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<blockquote data-quote="confuzzled" data-source="post: 568788" data-attributes="member: 8831"><p>bunny...out of curiosity, is the only testing in play that of your private NP? did the school formally evaluate your easy child? i'm wondering if that is partially why you are having so much difficulty with getting an iep/504. i'm getting the impression you are trying hard to play nice and its backfiring. the school has to<em> consider </em>your private evaluation but i'm about positive they dont have to take it as gospel....and if the only other supporting evidence you have is the word of one teacher its giving your district an awful lot of wiggle room.</p><p>get an advocate <img src="/community/styles/default/xenforo/smilies/wink.png" class="smilie" loading="lazy" alt=":wink:" title="wink :wink:" data-shortname=":wink:" /></p><p>i might consider requesting, <strong>in writing</strong>, a formal educational evaluation throught the school in the suspected area of disability to include everything you can possibly add to the request--sp, Occupational Therapist (OT), pt, auditory proc (he's old enough), edu, psy, and so forth and so forth. there are specific timelimes that have to be met to accomodate your request....the school just cant ignore it because you have private testing. </p><p>get an advocate <img src="/community/styles/default/xenforo/smilies/wink.png" class="smilie" loading="lazy" alt=":wink:" title="wink :wink:" data-shortname=":wink:" /></p><p>good grades alone dont mean that a child has no educational impact from their disability--the key is to figure out what IS impacting it and what needs to be done. young children very often can overcompensate for their disabilities and it sometimes doesnt become really clear until something drastic happens. </p><p>get an advocate <img src="/community/styles/default/xenforo/smilies/wink.png" class="smilie" loading="lazy" alt=":wink:" title="wink :wink:" data-shortname=":wink:" /></p><p>but on the other hand, know that you will need to demonstrate what *IS* impacting him. you cant just say, oh, well, he's disabled and therefore deserves an iep. it will need to be somewhat tangible---your private np should have given a thorough report with his reccomendations to give you an idea.</p><p>get an advocate <img src="/community/styles/default/xenforo/smilies/wink.png" class="smilie" loading="lazy" alt=":wink:" title="wink :wink:" data-shortname=":wink:" /></p><p>if it were me, i <em>might</em> have a private word with this oh-so-helpful teacher and see if she can stop the INFORMAL modifications. that isnt helping your case either because while she means well, what happens if the next teacher isnt so accomodating? its sort of counter productive, Know what I mean?? he's appearing to be successful because of it. at the very least, ask her to document, document, document what she is doing and how to perhaps show a pattern of need--if she always gives him 10 min extra time, she should have a list of dates, assignment, extra time needed to complete, etc.</p><p>get an advocate <img src="/community/styles/default/xenforo/smilies/wink.png" class="smilie" loading="lazy" alt=":wink:" title="wink :wink:" data-shortname=":wink:" /></p><p>maybe this is really off base, but its just the sense i'm getting from your posts. sometimes we parents need to stop being nice and force them to do what is legally mandated.</p><p>but did i mention you might need an advocate?</p></blockquote><p></p>
[QUOTE="confuzzled, post: 568788, member: 8831"] bunny...out of curiosity, is the only testing in play that of your private NP? did the school formally evaluate your easy child? i'm wondering if that is partially why you are having so much difficulty with getting an iep/504. i'm getting the impression you are trying hard to play nice and its backfiring. the school has to[I] consider [/I]your private evaluation but i'm about positive they dont have to take it as gospel....and if the only other supporting evidence you have is the word of one teacher its giving your district an awful lot of wiggle room. get an advocate :wink: i might consider requesting, [B]in writing[/B], a formal educational evaluation throught the school in the suspected area of disability to include everything you can possibly add to the request--sp, Occupational Therapist (OT), pt, auditory proc (he's old enough), edu, psy, and so forth and so forth. there are specific timelimes that have to be met to accomodate your request....the school just cant ignore it because you have private testing. get an advocate :wink: good grades alone dont mean that a child has no educational impact from their disability--the key is to figure out what IS impacting it and what needs to be done. young children very often can overcompensate for their disabilities and it sometimes doesnt become really clear until something drastic happens. get an advocate :wink: but on the other hand, know that you will need to demonstrate what *IS* impacting him. you cant just say, oh, well, he's disabled and therefore deserves an iep. it will need to be somewhat tangible---your private np should have given a thorough report with his reccomendations to give you an idea. get an advocate :wink: if it were me, i [I]might[/I] have a private word with this oh-so-helpful teacher and see if she can stop the INFORMAL modifications. that isnt helping your case either because while she means well, what happens if the next teacher isnt so accomodating? its sort of counter productive, Know what I mean?? he's appearing to be successful because of it. at the very least, ask her to document, document, document what she is doing and how to perhaps show a pattern of need--if she always gives him 10 min extra time, she should have a list of dates, assignment, extra time needed to complete, etc. get an advocate :wink: maybe this is really off base, but its just the sense i'm getting from your posts. sometimes we parents need to stop being nice and force them to do what is legally mandated. but did i mention you might need an advocate? [/QUOTE]
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