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Special Ed 101
HAD IEP MEETING TODAY
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<blockquote data-quote="Martie" data-source="post: 4558" data-attributes="member: 284"><p>One of the problems with IEP's is the same people who have lots of input into writing them, also implement them, and then evaluate them. The only way to be certain that your child is actually achieving is either 1) through standardized tests that the s.d. can't fool with (although some Learning Disability (LD) kids test very poorly in this format; however, a child can't "fake good" so if a standardized score goes up, it's real unless the teacher helped the child in order to "look good" (sad but documented) or 2) have the child idependently evaluated periodically. </p><p></p><p>Unfortunately, the only independent evaluations that are at public expense are when the s.d. has failed to conduct an appropriate evaluation. So in order to get a school district to pay, a parent ususally has to take the financial risk of paying for an independent evaluation. up front, get the "bad news" that the progress the district claims isn't demonstrable by an independent evalautor, and then take the district to hearing to get the independent evaluation paid for. It's a real hassle.</p><p></p><p>An easier way to keep tabs on a child's progress if you live near a university is to find a school psychology or Special Education. teacher training program that is looking for kids to evaluate "for practice". Often, this is free and although students' skill levels vary, they have no vested interest in finding progress that isn't there. </p><p></p><p>I did this for years with my difficult child-- and only had him tested by "certified" personnel (that I paid) when I was ready to fight their Learning Disability (LD) label. difficult child is not Learning Disability (LD) and keeping progress on his advancing reading level gave me confidence to continue to believe that his refusal to read is emotionally based. The school had a vested interest in finding him Learning Disability (LD) as an excuse. He's not Learning Disability (LD) and now they say "what are we supposed to do about his refusal to read?" DUH? </p><p></p><p>When they believed his problem was presumably neurologically underwritten (Learning Disability (LD)), then they would try, now that even their own testing shows him refusing rather than incapable, they don't know what to do.</p><p></p><p>I'm rambling--it's late. The original point is, you can't really trust the school's evalautions--especially if in your gut you feel that what they are saying doesn't agree with you're seeing. </p><p></p><p>------------------</p><p>Martie, mother of Mr. No (Major Dep -in remission, ODD, not ADHD or Learning Disability (LD), musically very gifted) and a 14 yo easy child daughter. husband of 22 yrs.</p></blockquote><p></p>
[QUOTE="Martie, post: 4558, member: 284"] One of the problems with IEP's is the same people who have lots of input into writing them, also implement them, and then evaluate them. The only way to be certain that your child is actually achieving is either 1) through standardized tests that the s.d. can't fool with (although some Learning Disability (LD) kids test very poorly in this format; however, a child can't "fake good" so if a standardized score goes up, it's real unless the teacher helped the child in order to "look good" (sad but documented) or 2) have the child idependently evaluated periodically. Unfortunately, the only independent evaluations that are at public expense are when the s.d. has failed to conduct an appropriate evaluation. So in order to get a school district to pay, a parent ususally has to take the financial risk of paying for an independent evaluation. up front, get the "bad news" that the progress the district claims isn't demonstrable by an independent evalautor, and then take the district to hearing to get the independent evaluation paid for. It's a real hassle. An easier way to keep tabs on a child's progress if you live near a university is to find a school psychology or Special Education. teacher training program that is looking for kids to evaluate "for practice". Often, this is free and although students' skill levels vary, they have no vested interest in finding progress that isn't there. I did this for years with my difficult child-- and only had him tested by "certified" personnel (that I paid) when I was ready to fight their Learning Disability (LD) label. difficult child is not Learning Disability (LD) and keeping progress on his advancing reading level gave me confidence to continue to believe that his refusal to read is emotionally based. The school had a vested interest in finding him Learning Disability (LD) as an excuse. He's not Learning Disability (LD) and now they say "what are we supposed to do about his refusal to read?" DUH? When they believed his problem was presumably neurologically underwritten (Learning Disability (LD)), then they would try, now that even their own testing shows him refusing rather than incapable, they don't know what to do. I'm rambling--it's late. The original point is, you can't really trust the school's evalautions--especially if in your gut you feel that what they are saying doesn't agree with you're seeing. ------------------ Martie, mother of Mr. No (Major Dep -in remission, ODD, not ADHD or Learning Disability (LD), musically very gifted) and a 14 yo easy child daughter. husband of 22 yrs. [/QUOTE]
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