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Special Ed 101
I Have No Idea What I Should Do or
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<blockquote data-quote="LittleDudesMom" data-source="post: 7436" data-attributes="member: 805"><p>Janna,</p><p></p><p>It's a lot to navigate and understand, but knowing what rights your son has is critical to optimizing his education.</p><p></p><p>He should be fully evaluated by the school (including iq tests, ability vs performance, emotional, etc.) with all tests available. I believe other posters have suggested a formal letter requesting a full evaluation, sent certified. You will have to sign off on all tests, make sure you know what the purpose of each test is so that you can request the ones that are applicable.</p><p></p><p>It is an extreme disservice to your son, and the others in the room, for a teacher to have her hands so full that the needs of the children are not being met. That is not FAPE that is failure.</p><p></p><p>There are tons and tons of math modifications that can be added to his IEP, the least of which is a calculator or multipication table for all math problem solving (whether it be classwork, homework or state mandated testing). Using manipulatives to solve math problems is another. For example, "Sally has nine pencils and Susie has 14, how mamy more does Susie have than Sally?" He can make the two piles with counters and then visually see what they are asking. There are also "plain english" versions of state mandated tests. Individual testing, where a prompter reads his test to him, could be beneficial for a number of reasons. Making sure the enviornment is stressfree where he does not feel he is competing time-wise with classmates, making sure he understands what is being asked, to name just a few. Go and look at his IEP and find out what goals were set for math. Are they being met? Are you getting IEP goal updates for each 9-week period?</p><p></p><p>Janna, I would begin with the full evaluation before anything else. From there, you go on. This testing could take several months and in the meantime, Dylan could get further behind. However, there has to be a basis for getting what you want.</p><p></p><p>How long ago did Dylan have the testing that made him eligible for his current IEP? If you don't feel the school testing is appropriate to get what you believe he needs, speak to his therapist and find out about independent evaluations. I'm sure the therapist can make some recommendations.</p><p></p><p>It's tough to watch our children suffer, but even more so when they are suffering needlessly becuase others are not doing what they are supposed to do. I think this is the case with Dylan. Some of his behavior issues must most definately be linked to his frustration with the level of work required and lack of help for said work.</p><p></p><p>Sharon</p></blockquote><p></p>
[QUOTE="LittleDudesMom, post: 7436, member: 805"] Janna, It's a lot to navigate and understand, but knowing what rights your son has is critical to optimizing his education. He should be fully evaluated by the school (including iq tests, ability vs performance, emotional, etc.) with all tests available. I believe other posters have suggested a formal letter requesting a full evaluation, sent certified. You will have to sign off on all tests, make sure you know what the purpose of each test is so that you can request the ones that are applicable. It is an extreme disservice to your son, and the others in the room, for a teacher to have her hands so full that the needs of the children are not being met. That is not FAPE that is failure. There are tons and tons of math modifications that can be added to his IEP, the least of which is a calculator or multipication table for all math problem solving (whether it be classwork, homework or state mandated testing). Using manipulatives to solve math problems is another. For example, "Sally has nine pencils and Susie has 14, how mamy more does Susie have than Sally?" He can make the two piles with counters and then visually see what they are asking. There are also "plain english" versions of state mandated tests. Individual testing, where a prompter reads his test to him, could be beneficial for a number of reasons. Making sure the enviornment is stressfree where he does not feel he is competing time-wise with classmates, making sure he understands what is being asked, to name just a few. Go and look at his IEP and find out what goals were set for math. Are they being met? Are you getting IEP goal updates for each 9-week period? Janna, I would begin with the full evaluation before anything else. From there, you go on. This testing could take several months and in the meantime, Dylan could get further behind. However, there has to be a basis for getting what you want. How long ago did Dylan have the testing that made him eligible for his current IEP? If you don't feel the school testing is appropriate to get what you believe he needs, speak to his therapist and find out about independent evaluations. I'm sure the therapist can make some recommendations. It's tough to watch our children suffer, but even more so when they are suffering needlessly becuase others are not doing what they are supposed to do. I think this is the case with Dylan. Some of his behavior issues must most definately be linked to his frustration with the level of work required and lack of help for said work. Sharon [/QUOTE]
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