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Special Ed 101
OMG I think I am ADD
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<blockquote data-quote="Martie" data-source="post: 68797" data-attributes="member: 284"><p>Dear CM,</p><p></p><p>I think you remember this stuff pretty well. </p><p></p><p>Are you aware that the law was modified in 2004? Now every SD has to evaluate in 60 days (not schools days) DAYS. You are correct: generally a 504 plan is toothless and is partiuclarly unsuitable for a child who is in danger of suspension because a 504 offers no protection outside of suing in Federal Court (not something to wnat to do.)</p><p></p><p>You will have to decide for yourself whether the label is worth the stigma. i think it is pretty stigmatizing to have a teacher touch a child and says what you have reported. All the things yo want could be written inot an IEP. The SD is arguing "no negative educational impact" due to grades. It is easy to give someone A's (I'm not saying this is the case for your difficult child, but it's been known to happen.) School is more than about grades or passing tests. It is also about learning how to function and be prosocial and productive.</p><p></p><p>in my opinion your difficult child needs a full evaluation (send the request by CERTFIED MAIL) in order to get what you want AND protection of arbitrary discipline and ultimately expulsion. I also think a BIP is definitely needed. </p><p></p><p>I've said this so many times --I apologize ahead of time to the old-timers: my ex-difficult child never set foot in a special class: Special Education is a service not a place, and in middle school, he certainly needed services, despite above average everything (on testing.) </p><p></p><p>Here are some of the things he received:</p><p>Safe place/person to go to</p><p>Therapy for school issues (there were many; he also had an outside therapist for non-school issues. I thought it was fair for the school to provide therapy for the stress and problems they caused.)</p><p>Did not eat in the lunchroom (which was a zoo)</p><p>Attended school half-time in 7th and 8th grades</p><p>No homework that could not be completed in 1.5 periods at school (he ate lunch during the other .5)</p><p>Reduced busywork if he could demonstrate mastery.</p><p>Favorable seating (aways from bullies)</p><p>Curriculum content modification (He did not read "Night"; he would not write a paper on Hiroshima--these things gave him nightmares for days.)</p><p>Excused from PE from 5th grade on--the SD could not control the bullies and ex-difficult child had losts of anxiety about being hurt "by accident" that would not have been an accident.</p><p></p><p>BIPs were not required by law yet or he would have had one of those, too.</p><p></p><p>The list is endless of what one can do for an "at or above gradelevel" ED child and I certainly negotiated any unusual arrangements for an unusual child with major depression and ODD. It is more difficult than if a child has clear learning problems also that are easily measurable but you can't have the types of problems my ex-difficult child had and not have a "negative educational --to say nothing of life--impact."</p><p></p><p>Martie</p></blockquote><p></p>
[QUOTE="Martie, post: 68797, member: 284"] Dear CM, I think you remember this stuff pretty well. Are you aware that the law was modified in 2004? Now every SD has to evaluate in 60 days (not schools days) DAYS. You are correct: generally a 504 plan is toothless and is partiuclarly unsuitable for a child who is in danger of suspension because a 504 offers no protection outside of suing in Federal Court (not something to wnat to do.) You will have to decide for yourself whether the label is worth the stigma. i think it is pretty stigmatizing to have a teacher touch a child and says what you have reported. All the things yo want could be written inot an IEP. The SD is arguing "no negative educational impact" due to grades. It is easy to give someone A's (I'm not saying this is the case for your difficult child, but it's been known to happen.) School is more than about grades or passing tests. It is also about learning how to function and be prosocial and productive. in my opinion your difficult child needs a full evaluation (send the request by CERTFIED MAIL) in order to get what you want AND protection of arbitrary discipline and ultimately expulsion. I also think a BIP is definitely needed. I've said this so many times --I apologize ahead of time to the old-timers: my ex-difficult child never set foot in a special class: Special Education is a service not a place, and in middle school, he certainly needed services, despite above average everything (on testing.) Here are some of the things he received: Safe place/person to go to Therapy for school issues (there were many; he also had an outside therapist for non-school issues. I thought it was fair for the school to provide therapy for the stress and problems they caused.) Did not eat in the lunchroom (which was a zoo) Attended school half-time in 7th and 8th grades No homework that could not be completed in 1.5 periods at school (he ate lunch during the other .5) Reduced busywork if he could demonstrate mastery. Favorable seating (aways from bullies) Curriculum content modification (He did not read "Night"; he would not write a paper on Hiroshima--these things gave him nightmares for days.) Excused from PE from 5th grade on--the SD could not control the bullies and ex-difficult child had losts of anxiety about being hurt "by accident" that would not have been an accident. BIPs were not required by law yet or he would have had one of those, too. The list is endless of what one can do for an "at or above gradelevel" ED child and I certainly negotiated any unusual arrangements for an unusual child with major depression and ODD. It is more difficult than if a child has clear learning problems also that are easily measurable but you can't have the types of problems my ex-difficult child had and not have a "negative educational --to say nothing of life--impact." Martie [/QUOTE]
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