Getting No Help From Schools?

you can request an IEP. Which is an individualized program. Most people look at IEP as meaning an individual educational plan,but it much more. It actually stands for: Individual education program. If your son is dysgraphic and ADHD,where as he has not made progress with a 504 plan. If the school is concerned enough to hold him back,then you have a legitimate reason to request more help. I would request a meeting to discuss the retention issue and request an IEP instead of retention,and if they refuse an IEP,request this in writing. If he hasn’t be evaluated lately,I would request a classroom based assessment,this is done by observation within his classroom. You also have the right to be given reccomendations in the classroom. What other things can be done to accomodate him? Obviously if they are talking retention,then he needs more accomodations, then just more time.

we had our IEP monday this is when they made their suggestion. We are filing and apeel to discuss more accomodations. But today when I filed I was told that the accomodations that I am requesting is not appropriate in a standard classroom. These accomodations are for children in special ed. And my sons Iq and potental for learning is to high to qualify him for special ed. I feel that the school has found a loop hole to fall through. It seems that they talk out of both sides of their mouths. We litrelly come out confused and angry. Our son is the one that suffers. therefor were not sure where to turn. we are having to educate ourselves all over again even though I have adhd and disgraphia myself. do you have any other suggestions? we feel that we are loosing this battle.

we had our IEP monday this is when they made their suggestion. We are filing and apeel to discuss more accomodations. But today when I filed I was told that the accomodations that I am requesting is not appropriate in a standard classroom. These accomodations are for children in special ed. And my sons Iq and potental for learning is to high to qualify him for special ed. I feel that the school has found a loop hole to fall through. It seems that they talk out of both sides of their mouths. We litrelly come out confused and angry. Our son is the one that suffers. therefor were not sure where to turn. we are having to educate ourselves all over again even though I have adhd and disgraphia myself. do you have any other suggestions? we feel that we are loosing this battle.

This might be totally out of line, but could a change in schools help? Are there better ones within distance? I know what you must be going through already is quite difficult and this idea wouldn’t make it any easier. We have a few school systems here close by us and I guess that if I were at the point where the school wasn’t seeming to help, I might think of another school.

Just a thought.

Okay they are really trying to sell you marsh land here. I suppose I would start quoting the laws that protect your son:
1. IDEA states;(2) CONDUCT OF EVALUATION- In conducting the evaluation, the local educational agency shall —

(A) use a variety of assessment tools and strategies to gather relevant functional and developmental information, including information provided by the parent, that may assist in determining whether the child is a child with a disability and the content of the child’s individualized education program, including information related to enabling the child to be involved in and progress in the general curriculum or, for preschool children, to participate in appropriate activities;

(B) not use any single procedure as the sole criterion for determining whether a child is a child with a disability or determining an appropriate educational program for the child; and

(C) use technically sound instruments that may assess the relative contribution of cognitive and behavioral factors, in addition to physical or developmental factors

In other words they can not state that his IQ prevents him from attaining specail ed services. They must take into consideration ALL educational needs regardless of severity. Many a kid with a gifted IQ recieves services.

then 504 antidiscrimination laws state:
they must provide any accomodation necessary to provide to your child a free and appropriate public education. ALONG side nondisabled peers. Which means in the reg ed setting.

By telling you the accomodations are inappropriate in the reg ed setting is rather discriminating. I would request to see the specific policy,law,stating this. And request that they refuse your request in writing. Make them prove it in writing. They can’t.
Make suggestion is to hold them accountable for providing to you the written policy. Chances are there isn’t one,because they are obligated to provide your son what he needs,and obligated to provide that in the reg ed class. if he is indeed not in need of special ed services.

Hey socks!
you sound so professional. I can tell you have been at this for a long time. I appreciate all you advice. Thank you for putting all this in english. I get confused easily. By the way I wanted to mention something interesting to the parents of children with dyslexia/dysgraphia. Yesterday I took my son to a special clinic that tested him for Scotopic Syndrome. This is a light sensitivity problem. The conclusion was that my son needed filtered colored lenses to help him read better . It was amazing! The test only took about an hour. I had the privilidge of seeing what my son sees through his eyes. No wonder he was not reading well. He had problems with light and moving words flowing down a page like rivers. It was a trip. It explained him getting tired, nauseas, dizzy during reading. This might be something that alot of these kids need to be tested for that contributes to their dyslexia/dysgraphia. My son was so excited about his new magic eyes he cried and laughed with joy all the way home. If anyone is interested in this look up Scotopic Syndrome on the net. This is also associated with add/adha, dyslexia/ dysgraphia, and autism. This makes a whole new world to reading for my son. So I want to share with all of you.

You do sound like you’ve been at this for awhile. I have a silly question that I am almost embarassed to ask but I am real new at this so here goes. What is the difference between a 504 and IEP? I know what an IEP is and what it means but is a 504 Plan what they are doing for my son now without testing or knowing the real names for any of his learning challenges. Things like double time to do written work, one on one help, the “special” little book he writes words he misspells often. Or is it a written plan like an IEP for children who don’t qualify for special ed? Sorry to be such a newbie. Shari

ooooh! I think I can answer this for you

It sounds like you child is on a 504 plan. This means your child is not in special education but modifications with his work and time has been adjusted to me their needs and applied in the classroom. My sons teacher is applying these same modifications as the 504, but it is not on the offical paper titled 504 in the district office. But I emphasize again, the modifications are the same. If your child needs more I suggest you ask the school the have that form filled out so you can call another IEP meeting to discuss further action and modifications to apply to your child. I myself had to do this very thing today. But ask Socks just the same to make sure.

You know they should say to you that we will start a 504 plan or something like that. I have been thinking they were just trying to make things easier but not really doing anything and even though it’s not what my son needs at least they were doing something. That makes me feel a little better. We have a child study on Tuesday as I have been asking for testing for a while now and today they called me to say they had spoken to everybody in the group and there would be no problems with getting the testing done this time. And since they are saying they are going to do what I want them to I won’t go here with them but if they have already met and already decided why are we having a meeting and if we are to still have a meeting then why have they already met and what happened to my input. They are just going through the motions shari

you should get your say at the IEP meeting after they test your son. Be sure to show up at this meeting and pay close attention to everything. Write as much down as possible. If they say something that catches your attention write exactly word for word and their name down. This is because if you go home afterwards and look through the notes you took , you might find something you disagree with or something you want changed or inhants. I made the mistake when my son was in 1st grade and did not do this. Later it came back to haunt me. If they say they are going to test your son make sure you sign papers saying that this is going to happen. They then have a timeline to get this done in. I don’t know what the time frame is where your at but here it is 53 days from request and signature. Ask them if your son is already on a 504 plan. Because you might find out they are just modifying things without it. But with it and stands better ground. You should not have had to wait on testing. You have the legal right to go to your district office and request this in writing. They don’t move if you don’t put it in writing. Your request verbally gets lost in the school year. Key term: Put all request and notes in writing! Then you have the law on your side. Remember the meeting is your chance to be involved and have some control over your sons education. They will be prone to do more if you show. Speak your mind no matter what. This is YOUR child, he’s just theirs to borrow for a few hours.

Thank you….. I have been trying to get ready for this meeting for two weeks. The rules here( I’m in Virginia) are 65 days for testing from request to quaifing meeting. Does it really take that long? Seems like it shouldn’t take THAT long.
We’ll be really close to the end of the school year by then. My goal I guess is to have everything in place for next year. I’ll go get a note book ready now! thanks for the advice. Shari

Okay HAD to check your state Department of ED. 65 days seems really long to me too! Jeez. BUt your right,it absolutely is 65 days, wow. One thing to make sure you know. It also states they have to provide you with the written report and an explanation of the results at least 2 business days before the CST meeting. So make sure they do this. Then post the scores so we might be of help in regards to strategies at the meeting.
About the difference between 504 and IDEA. The very best article I have ever found explaining the difference is written by edlaw,and there is a link to it on my webpage.
http://expage.com/socksandfriends
once on the homepage go to “links” you will find it on the 504 page.

although Tamara explain it quite well,it will give you specific citations of the law to use when you need it.
Best advice to give has already been given,document,document,document. Get everything in writing.
Personally I do NOT go to any meeting without taping.Not as a parent or advocate. Tell them you request to tape so that you might be able to review it later in order to not miss anything said,before you make any decision based on your child’s educational future.
By the way guys,there is a chat. www.net-haven.net we are on mon,wed,thurs,and sun night 9-11p EST. It is a small community of parents who have children with ADHD or LD’s,or adults with Add and LD or both! ( which is my case,I am dyslexic,okay probably ADD too,but I drink lots of coffee!) anyway I host the advocacy chat on sundays,stop by,love to chat with new friends:-)

Good Luck to you,we will be here to help,promise.

what we are refering to is a 504 plan. BUt there is something called the rehabiliation act of 1973.
504 is a section of this law. It is a law that protects a child who are either disabled or considered disabled. Specificly they refer to it as handicapped but by definition of handicapped it states;
children who have a physical or mental impairment that substantially limits a major life activity or is regarded as handicapped by others. Major life activities include:
walking,seeing,hearing,speaking,breathing,LEARNING,reading,writing,performing math calculations,working,caring for oneself,and performing manual tasks.

Now this section makes provision so not to allow discrimination to take place in the class room enviroment. The school must make available reasonable accomodations in order for the child to derive benefit of their education. This means if a child is need of help to do any of the above Major life activities then they must accomodate that child. If a child qualifies for an Individual educational program then they are also covered under the law of IDEA,but they are STILL covered under section 504 of the rehabilitation act. If a child does not qualify for services under IDEA they are covered under section 504 of this law. As long as they are either regarded as having a handicap( hate this term) or documented evidence of having this handicap.
BY the way,I am a parent of two boys with ADHD/Gifted/Dysgraphic,among mmany other labels. I know what I know because I refused to allow the educational system to limit their educational experience based on their inability to educate or their desire to save money. I too, am learning disabled,thanks to my mom,I am a nurse by trade,educated,and hard headed:-) Our kids are sooo lucky.

Virginia is where my son was qualified for sp.ed, Hampton City schools to be specific. This was back in Oct of 98. We started the ball rolling in October, we were in the iep meeting in March 99. It really did take that long and no one was arguing against anything, it just seems if they get that many days, they use all of them. Also the 65 days is only school working days, so rule out Thanksgiving, Christmas, school out days for Federal holidays, and weekends. Oh, and they also get 30 days from confirmed eligibility to iep meeting.

the time thing just seems out of control to me to but that was I have to deal with. Socks where did you get the information about Va? I have been trying to find that information for a few weeks. I aslo wanted to know what the difference in score needed to be between potential and performance. Do you know that? I have an advocate going with me on Tuesday and I am really hoping that makes a difference. They have called in some big whig from the school board to sit in on the child study meeting too? Why? I’m guessing because I used the Due Process words! Who knows. T have been to your site socks and it was very helpful.
My son went to school and told his teacher that we are planning a move this summer and the principle is also asking me about that. I wonder if they are going to try to put a hold on it so as not to spend the money on testing and the like with my son. What do you think and what happens after we have been through all the testing and get things in place for him and then move out of state do we have to start all over? Shari

http://www.pen.k12.va.us/VDOE/Instruction/Sped/parent_guide.pdf

the address for the Virginia Department of Education,special education guide for parents.

If you transfer the state you move to would have to honor the IEP,until they evaluated and determine if he meets their state criteria.

Tomorrow is the big day we’ve been waiting for. I sure hope it goes well. I will post tomorrow night to tell you how it goes. Thanks for the support. Shari

Well THEY are going to do the test!And they have 65 days to complete them. That is two days before the last day of school! The test they have choosen to do are: Educational, medical, socialcultural,psychological, hearing, observation and the the TOWL for writing. Do you all think that is good enough? or is there one we missed? The advocate told them she wanted them to do the TOWL and I don’t know anything about it except that it has to do with writing. Anybody know anything else about it? Thanks for the support! Shari