Our difficult child who has an orthopedic disability was recently diagnosed with Major Depressive Disorder and Asperger's Syndrome in a neuropsychological that was conducted at our expense. difficult child is 16 and a junior in high school. He has been under a 504 plan since the accident that caused his orthopedic impairment, 5 years ago. When we received the results of the evaluation, we sent the SD psychologist a copy and requested an IEP. We heard nothing for several months and then suddenly, last week, the Counseling department secretary called me and scheduled a 504 meeting, which was held today. These meetings are always extremely stressful for me, and I do professional mediations for a living. But, dealing with your own child places things in an entirely different arena. Boy was I ambushed today! There I was with several teachers, the 504 coordinator, the guidance counselor , the assistant principal and the school district psychologist. We moved through the 504 meeting, and then the psychologist pulled out difficult child's neuropsychological report. She began going through the various test results, sub-test by sub-test pointing out that difficult child was really "very intelligent" and that he would never be eligible for an IEP and he really had no issues, etc., etc. After 5 minutes of this performance , I politely told her that I had not come prepared to defend difficult child's evaluation and that I would prefer that she and I speak privately after the meeting so that we could finish our meeting with the teachers. Instead, she persisted until the time keeper finally said it was time for the next meeting to begin - and we needed to vacate the room. Then, the psychologist scooted over next to me in a very intimidating fashion. She began to question me very loudly about difficult child's medication and treatment, really giving me the 3rd degree. I asked her to give me a few moments to pull my thoughts together and then we went through the evaluation point by point together. She began to back track and mentioned several accomodations that could be offered to difficult child in a 504 plan, not an IEP. She additionally stated,"Since you are so interested in research, I suggest that you research our state's education web site to see why your son is not eligible for an IEP. Just because you got your own evaluation and you got some DSM diagnoses, that doesn't mean you get an IEP." She then asked me if I understood her, and I answered that I heard what she was saying. She became even more angry at this point and continued her intimidating approach to me. I politely excused myself and went to my car to have a little cry. My husband and I have discussed this at length and we are pondering our options. I know for a fact that the school principal (who was not present) and the SD superintendent would have been horrified if they observed this woman's behavior. The teachers and other professionals who were present in the room were extremely uncomfortable and left the room as soon as they could. Quite frankly, I am still stunned. I am even more shocked by the fact that this person is a psychologist! Additionally I feel quite certain that difficult child is eligible for an IEP. Without one, he will have no transitional services. He desperately needs them. husband and I thought that a certified letter sent to the principal and head of SE for the SD might be a good start. Does anyone have any ideas about this ? I could use some good advice. If I had known that the neuropsychological evaluation was going to be challenged, I would have had the neuropsychologist present for the meeting. Nothing like being blindsided!