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bit confused on what to do about this one......
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<blockquote data-quote="Marguerite" data-source="post: 377461" data-attributes="member: 1991"><p>It's a major fallacy that some schools get stuck on (check your regulations, I don't think they are right to think this way) that students who are otherwise bright and achieving, do not therefore need an IEP despite what other issues they may have.</p><p></p><p>My response to that is - the whole point is to help that child be the best they can be; anything that puts an obstacle in the way (other than general lack of ability which requires a different response) needs to be dealt with. If, for example, you have a very bright deaf child who lipreads and who therefore is doing quite well because he/she is able to understand the teacher when the teacher is facing the class (and the child therefore is achieving above average) that does NOT mean you don't put in accommodations for that child to deal with the times when the teacher is talking while facing the blackboard, and that student cannot follow what the teacher is saying. </p><p></p><p>A bright child can still need help. Simply achieving above average is not acceptable, if the child would otherwise (without the disability) be able to achieve top marks. Accommodations are needed because she is not able to function properly. If she is able to achieve at all, that is to her credit. </p><p></p><p>We got the same garbage at times with difficult child 3 and he clearly was not coping. What happened was the time came when he hit the academic brick wall because the cumulative lack of support meant cumulative lack of education; he had bee able to slide through on what he learnt at home, with me tutoring. When we finally pulled him out of mainstream, we found out the hard way that there were huge gaps in his basic knowledge that should not have been there. difficult child 3 is a bright kid, and he was achieving well in enough areas, to slide by in the areas where he knew nothing. Then the assessment process became a bit more specific, and the holes in the system became obvious. Then they still tried to blame the child - "He did well last year; he's just not paying attention this year." It was in fact, long-term deficit in the school's ability to support a bright special needs child.</p><p></p><p>Marg</p></blockquote><p></p>
[QUOTE="Marguerite, post: 377461, member: 1991"] It's a major fallacy that some schools get stuck on (check your regulations, I don't think they are right to think this way) that students who are otherwise bright and achieving, do not therefore need an IEP despite what other issues they may have. My response to that is - the whole point is to help that child be the best they can be; anything that puts an obstacle in the way (other than general lack of ability which requires a different response) needs to be dealt with. If, for example, you have a very bright deaf child who lipreads and who therefore is doing quite well because he/she is able to understand the teacher when the teacher is facing the class (and the child therefore is achieving above average) that does NOT mean you don't put in accommodations for that child to deal with the times when the teacher is talking while facing the blackboard, and that student cannot follow what the teacher is saying. A bright child can still need help. Simply achieving above average is not acceptable, if the child would otherwise (without the disability) be able to achieve top marks. Accommodations are needed because she is not able to function properly. If she is able to achieve at all, that is to her credit. We got the same garbage at times with difficult child 3 and he clearly was not coping. What happened was the time came when he hit the academic brick wall because the cumulative lack of support meant cumulative lack of education; he had bee able to slide through on what he learnt at home, with me tutoring. When we finally pulled him out of mainstream, we found out the hard way that there were huge gaps in his basic knowledge that should not have been there. difficult child 3 is a bright kid, and he was achieving well in enough areas, to slide by in the areas where he knew nothing. Then the assessment process became a bit more specific, and the holes in the system became obvious. Then they still tried to blame the child - "He did well last year; he's just not paying attention this year." It was in fact, long-term deficit in the school's ability to support a bright special needs child. Marg [/QUOTE]
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