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Special Ed 101
IEP vs. 504, adverse ed. impact
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<blockquote data-quote="pepperidge" data-source="post: 5402" data-attributes="member: 2322"><p>Martie and Sheila,</p><p></p><p>Thanks for your replies. As always, very much appreciated. I see that I need to get some info on 504s and what they legally entail. Any ideas on that?</p><p></p><p>I suppose that for my son the SD could argue that his performance (barely passing) is not out of line with his cognitive abilities-- a stretch. If we are no longer tied to the discrepancy formula, what constitutes adverse impact? If I go to mediation, what is the best kind of ammunition on this score? </p><p></p><p>With my oldest son (the one like yours Martie) it was easy as he was as you say a major PITA to everyone in the system. </p><p></p><p>As for the team deciding if he needs an IEP, if only the parents want it and everyone else defers to the Special Education director, so what if the parents want one?</p><p></p><p>You also give me some ideas re monitoring, Is there a reading test that he can be given say every month as you suggest to see how he is doing? I suppose that if he fails his chapter tests in math (which he does, he only passes because his workbook which he theoretically does on his own at school-but I wonder) also counts. </p><p></p><p>I also realized after the meeting that perhaps the fact that I had to pay for four weeks of tutoring this summer is also evidence of adverse impact. </p><p></p><p>I suppose that the SD will tell me that they do not want him to fail--thats why they are prepared to make accomodations in the 504.</p><p></p><p>So we have had the child study team meeting. They may come back next week with a draft of a 504. Suppose I say that it is ok--assuming that I like the accommodations, but that I want it in an IEP. What would the chances be that I would prevail in mediation? </p><p></p><p>Thanks for your advice. I will do some research on Wrights Law this weekend.</p><p></p><p>Chris</p></blockquote><p></p>
[QUOTE="pepperidge, post: 5402, member: 2322"] Martie and Sheila, Thanks for your replies. As always, very much appreciated. I see that I need to get some info on 504s and what they legally entail. Any ideas on that? I suppose that for my son the SD could argue that his performance (barely passing) is not out of line with his cognitive abilities-- a stretch. If we are no longer tied to the discrepancy formula, what constitutes adverse impact? If I go to mediation, what is the best kind of ammunition on this score? With my oldest son (the one like yours Martie) it was easy as he was as you say a major PITA to everyone in the system. As for the team deciding if he needs an IEP, if only the parents want it and everyone else defers to the Special Education director, so what if the parents want one? You also give me some ideas re monitoring, Is there a reading test that he can be given say every month as you suggest to see how he is doing? I suppose that if he fails his chapter tests in math (which he does, he only passes because his workbook which he theoretically does on his own at school-but I wonder) also counts. I also realized after the meeting that perhaps the fact that I had to pay for four weeks of tutoring this summer is also evidence of adverse impact. I suppose that the SD will tell me that they do not want him to fail--thats why they are prepared to make accomodations in the 504. So we have had the child study team meeting. They may come back next week with a draft of a 504. Suppose I say that it is ok--assuming that I like the accommodations, but that I want it in an IEP. What would the chances be that I would prevail in mediation? Thanks for your advice. I will do some research on Wrights Law this weekend. Chris [/QUOTE]
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IEP vs. 504, adverse ed. impact
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