Who gets my money?

At the risk of sounding like a broken record,you HAVE rights.
The educational system is responsible to help your son. I know,it’s seems like you can fight them for ever and never get anywhere.

1. I would request an Independent evaluation at the district’s expense. They can not deny this request,unless they file for mediation and claim their eval was adequate. You can go to whatever evaluator you want,the only stipulation is that they hold the same qualifications as the school psych,who did his eval,in the first place.

2. If they are suggesting he needs behavior counseling,they MUST provide this. I would formally in writing request this service,to deny him,they would have to say he doesn’t need it,can they logically do this?

3.If he used a amplication system and did well,why are they not providing this now? I would request a assisitve technology evaluation,formally in writing.

4. If your son needs tutoring,again,the system should be providing this,BUT. I believe when the educatrional needs are not satisfied,the behavior issues come out. If you are not necessarily sure what type of tutoring he really needs,get the eval first.

all of the above that you mentioned is the responsibility on the IDEA,and Federal 504 laws. By not providing it,they are discriminating,and not providing him with appropriate educational opportunity.

Thanks Socks,
A have a couple questions.
It has been 2 years since the school eval. Isn’t it too late for me to request an IEE? If so, should I wait a year till the re-eval and then request the IEE, rather than doing it on my own? Do you have to request the IEE in writing before you have the IEE done?
As for the behavior modif. Only the director of Spec. Serv. said that he needs it. She was telling us about her daughter and implied that they payed for the services on their own. Wouldn’t she just say that they would need a diagnosis from a proffesional stating that the service was needed?
I know that is what they said about the Amplification system. You see… the system he used before, was in the same school district, but a different school. We just got lucky and he judt happen to have that in his class.They already told me that I would need a written statement from a doctor before they could provide any equipment.
That is what brought me to the question. Do I go to the audiologist and test for CAPD, to get the statement for the equipment. or is it best for my son, to give up fighting the school and just do a full blown eval now on my own.
The tutoring….
Well he gets a half an hour a day now.He really can’t afford to miss anymore classes without falling behind so there really is no time for tutoring during the scholl day if I want to keep him mainstreamed.
They suggested that with all of the modifications I am asking for.. ( A little assistance from the teachers to help him bring home the correct books and papers and a little communincation so I can do the teaching at night)..I am forcing them to put him in the resource room.
They say that they have no problem providing him with the proper education, and are insinuating that I am expecting too much from him and want to keep him where he doesn’t belong.
Funny thing is, when he had a teacher last year who had experience with LD kids and had that amplification, he did fine and had no modifications at that time at all to boot.ARRGGH!

My son is 11 and is GT/LD/CAPD. (Originally the CAPD was misdiagnosed as ADD). I know what you’re talking about, Mo, because I’ve been there and am still there. We’re been juggling various private therapists and psychologists for 4 years now. It’s a huge investement in time and money. We don’t have a lot either, so we’ve sacrificed a lot to do what we have.

We know how things should be in the educational system, but in my district, the reality is different.

My district is wealthy and it spends many hundreds of thousands of dollars each year fighting lawsuits and wins more than 90% of its cases. Parents fare little better in mediation with the district. So, in the end, I had to ask myself, do I spend my time and money helping my child or fighting the district?

I have opted to spend most of my money directly on tutoring and testing for my child, although I have hired advocates more than once to get appropriate placements in school for my son. The school services we have gotten have not been intensitive or frequent enough to be of much value, but it is better than nothing at all.

IMHO, the most important thing is to have a solid, accurate evaluation done for your child so that you understand what your child’s strenghts and needs. I have evaluations on my son from the district and evaluations that were done privately. The private testing was far superior because the results were thoroughly explained to me and the evaluator provided my son with a diagnosis. The district psychologist would not provide a diagnosis and did not explain the results with the thoroughness or clarity that the private examiners have. One test she conducted incorrectly and she eventually nullified the results on after I brought it to her attention.

My advice is to go to a private psychologist with a solid track record. Show that person your son’s past test results. If you have any pertinent school work that shows your son’s strengths and needs, provide that also. If you can afford a Cadillac evaluation, go to a neurologist for a neuropsych exam. This is more expensive, but it gives you a clearer picture of your son’s needs.

For us, the CAPD evaluation was very worthwhile because it helped us to rule out ADD (and ritalin) and we were able to get extra accommodations (which the district seldom provided) and ultimately, placement in a GT/LD program for this coming year.

Check with your health insurance provider. Chances are, at least part of the evaluation will be covered. A CAPD evaluation may be covered too. If your son needs speech therapy, depending on how your provider codes the therapy, you may be able to get reimbursement for that too. Psychotherapy should be covered to some extent also.

We live near a university and have been able to get some services provided by grad students at a speech clinic on campus. That was one way to save some money. Although, again, you get what you pay for. Grad students are not the same as seasoned pros.

LJ

LJ
Our school district is wealthy as well. What really angers me is that I wanted my children to be in what I thought was the best school district. We settled for much less house at an outrageous price. Turns out that because they are so large and so wealthy, they are chewing my son up and spitting him out.
I currently have been considering extensive testing at the Children’s Hospital . That wonderful LD teacher recommended them and said that she has seen some helpful information come from that source.I strongly feel that CAPD is a factor for him and I needed to hear there would be benefits for him if he is diagnosed.
So far he has had several dx with no effective help to follow the diagnosis.Thats when I started thinking maybe I should just spend my money on tutoring for him.
My experience with the schools evaluation was exactly the same as yours. The same can be said about the schools help not being at all intensive or frequent enough.
You have given me some things to consider.
Thanks,
Mo

You can request an IEE,what they will probably do is a “more frequent eval” of their own first,then you request the IEE. BUt not,in answer to your question no,you can request an Independent anytime,the only thing that is required from you is that you do not believe that the SD reacher the proper conclusions and you want another eval.

Did the sped director put this in writing? You could request a functional behavior assessment done,to address any behavior issues. again the district is responsible to do one.

You can also request a CAPD evaluation at their expense. I did.

find they want to scare you about possibly placing in resource,then your reasoning for having the evals is to make an informed decision regarding this.

Don’t forget though IDEA states the least restrictive enviroment.
and 504 says,they must educated along side nondisabled peers with accomodationa and modificiations.

Hi, I agree the system really is not working and it stinks that
we have to make it work but that is the only way you will get services and programs for your child. The squeaky wheel gets the
grease.
This time in an effort to make my two sons not feel like pin cushions with all this testing (ages 14 and 15.5/severely dyslexic), I paid out of pocket for a solid eval by an learning disabilities specialist/psychologist. ($1200 each child) For one I wanted the first shot at the tests not as a second to the
school districts. Of course, they wanted to do some of their own but it was minimal. Our sons are not in the local public and will NEVER go back there. The evaluator works with an attorney
and does testify if need by at a hearing (which we have been lucky in that we have never had to do more than one half day hearing) so she has some of the lingo down. I wanted the diagnosis also of severe dyslexia which I have never gotten from anyone else. It gives me fuel for specialized methods and years
of research.
Mo, even though it is tiring to fight…do it. Make them provide those evals. They should be doing evals for an annual
review anyway. Space out the testing so your child has time to
breathe AND best done in the summer when he is not schooling.
It also stinks that some years your child will have a good year like last year when everything clicks. You were lucky. Even though my son’s teachers were hand picked, he was sinking fast…bright but severely dyslexic and unable to express himself
in writing or read what he wanted to read.
Fast forward did help my daughter with her CAPD issues; she did
it at home when she was eleven.
So, if your funds are limited pick your battles and go for it.
You are right your son is growing up and he needs to feel successful at this age…puberty can be hard on a child. Your fight will be worth it.

Donna,
I appreciate your time and I hear what you are saying.
I am getting the impression that the benefits of a complete evaluation would be very beneficial, just as I suspected.I also worry about him feeling like a pin cushion, just as you mentioned.
As far as annual evaluations go. It has been just IEP meetings with teachers who say they just don’t have the time, Spec Ed. Dir. saying we can’t do that unless you have a written request from a Dr., principals saying nothing, and really nothing being done for my son at all.
So if I take into consideration what everyone has said. I am I right in saying that I should request an IEE from the school and then do that formal testing that I am hoping will be so helpful?
If I may ask, what type of school are your boys enrolled in. That of course is another concern of mine. Do I spend my money to get him out of the public school system?
Mo

Thanks Socks,
So let me make sure I have this right.
Request the IEE in writing. They will probably do another one on their own. Then request another IEE after that one, which I will then be able to take him to the Children’s hospital and get a full blown eval.including the CAPD testing.
Do I need to include the CAPD testing request in writing along with the first IEE request or should I request CAPD testing completely seperate from the IEE request?
I am following what you are saying about the reason for the scare tactics and I see how I truly do need the evaluations to make a proper decision.
I really appreciate your help,
Mo

Where are you? I am in Montgomery County Maryland.

I am in Fairfield Ohio and as you can probably tell..I am at a loss as what my next move should be.
I posted on the teaching ADD board and you can get a quick history on the history of my son’s case.
My e-mail is [email protected] if you would like to e-mail me.
Thanks so much,
Mo

Yes,absolutely include the CAPD eval in this,heck I threw in an OT and speech/Lang eval. throw in whatever eval you feel he needs,such as a psych eval regarding behavior? This would be included as related services under IDEA
§300.24 Related services.

(a) General. As used in this part, the term related services means transportation and such developmental, corrective, and other supportive services as are required to assist a child with a disability to benefit from special education, and includes speech-language pathology and audiology services, psychological services, physical and occupational therapy, recreation, including therapeutic recreation, early identification and assessment of disabilities in children, counseling services, including rehabilitation counseling, orientation and mobility services, and medical services for diagnostic or evaluation purposes. The term also includes school health services, social work services in schools, and parent counseling and training.

Right! You see where they are trying to scare you here? Truth is they MUST educae him in the least restrictive enviroment possible. Use this tactic to your advantage,gee,I am sooo worried about him possibly needing a more intensive placement I need these evals to see what he REALLY needs.

Mo wrote:
>
> Thanks Socks,
> So let me make sure I have this right.
> Request the IEE in writing. They will probably do another
> one on their own. Then request another IEE after that one,
> which I will then be able to take him to the Children’s
> hospital and get a full blown eval.including the CAPD testing.
> Do I need to include the CAPD testing request in writing
> along with the first IEE request or should I request CAPD
> testing completely seperate from the IEE request?
> I am following what you are saying about the reason for the
> scare tactics and I see how I truly do need the evaluations
> to make a proper decision.
> I really appreciate your help,
> Mo

Ding Ding ..round seven. : )

Mo, your “experts” should be testing him yearly using the same
instrument (ex: like the woodcock reading mastery test as a diagnostic reading test and doing it yearly to check progress).
Are they not doing this yearly and for all areas of suspected disability?
When our district is out of compliance with law (get a copy from your state department of education) we took to “ratting”
on them by writing a formal letter of complaint to NY state dept
of education. They (the state) have 60 days to investigate (of course, they felt free to give themselves more time on this) and
get back to us with a letter stating whether district was out of compliance with law or not. But, it also gets state on top of
district. We’ve written lots of them and my husband calls them
often and is on first name basis with state liason.
Where do you put the money? Hmm. I’ve fought and with the
help of due process/settlement, grandparents, financial aid, and
finally our own pockets our kids are getting what they need. I
fight yearly and our kids are severe. I make BIG paper trails. I AM tired of fighting but there is light at the end of the tunnel…only 4 more years of it!
Have you ever read your state education laws? Federal? They
are wordy but it certainly helps in understanding the system and
letting them know they can’t get away with something.
Donna
Our boys are in The Gow School (all boys grades 7th- 12th) and
after preparing them well they adjusted better than we could have
even dreamed in their first year.
If I were walking in your shoes right now and the district has
not tested him yearly in his areas of need ( reading? writing?
does he need behavior plan due to add or is it due to frustration
from lack of program? etc.), I would write a letter to the district and request a comprehensive evaluation, state the areas of concern (reading, writing, etc.). Then, I usually ask who will be doing each eval and contact them to schedule and make them get on the stick being sure to space them out nicely (bribing son helps and explaining why he needs testing). I would
also closely look at the testing and think about asking for an
IEE on certain things (they don’t choose the evaluator for this).
When my daughter’s IQ scores came out lower than I expected I asked for and received an eval from another evaluator who tested
her with different instrument, talked to her teacher, and came
up with a very nice report on what her strengths were and weaknesses. I just said I didn’t feel rapport was established and wanted another opinion (in writing). EVerything must be in writing and should ideally be hand delivoered and stamped as received. This plan would save you some money now.

I just wanted to ditto what everyone else has said and add that there may be ways to piece together yourself to save money.

I have found the following base evals to be the most beneficial to me and this is what I would request from the school. If you don’t agree with the testing, then request the IEE (the school will only do a subset/minimal of what is required, so be prepared to challenge):

1) auditory processing evaluation - A speech/language pathologist would do this. I had the school do this(I requested in writing) and their requirement was that they ONLY had to do a TAPS - there is a whole slew of auditory processing test batteries and to get a total picture you need to do more than the TAPS. You should request that they do at least a TAPS and a CTOPP. We also went to a private SLP who gave a whole battery and it cost us like $200. You should check your insurance as they may cover this - ours would have, but the SLP I wanted to go to was not under our PPO plan (ugh).

2) Visual Processing Eval - In the same center as the private SLP we saw, was an OT who did a visual perceptual battery/and motor of tests- cost was $100. We then also went to a DO (developmental optometrist) who did a complete visual exam to rule out visual processing problems. This potentially could be covered by your insurance as well - or maybe part of it.

3) Phonological processing eval - I requested this of the school at our last annual. I also had one done at a reading center earlier this year - (this was suppose to cost us $$, but we never did see a bill from them?) You can also get an idea of strengths here just doing it yourself with the test in the Reading Reflex book - it’s by no means comprehensive, but if you did it this and he scores real low, you have data you can go to school and say - he’s really scoring low in this test - I need for you to test him etc.

4) Language Eval - the SLP can do this. I’m still missing this piece. The school did the CELF and I think only a subset of it. I don’t agree with the results and should have requested an IEE. I may go back to the same SLP who did our auditory processing eval or I’ve got a couple other options I’m considering with either the University or the Gifted Developement center. There is a new SLP at our school this coming year (who is also had an audilogist background). I’m thinking I may request testing again with her and then move forward to private.

5) Cognitive eval - The WISC can tell you alot in this area - there’s a great site on Wright’s Law that will help you interpret the results. I also felt the PACE cognitive test showed me strenghts and weaknesses to focus on. It was free.

6) CAPD testing - if you use a standard medical facility you might be able to have covered under your insurance. You can request this via the school with IEE too. I not choose to execute the IEE option - we paid ourself and went to a University that does research in this area. It cost $200. (Our school district will do CAPD testing, but like the other testing they do minimal and the audiolgist admitted to such).

7) Academic - assuming the school has done this (Woodcock Johnson is example?) If not, they need to do this.

You may also want to consider ADD testing, sensory integration testing/OT, or behavior. We found that just addressing the auditory processing and cognitive, it has minimized her other issues and have not found it necessary to test. We also spaced much of the testing out - did not do it all in one lump. Addressed one issue at a time.

Doing it this way, you may not have the advantage of one person giving you a diagnosis and therapy together, but there are people on this board who can help you with understanding the test results. You could then hire an advocate on your own if you need help with the school part. (cost about $60 per hour)

P.S. I am having our school do testing annually for areas that I still see as weaknesses. I had to request in writing and copied the district SPED ED director- included my reasoning for wanting it done with samples of work. Ex. they were telling me she met her writing goals at xmas and therefore they were not going to do anything more with writing. I didn’t agree, provided samples that showed such and requested testing to prove. Low and behold, she did poorly on the test and they had to redo another writing goal for her this year. (they really didn’t meet her last years goal, but I felt it was a worthless goal anyway - I like this goal better so decided not to fight it).

Socks,

I just am finally got the authorization form for re-eval. I requested in May. Since I had to talk to the Supervisor of Sped Unit, Assist. Super. of my school dist. and write and talk and yada yada yady. I just went ahead and told them he could be CAP, dyslexic, that the original test delayed means nothing that’s like I have blonde hair.

We will see what tests he gets I also told them I just got him reading glasses but he could need the special eye test.

I am bound and determine that I am going to get a true assessment of my childs problems.

If I was going to teach someone how to develop an appropriate educational plan,the first step would always be to obtain a thorough evaluation.
IDEA&504 both state that ALL areas should be evaluated for a possible disability to claim an evaluation is adequate.
Sec. 303.322 Evaluation and assessment.

(a) General.

(1) Each system must include the performance of a timely, comprehensive, multidisciplinary evaluation of each child, birth through age two, referred for evaluation, and a family-directed identification of the needs of each child’s family to appropriately assist in the development of the child.

(2) The lead agency shall be responsible for ensuring that the requirements of this section are implemented by all affected public agencies and service providers in the State.

(b) Definitions of evaluation and assessment. As used in this part—

(1) Evaluation means the procedures used by appropriate qualified personnel to determine a child’s initial and continuing eligibility under this part, consistent with the definition of “infants and toddlers with disabilities” in Sec. 303.16, including determining the status of the child in each of the developmental areas in paragraph (c)(3)(ii) of this section.

(2) Assessment means the ongoing procedures used by appropriate qualified personnel throughout the period of a child’s eligibility under this part to identify—

(i) The child’s unique strengths and needs and the services appropriate to meet those needs; and

(ii) The resources, priorities, and concerns of the family and the supports and services necessary to enhance the family’s capacity to meet the developmental needs of their infant or toddler with a disability.

(c) Evaluation and assessment of the child. The evaluation and assessment of each child must—

(1) Be conducted by personnel trained to utilize appropriate methods and procedures;

(2) Be based on informed clinical opinion; and

(3) Include the following:

(i) A review of pertinent records related to the child’s current health status and medical history.

(ii) An evaluation of the child’s level of functioning in each of the following developmental areas:

(A) Cognitive development.

(B) Physical development, including vision and hearing.

(C) Communication development.

(D) Social or emotional development.

(E) Adaptive development.

(iii) An assessment of the unique needs of the child in terms of each of the developmental areas in paragraph (c)(3)(ii) of this section, including the identification of services appropriate to meet those needs.

Then you mentioned a delay in the eval? Here is the reg on timelines:
(e) Timelines.

(1) Except as provided in paragraph (e)(2) of this section, the evaluation and initial assessment of each child (including the family assessment) must be completed within the 45-day time period required in Sec. 303.321(e).

(2) The lead agency shall develop procedures to ensure that in the event of exceptional circumstances that make it impossible to complete the evaluation and assessment within 45 days (e.g., if a child is ill), public agencies will—

(i) Document those circumstances; and

(ii) Develop and implement an interim IFSP, to the extent appropriate and consistent with Sec. 303.345 (b)(1) and (b)(2).

(

Yep:-)

applause… applause… applause…

well done Socks!

As my archives were donated to a local advocate, and the cobwebs on my memories grow forever thicker, enhanced by layers of dust and desire to move forward with life… I can’t help but be amazed with the positive effect the computer and internet has had on this obstacle laden path of “help seeking” for one’s child with special ed needs.

Like a bone weary war veteran, I have flashbacks of countless hours in the local law library, pockets full of change for .15 per page copies, prayers for a kind librarian to assist me in locating the section I needed to be in… Going home, only to pour over the photo copies with a highlighter, then REALY cutting and scotch taping what I needed together, then typing it once I felt I understood what it was I was trying to say/prove.

Anyway, you’ve done a great service getting things together the way you have.

I mean it! Well done.

Andy

Cobwebs? NOT! Who are you kidding? I thank you for your kind words,and all the encouragement that I needed,back in the good old days:-)

I was thinking of putting together a training program for parents? The problem that I see,and the way I see it: Parents are kept in the dark,the Laws that govern how and why a school district should provide things are not user friendly. They are hard to understand,let’s face it it took you and I years to figure it out.
Any thoughts?

Hey Socks, before you go through the work of doing any training program check out the website below. It is entitled “Steel fists
in Velvet Gloves/tutorial”. It is tutorial written by a psychologist who has dealt with tourettes syndrome students but it is by no means defined by that. It applies to all special ed.
It even goes on to explain who law works and is written in parent
friendly language.

www.tourettesyndrome.net/Advocacy/SpecEd/advocacy_Selfhelp_intro.htm

I’d build on what Donna suggests. From my perspective, in hindsight, it would be most incredible for someone, somehow, to put together a compilation of what is known and available up to this point, and then continue to grow as more becomes available. I’m speaking of knowledge, resources, guides, tutorials, advocacy groups, bb’s like this one etc…

Instead of re-inventing the wheel, no doubt there are good sites already out there. However, a super-site where all the catagories are listed, all the resources are easily found with the touch of one’s mouse, and then the basics to teach a parent how to become knowledgable, informed and prepared to deal with districts.

I’m talking about direct links to Peter Wright’s site, the IDEA (which you pulled from up the thread a ways), any and all legit sites regarding the vast multitude of different ld matters…

A huge factor would be to inform parents they aren’t alone. A separate section on different families experiences, from all areas…

Somehow almost standardize different letters on matters like: how to request complete copies of records, how to request an IEE, what if you dispute an IEP… complete with instructions on how to modify the letter to meet specific needs. This way parents could download the letter, modify it to meet their issues, and then *poof*, at least they’d have a little more family time and less sweat poured out over the keyboard.

Instructions on how to file state complaints. Complaints with OCR. Heck, what about some forum on how to keep track of how many in certain areas/districts are having similar issues that might attract the attention of a class action law suit and attorneys??? One of the huge factors districts count on is keeping each parent feeling isolated and alone in their fight, if they feel overpowered enough, then maybe they’ll give up? (what they do not count on is the ld factor in the parent!)

Anyway, just some thoughts. I know this concept is HUGE, and would be quite an undertaking for sure. I have no clue as to how to tell all to locate one web site and start dumping all the legit info into some kind of format that would then keep things organized, moderated for accuracy and truth, and then of course… GET THE WORD OUT THAT IT EXISTS.

Just a few thoughts for now.

Andy

I was able to get my son an outside independent pyscho-ed evaluation, the school district paid, they must. If you are not satisfied you have every right to request outside professionals. My son got a speech and language and auditory processing eval done at the districts cost, I demanded it, you are right about enough time being wasted, go out and get a real eval!!! Good Luck

Yeah Donna,

I love this! Thank you for the address! This is very similar to what I was thinking about.

Do you see why you need to hire an educated consultant who knows the laws, learn along with them but don’t waste time and make possible errors on your own, believe me you’ll gain your school systems attention. Do to cost, pick and choose what you can do and what you’ll need to save the “big guns” for. Let that person guide you through the maze, so that events can all play out if they needed to and when they need to occur. Remember so much of it is game, regardless of all the laws in place.

It is worth the money and one with a good creditable education who would be perceived by the district as such is the path to consider. Don’t choose the consultant/advocate who is the parent now gone “advocate”, school systems are well aware of who the players are and how far they can go or should I say get away with. Best wishes, it will be a long winding path but it has been my experience from both sides of the coin it really makes a difference.

I wouldn’t write off all parent turned advocate just as much as I wouldn’t endorse every advocate who doesn’t have an ld child. Advocate choosing is a difficult and sometimes costly experience.

Each one must be chosen carefully and with much thought. Interview with the potential advocate, speak with past/current clients and see if styles and personalities work together well.

Ego is such a huge factor hear; that of the parent(s) and the advocate. Remembering the initial objective here is most important. Finding someone who is both effective and compassionate is of utmost importance.

Our experience with an “educational consultant” who was highly reccomended turned out to be a disaster, and an expensive one at that. She wouldn’t go to hearing or mediation, but sure did charge for her time. A parent advocate, who came out of “retirement” to “help us”, put the fear of God in some of the administrators and sure wouldn’t take any crap off them. Even though we ended up going it alone, during the IEP process when she was with us, I know she, at the very least, caused mass consumption of the pink liquid for those who were being quite difficult with us. Her courage and assistance were extremely appreciated.

I ultimately turned over my “law library” to a parent turned advocate. Her story was that she missed the boat on her kid, and now (I think) she exorcises her demons by helping others before it’s too late. I’ve seen how effective she has become, her heart is in the right place (my humble opinion) and she has done very well with many cases in our area. Most impressive is she charges from nothing to something, on a sliding scale, and will not turn any parent down. Can’t say as much for the hired guns who will or won’t depending on income etc…

Andy

If your son has “hearing/CAPD issues” and he did “quite well” with an FM Trainer last year, my first course of action would be to assure that the school provide him with a system ASAP. My money would go to the hearing/CAPD testing and getting a recommendation, in writing, that he needs the FM system. Furthermore, by the time you have finished fighting the school and getting him tested it will be another year before anything happens through the school system. First priority is making sure that what works for your son is being done while you battle the powers that be. My son has hearing/CAPD issues as well and he would be lost without his FM Trainer (even though he doesn’t like using it). The FM Trainer is not a cure all but it certainly is an important, much overlooked, assist for CAPD, hearing impaired, and ADHD children. The FM Trainer, sped services, a lot of at home support, and classroom modifications are making a difference but it’s a battle making sure that everything gets done.

You’ve gotten some great advise here and I think using an advocate and not going it alone against the school system is in order. After years of going it alone, I brought an advocate with me to my son’s last IEP. Even though things were not contentious it was nice to have someone there on my side to lend support. I wouldn’t go into a business meeting without legal counsel or professional advise so why go up against the school system solo? Good luck.

Evalutations can be helpful but they don’t accomplish much unless there’s follow up. And the sad truth is schools often don’t help much. Evaluations are also expensive and I wouldn’t put my money into a second one. Educational consultants can feel helpful and that’s important but you can be your own educational consultant. And another sad truth is, no consultant can bring a school into line. Schools will suggest things like psychiatric intervention and many other things without being willing to pay for anything so take their suggestons for outside intervention with a grain of salt.

You know your son has ADD and LD and hearing issues. I’d certainly put my money into helping him with his hearing issues first. Then look at his fundamental skills. How is his reading? His writing? His math? If he lags in those areas, tutoring for them would be the next place I’d put money. Good old-fashioned one on one work with a good tutor.

Then I’d go to a library and check out Dr. Mel Levine’s book on Educational Care. His suggestions will be better than your pediatrician’s and he’s a pediatrician too. Your pediatrician is telling you in his own way he can’t help you fight with the school.

If there are things that have been in place for your son in school like amplification, fight with your district to get those things. Keep your ear to the ground as to teachers because some teachers are better with LD kids than others. One good teacher is worth a thousand interventions. Fight with your district to get your son placed in the good teacher’s rooms. Are there other parents in your school with kids with ADD or LD? Try to get in touch and stay in touch with them to find out what accomodations they’ve been given and to be a support for each other as you try to get your children through school.

Parenting two LD children of my own showed me I could do a lot more than I knew and spend less while doing it.

Good luck.

Oh how I need that site! (Just the instructions part would be helpful)
Wouldn’t it be great if ever parent could be informed and and we the parents had the upperhand.
I couldn’t even get them to supply us with an extra text at home. I realized that if I purchased it on my own, then he could highlight the important info right?Well the science book that the school was using was Custom bound. Seven books in one. So I had to purchase each one seperately to a tune of $80.00.
I imagine all the squandered dollars and vision a school where all children are created equal. Classrooms with audio speakers so all children can hear, small class sizes with several adults to be certain that each child is on task and truly understands what they are working on, extra curricular activities that include not just the academically inclined or the athleticly inclined, and an IEP gaurd who ensures that the information that is obtained in the evaluations are being used to the fullest extent and daily.

This says it all….
“One of the huge factors districts count on is keeping each parent feeling isolated and alone in their fight, if they feel overpowered enough, then maybe they’ll give up? (what they do not count on is the ld factor in the parent!)”

Individualized Education Program= You will get what little we give your child and you don’t have the support, information, or the strength to change it.
I am done now! thanks for listening
Mo

Andy, I agree with your parent advocate findings. Ours was a
parent turned advocate (a darned good one) and a real bull dog
for the kids. Her goals was to get the kids services, private
placements, etc…whatever he needed to be a self sufficient adult. They can pay now or they can pay later in the juvenile justice system! She killed them with kindness but made sure they knew the laws and used them to the kids advantage.
I think it takes a special person to do this job. It is a constant fight, it is heartache when you see a child being screwed, and it is stressful. She, too, charged on a sliding scale and there were parents that didn’t pay or even volunteer their time.
These women/men deserve to be in our prayers and to be paid. It irks me big time that the school district can use our tax dollars to fight us!
I also ran into a man (gentlemen was NOT a term one could use on him) who called himself an advocate. I don’t know what his success was for the kid but he was arrogant, loud, obnoxious, and
everyone groaned when they saw him coming including me as a parent member. His methods were all wrong.
I’ll stop here…
Donna

Whoa, Mo, they wouldn’t even provide an extra set of books? Now that is bad. That is so easy to provide and painless for them!
What state are you in anyway?
Donna

Andy,
Don’t forgot that for some of these folks (the big guns) this is a full time job for them, so except to pay just like you would pay your dentist, right?

Although I find that there are some parents gone advocate who can be very helpful and pesty to a school system, when push comes to shove and if - and this is a big if you wound up at a hearing you’d better be supported beside your attorney by a consultant/advocate who has the creditials behind them (and I’m not talking life experiences since a hearing officer will look first at education, degrees etc. etc.. )

Again, interview interview and if things don’t seem like they are working out make a change - it can be a costly adventure, don’t waste your money!

>Don’t forgot that for some of these folks (the big guns) this is a full time job for them, so except to pay just like you would pay your dentist, right?

Ann,

I have no issue with paying good money for good services (dentist and otherwise). Most importantly, in the arena of special ed, it is us parents who are subject to being extremely emotional about a subject that is near and dear to our hearts. When you exaserbate this by individuals who charge top dollar and then do not follow through… you get a factor that only makes matters worse, that’s all.

>Although I find that there are some parents gone advocate who can be very helpful and pesty to a school system, when push comes to shove and if - and this is a big if you wound up at a hearing you’d better be supported beside your attorney by a consultant/advocate who has the creditials behind them (and I’m not talking life experiences since a hearing officer will look first at education, degrees etc. etc.. )

The object is not to be pesty, but to do one’s job and that is advocate for the child. Forget representing parents, or ‘fighting’ a district. The district chooses/opts to forgoe compliance with the laws, so it is then the burden of a parent to ‘force’ the district to comply. This, as you know, is a difficult path to follow.

I’ve represented my child without an advocate, both in due process and in federal court. I cannot begin to tell you how offensive it was to have the district’s ‘consultant’ go after me and my wife regarding our educational background. We argued back that all their educational background did not stop them from avoiding responsibilities and blatantly disregarding the law, and furthermore, questioned them about their experience in their parenting experiences with our child. The law is quite specific that parents are EQUAL participants in the system. IF the district opts ot abuse the system and ignore the laws, then a ‘fair’ hearing officer who chooses to side with a district because of imbalance of representation or other factors is only perpetuating a system that is askewed from the ‘git go’.

>Again, interview interview and if things don’t seem like they are working out make a change - it can be a costly adventure, don’t waste your money!

It is most costly an adventure. There is the factor of time, which costs more dearly than money. Most people do not realize that this time factor is one that passes quickly and children grow up during the process. When this is taken into consideration, the early years that warrent remediation tend to fly by quickly, while the child grows up. I couldn’t agree with you more, don’t waste one’s money, but even more so, be ever cautious with your time.

Andy

We are located in Ohio.
The first war I fought was simply to get his grades reported to me. He usually is flirting with F’s in any given subject at any given time,(He usually hovers around the D mark, but fluctuates from C to a low D often… in all subjects) so its helpful to know what subject we need to concentrate the most on during a two week time period.
The next war was simply to get the resource teacher to share with me what exactly they are working on in tutoring and what kind of progress he might be making. It’s really sad to hear their answers. Usually I get the response ” I don’t understand what kind of information you are looking for?” “It sounds like you need to be here in the tutoring classroom to get the information you are looking for”?
I finally got a written report, but I get have this gut feeling that it should be filed in the fiction section in our hime library :)
Mo

Good point Andy, Time can fly and before you know it their all grown up! Always think ahead when planning and check what year it is.

I agree. We have used advocates early in elementary school and again
in 8th grade. It makes them realize that there is an outsider listening to
the potential bullcrap that they usually sling at parents.

Good Luck