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Special Ed 101
Son failed big assignment - need advice
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<blockquote data-quote="svengandhi" data-source="post: 283945" data-attributes="member: 3493"><p>Thank you all for your input and encouragement. I have been scheduled for a CSE on June 23 and am formulating my strategy which I would like to present to you for advice, comment, etc.</p><p></p><p>To summarize: My son, formerly known as difficult child 1, is 14 and just finished 9th grade. He has been classified on an IEP since K. In grade 3, he was changed from speech and lang to ED with a school based anxiety disorder. After grade 6, a "disorder of written expression" was added.</p><p></p><p>He failed an assignment in his Honors Biology class which required him to do research out of school, submit articles to the teacher and then come to class one day and using only an index card of notes, type a research report on the computer. He was unable to do it and failed. He sat there, shut down, and wouldn't even answer his teacher (this was his MO, he was deemed ODD because he shut down and wouldn't respond).</p><p></p><p>His IEP acknowledges that he experiences anxiety with "novel situations" (a direct quote) and that he requires support in the areas where he experiences anxiety. My intention is to ask that he be retested with an oral examination to ascertain his knowledge of the subject or that the two research essays he did at home over the year be averaged and that score used as his grade for this project. He got a 72 on the first essay at home, so it's not like I am looking to get him an A for this project. I just don't want him to get screwed over.</p><p></p><p>Am I out of line to think that INDIVIDUALIZED means that the school should, within reasonable limits, accommodate a child's specific learning needs? If my son needed to scribe this essay, he could have done that. If he needed to have someone color in the circles on a Scantron that could be done. If he needed his articles read to him, that could be done. Just because his need is not an ordinary one or one that is frequently seen, doesn't mean his need isn't there. Is it unreasonable to ask a teacher to spend a period with a child listening to him explain his research, asking followup questions and determining if he had the requisite understanding of the material? Adults defend masters' theses and doctoral dissertations in oral argument so I think it's an appropriate solution for an honors student whose testing shows superior abilities in verbal thought and expression with deficits in non-verbal expression, including the physical ability to write or keyboard.</p><p></p><p>Am I on the right track? Am I out of my mind to think that my son has a right to be given an alternative assessment or should I just accept his failure on this project? He doesn't know we have this meeting coming up. He told me: "Mom, I just couldn't do it, I don't know why. I am just going to take my failure, I failed."</p><p></p><p>Thanks again for all of your help.</p></blockquote><p></p>
[QUOTE="svengandhi, post: 283945, member: 3493"] Thank you all for your input and encouragement. I have been scheduled for a CSE on June 23 and am formulating my strategy which I would like to present to you for advice, comment, etc. To summarize: My son, formerly known as difficult child 1, is 14 and just finished 9th grade. He has been classified on an IEP since K. In grade 3, he was changed from speech and lang to ED with a school based anxiety disorder. After grade 6, a "disorder of written expression" was added. He failed an assignment in his Honors Biology class which required him to do research out of school, submit articles to the teacher and then come to class one day and using only an index card of notes, type a research report on the computer. He was unable to do it and failed. He sat there, shut down, and wouldn't even answer his teacher (this was his MO, he was deemed ODD because he shut down and wouldn't respond). His IEP acknowledges that he experiences anxiety with "novel situations" (a direct quote) and that he requires support in the areas where he experiences anxiety. My intention is to ask that he be retested with an oral examination to ascertain his knowledge of the subject or that the two research essays he did at home over the year be averaged and that score used as his grade for this project. He got a 72 on the first essay at home, so it's not like I am looking to get him an A for this project. I just don't want him to get screwed over. Am I out of line to think that INDIVIDUALIZED means that the school should, within reasonable limits, accommodate a child's specific learning needs? If my son needed to scribe this essay, he could have done that. If he needed to have someone color in the circles on a Scantron that could be done. If he needed his articles read to him, that could be done. Just because his need is not an ordinary one or one that is frequently seen, doesn't mean his need isn't there. Is it unreasonable to ask a teacher to spend a period with a child listening to him explain his research, asking followup questions and determining if he had the requisite understanding of the material? Adults defend masters' theses and doctoral dissertations in oral argument so I think it's an appropriate solution for an honors student whose testing shows superior abilities in verbal thought and expression with deficits in non-verbal expression, including the physical ability to write or keyboard. Am I on the right track? Am I out of my mind to think that my son has a right to be given an alternative assessment or should I just accept his failure on this project? He doesn't know we have this meeting coming up. He told me: "Mom, I just couldn't do it, I don't know why. I am just going to take my failure, I failed." Thanks again for all of your help. [/QUOTE]
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