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Well, slap me silly-
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<blockquote data-quote="klmno" data-source="post: 139508" data-attributes="member: 3699"><p>Hi, Martie! The IEP doesn't say anything about mental health services- but that is not what I am requesting from them. His IEP is primarily written for behavior- with goals and objectives for behavior. He currently has no BIP but his behavior has been pretty good this year so that is not a primary concern.</p><p></p><p>My concern is that 1) the IEP includes accommodations that are not being done- for instance, the "safe place" option if difficult child is hyper or agitated- this has not been done once. 2) reduced homework in periods of stress or problem periods- this has not been done with one exception- there is one teacher that, on her own, will change his grade for an assignment when I let her know he has had a meltdown 3) they are supposed to initial his planner to confirm that assignments are written down so that I can know what is expected at home- that is done approximately 25&#37; of the time</p><p></p><p>In addition to that, there are inconsistent, and blatantly false, statements being documented in his school record. I can prove that and even the ed spec. and middle school director of Special Education saw part of it and agreed that it is reason to be concerned. And there are many (teachers and administrators) who act like if behavior is fine, then why is he on an IEP- never mind that his grades show a real problem. And, there are people over there ((teachers and administrators) who seem to be so scared of the word "bipolar" that they create problems and handle things in a way that will only trigger mania in difficult child- maybe they are just alarmist.</p><p></p><p>But what concerns me the most, is that in spite of the evidence they have (real evidence) that difficult child needs accommodations (reduced homework at times, safe place, etc), they indirectly said that since bipolar is a mental health issue, that the sd didn't get involved except as it relates to behavior. in my humble opinion- when there are neuropsychologist results that clearly indicate certain weaknesses, which are consistent with publications put out by the CABF, and are indicative of difficult child's weaknesses this year, and when it is a known fact that a disability is not limited to "physical" disabilities- they are required by law to give him an education the same as a diabetic, or autistic child, or anyone else. Furthermore, if bipolar is a chemical imabalance in the brain- then is it not physical?</p><p></p><p>I am imploding over their attitude that even though his grades in all academic core classes are indicative of a patterned problem and the supportive proof is there that this is indicative of BiPolar (BP), they are trying to offer 2 scenarios- 1) if his behavior were to continue to be problematic, he would go to a school for the severely behavior impaired or 2) if his behavior continues being good, then they are happy and take him off the iep. They will either ignore the "F"'s or change his grades to passing grades.</p><p></p><p>Last year there was an FBA, BIP, and manifestation determination after he had become manic. An assistant administrator determined all of these- including that the final act "was not a result of his disability" (it was a no brainer that it was). His BIP was a contract that she wrote stating if he committed another school violation, he would be removed from school. I refused to sign- they did it anyway.</p><p></p><p>My position is that they do not have people who are qualified as required by IDEA to "interpret how the specific disability affects the students education" (or something like that. So, I have asked for a specialist in mood disorders to come and give a little training. I'm sorry if it stepped on anyone's toes. But I have listened to absurd statements from them- like "he can't have this problem, he's smart" long enough. And, if someone sees red on a notebook (he takes art )- it must be blood- it couldn't possibly be paint like he told them it was- even though he was not, nor any other child around him that day- bleeding. And I have watched them make things worse instead of better long enough and it is time for them to change a few things. in my humble opinion</p></blockquote><p></p>
[QUOTE="klmno, post: 139508, member: 3699"] Hi, Martie! The IEP doesn't say anything about mental health services- but that is not what I am requesting from them. His IEP is primarily written for behavior- with goals and objectives for behavior. He currently has no BIP but his behavior has been pretty good this year so that is not a primary concern. My concern is that 1) the IEP includes accommodations that are not being done- for instance, the "safe place" option if difficult child is hyper or agitated- this has not been done once. 2) reduced homework in periods of stress or problem periods- this has not been done with one exception- there is one teacher that, on her own, will change his grade for an assignment when I let her know he has had a meltdown 3) they are supposed to initial his planner to confirm that assignments are written down so that I can know what is expected at home- that is done approximately 25% of the time In addition to that, there are inconsistent, and blatantly false, statements being documented in his school record. I can prove that and even the ed spec. and middle school director of Special Education saw part of it and agreed that it is reason to be concerned. And there are many (teachers and administrators) who act like if behavior is fine, then why is he on an IEP- never mind that his grades show a real problem. And, there are people over there ((teachers and administrators) who seem to be so scared of the word "bipolar" that they create problems and handle things in a way that will only trigger mania in difficult child- maybe they are just alarmist. But what concerns me the most, is that in spite of the evidence they have (real evidence) that difficult child needs accommodations (reduced homework at times, safe place, etc), they indirectly said that since bipolar is a mental health issue, that the sd didn't get involved except as it relates to behavior. in my humble opinion- when there are neuropsychologist results that clearly indicate certain weaknesses, which are consistent with publications put out by the CABF, and are indicative of difficult child's weaknesses this year, and when it is a known fact that a disability is not limited to "physical" disabilities- they are required by law to give him an education the same as a diabetic, or autistic child, or anyone else. Furthermore, if bipolar is a chemical imabalance in the brain- then is it not physical? I am imploding over their attitude that even though his grades in all academic core classes are indicative of a patterned problem and the supportive proof is there that this is indicative of BiPolar (BP), they are trying to offer 2 scenarios- 1) if his behavior were to continue to be problematic, he would go to a school for the severely behavior impaired or 2) if his behavior continues being good, then they are happy and take him off the iep. They will either ignore the "F"'s or change his grades to passing grades. Last year there was an FBA, BIP, and manifestation determination after he had become manic. An assistant administrator determined all of these- including that the final act "was not a result of his disability" (it was a no brainer that it was). His BIP was a contract that she wrote stating if he committed another school violation, he would be removed from school. I refused to sign- they did it anyway. My position is that they do not have people who are qualified as required by IDEA to "interpret how the specific disability affects the students education" (or something like that. So, I have asked for a specialist in mood disorders to come and give a little training. I'm sorry if it stepped on anyone's toes. But I have listened to absurd statements from them- like "he can't have this problem, he's smart" long enough. And, if someone sees red on a notebook (he takes art )- it must be blood- it couldn't possibly be paint like he told them it was- even though he was not, nor any other child around him that day- bleeding. And I have watched them make things worse instead of better long enough and it is time for them to change a few things. in my humble opinion [/QUOTE]
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