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Special Ed 101
Types of IEEs?
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<blockquote data-quote="rlsnights" data-source="post: 425540" data-attributes="member: 7948"><p>You can request independent evaluation of every area of suspected disability - which basically means every area since you have no way of knowing for sure that he doesn't have a disability in any given area. And that is what I would do in your place.</p><p></p><p>Do you have a copy of the assessment plan document that you originally signed agreeing to his assessment? Most school districts use a standard form that lets them just check all the boxes that apply.</p><p></p><p>Normally you would tell them your concerns or why you believe your child is a child with a disability which limits his ability to benefit from the regular classroom instruction without modifications. Then the school district will send you an Assessment Plan form for your signature with things checked off.</p><p></p><p>If that's what they do, please know that it is your right to check every single box on that form including the Other boxes and write in things you think need to be assessed that don't fit the other categories.</p><p></p><p>If you want to get more specific in your letter, pull out and use the district's own Assessment Plan as the basis for your IEE request. You should have a copy of the one they had you sign before they did the assessments the first time.</p><p></p><p>The form I have would allow you to check all the following:</p><p></p><p>General Intelligence/intellectual function</p><p>Health and development screening</p><p>Social-emotional and adaptive - should say it focuses on social proficiency, attitudes and feelings about school and self</p><p>Behavior - usually means you want a functional behavior assessment of how he's doing in the classroom with the intent of targeting instruction to his unique learning needs. You also want it to look at his functioning outside the classroom - at lunch, recess, bus if he's transported</p><p>Body Coordination and motor abilities - PT and Occupational Therapist (OT) evaluation of gross and fine motor skills plus you should say you want sensory integration assessment if you think he has sensory issues; most ASDers do</p><p>Communication - i.e. speech with the focus on language processing and pragmatics not articulation</p><p>Academic Achievement</p><p>Other - Autism assessment</p><p></p><p>If you are satisfied with the school district's academic assessment - usually done by using the Woodcock Johnson - then I would skip that. But the W-J is a brief test and may not do a good job assessing reading and writing skills in particular. If you think his scores in these areas are not accurate then you can ask for specific assessment in these areas. For example, once I insisted on a reading assessment for my son and the district chose to use an independent evaluator who was a reading specialist who found significant issues that had not been revealed by the W-J scores. Another time I wanted his writing assessed and that was done by the speech pathologist from the perspective of language processing and pragmatics.</p><p></p><p>If you have an advocate I would ask that person for suggestions about what to include in your letter and how specific to get. If possible have that person review your letter before you send/hand deliver it to Special Education.</p><p></p><p>Patricia</p></blockquote><p></p>
[QUOTE="rlsnights, post: 425540, member: 7948"] You can request independent evaluation of every area of suspected disability - which basically means every area since you have no way of knowing for sure that he doesn't have a disability in any given area. And that is what I would do in your place. Do you have a copy of the assessment plan document that you originally signed agreeing to his assessment? Most school districts use a standard form that lets them just check all the boxes that apply. Normally you would tell them your concerns or why you believe your child is a child with a disability which limits his ability to benefit from the regular classroom instruction without modifications. Then the school district will send you an Assessment Plan form for your signature with things checked off. If that's what they do, please know that it is your right to check every single box on that form including the Other boxes and write in things you think need to be assessed that don't fit the other categories. If you want to get more specific in your letter, pull out and use the district's own Assessment Plan as the basis for your IEE request. You should have a copy of the one they had you sign before they did the assessments the first time. The form I have would allow you to check all the following: General Intelligence/intellectual function Health and development screening Social-emotional and adaptive - should say it focuses on social proficiency, attitudes and feelings about school and self Behavior - usually means you want a functional behavior assessment of how he's doing in the classroom with the intent of targeting instruction to his unique learning needs. You also want it to look at his functioning outside the classroom - at lunch, recess, bus if he's transported Body Coordination and motor abilities - PT and Occupational Therapist (OT) evaluation of gross and fine motor skills plus you should say you want sensory integration assessment if you think he has sensory issues; most ASDers do Communication - i.e. speech with the focus on language processing and pragmatics not articulation Academic Achievement Other - Autism assessment If you are satisfied with the school district's academic assessment - usually done by using the Woodcock Johnson - then I would skip that. But the W-J is a brief test and may not do a good job assessing reading and writing skills in particular. If you think his scores in these areas are not accurate then you can ask for specific assessment in these areas. For example, once I insisted on a reading assessment for my son and the district chose to use an independent evaluator who was a reading specialist who found significant issues that had not been revealed by the W-J scores. Another time I wanted his writing assessed and that was done by the speech pathologist from the perspective of language processing and pragmatics. If you have an advocate I would ask that person for suggestions about what to include in your letter and how specific to get. If possible have that person review your letter before you send/hand deliver it to Special Education. Patricia [/QUOTE]
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