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Help OHI or ED/ grading down
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<blockquote data-quote="Martie" data-source="post: 6799" data-attributes="member: 284"><p>Ditto what Sheila said.</p><p></p><p>The reason schools are so willing to give 504 plans is that in most cases, they INTEND to do nothing.</p><p></p><p>The only time a 504 works well in my opinion is for a concrete arrangement accommodations for a physical disability.</p><p></p><p>Since you do not want Special Education based on Generalized Anxiety Disorder (GAD), when the school finds your difficult child ineligible, it will be next to impossible to get services for HER directly. It still might be possible to get accommodations, however. Schools are particularly heartless, in my experience, with kids whose parents requested evaluation and subsequently were found ineligible. This may not be true everywhere, but it has happened to several people here: once your kid is found INeligible, it becomes more difficult to get help. I guess the SDs think the parent cried wolf.</p><p></p><p>I will respectfully disagree with you again. My ex-difficult child was the ONLY kid (out of 400) who was labeled ED in his middle school. I would not allow him to be mislabeled Learning Disability (LD) (although it was offered as "less stigmatizing") many times. Not only did EVERYONE know he had emotional problems including major problems with anxiety, he subsequently went into residential placement for ED. It was difficult to know him and not know he had problems with ED because both depression and anxiety were obvious.</p><p></p><p>He "graduated" from egbs and then went DIRECTLY to a private school that was not for Special Education students and had never taken a graduate of an egbs. Ex-difficult child was their first and I said WYSIWYG: he had no special academic needs and his ED had been Txd extensively. He got into the initial boarding school because he interviewed very well. His only "need" was for medications and a "regular" boarding school was not at all bothered by that, having so many kids on medications for one thing or another. We rejected "transitional or step-down" placement in a boarding school familiar with egbs students as likely to produce problems rather than solve them. It was only later that ex-difficult child got into a "regular" (albeit specially oriented) environment that one could believe that he got there due to his talent (with the implication emotional problems would be overlooked.) The conservatory h.s. was well aware of his Hx but could never actually believed there ever had been anything wrong with ex-difficult child because he had no performance anxiety is a sea of kids with that problem. He never HAD performance anxiety but that is not a fight worth fighting with a new schoolhe had every OTHER kind of anxiety at a younger age, but was treated successfully.</p><p></p><p>All of the above does not make the approach we took correct. However, it does support the idea that having ED is not the "kiss of death" for subsequent regular private school acceptance. Also, these experiences reinforce my point to the middle school principal that I preferred ED (although it should not be a "choice" in my opinion; ex-difficult child WAS ED and not Learning Disability (LD)) because it is treatable and even curable. One cannot say that about a correctly diagnosis'd Learning Disability (LD): it is a life-long disability. Another reason I am really glad I pushed is I can talk to ex-difficult child due to maturity and self-insight in a way that is not available to the parent of every 19 year old. He says that the mention of him having an Learning Disability (LD) (he had to have overheard this stuff) made him feel helpless---as though he were a defective freak of nature. Very able to do things no one else could do; and totally unable to do the "easy" things. He now says that this was his depression distorting his thinking. He could have done the academic work (and is doing it now) but couldn't then because of his anxiety, depression, and internal turmoil. by the way, having his insight is a double-edged sword: he can also tell me about the mistakes I made, and is usually right.</p><p></p><p>I do not believe children with ED are well served by being given another label to avoid "stigma" unless or until all children receive special education without regard to category. Since decategorization was not written in to IDEA 2004, we will all be using these categories at least until the next revision of the law.</p><p></p><p>Martie</p></blockquote><p></p>
[QUOTE="Martie, post: 6799, member: 284"] Ditto what Sheila said. The reason schools are so willing to give 504 plans is that in most cases, they INTEND to do nothing. The only time a 504 works well in my opinion is for a concrete arrangement accommodations for a physical disability. Since you do not want Special Education based on Generalized Anxiety Disorder (GAD), when the school finds your difficult child ineligible, it will be next to impossible to get services for HER directly. It still might be possible to get accommodations, however. Schools are particularly heartless, in my experience, with kids whose parents requested evaluation and subsequently were found ineligible. This may not be true everywhere, but it has happened to several people here: once your kid is found INeligible, it becomes more difficult to get help. I guess the SDs think the parent cried wolf. I will respectfully disagree with you again. My ex-difficult child was the ONLY kid (out of 400) who was labeled ED in his middle school. I would not allow him to be mislabeled Learning Disability (LD) (although it was offered as "less stigmatizing") many times. Not only did EVERYONE know he had emotional problems including major problems with anxiety, he subsequently went into residential placement for ED. It was difficult to know him and not know he had problems with ED because both depression and anxiety were obvious. He "graduated" from egbs and then went DIRECTLY to a private school that was not for Special Education students and had never taken a graduate of an egbs. Ex-difficult child was their first and I said WYSIWYG: he had no special academic needs and his ED had been Txd extensively. He got into the initial boarding school because he interviewed very well. His only "need" was for medications and a "regular" boarding school was not at all bothered by that, having so many kids on medications for one thing or another. We rejected "transitional or step-down" placement in a boarding school familiar with egbs students as likely to produce problems rather than solve them. It was only later that ex-difficult child got into a "regular" (albeit specially oriented) environment that one could believe that he got there due to his talent (with the implication emotional problems would be overlooked.) The conservatory h.s. was well aware of his Hx but could never actually believed there ever had been anything wrong with ex-difficult child because he had no performance anxiety is a sea of kids with that problem. He never HAD performance anxiety but that is not a fight worth fighting with a new schoolhe had every OTHER kind of anxiety at a younger age, but was treated successfully. All of the above does not make the approach we took correct. However, it does support the idea that having ED is not the "kiss of death" for subsequent regular private school acceptance. Also, these experiences reinforce my point to the middle school principal that I preferred ED (although it should not be a "choice" in my opinion; ex-difficult child WAS ED and not Learning Disability (LD)) because it is treatable and even curable. One cannot say that about a correctly diagnosis'd Learning Disability (LD): it is a life-long disability. Another reason I am really glad I pushed is I can talk to ex-difficult child due to maturity and self-insight in a way that is not available to the parent of every 19 year old. He says that the mention of him having an Learning Disability (LD) (he had to have overheard this stuff) made him feel helpless---as though he were a defective freak of nature. Very able to do things no one else could do; and totally unable to do the "easy" things. He now says that this was his depression distorting his thinking. He could have done the academic work (and is doing it now) but couldn't then because of his anxiety, depression, and internal turmoil. by the way, having his insight is a double-edged sword: he can also tell me about the mistakes I made, and is usually right. I do not believe children with ED are well served by being given another label to avoid "stigma" unless or until all children receive special education without regard to category. Since decategorization was not written in to IDEA 2004, we will all be using these categories at least until the next revision of the law. Martie [/QUOTE]
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