My 13-year-old son has grapho-motor LDs and has been classified as LD since preschool. He’s in 8th grade now and has been doing very well in the regular-ed classes, with resource room support every day. He recently had his triennial testing and on Friday we have our CSE. I’m pretty sure the team is going to recommend we gradually begin declassifying him, and cut him back to an every-other-day resource room model next year in 9th grade. I think that cutting back on the resource room is a great idea, as I sometimes think he becomes very dependent on it and could eventually do well with a study period instead. But I am worried about the eventual de-classification and what it means for his other essential modifications. Untimed tests and use of a laptop for classwork, tests and homework have been the key to his success, and I want to make sure he will always have those modifications as we move toward high school and the SATS in a few years.
I am confused and this is my question. If we eventually de-classify him, does that mean he loses all rights to accommodations in high school and college? I’m assuming that he will no longer have an IEP once he is de-classified. (my resource room teacher said he would still have an IEP, but that didn’t sound right to me). Am I better off asking to switch to a Section 504? I appreciate any feedback or tips you have to offer.
Ellen
Re: Need feedback before Friday's CSE!
Thanks so much Sue! You have been a great help! I will let you know what happens on Friday.
Ellen
Even if the only service the kiddo gets is somebody “monitoring” his progress, he can still be classified as LD. THe whole point to inclusion is that a kid can be successful with help along the way. He can still have an IEP — the goals will focus on what he needs to do to succeed in the regular class, as in academic independence. They could be things like “will keep a notebook for assignments, checked off daily [and later, weekly] by teacher.” It could start out including that the teacher will meet with him dailyto *make* that list with him, not just check it off, too… or a peer could do that. But get it in writing — it’s a real accommodation for a real need.
A 504 is much less powerful legally than an IEP. I’d hang on to the IEP if I could. Look at it this way — would you rather start out w/ the kiddo getting a little “too much” help, and gosh! being “too successful” so he takes steps forward — or have the kid “just try this out” and wait for him to fail before you try to get the help he needs… usually well after he’s lost a lot of ground as well as confidence.
Also, thinking down the long run — do *not* assume that people at the school will step forward and do what needs to be done to get accommodations for the SATs, etc. There are tons of hoops to be gyrated through and deadlines that are pretty much absolute — apologies are pretty much all you’ll get afterwards.
A lot can happen in three or four years — if the school’s still running on the “triennial” plan, keeping the special ed eligibility this time through will mean another three years of support and then you can look at things again.