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Special Ed 101
Advice on rewriting an IEP with different label
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<blockquote data-quote="PollyParent" data-source="post: 53131" data-attributes="member: 3822"><p>In as far as ANYONE in the District is trained, I will say that my district does a decent job of assessing and coping with sensory issues. </p><p></p><p>It's just not the first thing that people think about. Mostly the staff responds to the behavior and gets annoyed when the child is not punished for behaving badly. ("Sets a bad example for the other kids" or, "it's not appropriate" OK, so it's not appropriate, but he's still doing it. How do you plan on dealing with the behavior which is happening right now regardless of how appropriate it is?)</p><p></p><p>I do think Autism training for the staff is important. However, I'm getting a lot of resistance from the Gen Ed teachers to even look at behavior issues as a part and parcel of a disability. The Special Education teachers and resource workers for the most part get that. Gen Ed wants to look at Learning Disabilities.</p><p></p><p>My son scored the highest in his class on an end of year benchmark test. Special Education sees this as a sign that if he is given the right environment even if it's for only three weeks at the end of the year, then he can learn a year's worth of material. Gen Ed teachers see this as a sign that he was only being a brat, or maybe he had overblown anxiety, but he must have known all that stuff earlier in the year and was refusing to admit it.</p><p></p><p>That's the major disconnect.</p><p></p><p>That and the fact that the High School VPs and Principal are abouut to get us in trouble by the way that they discipline SpecEd kids. The adults think the kids are "getting over" when you bring up sensory problems.</p><p></p><p>In terms of where and how the district is going to place him, I've got him set up through the summer. The District is paying for a summer camp for kids with conduct disorders, AS, and ADD, because they were going to set him up in summer school to relieve his transition anxiety coming into school inthe fall. The camp was seen as a much better fit.</p><p></p><p>I'm going to request an addendum to the IEP when I talk to the principal in late July regarding Saul's fourth grade teacher assignment. By that time, I hope to have a plan drafted which will take into account what curricular interventions have worked, his need for a complete Occupational Therapist (OT) assessement and perhaps an FBA, and I'm going to request an aide trained in AS and Autism be assigned to him. His General Ed teachers are going to need As/Pervasive Developmental Disorder (PDD) training too. I need to get my sources and legal rights clearly lined up before that meeting.</p><p></p><p>I'm pretty well convinced that the Middle school here is never going to serve my son. He's got two years left in elementary, so I'm focusing on those.</p><p></p><p>In the meantime, I've also drafted a legal complaint against indivdual employees and the district as a whole based on the two instances of assault and one of verbal harrassment and intimidation, all of which increased his anxiety and disrupted his learning environment to the point where his IEP could not be implemented. (Casued school phobia to the point where he was running away, and he ceratinly couldn't stay at his desk for a appropriate amount of time, let alone walk into the classroom.) I've got a meeting with the Superintendent and the Board President for mid-July when they both come back form vacation.</p><p></p><p>Either I file the lawsuit, or they work with me on training the entire district on how to deal with kids with conduct disorders in the district. Tackling kids and then sitting on them really should not be the first plan here.</p><p></p><p>(In all honesty, I'm not expecting to go through with the lawsuit as written, because I know that they will try to help. But I needed to get the thing into legalese to impress upon the Prez that this issue needs to take top priority. Over the football stadium at least. That doesn't mean that I'll never sue in order to protect my son's rights, but probably not on this issue at this time.)</p></blockquote><p></p>
[QUOTE="PollyParent, post: 53131, member: 3822"] In as far as ANYONE in the District is trained, I will say that my district does a decent job of assessing and coping with sensory issues. It's just not the first thing that people think about. Mostly the staff responds to the behavior and gets annoyed when the child is not punished for behaving badly. ("Sets a bad example for the other kids" or, "it's not appropriate" OK, so it's not appropriate, but he's still doing it. How do you plan on dealing with the behavior which is happening right now regardless of how appropriate it is?) I do think Autism training for the staff is important. However, I'm getting a lot of resistance from the Gen Ed teachers to even look at behavior issues as a part and parcel of a disability. The Special Education teachers and resource workers for the most part get that. Gen Ed wants to look at Learning Disabilities. My son scored the highest in his class on an end of year benchmark test. Special Education sees this as a sign that if he is given the right environment even if it's for only three weeks at the end of the year, then he can learn a year's worth of material. Gen Ed teachers see this as a sign that he was only being a brat, or maybe he had overblown anxiety, but he must have known all that stuff earlier in the year and was refusing to admit it. That's the major disconnect. That and the fact that the High School VPs and Principal are abouut to get us in trouble by the way that they discipline SpecEd kids. The adults think the kids are "getting over" when you bring up sensory problems. In terms of where and how the district is going to place him, I've got him set up through the summer. The District is paying for a summer camp for kids with conduct disorders, AS, and ADD, because they were going to set him up in summer school to relieve his transition anxiety coming into school inthe fall. The camp was seen as a much better fit. I'm going to request an addendum to the IEP when I talk to the principal in late July regarding Saul's fourth grade teacher assignment. By that time, I hope to have a plan drafted which will take into account what curricular interventions have worked, his need for a complete Occupational Therapist (OT) assessement and perhaps an FBA, and I'm going to request an aide trained in AS and Autism be assigned to him. His General Ed teachers are going to need As/Pervasive Developmental Disorder (PDD) training too. I need to get my sources and legal rights clearly lined up before that meeting. I'm pretty well convinced that the Middle school here is never going to serve my son. He's got two years left in elementary, so I'm focusing on those. In the meantime, I've also drafted a legal complaint against indivdual employees and the district as a whole based on the two instances of assault and one of verbal harrassment and intimidation, all of which increased his anxiety and disrupted his learning environment to the point where his IEP could not be implemented. (Casued school phobia to the point where he was running away, and he ceratinly couldn't stay at his desk for a appropriate amount of time, let alone walk into the classroom.) I've got a meeting with the Superintendent and the Board President for mid-July when they both come back form vacation. Either I file the lawsuit, or they work with me on training the entire district on how to deal with kids with conduct disorders in the district. Tackling kids and then sitting on them really should not be the first plan here. (In all honesty, I'm not expecting to go through with the lawsuit as written, because I know that they will try to help. But I needed to get the thing into legalese to impress upon the Prez that this issue needs to take top priority. Over the football stadium at least. That doesn't mean that I'll never sue in order to protect my son's rights, but probably not on this issue at this time.) [/QUOTE]
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Advice on rewriting an IEP with different label
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