibility of more than one kids at a time, and because kids don't respond to all adults in the same way. [/FONT][/COLOR] [COLOR=#2e2e2e][FONT=Verdana]Also, it's worth mentioning that just because he's redirectable by you, the sped teacher, and the speech therapist who did one day of testing, it's no guarantee that will translate to other staff members. Even as parents we see that kids often respond to one parent far more appropriately while flying off the handle at the other, even if the parents responded in exactly the same way. [/FONT][/COLOR] [COLOR=#2e2e2e][FONT=Verdana][/FONT][/COLOR] [COLOR=#2e2e2e][FONT=Verdana]Any plan which involves you during the school day is a violation of Wee's federally mandated right to a free and appropriate education. For any forward progress to be made it's important to let the district know that educating Wee is [B]their[/B] responsibility from 8am to 3 pm (or whatever a full day of school is in your district), whether that is done in his current building or a more specialized, therapeutic setting. Anything short of that (or an agreed upon shortened school day that follows the state's definition of a legal school day), is illegal. [/FONT][/COLOR] [COLOR=#2e2e2e][FONT=Verdana]Reading over therapist's note to you it sounds as if he doesn't think Wee can handle the building at this time, then an IEP meeting needs to happen fast unless it's written in there that he is to be home half time.[/FONT][/COLOR] [COLOR=#2e2e2e][FONT=Verdana]Homebound instructors are usually assigned to students who have medical reasons for which they cannot attend school. For sped students with behavioral problems homebound is inappropriate beyond a very short term arrangement because it's a violation of the student's FAPE, and in most cases, least restrictive environment. Our district will also offer to use a homebound instructor at a school or other district location for situations like students who have anxiety issues so that they don't become so accustomed to being home that it compounds the problem. FYI: homebound instructors frequently only come during the course of the school day since the student should be home with an adult. [URL='http://www.wrightslaw.com/blog/?p=59'][U][COLOR=#800080]http://www.wrightslaw.com/blog/?p=59[/COLOR][/U][/URL][/FONT][/COLOR] [COLOR=#2e2e2e][FONT=Verdana]Given the amount of school he's missed, it would be appropriate to bring your therapist in for an emergency IEP meeting to help push for a temporary least restrictive arrangement, and if you can find one, an advocate to push for a more suitable long term arrangement. I know it's hard to want to work reasonably with the district, but if they don't respond to reasonable, you have to fight or hire someone to do the fighting for you. I know of someone whose child attended a very small school who conveniently for them maneuvered so that parents of kids with issues got fed up and moved away. They wanted their child to remain at the neighborhood school and when they couldn't make it work, they got it done in one meeting with a $2000 attorney bill. Not fun or cheap, but from that point on the child got what he needed.[/FONT][/COLOR] [COLOR=#2e2e2e][FONT=Verdana]Hang in there, Shari. Glad to hear you had a good getaway.[/FONT][/COLOR] [/QUOTE]
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