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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="WearyWoman" data-source="post: 407653"><p>This discussion is really eye-opening for me.</p><p> </p><p>First, you can believe this or not, but there is nowhere to sign the IEP except where we signed on the front showing our attendance, "IEP Team Participants Attending or Participating by Alternate Means in the Meeting". I thought we were just signing that we attended. There is no other location for a signature giving our consent, etc.</p><p> </p><p>Second, I think the word processor assistive technology statement in the IEP is very vague. Again, in the <em>Special Factors</em> section of the IEP, under part (E), it states, "Does the student need assistive technology services or devices?" The box is checked "yes". Below, it simply lists "sensory strategies" and "check on word processor". So, it's unclear to me whether or not the word processing device is required by the current IEP.</p><p> </p><p>We are in a very small, rural school district, and unfortunately, it seems like they are behind the times in terms of available resources and technology. I think it's completely reasonable in terms of Bubby's disabilities. It is written in his IEP that Bubby's homework should consist of the essentials only and nothing extra, but there is homework every night. His behavioral aides work on it with him, and some nights we do too. It's taking up a lot of time because we start out with serious resistance and avoidance tactics on his part, then we move to the reluctantly doing it, but in an angry, messy way, followed by an abrupt walking away when things get too frustrating. Some nights we simply don't get the work done. It's too much of a battle for all involved. I wholeheartedly believe that the written requirements are overwhelming for Bubby and are responsible for a lot of his resistance. A keyboard will make his assignments much more manageable for him, especially as he heads into 4th - 6th grade.</p><p> </p><p>In the IEP meeting, the Special Education and classroom teachers acknowledged Bubby's difficulties with handwriting. Neither said a word that he is doing fabulously with long written assignments. Yet after the meeting they have a completely different conversation amongst themselves and decide not to implement the technology they led us to believe he would get? Maybe that's legal since the IEP was so vague about the use of a word processor. </p><p> </p><p>I know other kids with disabilities have these sorts of accommodations. I don't understand why every step is so challenging for us. Bubby is in a regular classroom full-time, with the exception of small amounts of time for speech and spelling. He is expected to do all of the regular classroom work, for the most part. Other than speech, 30 mins/wk of Occupational Therapist (OT) for handwriting/sensory, and 90 mins./wk of spelling help, Bubby is getting no additional classroom modifications. He has Pervasive Developmental Disorder (PDD) and severe ADHD. Is this so out of line to request that we reduce unnecessary frustration and time with handwriting for assignments in which handwriting is not being assessed in the first place?</p></blockquote><p></p>
[QUOTE="WearyWoman, post: 407653"] This discussion is really eye-opening for me. First, you can believe this or not, but there is nowhere to sign the IEP except where we signed on the front showing our attendance, "IEP Team Participants Attending or Participating by Alternate Means in the Meeting". I thought we were just signing that we attended. There is no other location for a signature giving our consent, etc. Second, I think the word processor assistive technology statement in the IEP is very vague. Again, in the [I]Special Factors[/I] section of the IEP, under part (E), it states, "Does the student need assistive technology services or devices?" The box is checked "yes". Below, it simply lists "sensory strategies" and "check on word processor". So, it's unclear to me whether or not the word processing device is required by the current IEP. We are in a very small, rural school district, and unfortunately, it seems like they are behind the times in terms of available resources and technology. I think it's completely reasonable in terms of Bubby's disabilities. It is written in his IEP that Bubby's homework should consist of the essentials only and nothing extra, but there is homework every night. His behavioral aides work on it with him, and some nights we do too. It's taking up a lot of time because we start out with serious resistance and avoidance tactics on his part, then we move to the reluctantly doing it, but in an angry, messy way, followed by an abrupt walking away when things get too frustrating. Some nights we simply don't get the work done. It's too much of a battle for all involved. I wholeheartedly believe that the written requirements are overwhelming for Bubby and are responsible for a lot of his resistance. A keyboard will make his assignments much more manageable for him, especially as he heads into 4th - 6th grade. In the IEP meeting, the Special Education and classroom teachers acknowledged Bubby's difficulties with handwriting. Neither said a word that he is doing fabulously with long written assignments. Yet after the meeting they have a completely different conversation amongst themselves and decide not to implement the technology they led us to believe he would get? Maybe that's legal since the IEP was so vague about the use of a word processor. I know other kids with disabilities have these sorts of accommodations. I don't understand why every step is so challenging for us. Bubby is in a regular classroom full-time, with the exception of small amounts of time for speech and spelling. He is expected to do all of the regular classroom work, for the most part. Other than speech, 30 mins/wk of Occupational Therapist (OT) for handwriting/sensory, and 90 mins./wk of spelling help, Bubby is getting no additional classroom modifications. He has Pervasive Developmental Disorder (PDD) and severe ADHD. Is this so out of line to request that we reduce unnecessary frustration and time with handwriting for assignments in which handwriting is not being assessed in the first place? [/QUOTE]
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Update - Finally Received IEP Copy - Our Request Denied for Writing Accommodations
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