Any tips for a manifestation meeting?

Discussion in 'Special Ed 101' started by cupcakes, Feb 4, 2009.

  1. cupcakes

    cupcakes New Member

    Just wondering if anyone has any advice or tips before we go to ours. i am a bit intimidated and could use any help anyone has!
  2. klmno

    klmno Active Member

    Take proof of diagnosis (letter from psychiatrist, any privately done evaluations, anything), any publicized documentation of common problems and symptoms for that diagnosis, the previous BIP or lack thereof that did not adequately provide for needed supports and most of all- DO NOT SIGN AN AGREEMENT that this was NOT a manifestation of the disability no matter what- unless, of course, you agree that it was not. I say that because the admin at my son's told me I had no choice but to sign because I was out-voted by the other memebers of the iep team (who happened to sit there quietly through the whole meeting)- but it didn't matter- it isn't about being in the minority of votes- it is about not being in agreement. If you can find an advocate, it would be good to take one.
  3. cupcakes

    cupcakes New Member

    Ok so do not need to sign that it is not a manifestation of his disability ? Because this is what I am told they are going for and I wasn't sure what to do if I disagreed. Also should I print off info on his diagnosis for the meeting to give to everyone? Or just for my reference? Thanks!
  4. klmno

    klmno Active Member

    Everyone at the meeting needs to know diagnosis and any specific needs and symptoms of your child. Your stance is to prove and hold the position that your child's special needs lead to the incident in question. Unless of course their need is that they are deaf but they committed murder- IOW- if it's obvious that the diagnosis and special needs had nothing to do with the incident, it's hard to prove. But, for instance, my son went out of control after doubliong his prozac. We didn't know he was BiPolar (BP) then and I didn't know that the medication change could trigger mania- that was right before I found this board. I also didn't know that iep members don't vote and it makes no difference if 90 of them agree but I as the parent don't agree, if I don't sign, we are not in agreement. They ARE going to try to convince you why they believe the child should be punished and that it was not a manifestation. You need to hold the position that it was, if in fact, there is any doubt that it was. And don't verbally agree or sign anything. (The not signing is the most imporatant.) I don't know your sd- but some will intimadate, lie, threat, everything else. Just prepare yourself. And again, if you can, take someone else with you. And, proof is good- any recent medication changes is useful info too.
  5. klmno

    klmno Active Member

    And, if you can show that needed accommodations were needed at school to keep you difficult child in line but they were not provided adequately, that's all the better.
  6. Sheila

    Sheila Moderator

    If his infraction was a result of his disability, go prepared to defend your position.

    Things you may need: Article(s) about the behavior as a symptom, written statement of account by difficult child (signed),

    I believe there is a manifestation thread in the Archives. is from -- don't recall specifically what's in it but it might be helpful
  7. TheOnlyMe

    TheOnlyMe Relentless Warrior Mom

    There are two question to a MDR hearing:
    1. Was the in the incidents in questions a reflections of his disability?
    It the SD does not agres have them write your own statement.

    2. Did the SD fail to follow his IEP?
    The SD ALMOST always will say yes but you still have the option to write in your own statement and make sure they word it the way you want it and if you can prove it in BIP or documents in the IEP you got them! They have to make modifications to accommodate the behave for in the future.
  8. Superpsy

    Superpsy New Member

    Alot of good information here already. The main issue comes down to knowing the symptoms, characteristics and typical behaviors of your child's disability. Honestly, most school personnel are not trained to answer whether or not the behavior was a result of the child's disability, especially when it comes to the behavior spectrum. What I encourage most parents to do is to have someone who does know about behaviors and characteristics at the meeting; hopefully someone who is an ally (school psychiatric, counselor, advocate, Special Education. teacher etc.) and understands the disability...Often times one voice on your side, expecially a respected and knowledgeable one, will help sway the meeting. Administrators sometimes see manifestation meetings as just something to get through to suspension/expulsion and come into the meeting with their own agenda. Regular teachers are sometimes intimidated by this....find an ally!

    The Only Me had an excellent summary of the issues in a manifestation determination. Writing your own statement (if you disagree) is an EXCELLENT idea.
  9. klmno

    klmno Active Member

    I just thought of another point that you can usually get the sd on in situations like this (supersppy jugged my memoory). It is either the functional behavior assessment(fba) or the manefestation hearing that the sd is required to have a "person qualified in the area of the disability" to be involved. Even if it is the FBA- go back and see whop was in that meeting- see if they had any mental health person or anyone other than typical IEP team members there. The fba is the meeting before the BIP is done. Check your state regs and IDEA.
  10. Ropefree

    Ropefree Banned

    i have not dealt with this but I have certainly been around the block and shown up to
    live the intimidated part you are discribing here.
    Have you asked for anyone to come with you from any other outside school groups?
    I have been trying myself to get someone to go with me who has better insight to this system.
    Currently I am not really feeling in agreement that a parent alone who has zero professional expertice is able to contribute what is available or appropriate when those are the districts to provide and so often they prefer not to tap those resources unless required to do so in a due process solution after withholding what was know to be available yet to provided.
    For me the last time i was asked by an district staff 'what do you want" after all the many times I have been told by same that even to e-mail with updates is to much to do in addition to nothing.
    I want a caring trained professional who specialises in my sons diagnosis learning issues to work with him for one hour per day after school hours.