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Special Ed 101
Homeschooling AFTER school
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<blockquote data-quote="buddy" data-source="post: 466019" data-attributes="member: 12886"><p>Unfortunately it is super frustrating even for the sp. ed. people having to deal with criteria and cut offs. They will lose funding if they bi-pass it too often BUT there are ways. Typically it is 1.5 SD (statistic term for standard deviations-i did awful in stats classes!) below the average scores for students of that grade or age. And, yes, they can qualify in different areas like Learning Disabilities, Speech Language, Autism Spectrum Disorders (ASD), etc... Now, here is the thing....if someone on the team is really on page with you and thinks he needs services, sometimes they can pick the specific tests that they know the kiddo will probably bomb out on a little more surely. (in s/l for example instead of a general expressive/receptive test, they can pick specifically a test focusing on "grammar" use when speaking, or a language processing test. One test we sometimes use is Test of Problem Solving which is not a test to see if a child can solve problems, but how they use language to show how they can solve problems. There are many options especially in s/l and psychiatric testing) Depending on the disability area a hypothetical example of how a student could qualify would be that they need to be 1.5 SD below the mean on TWO standardized measures plus observations by staff and parents support that it is affecting school progress. School progress can include social development in the school setting which is vital for school success. Some districts are really locked into what tools they use. I totally admit that I have picked assessment protocols that are known to catch more kids when doing s/l evaluations with a child where the parent and staff feel they truly need to qualify and they are kind of on the edge of qualifying. It doesn't always work and I am not saying to fake anything, they are legally acceptable tests...just saying that sometimes you can take the time to pick tests that might hit their weaknesses a little harder. There are no tests that would make a really average kid not look okay, of course. There are also team over-rides where they can see that the disability is affecting academic performance and it is critical to get services. Obviously this is very rare but it is done at times. Some kids wont test or can't test, etc. Everything has to be well docummented so that they dont lose funding when they are audited.</p><p></p><p>There are advantages and disadvantages to school vs. private testing and service provision. One disadvantage is the HUGE frustration that a child who is even in the 10th%ile and struggling in school is not allowed to be seen when you know you can help. Then again, school doesn't have to fight insurance companies to continue to provide services after ten sessions or a few months, once enrolled. I always get BOTH for my son when I can. I recommend that to anyone if it is doable, even if I am working with them directly. There are enough goals to go around and our kids deserve everything we can get them as long as we coordinate and dont contradict each other. the different perspectives can be very good (one team working on the basic underlying issues and another providing day to day support to help navigate the educational setting, etc.)</p></blockquote><p></p>
[QUOTE="buddy, post: 466019, member: 12886"] Unfortunately it is super frustrating even for the sp. ed. people having to deal with criteria and cut offs. They will lose funding if they bi-pass it too often BUT there are ways. Typically it is 1.5 SD (statistic term for standard deviations-i did awful in stats classes!) below the average scores for students of that grade or age. And, yes, they can qualify in different areas like Learning Disabilities, Speech Language, Autism Spectrum Disorders (ASD), etc... Now, here is the thing....if someone on the team is really on page with you and thinks he needs services, sometimes they can pick the specific tests that they know the kiddo will probably bomb out on a little more surely. (in s/l for example instead of a general expressive/receptive test, they can pick specifically a test focusing on "grammar" use when speaking, or a language processing test. One test we sometimes use is Test of Problem Solving which is not a test to see if a child can solve problems, but how they use language to show how they can solve problems. There are many options especially in s/l and psychiatric testing) Depending on the disability area a hypothetical example of how a student could qualify would be that they need to be 1.5 SD below the mean on TWO standardized measures plus observations by staff and parents support that it is affecting school progress. School progress can include social development in the school setting which is vital for school success. Some districts are really locked into what tools they use. I totally admit that I have picked assessment protocols that are known to catch more kids when doing s/l evaluations with a child where the parent and staff feel they truly need to qualify and they are kind of on the edge of qualifying. It doesn't always work and I am not saying to fake anything, they are legally acceptable tests...just saying that sometimes you can take the time to pick tests that might hit their weaknesses a little harder. There are no tests that would make a really average kid not look okay, of course. There are also team over-rides where they can see that the disability is affecting academic performance and it is critical to get services. Obviously this is very rare but it is done at times. Some kids wont test or can't test, etc. Everything has to be well docummented so that they dont lose funding when they are audited. There are advantages and disadvantages to school vs. private testing and service provision. One disadvantage is the HUGE frustration that a child who is even in the 10th%ile and struggling in school is not allowed to be seen when you know you can help. Then again, school doesn't have to fight insurance companies to continue to provide services after ten sessions or a few months, once enrolled. I always get BOTH for my son when I can. I recommend that to anyone if it is doable, even if I am working with them directly. There are enough goals to go around and our kids deserve everything we can get them as long as we coordinate and dont contradict each other. the different perspectives can be very good (one team working on the basic underlying issues and another providing day to day support to help navigate the educational setting, etc.) [/QUOTE]
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