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Special Ed 101
School wants to move daughter into IEP, please help!
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<blockquote data-quote="rlsnights" data-source="post: 416091" data-attributes="member: 7948"><p>I can't speak to the motives of the SD. I will say that generally speaking the higher the expectations (to a point) the better for the child in the long run.</p><p></p><p>I have never had one of my kids stigmatized by having an IEP. Except that a couple of times we have encountered ignorant teachers who believe there are no "learning disabilities" just kids who won't try hard. These are the exception not the rule.</p><p></p><p>Many kids "grow into" their disabilities. At the elementary level she could do OK but as she progresses through the grades her ability to perform at grade level will get worse and worse. That's assuming she actually has an Learning Disability (LD) that affects her math abilities. Which has not yet been established.</p><p></p><p>Is she now in Pre-Algebra or Algebra? Typically kids have trouble with this if they have trouble with abstract concepts/language and/or symbols. For example, the idea that you can add to one side and subtract from the other side and the result is equivalent to the original equation can make no sense at all to a child who is very concrete. Or they may be uncertain about which sign represents greater than and less than, etc.</p><p></p><p>I suggest you ask them some questions about what kinds of interventions they usually use with kids who are struggling with math if they have an IEP. Do they pull them out of class or do push in services where the Special Education person comes into the classroom?</p><p></p><p>If she is struggling now with extra help at school and now with the boost of extra help at home, I think you need to accept she needs to be evaluated for Learning Disability (LD)'s and given more structured help geared toward teaching her to compensate for any disability and to learn the things she needs to know.</p><p></p><p>You would not want her to be failing in 9th grade when help now would have prevented that. And that is the usual pattern - as you have discovered. The big transitions (3rd to 4th, 6th to 7th, 8th to 9th) are times when the academic expectations take a big leap. And that is when kids who were able to scrape by before find they can no longer keep up or pass.</p><p></p><p>You could also consider doing private testing with a psychologist to identify Learning Disability (LD)'s. Then you could decide based on the psychologists recommendations and the test results how to proceed.</p><p></p><p>P</p></blockquote><p></p>
[QUOTE="rlsnights, post: 416091, member: 7948"] I can't speak to the motives of the SD. I will say that generally speaking the higher the expectations (to a point) the better for the child in the long run. I have never had one of my kids stigmatized by having an IEP. Except that a couple of times we have encountered ignorant teachers who believe there are no "learning disabilities" just kids who won't try hard. These are the exception not the rule. Many kids "grow into" their disabilities. At the elementary level she could do OK but as she progresses through the grades her ability to perform at grade level will get worse and worse. That's assuming she actually has an Learning Disability (LD) that affects her math abilities. Which has not yet been established. Is she now in Pre-Algebra or Algebra? Typically kids have trouble with this if they have trouble with abstract concepts/language and/or symbols. For example, the idea that you can add to one side and subtract from the other side and the result is equivalent to the original equation can make no sense at all to a child who is very concrete. Or they may be uncertain about which sign represents greater than and less than, etc. I suggest you ask them some questions about what kinds of interventions they usually use with kids who are struggling with math if they have an IEP. Do they pull them out of class or do push in services where the Special Education person comes into the classroom? If she is struggling now with extra help at school and now with the boost of extra help at home, I think you need to accept she needs to be evaluated for Learning Disability (LD)'s and given more structured help geared toward teaching her to compensate for any disability and to learn the things she needs to know. You would not want her to be failing in 9th grade when help now would have prevented that. And that is the usual pattern - as you have discovered. The big transitions (3rd to 4th, 6th to 7th, 8th to 9th) are times when the academic expectations take a big leap. And that is when kids who were able to scrape by before find they can no longer keep up or pass. You could also consider doing private testing with a psychologist to identify Learning Disability (LD)'s. Then you could decide based on the psychologists recommendations and the test results how to proceed. P [/QUOTE]
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School wants to move daughter into IEP, please help!
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