My son has several conditions which are contributing to his current academic struggles. We have tried to have him classified in the past but these conditions weren’t showing an impact on his performance. But this year he started a new school (Catholic school) and he has entered 5th grade and boy is he failing. So the local school district is going to assess him and hopefully classify him. I’m not sure which classification is appropriate. What do you think? He has ADHD-Inattentive, sensory integration difficulties, Central audio processing disorder and language deficits. The catholic school is already giving him speech, and doing some classroom modifications. If he is classified he will get supplemental help in a resource room 3 days a week. The only thing he can’t get is in class support.
My plan is that if he gets supplemental and still doesn’t do well in the catholic school, to change him to public school and get him in class support. So which classification would be more likely to get him in class support if we do need to switch him; Communication Impaired, Other Health Impaired, or whatever other classificaitons they have?
Jackie
Re: Which classification is suitable
The label itself shouldn’t matter in the selection of services and supprts. Anyone who tells who that is just wrong. Once your son is eligible for Special Education, the team determines what he needs. You are a part of the team.
I am concerned by your view of the eligibility process though. Your son may indeed have several handicapping conditions- and it soulds as if he does:) The presence of a handicapping condition, or some combination of conditions, does not guarantee that a child will be eligible for Special Education. There are three gates to the process. The first is the establishment of the handicap- in one of the categories defined by federal law. The second is adverse effect. If you have a handicapping condition (under the law) then the team must document that the condition is having an adverse effect on his progress. Failing grades is seldom considered adverse effect alone, though they may be part of the package. Ususally you need some standardized measure of achievement- and he needs to be doing significantly less well than his peers and/or his potential. Then you need to document the need for specialized services/supports that are not already available/accessible within the regular education program (such as individual reading instruction).
If the team decides there is a disabling condition, but no significant adverse effect OR no need for specialized instruction, then he may qualify for a 504 plan. Eligibility is not a menu of things to choose from to get what you want. It is a process that help you and the school make good decision about what you child needs. There isn’t a menu of services that is attached to one particular label. It should be based on the needs of each individual child.
Robin
Re: Which classification is suitable
I also feel the need to address why they would not provide in class support.
If the SD is able to classify and give resource room,is this a Catholic school that recieves federal financial support? If so, they must under the federal rights laws provide what is appropriately need for him to be successful and this includes in the least restrictive enviroment. Which would means in class support.
My son has CAPD, sensory integration problems, speech and language issues. He is classified as having a specific language disability which qualifies him for an IEP and resource room pull out.
My understanding is CAPD doesn’t directly lead to classification.