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<blockquote data-quote="ncblossom" data-source="post: 6331" data-attributes="member: 2045"><p>Thanks for the response Martie! I DID learn to write in Word after it ate my first post lol. Ugh! Im going to try to respond to some of your questions and maybe it will help clarify some stuff </p><p></p><p>I agree about difficult child qualifying under both labels. Thats something I DID research before going to this meeting because honestly, I expected them to try to tell me she didnt qualify and I know that just the ADHD qualifies her. I also did read about the IDEA 2004 part that mentions they cant use the discrepancy-but unfortunately, I found that AFTER I got home from the meeting. </p><p></p><p>About IEPs. She DOES have an IEP, but it is only for Speech Therapy. Howeverits still and IEP. Im sure the school here doesnt really care one way or the other about the medications. Ive had a previous teacher ask if she was on them, then another tell her tell your mom your pills are making you too tired. I used to inform them of medication changes, but for a while they were changed a LOT and since I had never received a response from any of the teachers after informing them of the changes, I stopped. So unless they were to go pull her file, they really dont even know if she IS currently on medications let alone which ones. </p><p></p><p>You mentioned sending a letter to SD about her behaviors .does ONLY inattention and distractibility count or does it have to be more of a disruptive type thing? Technically, she isnt a behavior issue (or so the teacher says), so Im not worried about her getting in trouble or anything like that. I ask partly because of the teacher. At the beginning of the year, I mentioned she had issues and that I REALLY needed her to communicate. I even asked about a daily behavior report, etc. She, in a way, just said that theyd be fine and yes, shed communicate. She has a daily log that I have to sign every night and occasionally shell write that difficult child didnt complete her work but thats it-the other days she just stamps it with a pretty stamp. Numerous times Ive written in my spot to sign-asking how her behavior was, mentioning a new medication and asking her to watch for tics, etc and never get a response. I finally made a conference and she told me difficult child was doing GREAT-so polite and well behaved and one of my best kids. But then report cards came out and she had unacceptable for her behavior grade. I made another conference and asked about that and she said she just put that because difficult child is distracted and inattentive. The other reason I askgotta put this in dummy terms for me .are you saying that she qualifies for something NOW-before shes qualified OHI? By protections, what do you mean? I have the paper I have to get signed by the MD which WILL qualify her, but I have to either wait for her next therapist appointment (weeks away) or get an appointment with her pediatrician (not a problem, but could be a while to even GET an appointment). </p><p></p><p>About the meeting. It was the meeting to determine eligibility for ESE. The people that attended were: </p><p>-myself and husband</p><p>-Psychologist</p><p>-Evaluation interpreter (which is listed on another line, but is the psychologist again)</p><p>-General Ed teacher</p><p>-Speech therapist</p><p>People invited on the sheet were the guidance counselor and the principal, but they were not there. Aside from the ST she doesnt have a Special Education teacher. They do have a social history done by husband on the phone but the only things they asked was how is her interaction with the family (he answered disruptive and clingy),peers (he stated none really), time outs as discipline, full term pregnancy, no major illnesses, age walked, age talked (he got this way wrong lol), birth weight (he got this wrong too), and no learning problems in family history. This covered less than half a page. BUT, they may have one of the other very lengthy detailed reports from years ago when she was in the Special Education preschool. She also has a vision/hearing screening which are normal. </p><p></p><p>The person who did the testing (I think the school psychiatric) mentioned that she was extremely distracted and had to be redirected and refocused every few minutes. She also said it took a few days to do the testing (she said it normally takes 1) because she was so inattentive and unfocused. My major concern with this is that she was in a one on one setting during testing and couldnt stay focused. She is 10000% MORE focused one on one, so the testing results should have been the absolute best she could ever possibly do. Now take that kid who is THAT distracted one on one and put her in a classroom. I would think that the one on one testing doesnt accurately represent her level of functioningmaybe if she was in a class alone-but with 20 other kids? No way. </p><p></p><p>What exactly is an on-site advocate? How do I find one? Get one?</p><p></p><p>I have read over the Special Education forumand every other forum here, along with wrightslaw and every other thing out there I can find. Ive learned a ton, but I know I have SOOO much more to learn. I do tend to get lost and not understand a lot though. I will go back and reread a lot and see what else I can find. </p><p></p><p>Thank you so much for respondingits nice to know someone understands!</p></blockquote><p></p>
[QUOTE="ncblossom, post: 6331, member: 2045"] Thanks for the response Martie! I DID learn to write in Word after it ate my first post lol. Ugh! Im going to try to respond to some of your questions and maybe it will help clarify some stuff I agree about difficult child qualifying under both labels. Thats something I DID research before going to this meeting because honestly, I expected them to try to tell me she didnt qualify and I know that just the ADHD qualifies her. I also did read about the IDEA 2004 part that mentions they cant use the discrepancy-but unfortunately, I found that AFTER I got home from the meeting. About IEPs. She DOES have an IEP, but it is only for Speech Therapy. Howeverits still and IEP. Im sure the school here doesnt really care one way or the other about the medications. Ive had a previous teacher ask if she was on them, then another tell her tell your mom your pills are making you too tired. I used to inform them of medication changes, but for a while they were changed a LOT and since I had never received a response from any of the teachers after informing them of the changes, I stopped. So unless they were to go pull her file, they really dont even know if she IS currently on medications let alone which ones. You mentioned sending a letter to SD about her behaviors .does ONLY inattention and distractibility count or does it have to be more of a disruptive type thing? Technically, she isnt a behavior issue (or so the teacher says), so Im not worried about her getting in trouble or anything like that. I ask partly because of the teacher. At the beginning of the year, I mentioned she had issues and that I REALLY needed her to communicate. I even asked about a daily behavior report, etc. She, in a way, just said that theyd be fine and yes, shed communicate. She has a daily log that I have to sign every night and occasionally shell write that difficult child didnt complete her work but thats it-the other days she just stamps it with a pretty stamp. Numerous times Ive written in my spot to sign-asking how her behavior was, mentioning a new medication and asking her to watch for tics, etc and never get a response. I finally made a conference and she told me difficult child was doing GREAT-so polite and well behaved and one of my best kids. But then report cards came out and she had unacceptable for her behavior grade. I made another conference and asked about that and she said she just put that because difficult child is distracted and inattentive. The other reason I askgotta put this in dummy terms for me .are you saying that she qualifies for something NOW-before shes qualified OHI? By protections, what do you mean? I have the paper I have to get signed by the MD which WILL qualify her, but I have to either wait for her next therapist appointment (weeks away) or get an appointment with her pediatrician (not a problem, but could be a while to even GET an appointment). About the meeting. It was the meeting to determine eligibility for ESE. The people that attended were: -myself and husband -Psychologist -Evaluation interpreter (which is listed on another line, but is the psychologist again) -General Ed teacher -Speech therapist People invited on the sheet were the guidance counselor and the principal, but they were not there. Aside from the ST she doesnt have a Special Education teacher. They do have a social history done by husband on the phone but the only things they asked was how is her interaction with the family (he answered disruptive and clingy),peers (he stated none really), time outs as discipline, full term pregnancy, no major illnesses, age walked, age talked (he got this way wrong lol), birth weight (he got this wrong too), and no learning problems in family history. This covered less than half a page. BUT, they may have one of the other very lengthy detailed reports from years ago when she was in the Special Education preschool. She also has a vision/hearing screening which are normal. The person who did the testing (I think the school psychiatric) mentioned that she was extremely distracted and had to be redirected and refocused every few minutes. She also said it took a few days to do the testing (she said it normally takes 1) because she was so inattentive and unfocused. My major concern with this is that she was in a one on one setting during testing and couldnt stay focused. She is 10000% MORE focused one on one, so the testing results should have been the absolute best she could ever possibly do. Now take that kid who is THAT distracted one on one and put her in a classroom. I would think that the one on one testing doesnt accurately represent her level of functioningmaybe if she was in a class alone-but with 20 other kids? No way. What exactly is an on-site advocate? How do I find one? Get one? I have read over the Special Education forumand every other forum here, along with wrightslaw and every other thing out there I can find. Ive learned a ton, but I know I have SOOO much more to learn. I do tend to get lost and not understand a lot though. I will go back and reread a lot and see what else I can find. Thank you so much for respondingits nice to know someone understands! [/QUOTE]
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