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Special Ed 101
Need advice for our first ARD
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<blockquote data-quote="Sheila" data-source="post: 67580" data-attributes="member: 23"><p>Ok. That's helpful info for my response.</p><p></p><p>The process is suppose to work like this: The sd report is a guide for IEP Committee Members, e.g., YOU and the rest of the team. Even when a report says it's the writers opinion that the student doesn't qualify for an IEP, it can be overridden by the committee. In other words, it's the committee that finds a student eligible or not eligible.</p><p></p><p>The 1st ARD (IEP) meeting is to determine eligibility. Based on what you've written, the report says that difficult child is "eligible" for an IEP. (If not, difficult child would not be able to receive the recommended language therapy.)</p><p></p><p>What you want to happen at the meeting is for committee members agree that difficult child is eligible for an IEP. That's the first hurdle.</p><p></p><p>Ususally the diagnostician or someone with-the sd will go over the report with all members and read recommendations. The team than deems the student eligible or not eligible.</p><p></p><p>After he's deemed "eligible," the IEP is designed. And after he's deemed eligible other provisions of IDEA kick in -- most specifically the sd is to provide "special education and related services" that the child needs.</p><p></p><p>Related services is defined as:</p><p>Statute: TITLE I / A / 602 / 26</p><p></p><p></p><p>(26) Related services.--</p><p></p><p>(A) In general.--The term `related services' means transportation, and such developmental, corrective, and other supportive services (including speech-language pathology and audiology services, interpreting services, psychological services, physical and occupational therapy, recreation, including therapeutic recreation, social work services, school nurse services designed to enable a child with a disability to receive a free appropriate public education as described in the individualized education program of the child, counseling services, including rehabilitation counseling, orientation and mobility services, and medical services, except that such medical services shall be for diagnostic and evaluation purposes only) as may be required to assist a child with a disability to benefit from special education, and includes the early identification and assessment of disabling conditions in children.</p><p></p><p>(B) Exception.--The term does not include a medical device that is surgically implanted, or the replacement of such device.</p><p></p><p>The list is not exhaustive. Example: child needs 1:1 paraprofessional. The paraprofessional is a related service.</p><p></p><p>Speech-language therapy is a "related service."</p><p></p><p>If your child needs social skills training (another related service), ask for it. If your child can not complete life skill tasks because of fine or gross motor skill problems, he may need occupational therapy therefore a parent would want to ask for it. Etc, etc., etc.</p><p></p><p>How do you do that? in my opinion, the best way is to use a Parent Attachment. It has to do with Prior Written Notice and a written listing of parents request for services. You make your list out, take it with you to the meeting, fill it out as you go, leave a copy of it with-whoever is chairing the meeting. It becomes part of difficult child's educational record.</p><p></p><p></p><p></p><p>Unfortunately, we see this terminology a lot in this forum. I think that's auto lingo written into reports. A child that can not transition between activities, can not get along with- classmates, the parent is called to pickup a child from school because of behavior issues....it all adversely impacts education. There are several threads in the Sp Ed Archives that address adverse educational impact -- be sure to read them.</p><p></p><p>The first thing you want to happen is official eligiblity, then discuss the other issues.</p><p></p><p>Also, keep in mind that if you do not agree with-the sd's report you can request an Independent Educational Evaluation (IEE). There's info on IEEs in the Sp Ed Archives also.</p><p></p><p>I mention this because I don't see mention of an Occupational Therapist (OT) evaluation. If your child is having difficulty manipulating things by hand, has poor muscle tone and is being held back developmentally because of it, an evaluation is something that needs to be done. Maybe it was, and I just missed it.</p><p></p><p>I recall from your thread in General that you mentioned cost. There is no cost to the parent for special education or related services.</p></blockquote><p></p>
[QUOTE="Sheila, post: 67580, member: 23"] Ok. That's helpful info for my response. The process is suppose to work like this: The sd report is a guide for IEP Committee Members, e.g., YOU and the rest of the team. Even when a report says it's the writers opinion that the student doesn't qualify for an IEP, it can be overridden by the committee. In other words, it's the committee that finds a student eligible or not eligible. The 1st ARD (IEP) meeting is to determine eligibility. Based on what you've written, the report says that difficult child is "eligible" for an IEP. (If not, difficult child would not be able to receive the recommended language therapy.) What you want to happen at the meeting is for committee members agree that difficult child is eligible for an IEP. That's the first hurdle. Ususally the diagnostician or someone with-the sd will go over the report with all members and read recommendations. The team than deems the student eligible or not eligible. After he's deemed "eligible," the IEP is designed. And after he's deemed eligible other provisions of IDEA kick in -- most specifically the sd is to provide "special education and related services" that the child needs. Related services is defined as: Statute: TITLE I / A / 602 / 26 (26) Related services.-- (A) In general.--The term `related services' means transportation, and such developmental, corrective, and other supportive services (including speech-language pathology and audiology services, interpreting services, psychological services, physical and occupational therapy, recreation, including therapeutic recreation, social work services, school nurse services designed to enable a child with a disability to receive a free appropriate public education as described in the individualized education program of the child, counseling services, including rehabilitation counseling, orientation and mobility services, and medical services, except that such medical services shall be for diagnostic and evaluation purposes only) as may be required to assist a child with a disability to benefit from special education, and includes the early identification and assessment of disabling conditions in children. (B) Exception.--The term does not include a medical device that is surgically implanted, or the replacement of such device. The list is not exhaustive. Example: child needs 1:1 paraprofessional. The paraprofessional is a related service. Speech-language therapy is a "related service." If your child needs social skills training (another related service), ask for it. If your child can not complete life skill tasks because of fine or gross motor skill problems, he may need occupational therapy therefore a parent would want to ask for it. Etc, etc., etc. How do you do that? in my opinion, the best way is to use a Parent Attachment. It has to do with Prior Written Notice and a written listing of parents request for services. You make your list out, take it with you to the meeting, fill it out as you go, leave a copy of it with-whoever is chairing the meeting. It becomes part of difficult child's educational record. Unfortunately, we see this terminology a lot in this forum. I think that's auto lingo written into reports. A child that can not transition between activities, can not get along with- classmates, the parent is called to pickup a child from school because of behavior issues....it all adversely impacts education. There are several threads in the Sp Ed Archives that address adverse educational impact -- be sure to read them. The first thing you want to happen is official eligiblity, then discuss the other issues. Also, keep in mind that if you do not agree with-the sd's report you can request an Independent Educational Evaluation (IEE). There's info on IEEs in the Sp Ed Archives also. I mention this because I don't see mention of an Occupational Therapist (OT) evaluation. If your child is having difficulty manipulating things by hand, has poor muscle tone and is being held back developmentally because of it, an evaluation is something that needs to be done. Maybe it was, and I just missed it. I recall from your thread in General that you mentioned cost. There is no cost to the parent for special education or related services. [/QUOTE]
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