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<blockquote data-quote="LittleDudesMom" data-source="post: 652700" data-attributes="member: 805"><p>Elizabeth,</p><p></p><p>A learning disability is not a requirement for qualification of an IEP. One thing that many of us can agree upon is that a pretty large percentage of our DCren are very intelligent. </p><p></p><p>The law is clear and states that a child qualifies for an IEP that has an <em><strong>identified disability </strong></em>that impedes learning to the point that the child needs specialized instruction in order to close the gap between the <strong><em>child's own academic achievement</em></strong> and that of his/her age peers.</p><p></p><p>Note is says nothing specifically about a learning disability nor does it say anything specifically about the child's intelligence. It is very often the dichotomy between the intelligence and the performance that qualifies a child for an IEP. <em>Lost in School</em> is a great book by Ross Greene that addresses some of these issues. Often schools/teachers/administrators label a child as "lazy" or "trouble" when they don't perform well academically or act up/out at school. Often a Difficult Child's attitude towards teachers/authority figures leads folks to believe the child is just disobedient or deliberately rude. But it is up to us to ask the question, "to what end?" If all the child gets are punishments, "no's", etc., what are they getting out of the behavior? The source needs to be identified and there are many schools that <em><strong>react</strong></em> to the disturbance rather than attempt to find out the <strong><em>why</em></strong>. And there are just as many school who are resistant when we force them to face the why and call upon them to accommodate our children.</p><p></p><p>I've been thinking about your situation since I responded yesterday. I thought back to when my son was at his most difficult and darkest times. Making sure he kept up with this school work was the very least of my concerns. The first order was to make sure that the issues that led to his physical disturbances (raging at school puts in quite simply) were addressed. It was a long haul that led us from days to months to years in the blink of an eye. But things did begin to get better once we addressed his emotional issues and then I placed his educational issues back on the plate. </p><p></p><p>Most states have an office of special education and you can begin your search for an advocate there. At 13, it's imperative that his case is fast-tracked.</p><p></p><p>Sharon</p></blockquote><p></p>
[QUOTE="LittleDudesMom, post: 652700, member: 805"] Elizabeth, A learning disability is not a requirement for qualification of an IEP. One thing that many of us can agree upon is that a pretty large percentage of our DCren are very intelligent. The law is clear and states that a child qualifies for an IEP that has an [I][B]identified disability [/B][/I]that impedes learning to the point that the child needs specialized instruction in order to close the gap between the [B][I]child's own academic achievement[/I][/B] and that of his/her age peers. Note is says nothing specifically about a learning disability nor does it say anything specifically about the child's intelligence. It is very often the dichotomy between the intelligence and the performance that qualifies a child for an IEP. [I]Lost in School[/I] is a great book by Ross Greene that addresses some of these issues. Often schools/teachers/administrators label a child as "lazy" or "trouble" when they don't perform well academically or act up/out at school. Often a Difficult Child's attitude towards teachers/authority figures leads folks to believe the child is just disobedient or deliberately rude. But it is up to us to ask the question, "to what end?" If all the child gets are punishments, "no's", etc., what are they getting out of the behavior? The source needs to be identified and there are many schools that [I][B]react[/B][/I] to the disturbance rather than attempt to find out the [B][I]why[/I][/B]. And there are just as many school who are resistant when we force them to face the why and call upon them to accommodate our children. I've been thinking about your situation since I responded yesterday. I thought back to when my son was at his most difficult and darkest times. Making sure he kept up with this school work was the very least of my concerns. The first order was to make sure that the issues that led to his physical disturbances (raging at school puts in quite simply) were addressed. It was a long haul that led us from days to months to years in the blink of an eye. But things did begin to get better once we addressed his emotional issues and then I placed his educational issues back on the plate. Most states have an office of special education and you can begin your search for an advocate there. At 13, it's imperative that his case is fast-tracked. Sharon [/QUOTE]
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