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Special Ed 101
Update - Finally Received IEP Copy - Our Request Denied for Writing Accommodations
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<blockquote data-quote="rlsnights" data-source="post: 407546" data-attributes="member: 7948"><p>Did you sign the IEP at the meeting?</p><p></p><p>If so, was the IEP altered since the meeting? In this case, were the specified accommodations changed? Was there a goal written in regards to his use of the keyboard equipment (there should have been) that was removed or changed?</p><p></p><p>If so, then they have unilaterally changed the IEP and they are not allowed to do that without prior notice - i.e. telling you in writing with enough notice that you can object in writing and request a new IEP meeting.</p><p></p><p>If you signed a "blank" form without seeing the exact text/completed document do not do that again. This is what can happen when you do.</p><p></p><p>There is no reason why they cannot complete the IEP and give you a copy to take home from the meeting. Right then.</p><p></p><p>It can be handwritten and, if they like, they can send you a type written one later. But you should leave the meeting with the actual document in your hand.</p><p></p><p><u>Unsigned.</u></p><p></p><p>Tell them you want to review it for accuracy, or sleep on it, or show it to your spouse or whatever you like. You can say nothing at all. Just don't sign it at the meeting - take it home and do all those things - check for accuracy, etc. Then sign and return it - after you have made a copy of it for your own records.</p><p></p><p>If you did not sign the IEP then the previous IEP holds until replaced by a completed, signed IEP.</p><p></p><p>If you did not sign the IEP - and that's why they sent you this one home - do NOT sign it as agreeing.</p><p></p><p>You can sign that you agree to the services included in the IEP except - and then write in what you do not agree to, in this case that the use of a keyboarding device was agreed to at the meeting and that accommodation has been removed without your consent.</p><p></p><p>Or you can refuse to sign it altogether and request (in writing) an additional meeting. If you do that, in your letter to them, you should be very specific about the attendance of all the people involved (if you want them there) - the autism person, the Occupational Therapist (OT), the classroom teacher - everybody.</p><p></p><p>Be aware however that if they are opposed to your idea now they will probably still be opposed at the meeting.</p><p></p><p>I think you should probably do something in response to this incident because you want to make it clear to them, in a nice way, that you are not a push over and they can't just change the IEP without your consent. It's a power issue as well as a legal one but they probably know that you aren't going to go to due process over this so they are pushing you around a little. Push back but keep your goals in mind and do so in moderation.</p><p></p><p>Now, having said all that, I think you should carefully consider their input on this subject. I realize that you feel strongly about this topic but you also need to be open to hearing from the people actually teaching your child what they see and why they hold the opinions that they do. I have made this mistake just a few times in the 10+ years I have been attending IEP meetings for one kid or another. I have decided in advance that a particular solution is the "right" one and been pretty unyielding when the teachers didn't want to go along. Sometimes I got my way - only to discover that they were ... right. Ugh. Egg on face. Not pretty.</p><p></p><p>Perhaps, instead of providing a keyboard, his homework should be modified? How do you know that homework battles will be fewer/milder if he has a keyboard? Have you used one at home with success? If not, then you may want to try this before pushing them to provide one. Perhaps a gentler approach to handling this situation is to ask the Special Education teacher very nicely if you might borrow an Alpha Smart or whatever to use at home for a week to see how Bubby does with it?</p><p></p><p>If Bubby has used one at home and it's improved things immensely then you should make sure they know about it. Put it in writing when you tell them how you object to their unilateral change to the accommodations called for in the IEP.</p><p></p><p>In my experience, homework is often a battle because it is too much - after a full school day the kid is done in and needs time to transition to a new setting (home) with different expectations,etc. Bringing school home by requiring homework that is in his area of weakness may be the bigger issue. </p><p></p><p>I don't know - I just think you need to be really clear what the problem is and then put it to the school people - here's the problem, what's your solution? The problems really are legally theirs to solve. You can disagree with their solutions but strategically it's often better to just keep repeating the problem or variations on the problem or point out the problems with their solutions than to actually propose your own solution. A lot of the time they will end up where you want them to be - or you will all realize that you need to look at the problem from a different angle - like homework modifications vs. keyboard.</p><p></p><p>Finally, to try to answer your question about who is legally a member of the team, I think it best to refer you to the #1 authority on these things - Wright's Law. Here's a link to the webpage that covers that info.</p><p></p><p><a href="http://www.wrightslaw.com/idea/art/iep.team.members.htm" target="_blank">http://www.wrightslaw.com/idea/art/iep.team.members.htm</a></p></blockquote><p></p>
[QUOTE="rlsnights, post: 407546, member: 7948"] Did you sign the IEP at the meeting? If so, was the IEP altered since the meeting? In this case, were the specified accommodations changed? Was there a goal written in regards to his use of the keyboard equipment (there should have been) that was removed or changed? If so, then they have unilaterally changed the IEP and they are not allowed to do that without prior notice - i.e. telling you in writing with enough notice that you can object in writing and request a new IEP meeting. If you signed a "blank" form without seeing the exact text/completed document do not do that again. This is what can happen when you do. There is no reason why they cannot complete the IEP and give you a copy to take home from the meeting. Right then. It can be handwritten and, if they like, they can send you a type written one later. But you should leave the meeting with the actual document in your hand. [U]Unsigned.[/U] Tell them you want to review it for accuracy, or sleep on it, or show it to your spouse or whatever you like. You can say nothing at all. Just don't sign it at the meeting - take it home and do all those things - check for accuracy, etc. Then sign and return it - after you have made a copy of it for your own records. If you did not sign the IEP then the previous IEP holds until replaced by a completed, signed IEP. If you did not sign the IEP - and that's why they sent you this one home - do NOT sign it as agreeing. You can sign that you agree to the services included in the IEP except - and then write in what you do not agree to, in this case that the use of a keyboarding device was agreed to at the meeting and that accommodation has been removed without your consent. Or you can refuse to sign it altogether and request (in writing) an additional meeting. If you do that, in your letter to them, you should be very specific about the attendance of all the people involved (if you want them there) - the autism person, the Occupational Therapist (OT), the classroom teacher - everybody. Be aware however that if they are opposed to your idea now they will probably still be opposed at the meeting. I think you should probably do something in response to this incident because you want to make it clear to them, in a nice way, that you are not a push over and they can't just change the IEP without your consent. It's a power issue as well as a legal one but they probably know that you aren't going to go to due process over this so they are pushing you around a little. Push back but keep your goals in mind and do so in moderation. Now, having said all that, I think you should carefully consider their input on this subject. I realize that you feel strongly about this topic but you also need to be open to hearing from the people actually teaching your child what they see and why they hold the opinions that they do. I have made this mistake just a few times in the 10+ years I have been attending IEP meetings for one kid or another. I have decided in advance that a particular solution is the "right" one and been pretty unyielding when the teachers didn't want to go along. Sometimes I got my way - only to discover that they were ... right. Ugh. Egg on face. Not pretty. Perhaps, instead of providing a keyboard, his homework should be modified? How do you know that homework battles will be fewer/milder if he has a keyboard? Have you used one at home with success? If not, then you may want to try this before pushing them to provide one. Perhaps a gentler approach to handling this situation is to ask the Special Education teacher very nicely if you might borrow an Alpha Smart or whatever to use at home for a week to see how Bubby does with it? If Bubby has used one at home and it's improved things immensely then you should make sure they know about it. Put it in writing when you tell them how you object to their unilateral change to the accommodations called for in the IEP. In my experience, homework is often a battle because it is too much - after a full school day the kid is done in and needs time to transition to a new setting (home) with different expectations,etc. Bringing school home by requiring homework that is in his area of weakness may be the bigger issue. I don't know - I just think you need to be really clear what the problem is and then put it to the school people - here's the problem, what's your solution? The problems really are legally theirs to solve. You can disagree with their solutions but strategically it's often better to just keep repeating the problem or variations on the problem or point out the problems with their solutions than to actually propose your own solution. A lot of the time they will end up where you want them to be - or you will all realize that you need to look at the problem from a different angle - like homework modifications vs. keyboard. Finally, to try to answer your question about who is legally a member of the team, I think it best to refer you to the #1 authority on these things - Wright's Law. Here's a link to the webpage that covers that info. [url]http://www.wrightslaw.com/idea/art/iep.team.members.htm[/url] [/QUOTE]
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Update - Finally Received IEP Copy - Our Request Denied for Writing Accommodations
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