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which preschool?
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<blockquote data-quote="SRL" data-source="post: 432565" data-attributes="member: 701"><p>They do have to follow rules for eligibility but those rules are all based on the outcome of his assessments. The last I knew, eligibility has absolutely nothing to do with what program he's in now. </p><p> </p><p>Don't worry one minute about stigmatizing him. The earlier kids get needed therapies and interventions, the better for the child (and the better for the district as it causes them less in terms of dollars and disruption if delayed). Do put your request in writing directed to the director of Special Education, then they can't dance around about it, they will legally be required to follow through. Just so you know, it's not optional for the district to let this go, it's the law.</p><p> </p><p>I also wouldn't expect a battle--sometimes when the school discovers they are dealing with a parent who is clearly going to educate themselves vs. a parent who is just going to go along with what the district wants them to know, they shape up real fast. Writing a request will give them notice of that. Read up on Child Find:</p><p><a href="http://www.wrightslaw.com/info/child.find.mandate.htm" target="_blank">http://www.wrightslaw.com/info/child.find.mandate.htm</a></p><p> </p><p>Personally if I were in your shoes and had insurance or can pay out of pocket, I would also pursue private evaluations while you're waiting for the district to get its act together. Reports and recommendations from reputable professionals can carry a lot of weight. FYI: Interaction with other students does fall under speech therapy so that would be a good route to pursue. </p><p><a href="http://www.wrightslaw.com/info/test.index.htm" target="_blank">http://www.wrightslaw.com/info/test.index.htm</a></p></blockquote><p></p>
[QUOTE="SRL, post: 432565, member: 701"] They do have to follow rules for eligibility but those rules are all based on the outcome of his assessments. The last I knew, eligibility has absolutely nothing to do with what program he's in now. Don't worry one minute about stigmatizing him. The earlier kids get needed therapies and interventions, the better for the child (and the better for the district as it causes them less in terms of dollars and disruption if delayed). Do put your request in writing directed to the director of Special Education, then they can't dance around about it, they will legally be required to follow through. Just so you know, it's not optional for the district to let this go, it's the law. I also wouldn't expect a battle--sometimes when the school discovers they are dealing with a parent who is clearly going to educate themselves vs. a parent who is just going to go along with what the district wants them to know, they shape up real fast. Writing a request will give them notice of that. Read up on Child Find: [URL]http://www.wrightslaw.com/info/child.find.mandate.htm[/URL] Personally if I were in your shoes and had insurance or can pay out of pocket, I would also pursue private evaluations while you're waiting for the district to get its act together. Reports and recommendations from reputable professionals can carry a lot of weight. FYI: Interaction with other students does fall under speech therapy so that would be a good route to pursue. [URL]http://www.wrightslaw.com/info/test.index.htm[/URL] [/QUOTE]
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