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Special Ed 101
Positioning oneself for the future (due process?)
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<blockquote data-quote="pepperidge" data-source="post: 17833" data-attributes="member: 2322"><p>Martie,</p><p></p><p>to carry on with the conversation on the thread of Help,</p><p>at some point in the high school years as we have talked I think there is the strong possibility that we will be in the same position with my eldest as you were. I think we will get through the middle school. For right now, half days seems to be "working," and they are actually talking about starting an alternative program next year for some the bright middle school kids who have little interest in traditional classroom studies--a field based research science type program which I think might benefit my son enormously. It wouldn't be for the conduct type kids as I understand it.</p><p></p><p>But in our small district, the only thing they have going is an alternative high school program for kids that would otherwise drop out so they can work at McDonald's etc half day and get their diploma (not sure if it diploma or GED). These tend to be the kids I do not want my son to hang out with, as we discussed. But at least right now, I can't see him succeeding in a normal high school class. I see him still needing a small class, continued therapeutic intervention which we are actually getting outside of school. The model of aides to pull out a very small group that is used in our middle school doesn't seem to work in high schools. I see him needing to be challenged in some type of setting to really take responsibility for his own future.</p><p></p><p>So here's my question. I can potentially see due process in our future, though I think our chances of winning would not be so great and like you would choose to spend the money on the school rather than the lawper. Is there anything i can do re getting things inserted in minutes of IEP meetings that would ultimately help our case? </p><p></p><p> For example, I am thinking of our decision to pull our son out for a half day. The school did not suggest this, we did, because we didn't want him sitting on the couch in the ed. resource room or in the nurses office the entire day--which he would have based on our experience of previous years. It looks like things are going reasonably well--if the yardstick is getting one's child to attend at all and do some of the work-- </p><p>so I can imagine them saying that things are working. They are, but only because we are willing to bear the burden in a sense of having him home part of the day instead of in school. </p><p></p><p>In cases like this, what might be the most important things to have documented? Does one have a right to all the minutes of meetings? My district doesn't seem to issue minutes in teh form of it was decided that, but rather a two column page format he said she said sort of thing. HOwever, they have never provided us with the minutes. Is there a file we have the right to look at? </p><p></p><p>Anyway, right now I have a positive relationshiop which I value. But I expect that things could change if they try to put him in the alternative high school because there are no other options. </p><p></p><p>Any advice you have is always welcome. I fear I've already blown it!</p><p></p><p>chris</p></blockquote><p></p>
[QUOTE="pepperidge, post: 17833, member: 2322"] Martie, to carry on with the conversation on the thread of Help, at some point in the high school years as we have talked I think there is the strong possibility that we will be in the same position with my eldest as you were. I think we will get through the middle school. For right now, half days seems to be "working," and they are actually talking about starting an alternative program next year for some the bright middle school kids who have little interest in traditional classroom studies--a field based research science type program which I think might benefit my son enormously. It wouldn't be for the conduct type kids as I understand it. But in our small district, the only thing they have going is an alternative high school program for kids that would otherwise drop out so they can work at McDonald's etc half day and get their diploma (not sure if it diploma or GED). These tend to be the kids I do not want my son to hang out with, as we discussed. But at least right now, I can't see him succeeding in a normal high school class. I see him still needing a small class, continued therapeutic intervention which we are actually getting outside of school. The model of aides to pull out a very small group that is used in our middle school doesn't seem to work in high schools. I see him needing to be challenged in some type of setting to really take responsibility for his own future. So here's my question. I can potentially see due process in our future, though I think our chances of winning would not be so great and like you would choose to spend the money on the school rather than the lawper. Is there anything i can do re getting things inserted in minutes of IEP meetings that would ultimately help our case? For example, I am thinking of our decision to pull our son out for a half day. The school did not suggest this, we did, because we didn't want him sitting on the couch in the ed. resource room or in the nurses office the entire day--which he would have based on our experience of previous years. It looks like things are going reasonably well--if the yardstick is getting one's child to attend at all and do some of the work-- so I can imagine them saying that things are working. They are, but only because we are willing to bear the burden in a sense of having him home part of the day instead of in school. In cases like this, what might be the most important things to have documented? Does one have a right to all the minutes of meetings? My district doesn't seem to issue minutes in teh form of it was decided that, but rather a two column page format he said she said sort of thing. HOwever, they have never provided us with the minutes. Is there a file we have the right to look at? Anyway, right now I have a positive relationshiop which I value. But I expect that things could change if they try to put him in the alternative high school because there are no other options. Any advice you have is always welcome. I fear I've already blown it! chris [/QUOTE]
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