I am in college and we are doing a mock ard and I am the speech specialist.  Short scenario, Joe is labled Mild MR and SI.  He is an 8th grader with Down Syndrome and is getting ready to attend high school.  He is currently being served with Direct Inclusion in the Mainstream except for Reading/Language Arts.  He is in the band and is involved in regular education.
133046
An ARD is what the folks in Texas call their Annual Review/IEP meeting. (Texas is a whole other country). It stands for Admission, Review, or Dismissal. Crazy.\n\nTo answer the original question, you will need to be more specific. Are you developing the IEP at this meeting and deciding placement? What is Joe's transistion plan? As the speech specialist you will probably be responsible for developing speech goals and objects, the speech modifications and accomadations page and explaining any speech evaluations that have been done.
90861
As the parent of a special needs child I can tell you the other answers are right to a certian degree but my personal experience has been you need to do a lot of the legwork yourself. They do have to abide by best placement for spec ed which is not always in your home district but this will likely be something you have to find first. \n\nHere are somethings that worked for me getting my son best placement.This is assuming you have your testing done and an IEP or 504 plan in place. \n\nFirst call your district special ed coordinator make an appt to sit down and discuss your childs issues and what would be best for your situation some schools have excellent facilities for physically challenged but not mental some have awesome autism classes but not learning disabilities etc. There may also be theraputic day schools or residential schools that may be an option that you did not know about.\n\n After you figure out where your child should be ask for a meeting in writing and CC every one involved with your child principal teachers therapist (depending on your childs particular need) school district rep spec ed rep and make sure you also take in support for yourself. This might be a social worker advocate service coordinator of friend or if you need any variety of them.\n\n Present all of you documentation testing education plan doctors recommendations ect this will solidify why they should pay to tranfer your child to a different district.\n\nAnd as a last resort (one I have threatened but  never had to follow up on but say it like you did it) is to get an education atty to represent your child. If you need more info contact your state bar assc. or local legal aid office.\n\nYou do have rights as does your child and you may need to be harsh to get what you need but do not wait for them to act first it is so much better to be proactive your child is one of thousands to them and the best thing to do is keep yours in the forefront.\n\nGood luck!
533982
If the guy is meschiveaous that means he can grow smart....Moreover he must be having good time with friends ..hence try to put him in a boarding school.... Try to prepare him for Sainik Schools , Military schools etc. These schools do not mean he is going for defence services ...they just ensure channelization of such highly energetic kids....
568995
I'm studying to be a speech path, and I'd say you'd have much more luck with audiology in the air force or military in general. speech, while not limited to these areas, are more often for children or people affected by strokes, mental disorders, etc. not the usual military person. However, audiology and speech pathology are often grouped together for a portion of the time and audiology is MUCH more prelevent in the military.. all those guns and loud planes and everything. look into that!
314545
People have different abilities. Teachers are responsible for recognising that. Ok so the students get a D, it isn't the end of the world... that was about my average in school, and granted at 21 im still studying but this is not a negative thing as I believe im just building a foundation and getting a thorough understanding of the world before i really enter it. I remember these words from my childhood "if at first you don't succeed try and try again" it doesn't matter how long it takes, you should tell students in this sitution that it is ok and they should take their time, after all the snail once the race not the hare.
505894
Great letter - I'd be surprised if other parents didn't write in about this class, as well. If they refuse to switch classes, then switch schools. Your son's teacher is not giving her classmates the attention and support they need, and because of her, the students are out of line, able to do whatever they please. It inhibits your son's education as well, and the work ethic he builds in these early years sets him up for life.
525642
I'm not judging you or son, but I think you should let the Head conduct an investigation first.  Are we seeing the bigger picture here?  Could there be more to it?  I.E Is your son doing his homework or struggling in any way?  Does your son have any other peoblems such as relationship, friends, bullying, acne, football showers?  Is your son frustrated with the teacher.  Just gain as much information as possible first.  Is your son definitely 100% giving you the full story.  I hope everything ok would love to know the outcome of this one.
206444
I'm not sure exactly who you should go to, but you might try speaking with a local Department of Education Office of Civil Rights (link below).  They handle discrimination cases and that type of thing - if the school is denying your child services that he needs, then I'm pretty sure they can help you with this at no cost to you.  \n\nIf your child hasn't officially been diagnosed as special needs, however, the school is probably not obligated to offer extra services.  In any case, the teacher should be making modifications of her instruction to reach all students no matter what level they are performing at (research the term "differentiated instruction").\n\nOther possibilities (though I don't know much about using services from these entities so I may be wrong) might be a legal aid office or the attorney general's office.  \n\nI would highly recommend documenting every conversation you have had with teachers, administrators, etc., on this subject (you might even considering putting a voice recorder on your telephone, or carrying one with you when you speak in person - in most states this is legal as long as one person participating in the conversation is aware of it, but I'd recommend checking the laws for your state).  Also document the actions they've taken (firing the aide) and all the correspondence they send you (the letter about the teacher's credentials).  Documentation goes a long way in legal proceedings if your situation goes to that extreme - it will probably also give you some leverage at the IEP meeting if someone says something that you can disprove based on your detailed, accurate records. (Be sure to keep your records factual though, don't make assumptions about what you thought you saw or understood).\n\nI would also recommend going above the principal's head to the superintendent and asking to see a copy of the teacher's license/certification.  It should state whether or not the teacher has special ed credentials.\n\nBest of luck to you!
11298
I just guessing here, but I'm betting he/she don't have a clue of what you are saying. I'd go get a counselor to help out.
589832
Since your child already qualifies for special education (since he has an IEP), you have a serious fighting chance to get him into therapies if he needs them.\n\nOn what grounds did the school refuse ST and OT? Was formal diagnostic testing done? If you disagree with the formal diagnostic testing done by the school, you can demand an independent diagnostic evaluation using a private diagnostician of your choice, at the school's expense.\n\nIf no formal diagnostic testing for therapies was done, you are well within your rights to demand that they go forward with such testing, even if the other members of the IEP committee disagree.\n\nIf you can answer YES to even ONE of these questions, then your son probably does qualify for that therapy in the schools:\n\nSpeech-language:\nDoes his speech interfere with his ability to communicate with teachers and/or peers? \nDoes it interfere with his spelling or his ability to read?\nDoes he struggle to find the word he wants to say (or write), or does he use pointing and general words a lot ("the thing that did the stuff..." etc.)?\nDoes he not always understand what is said to him, when he is seriously trying to listen and understand?\n\nOccupational:\nIs his handwriting difficult or impossible to read?\nIs his handwriting very slow?\nIs he a sloppy eater (e.g. in the lunchroom)?\nDoes he have difficulty with loud noises, rough fabrics, picky eater, etc. (Sensory Integration issues) that make him distractible in the classroom?\n\nYou need to get an advocate from your own state that knows how your state's interpretation of IDEA will affect your son's rights.\n\nhttp://www.wrightslaw.com/info/advo.referrals.htm
123802
i think they can have d chance of writing only 2 subjects. if more dan two subjects will make him detained. this was d same case vth my frnd during my school days.
198211
As a parent, you have to realize that the school can only do so much. Have you ever volunteered in your son's classroom? Why is is that your son is reading on a third grade level? Do you ever read with him on a consistent basis? If you did, then his reading skills would definitely improve. I have not trying to be harsh, I just want you to get the big picture. The schools can't do it all. This has to be a family effort. Would it make sense for you son to be in a third grade class because that is his reading level? Emotionally , it would be damaging to him.It would be better if you encourage your son to hit the books. Get him a tutor to help him in the areas that he is falling behind in. He might have learning disabilities. Have him assessed and then proceed accordingly. Don't focus on why he was passed on year after year. There is nothing you can do to change that. Instead, focus on your son and what is going to be his best game plan for getting back to grade level. Talk with his teacher. She will be able to give you ideas on what needs to be done at this point. I wish you all the best.
290655
Horsepuckey! His route up the career ladder is paralleling your academic path.  He isn't stalking you.  Why can't you talk to a teacher or parent? Get real!
528644
Sounds neat, I read something about people being able to do things like that, but I cannot remember what it was about! LOL\n\nMaybe it was autistic children?  I can't remember.  If he seems otherwise normal, I would think it's just a neat thing he's enabled himself to do.
98569
What age/grade level are we talking about here? Is this child recieving special services (resource room, speech-language therapy, etc.)?  If the child is not linking sounds to symbols, how can you say that he/she has good phonological awareness? Does he/she blend and segment sounds well orally?\n\nIf you're a regular education teacher, ask around to find a good special education teacher in your district who is well grounded in reading remediation. Ask them for a consult for interventions you can incorporate into your classroom curriculum.\n\nIf you're a special education teacher and asking this question, what the heck program were you in that let you get by and graduate without learning basic remediation methodology? Sorry, but that would be the program's fault, not yours, and you should go yell at them for a while. Then you should go find a program that's decent and learn about effective techniques.\n\nIf the child is under the age of 9, it could very well be that he/she is not developmentally ready for reading. Refer him/her for special education support under "Developmentally delayed." If the child is over the age of 9, a program such as Hooked on Phonics, a tutoring system such as the Orton-Gillingham approach, etc. may be helpful. Refer the child for special education support under Speech-language or under specific learning disabled.
457254
Wonder why you were just as dumb for being his girlfriend.  And if he gets good grades, he isn't all that dumb....maybe it's not him, but you.  If you were so smart, you wouldn't have numerous grammatical errors....\n\nOh and by the way, he must really love school if he's there when he's supposed to be suspended....\n\nReally, you both seem pretty dumb in my opinion....like my response or not....you're dumb enough to post it...I just wanted my two points.  Thanks dummy!
635818
You do have options.  1) you can ask for a new IEP team assessment (i.e., a "second opinion") and be sure to emphasize that this time, the team should account for cultural factors as well as adjustment/opportunity factors and/or  2) you, as parent/guardian, have the right to [agree or] disagree with all or part of the IEP, as well as any placements or services.  If you disagree, do it in writing!  Although theoretically it should be easy to "get a new start in a new district" (tabula rosa), unfortunately, it isn't always that easy in American school districts... and also unfortunately, "once in special education, [too many times] a child is in forever!"  I believe a parent shoud be able to say, "that's it, I want my child out," but some interpret present laws to read that the child must [test out] -- I personally don't believe in that highly rigid and conservative interpretation of the IDEA... but what I think doesn't matter since I don't work in the district in question.  Talk with the new school district about your concern(s) [you may be working with them for the next said number of years].  Their intentions are no doubt positive (they just want to "help"), but they probably aren't stopping to think about all the possible negatives that go hand-in-hand with slapping [i.e., misdiagnosing] a label -- especially MR -- on to such a young child -- sometimes "to help is not to help."  You could also say, "alright, if you think my kid's MR, then she'll be best served inclusively, full-time, in the general education setting... maybe an individual aide will be needed?"  You may also say, "look, unless there is conclusive proof (there rarely is in the soft science of education), then let's give it a few years... let's see how she does in K, 1st, and 2nd grades... then we'll have more to go by -- and she will have been given a fair chance."  There may be additional resources available to you through the local Regional Center and/or advocates.  Good luck!  And remember that just because one IEP team got it wrong, doesn't mean everyone else will!!!