Idiots. My only word left. I hate everybody.

[slsh]

Transition starts (in MN anyway ) at FOURTEEN ....and q is 15

All the better, Buddy. Not saying it will make any of it any easier, unfortunately. But you've got a fighting chance.

I also agree with- Susie about placement versus staff. Sometimes you have to give up something just to ensure your kid is safe and well treated. After fighting for a year for LRE (which was *totally* doable in our local HS, aside from the atrocious retaliation that HS staff engaged in against Boo because they just didn't want him there and were majorly peeved at me for demanding LRE), I simply gave up the fight. Far more important for him to be around staff who at least wanted him rather than the garbage that was going on at HS. Yes, the staff he ended up with- treated him like he had the mental abilities of an infant, but... they liked him and at the end of the day, I at least knew he'd be safe and get some mental stimulation, if only from the chit-chat between staff (the kid eavesdrops like crazy). And then, when we started the UCP program, it just got tons better for him.

Keep the faith!!

 

[keepongoing]

Transition in MN starts at age 14 or grade 9 -whichever comes first. He should have had a transition IEP at age 14 and he really should have had a transition evaluation prior to the transition IEP to determine transition needs. They should address all kinds of functional skills and there should be IEP goals in the transition areas that show a need (leisure and recreation, home living, post secondary education, employment, community involvement). Many of these SDs have their own due process facilitators -you could just make a direct call to him or her to discuss your concerns.
You should be able to look at any and all programs -in the past I have called school social workers directly and requested a tour without going through Special Education directors.

 

[buddy]

OMG Susie, I should put that in fortune cookies and pass them out before the meeting. Or maybe I can find some kind of voo doo doll???

I cancelled the home psychiatric from even coming tomorrow that is how useless I think this meeting will be. I am going to give the floor to the advocate. Let her go over her list of demands. I will come in with my idea for a revised IEP.

This whole thing is backwards. First, you list the strengths and weaknesses, then you decide on goals and objectives in each area of need, then you decide how and where that should be done. This district says, well we have this site and so lets shove him here because no one else wants him.... and while he is here look at some of the cool things we have so we will make goals out of that ok???, should we put that in his IEP???? UGGGG

 

[TeDo]

Personally, I would go to that meeting and not say a single word. I would let the advocate do ALL the talking because once she's said her piece, the SD people won't be willing to even listen to you. Have you thought of writing your own "ideal" IEP and PBIP? That will give them something to think about and let them know that's what you want and expect, no negotiating!!

 

[slsh]

Oh oh oh oh oh !!!!! I *completely* forgot about this until I read keepongoing's post. Gosh, what was it called....

I think it was called a voc ed evaluation. I'd check the facility's website but our governor has since shut it down to save $$$ (grrrr). Anyway, it was basically an independent evaluation that SD paid for because they didn't have anyone capable of evaluating Boo's vocational potential. The facility was a combination hospital/rehab/long term care facility that dealt with a *lot* of folks who had had life-altering injuries/illnesses. I *wish* I could find the report... I'll look this weekend (big file cabinet of Boo's school stuff, I just can't stomach plowing through all the junk from that period of time right now).

Anyway, the evaluator wasn't just Occupational Therapist (OT) or PT - she had really *practical* experience in working with- folks with- disabilities, wish I could remember her credentials. I'd give you specific examples if I could, but gosh I just barely remember that he had this done. He was a difficult kid to evaluate (quadriplegic, nonverbal, vision impairment, and worthless aug com system), but she did come up with- some specific skills to work on in terms of transition/post HS employment, as well as some suggestions for adaptive equipment - I know a clock was one of them. She also had some broad suggestions in terms of supported employment possibilities if he could get a better base of skills and better communication equipment.

Anyway, this is something you should probably request. It is *incredibly* informative. It also makes sense in terms of fighting the "let's just put the kid here without knowing what his real strengths and needs are" philosophy. It's incredibly difficult to do transition planning if you have no idea what the potential is - and I guarantee the SD doesn't have anyone capable of doing this evaluation.

Got this definition from the big rehab hospital near here - "Comprehensive Vocational Evaluations - Assessments are made of transferable work skills, achievement level, aptitudes and interests. The results are summarized into reports that outline clients' employment abilities and placement potential."

Boo's evaluation also addressed ADL's and what kind of supports he would need to live independently.

Yes, most definitely, this should be asked for and done by an entity *outside* the SD and then, more importantly, the results of the evaluation have got to be included and addressed in the transition plan/IEP.

 

[SearchingForRainbows]

Buddy,

Getting here late - I totally agree with everything Sue and Suzie said. I can only think of a couple of things to add right now.

difficult child 2 had a vocational assessment done at the school's expense. Our experience was different from Sue's. We would have been much better off if we had picked the evaluators as she did. However, in the end, the report did help us. There were two parts two it. The first part was a meeting between a clinical psychiatric (? my brain is fuzzy, think I blocked some stuff out because it was such a painful period in our lives) and difficult child 2. He spent about 1 - 1.5 hours with him, just talking to him, asking him questions from a lengthy questionnaire to determine difficult child 2's areas of interest and what types of employment he would best be suited for. The second part was a hands on evaluation completed over the course of three weeks, for about 2 hours/week. A vocational rehab counselor brought difficult child 2 to a small candy store where everything was homemade. difficult child 2 was taught how to wrap different types of candies as they came down the conveyor belt. He was observed by the vocational rehab counselor who noted how he interacted with fellow employees, how well he did his job, etc...

Unfortunately, the school picked the providers and the report that was generated was "garbage!!" The clinical psychiatric's report stated that difficult child 2 would do well as a bellhop - What a load of "garbage!!" It also stated that he would do well working on a cruise ship - Hello - Is there anything inside of this man's brain besides air, lol...? We're talking about an individual with executive functioning deficits, anxiety disorder, who cannot function in a fast paced environment. The vocational rehab counselor's report stated that he did outstanding on skills such as stooping, picking up boxes...

The school stated that difficult child 2 was an academic "genius," should be in college - Interesting given the above report. Anyway, to make a long story short, the school did it's best to minimize any damage caused by it so it could continue to claim that difficult child 2 was the smartest kid in the school and college was the best place for him. According to the school, he could learn all his ADL's, vocational skills, etc... while attending college. He could "learn to tie his shoes" there too... according to the sped director of the day. This report did make an impact in the end, helping us to obtain much needed ADL's for difficult child 2. My advice, do what Sue did, get your own evaluators.

I don't think this has been mentioned yet. You should be able to have the provider(s) of your choice evaluate the SUN program and write reports stating why this is not a good fit for Q. We had a neuropsychologist and a (?), fuzzy brain again, evaluate difficult child 2's current school program and several that we wanted him to attend. We also had difficult child 2 interviewed by three programs we were interested in to determine if he was a good match for them. According to the specialists at these programs, difficult child 2 was a great fit. While we weren't able to get difficult child into any of them, the results did help our case.

There is no way you should have to write an IEP today. The school hasn't given you nearly enough time to make such a huge decision as to where Q will placed. I'm so sorry you're going through all of this - Sadly, the school is leaving you no choice but to fight...

So sorry... Words can't adequately explain what I want to say. Just know I'm thinking of you and understand how emotionally difficult today is... Hang in there!! Hugs... SFR

 

[lovelyboy]

Sorry my friend that you had to endure such unpleasant and patrenizing things.....
It takes a long time to heal the scars such insensitive people leave.
This is how that stupid neuro made me feel!
The thing is.....if we had a choice....I dont think any of us would have chose for other people to treat us this way! But unfortunatly we are a bit in need of their services, they know it and think this gives them the power over us to treat us badly.....BUT we are strong and brave parents who chose to do this for our children! We will pick our heads up, look the world in the eye and not feel embaress by our situation! God blessed us with strenght and courage!
Hold on to what you know is right and keep on searching until you find peace of mind....and remember, along the line little miracles do happen!
Gentle hugs coming your way and to that beautiful brave son of yours!

 

[Signorina]

Buddy-I read all of your posts because I care about you and Q. I don't pretend to understand the battles you are fighting-I wish I could-so I don't comment and I couldn't even begin to offer you advice.

But I want you to know I care. And I can feel the frustration in your struggles. Hell hath no fury like a mama scorned...

You are 6 hours from me. If you need a warm butt in a chair next to you because there is strength in numbers- let me know. I will drive there and sit next to or behind you in support. (I will try not to say anything lest I make a fidiot out of myself.)

I tell my PITA, substance abusing difficult child that his (celestial) guardian angel is exhausted from his purposeful escapades. Q has a real live Guardian Angel in you. Stay strong mama. {{{hugs}}}

 

[exhausted]

I too read your posts. I only sometimes have suggestions. Each SD is so different and I don't understand the options-we don't have them here. Just a giant hug and I think of you and your boy often. Your a great mama and deserve a break. I am so sorry about our system. This is why I was involved in creating his new charter for our district-because I got sick of the ****! ((A big hug to you)).

 

[buddy]

OH gosh you guys... I love your suggestions and the support. When we wrote Q's last IEP they did the transition piece as per law, but it was done superficially because first we were in the middle of a complete evaluation and rewriting the new BIP. He refused to answer anything about interests etc.. not sure he really can think that way, except to say he is going to be a NASCAR driver. I did fill out things he has told me at times. (he doesn't want to have to talk to anyone, doesn't want to be told what to do etc....LOL)

I actually think that there could be a way even if the brain injury treatment center we go to doesn't work with him yet at this age, they never said they dont do assessments, especially since they also have a neuropsychologist dept that works with schools and in the community...maybe between them (they do care conferences with the entire team and we now have about five therapists that do know him) and along with a social group for brain injured kids that the Speech Language Pathologist (SLP) just told me about I am going to ask about the voc. evaluation through them. I can explain it is for school programming like a neuropsychologist rather than asking them for services, maybe???

Otherwise I will check into other options.

Thanks so much all of you. I was proud of myself at the meeting, every time I felt my eyes well up, I just got mad. I refused to cry in front of them. They are all just playing games with my son's life here. Not OK. When done the advocate said she is booked solid for the next week due to a few cases that all got scheduled this week and they are all over the state so for the meeting Thurs. she said she can't come but she is not worried after how I stood up for Q today. THAT felt good. I did not like the feeling I had of frustration and anger, it is just not me naturally but I sure found out that if I need to stand up for myself and my son, I can do it.

I pray that a year from now, I will be able to post as I originally did, that things are going well and we are lucky. I hope anyway.

 

[SearchingForRainbows]

Buddy,

I'm so proud of you!! You're doing an excellent job!!

I know how hard it is not to cry in those meetings. I used to hold it together during the meetings and then, when finally alone in my car, the tears would begin streaming down my face... I felt drained, totally wrung out, frustrated beyond belief, angry, sad, worried. These emotions served a purpose. They added lots of fuel to the already blazing fire and helped me continue fighting. I'm not the least bit surprised that you were able to stand up for Q, for yourself at that meeting!! You're a true mom!!

I like your idea of finding out if the brain injury treatment center is able to do a vocational assessment for Q. If this center doesn't do them, and you feel it provides excellent services, ask if they can recommend a place that does. I met lots of wonderful people through networking. Sadly, special education is a huge profit generating business for many professionals, expert witnesses, lawyers. There are many places that have providers who are specifically trained to do these kind of assessments with the knowledge of what is needed to win in court, should it ever come to that. Even if you aren't preparing for hearing, it doesn't hurt to present your case in the best possible light using the very best providers available.

A year from now I truly believe things will be much better. I believe that the HE77 you and Q are going through, will begin to fade, much like a bad dream, as Q becomes more successful at mastering the skills he needs to lead a rich, fulfilling life.

As always, thinking of you and Q... SFR