Hi. I was wondering if anyone can help with a question I have. My son is an inclusion student who will be entering 9th grade next year. During the school year he is in regular ed classes, where he receives support from a special ed teacher (or aide) in his classes. He receives reading remediation, speech services, and a period of Academic support. Trying to fit these services into his schedule, along with all that is required for graduation is becoming more difficult with each passing year.
He is considering attending summer school this summer for health and computer essentials, both required courses for graduation, to try and make a little room. I was told that no support services, specifically support from a special ed teacher, are provided in summer school.
I know that services must be provided if a child receives an extended year, or 12 month program. But does anyone know if distrcits are required to provide what the child needs in an regular education summer school? I cannot find anything in the regs, so if anyone can provide me with a direction on getting info on this, I would really appreciate it. Thanks in advance!! Maureen
P.S. We are in NY State
I would work with them to try to figure out a way for him to at least get one of those credits out of the way. What would that sped teacher do? I’m thinking that extra time and some 1:1 help from the regular teacher could do the trick (though of course I say this knowing *n othing* about your child!). Sometimes summer courses are designed to be passed and the teachers are flexible.
It took some persuasion, but I successfully convinced a principal to accept an intensive summer tutoring program for credit for a student who would never have made it in summer school math. (To his credit, the principal noted that he didn’t care that I wasn’t certified as a math teacher, but rathe ras an LD teacher — he said “Oh, LD teachers have to teach everything!” And we reviewed exactly what we were going to cover and prepared an end-of-course assessment.) If you approach this from a “how can my son get credit for computer essentials and health” — and in such a way that when forty-five jealous parents/students go to the principal with “but why cant’ *we* get out of it”, the principal can say “sure, if you want to spend XX hours with a tutor and take this test and that test and turn in a portfolio of your work” — you might have a chance of doing something creative and successful.
A real key is figuring out which buttons to press — does this principal care about graduation stats? Or, heaven forfend, the welfare of the students?