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Special Ed 101
Uncontrast & Contrast MRI
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<blockquote data-quote="TheOnlyMe" data-source="post: 218607" data-attributes="member: 4515"><p>Well the ARD went pretty well. He will receive all his gen ed credit for this semester on homebound and they will be gen ed credits, including Spanish, theater arts and woodworking. We had the new Director of Special Education in attendance and she corrected a statement that homebound could not provide him with anything but core academics, and told them<strong> if that is what he needs for "his program" then we have to provide for him! WOW how often do you hear that from an administrator? </strong></p><p></p><p>He will have a male teacher who will specializes in math and they tried to tell me an adult would still have to be in attendance. I told them no, because he is an adult. They tried to quote it is district policy and I stated the state and federal law makes him an adult. So they offered to transport him to the admin bldg or a library to recieve the services, which should begin Monday.</p><p></p><p>On the out of district placement, we have three meetings planned prior to the Christmas break.</p><p></p><p>1. The distrist personnel and student and parnet will attend a meeting at the school to ensure academics will not change his graduation plan for a 24 credit reccommend diploma.</p><p>2. The Director of Special Programs will confer with his psychiatrist on his recommendations for his unique appropriate education prior to the meeting at the school.</p><p>3. A consult meeting with the Executive Director, Director of Special Progams, the IEE evaluator Dr and me, to discuss the current situation and attempt to come up with what is in the best interest of difficult child.</p><p></p><p>We also got his credits corrected from last year where they only had him with a total of 11 to 12.5 as which makes him an official 11th grader.</p><p></p><p>difficult child advocated for himself and told them the incidents which causee his psychosomatice anxiety and depression was due to lack of support for paraprofessional, specific teacher's negative comments and implentation of his IEP. He also signed the release for them to talk to his psychiatrist because he said he knew his doctor knew what was best for him.</p><p></p><p>I made sure the statements from the Psychiatrists letter was written in the deliberations and read in the meeting. I also provided the MRI results and the neuropsychologist report from June which showed his academic level at 5th grade.</p><p></p><p>So we will see how the next round goes.</p></blockquote><p></p>
[QUOTE="TheOnlyMe, post: 218607, member: 4515"] Well the ARD went pretty well. He will receive all his gen ed credit for this semester on homebound and they will be gen ed credits, including Spanish, theater arts and woodworking. We had the new Director of Special Education in attendance and she corrected a statement that homebound could not provide him with anything but core academics, and told them[B] if that is what he needs for "his program" then we have to provide for him! WOW how often do you hear that from an administrator? [/B] He will have a male teacher who will specializes in math and they tried to tell me an adult would still have to be in attendance. I told them no, because he is an adult. They tried to quote it is district policy and I stated the state and federal law makes him an adult. So they offered to transport him to the admin bldg or a library to recieve the services, which should begin Monday. On the out of district placement, we have three meetings planned prior to the Christmas break. 1. The distrist personnel and student and parnet will attend a meeting at the school to ensure academics will not change his graduation plan for a 24 credit reccommend diploma. 2. The Director of Special Programs will confer with his psychiatrist on his recommendations for his unique appropriate education prior to the meeting at the school. 3. A consult meeting with the Executive Director, Director of Special Progams, the IEE evaluator Dr and me, to discuss the current situation and attempt to come up with what is in the best interest of difficult child. We also got his credits corrected from last year where they only had him with a total of 11 to 12.5 as which makes him an official 11th grader. difficult child advocated for himself and told them the incidents which causee his psychosomatice anxiety and depression was due to lack of support for paraprofessional, specific teacher's negative comments and implentation of his IEP. He also signed the release for them to talk to his psychiatrist because he said he knew his doctor knew what was best for him. I made sure the statements from the Psychiatrists letter was written in the deliberations and read in the meeting. I also provided the MRI results and the neuropsychologist report from June which showed his academic level at 5th grade. So we will see how the next round goes. [/QUOTE]
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