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Post by Jorgy on Dec 1, 2003 20:42:57 GMT -5
 we had our oldest tested for ADHD and some learning problems. I am smarter this time around and won't act so " Dumb". The meeting is Friday and I hope to set up an IEP for when hee hits middle school. Wish me luck! Sue
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Post by Linda on Dec 1, 2003 20:50:43 GMT -5
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Post by Dad2Brooke on Dec 1, 2003 23:00:58 GMT -5
Don't take no for an answer Jorgy. |
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Post by sierra on Dec 2, 2003 4:07:07 GMT -5
Good luck Sue!
Think real hard about what you want from the school. Bean Sprout my oldest has an IEP but he won't have a thing to do with special ed anymore. So we're supporting him as best we can with classroom accomodations. You can force a teen to go to special ed but you can't make him learn anything there. Bean Sprout is better off in the classroom.
Li'l Sprout had an IEP in elementary school but he's improved so much he doesn't qualify anymore. I have a 504 plan to start selling to the school tomorrow. Li'l Sprout still has some big problems. He's gotten so good at compensating though that he's making A's and B's without accomodations so far. But I know middle school and I know it will get beyond him later this year. And way beyond him next year. So a 504 plan must be in place.
My advice is that since you're getting an IEP in middle school try to put most of the emphasis on classroom accomodations unless there's some serious remediation needed.
But I don't know your son's situation so if what I said looks like a load of bull it probably is. Feel free to treat it that way!
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Post by Jorgy on Dec 2, 2003 20:35:44 GMT -5
 Thanks you guys. Right now I have the teachers and principle on my side but I worry about middle school. The testers told me not to worry as the teachers in public school are good about accomidating anything. I kinda don't want to leave that to chance then have problems. I know the teacher and principle will back me up. I know that he probably won't qualify for any special services but I need suggestions on teaching stratigies and a baseline test for when he does start having real problems. I know that is coming when he gets into a bigger school. I won't let him fall through the cracks so I'm starting now. Love the witch Ralph and thanks for the advice sierra. Sue
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Post by on_edge on Dec 3, 2003 12:16:38 GMT -5
DS was put on an IEP in the middle of 6th grade. He is now in 7th and is receiving A's, B's, and C's. Pretty good, since he was doing D's and F's for four years before that. He is in mainstream classrooms with a modified curriculim and accomodations such as a little longer for testing, lighter homework, etc., but he is doing grade level work. He does go to a special math class for kids who struggle because he had lost four years of the basic skills, but it is not a special ed class.
I was not educated enough in this area to have demanded an IEP years ago, especially when he was held back in the fourth grade and no testing was done until 6th. I allowed the school to make the call and regret it because it was not in the best interest of ds but the school finances.
Stephanie
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Post by singnmommy on Dec 4, 2003 14:53:41 GMT -5
I know that Blake qualifies for an IEP due to diagnosis but we haven't done it because the meds. seemed to be helping. Now we seem to be back at square one. I am an elementary education major in college and have even written an IEp for a class but have no idea how to get the process started and if I should or not because the teacher says he's acting better. How do I gauge how far behind he really is?  |
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Post by Dad2Brooke on Dec 4, 2003 15:30:30 GMT -5
I know that Blake qualifies for an IEP due to diagnosis but we haven't done it because the meds. seemed to be helping. Now we seem to be back at square one. I am an elementary education major in college and have even written an IEp for a class but have no idea how to get the process started and if I should or not because the teacher says he's acting better. How do I gauge how far behind he really is? I just requested one for Brooke. I told the teacher that I wanted one done and the ball is rolling. Brooke is in the first grade, and on meds which do appear to be helping, but given her history with meds, they work for a while and then stop, so I can't count on them for schoolwork. I want something solid in place for Brooke so that she gets the accomodations she needs and doesn't fail a grade. This what is happening so far (at least the way I understand it) Right now her teacher is doing a write up about Brooke. It includes how she acts and how she does in the classroom environment and on course work. Brooke will be academically tested in mid December to provide an accurate assessment of her abilities. All of this will be in her recommendation to the Child Study team made up of Brooke's teacher, parents, vice principal, and reading teacher, and school psychologist. The team will meet on Dec 17th. Her teacher will make her recommendation, I will most definately have my say, and then the team will determine if they see a problem. If they do, the school will conduct further indepth testing to determine the extent of the problem and what can help correct it. Then the IEP is written based on the testing and results. They have 65 days by law to accomplish all of this. If the team decides there is no problem then I have been informed that I can pay for the testing myself and bring the reports to the school and if it is officially down by a professional (psychiatrist, psychologist, LCSW, etc) they will abide by it and we can do an IEP then. So, basically all I did was say those magic words, "I want an IEP for Brooke", and they have been jumping ever since. Good luck. |
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Post by AustinsMom on Dec 4, 2003 19:53:41 GMT -5
It seems alot of us are in the middle of this same process...Austin is in 2nd, and did so well in first, we didn't need any accomodations. But his learning disability, coupled with attn. problems, is catching up with him this year. It probably doesn't help that the Catholic school that is the best setting for him behaviorally, is also pretty academically challenging.
We are obtaining our own testing and have run into a snag too. We were going to get an LD diagnoses, since what I want is someone to read parts of tests to him, and to pull him out of school 3X week for tutoring. His group achievement test scores differ substantially from his IQ score (which is needed for an LD diagnoses) but we had to have individual achievement testing to meet state criteria. And what does he do, but perform exceedingly well on the individual test. It's the only time I've ever been disappointed he performed well:-) He had weak spots, but performed above grade level even in several areas. I think this actually proves that he needs the accomodations when you compare how he did in the classroom testing with a one on one quiet setting, but we can't meet the LD criteria now. So now we are doing the checklists, etc. to get an ADHD diagnoses (odd as it may seem, we don't have a diagnoses by a psychologist, even though my husband is one.)
It's a little frustrating that even though we are paying for all of this privately, there are still so many hoops you have to jump through to get your child the help they need. I wish you guys luck in your process, and will be following to hear updates on how it goes for you. Good Luck!
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Post by Jorgy on Dec 8, 2003 22:40:13 GMT -5
 Well I'm finally getting around to letting you all know how the meeting went. First off he is intellegent but I already knew that. Verbally he did great on all the testing. For spelling and word structure he tested below first grade level. He is in fifth grade. He does not qualify for special ed because he "compensates" for this disability so well. The tester tried all angles to legally get him into the system but since that was the only thing he was dangerously low in she was unable to. Too bad he is so smart he can compisate for his learning disablility! His teacher and I are extremely worried about him as he has lost all his self esteem and thinks he is "stupid". We are afraid he will stop trying. The testers though did have suggestions for things to try in the classroom and at home to help him. Essentually we have to start all over in trying to teach him how to spell and memorize words. His teacher has volunteered to specially tuter him once a week before school. If by next year he is still so far behind and hasn't made great strides then he will possibly qualify for special help. I am mad in a way because how far behind do you have to be and does he have to just give up and become a behavioral problem before they will help him?!! But on the other hand he is so self consciese of his problems as it is, will going to a special class make this worse. I am hoping the special tutering will help him. The school (perochial) will supply all the special lesson books he will need  which makes me very happy. And bless that very caring teacher to try to help him. I have a lot of faith in her. Next week, I am hoping we are meeting with all his other teachers to let them know what is going on so he will have some continuity in our expectations of him. The testers said next year we can set up an IEP for him for middle school if we want. I assured them that they would be hearing from me again next year no matter what. I wish all of this would have been addressed 3 years ago, but oh well... live and learn. I hope we can get this resolved now. Sue
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Post by TexasMom on Dec 10, 2003 0:01:32 GMT -5
I might suggest to everyone that you don't do your kids homework! Let them turn it in half done. This gives the teacher a better idea of where your child is in his studies. If you do the homework, it defeats the purpose.
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Post by eaccae on Dec 13, 2003 14:44:32 GMT -5
Good luck to all of you! When I requested an IEP at the beginning of the year the whole team (principal, special ed teacher, teacher and school psychologist) was totally supportive and into it. After the testing was done - he scored "too high" on the IQ tests and the achievements tests and the TOWL to"qualify". Forget about the diagnosis from the neuropsychologist for his ADHD or the constant problems (same old problems about not keeping up in class, disorganization, in ability to write and lack of self independence) that keep popping up causing parent teacher meetings for the whole year every year. For crying out loud - two weeks before the last PPT meeting the teacher called me up and left a voicemail that DS wasn't doing any writing (a recurring problem) and that if he didn't get his assignment done he was "going to FAIL the writing course for the year". According to the school they legally do NOT have to give him and IEP OR a 504 (they said they would consider the 504 next year so his transition into the 5/6 school would be easier)! >:(Unfortunately the law is so vague that the determination as to whether ADHD is "impeding" on his education in the classroom can be interpreted by the school any way they want - if the school doesn't feel that it is "impeding" on his education - then that is that! I was well armed with information and it didn't make a difference! Basically because he scored "superior" on his IQ tests and above average on the other tests - it is NOT impeding his education. The fact that I am getting calls from the teacher that he "is not keeping up in class" doesn't qualify him. And of course the big problem is that the teacher - who has called me several times this year to tell me how my son was NOT preforming - changes her story when we are in the PPT meetings to say that there is not problem. Honestly - if she had been HONEST - we might have at least have received a 504! (I have spoken to 2 other parents and she is a piece of work - we all agreed that we are going to have to try and get through the year and it will be like starting over next year). I am so frusterated beyond belief. (Example - beginning of the year teacher said she was going to initial DS's homework assignment sheet (he either doesn't write it down or it is illegible even to me. This happened maybe three times? At the PPT meeting the principal called her on this and then asked teacher to be his homework buddy and initial his homework sheet. That was two days before Thanksgiving. Let's see - how many times has the teacher initialed his homework sheet . . . 000000. I even wrote her a note a week ago. Let's see . . . 000000!)
So I wish the best of luck for all of you out there that you can get the IEP or at least a 504!!!
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