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Special Ed 101
School assessment question
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<blockquote data-quote="klmno" data-source="post: 76487" data-attributes="member: 3699"><p>Babbs, I'll try answering your questions for the second time (I've been having computer problems). Here goes-</p><p></p><p>1)There was a manif. hearing where sd said his behavior was more impulsive during last incident so it wasn't related to ED- I had them put in writing that I did not agree. He was labeled "habitual offender" and officially put on homebound. They actually never got it together enough to provide homebound but on paper it looked like they had met their obligation. I appealed the habitual offender status and homebound and they removed them both.</p><p></p><p>2) When I looked into the school they wanted to send him to and talked with people familiar with it, I found it was a school where kids really were out of control and not recieving effective rehabilitative or therapuetic help. I found that only about 20% of students ever return to mainstream and apparently, these were the ones whose parents went the legal route to make it happen. Knowing that there is another school around here that has several professionals in place who work with the students in a team effort and has about 80% return to mainstream (even if they still needed spec. ed) after approx. 2 years, it appeared to me that the school the sd proposed was basicly a place where they send the kids when they want rid of them.</p><p></p><p>3) The principal wanted to wait until the first mid-term marking period to write the BIP. I had pointed out to them this summer that the Functional Behavior Assessment was suppoosed to be done by a special trained, qualified person - not the VP like they did last year. Also, difficult child's diagnosis and medications were re-evaluated and changed this summer so I agreed to this. </p><p></p><p>4) The loose behavior goals might be related to waiting to confirm what issues he's going to have this year- but, there are some people over there who seem to have a problem accepting that difficult child is not in control as much as they believe because they have said "he is in control of everything he does because he's smart". How do you get any of them motivated and willing to read The Explosive Child? </p><p></p><p>5) Yes, I agree with having difficult child re-evaluation. - I have been trying since March to have this done privately and currently have an appointment. in a few weeks. The school knew this because a teacher completed the Teacher Report form (or whatever its called) this summer. A psychiatric and attny had told me before that if a parent can find the resources, private testing is preferable than sd testing. This is because you minimize risk of sd bias and private will usually look at whole picture (all settings, including school) more than sd testing to determine underlying problems and recommended approach to dealing with them.</p><p></p><p>Fortunately, the sd agreed to put their evaluation. on hold unless the private facility needs them to do it or unless something falls through with that.</p></blockquote><p></p>
[QUOTE="klmno, post: 76487, member: 3699"] Babbs, I'll try answering your questions for the second time (I've been having computer problems). Here goes- 1)There was a manif. hearing where sd said his behavior was more impulsive during last incident so it wasn't related to ED- I had them put in writing that I did not agree. He was labeled "habitual offender" and officially put on homebound. They actually never got it together enough to provide homebound but on paper it looked like they had met their obligation. I appealed the habitual offender status and homebound and they removed them both. 2) When I looked into the school they wanted to send him to and talked with people familiar with it, I found it was a school where kids really were out of control and not recieving effective rehabilitative or therapuetic help. I found that only about 20% of students ever return to mainstream and apparently, these were the ones whose parents went the legal route to make it happen. Knowing that there is another school around here that has several professionals in place who work with the students in a team effort and has about 80% return to mainstream (even if they still needed spec. ed) after approx. 2 years, it appeared to me that the school the sd proposed was basicly a place where they send the kids when they want rid of them. 3) The principal wanted to wait until the first mid-term marking period to write the BIP. I had pointed out to them this summer that the Functional Behavior Assessment was suppoosed to be done by a special trained, qualified person - not the VP like they did last year. Also, difficult child's diagnosis and medications were re-evaluated and changed this summer so I agreed to this. 4) The loose behavior goals might be related to waiting to confirm what issues he's going to have this year- but, there are some people over there who seem to have a problem accepting that difficult child is not in control as much as they believe because they have said "he is in control of everything he does because he's smart". How do you get any of them motivated and willing to read The Explosive Child? 5) Yes, I agree with having difficult child re-evaluation. - I have been trying since March to have this done privately and currently have an appointment. in a few weeks. The school knew this because a teacher completed the Teacher Report form (or whatever its called) this summer. A psychiatric and attny had told me before that if a parent can find the resources, private testing is preferable than sd testing. This is because you minimize risk of sd bias and private will usually look at whole picture (all settings, including school) more than sd testing to determine underlying problems and recommended approach to dealing with them. Fortunately, the sd agreed to put their evaluation. on hold unless the private facility needs them to do it or unless something falls through with that. [/QUOTE]
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