denying us in California (LA area). We know our rights and know the USD will not give in to parents without legal counsel. We have a meeting (IEP) in May for the next year and they fired the aide that was assisting him in class. We also know the new teacher is not credentialed for Special Ed but the principal sent home a letter that stated she was a Special Education Teacher...that is a bold face lie and they should be sued on those grounds alone. We need some sure handed advice on how to go into this meeting in May and get everything we are legally entitled to by state and federal law. I would also like to know where to go to get background info on teachers to see what credentials they have.  The Dept of Education just has stats for schools but no names.  There has to be a site out there that this info can at least be bought from.
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!
276688
Definitely do tell people about it! My daughter was bullied at school, and hated life until she was moved. Talk to the school, BUT if they do nothing, then go right to the state teaching board (not 100% sure how things work in the US) but if the school does nothing, go right over their heads. My daughter had proof that this other student had stolen her wallet, yet the school didn't want to know about it, or the many other ocassions.
59997
Take your complaint to the school board.  better yet, the local tv station- they'd die to get a lead like this.  You may not want to air your dirty laundry in public, however, the bad publicity would get the school to react.  \n\nSeriously, with all the similar stories in the press lately, the school would definitely get involved to get your son back and the teacher prosecuted.
461869
I have been an advocate for my brother for the past 35 years and have taught and worked with families with special needs kids and have a child of my own with special needs.  I live in PA so I don't have specific contact info for your state, but here are a few ideas:\n\nGet your facts together and practice having a calm and patient attitude with the people you contact - this will go a long way to getting what your child needs.  \n\nAs your child's best advocate, you need to have all the info about the child's diagnosis, and specific current needs that you & all the people working with the child have discovered.  Take notes, ask for info in writing, and be able to summarize the most important info for new people you contact.\n\nYour first resource level is the people who work directly with your child -- ask them for their ideas about what services your daughter needs most & how to get these services.  Could the therapists work with your daughter during the period before or after the 1/2 day kindergarten so she does not miss classroom time?  Schools are ususally good at accomodating therapists and should have some office space set aside for this.\n\nThe next level is the special education coordinators from your school & district.   If the IEP calls for programs they cannot provide directly in your local school, they can pay for your child to get these services at another school or district.  (you may have to weigh the impact of a longer bus ride on the child).\n\nIf the district cannot answer your questions, you need to find out about resources at the county level - the county office of your state's department of education.  \nTalk to your State Representative - they usually have district offices, and their staff helps constituents (voters like you) solve problems with state government offices.\n\nDoes your school district have an organization of special needs parents?  Meet with these parents, especially the ones who have older kids and have been through all this, they are really good at helping you advocate in an effective way while keeping on positive terms with your shcool staff.\n\nIf several other parents are facing similar difficulties and have not been satisfied, you may have more of an impact if you approach the school administration together and calmly but firmly discuss alternatives to legal action.  Letter writing and showing you are serious and united in your concerns may get things moving.  \n\nRemember not to get negative or confuse issues like ESL classes (not all Spanish speakers are illegal),  The more prepared and calm you are -- the more you will be taken seriously.  Over the years I have seen so many parents successfully guide their special needs kids and I have seen so many improvements and accomplishment  -- all the meetings and appointmnets and seminars and time spent with special kids really is worth it!  God bless you & yours with plenty of love & patience.
387961
I am so sorry that your son's teacher said that to you.  There are no easy answers as I am left wondering about some of the details.  I am a mother of 3, and when I was a child I was in special ed as well, I am hyper active.  As an adult I use my excess energy to my advantage and I work in a field where things are always changing and I don't have to sit for long periods of time....\n\nEvaulate the situation.  What if anything would you want the principal to do?  Is there another class for your son to go into?  Besides being a Jerk is this teacher the "best" teacher for your son?  Is changing schools an option?\n\nDepending on your answers to the above questions, you may consider talking with your son's teacher, or making an anonymous report to the principal of the school stating that you fear retaliation if you speak to him/her directly.\n\nSometimes we all say or do things that we realize after the fact were wrong.  Sometimes we don't realize what our words truly mean.  I think that a solution for the teacher is to have him/her take an in service on diversification and understanding special needs.
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!
120867
You have a question that needs to be asked of a lawyer. You can ask over the phone if you want. It depends on circumstances. You can also bring it up to the school board. You do have rights even if you are the student...good luck to you.
578975
Many public school systems, like the ones in New Jersey, created a No Child Left Behind Act which tries to enforce that all children will learn through modifications - whether that means having a child study team evaluation for an IEP, or having a teacher make modifications within their lesson plans to help a child learn.  \n\nPublic school teachers HAVE to do evaluation assessments on all the students they teach during the school year.  Usually if we see a "problem" (possible learning disability or non-specific LD) we will contact the parents for an initial meeting.  PARENTS NEED TO BE THEIR CHILD'S ADVOCATE and many times must push the school system to evaluate a child and offer assistance.  Assistance may be a one on one aide, involvement in a special education class, large print books, occupational and physical therapies, etc.\n \nI believe that many children slip through the cracks because parent/teacher communication may be weak.  I also believe that it is a teacher's NUMBER ONE priority to ensure the students in his or her class can learn.  Sad to say many teachers become complacent in their careers and are not looking to hard for the children who need help.
605390
I took a quick glance at it and it still seems similar to the regulations that are already in place here in Massachusetts.\n\nMany of my special education parents are involved...some are TOO involved.  Unfortunately there are many as well that are not invested.  \n\nI do think it is important to keep parents involved and up to date with their child's educational concerns.  It is a crucial role in the meeting for you ALL to agree on the appropriate accommodations/modifications necessary for a child to succeed.  However, I do feel that there are some parents who hold their child back from succeeding because they are scared.  For example, this coming school year I would like to take my small group students in my math class (all 3 of them) into the regular education setting.  I have a rough feeling that one particular parent will not allow this.  Why...I don't know.\n\nI feel that IDEA is giving parents more and more rights/responsibilities.  Perhaps in the future it will look at schools as well and give them equal rights.  It seems that the parents are driving the force behind many choices legislature and administration are creating.
151771
You need to arrange a meeting with the teacher immediately to address this - have another person with you, and keep notes of what was said.  Don't go in all guns blazing, be polite but firm and explain your concerns in a dignified manner.  If you do not get anywhere with the teacher submit a formal written complaint to the head teacher and ask for a meeting with him/her to disucss your concerns and what can be done.  Take notes of everything and copies of all letters/details of phone calls.  Take notes of anything your child tells you and of any changes you notice in your child behaviour - reluctance to go to school, nightmares, bedwetting, acting out of character. The teacher has behaved unreasonably, but give them a chance to give their version as you have so far only heard one side.  As I said - make notes of everything, the more documentation you have the stronger your case if you do need to take this any further. It's hard to stay calm and rational in this situation, I know but you've a better chance of a positive outcome if you do!
537578
Ask about the student to teacher ratio, the types of classes they teach. For example, will your son spend 2 hours a day on reading, 2 hours on writing/spelling and just 15 minutes in art, library or a p.e class? Make sure they have a well balanced curriculum. Also, I'd find out the schools policy on parents volunteering in the classroom. Some schools make it easy for parents where some schools make it difficult. I'd also check out their test scores, but just out of curiosity. I wouldn't base my entire decision on standardized test scores as they are pretty biased. Another good thing to do is to talk to current parents to get a good feel of the school atmosphere and the attitude of the staff and administrators.
636758
Why in the world is your district running full diagnostics for every 3-year?\n\nAlso, THE NEW AUTHORIZATION (2004) STATES THAT DISCREPANCY BETWEEN IQ AND ACHIEVEMENT IS NOT THE PRIMARY MEASURE....\n\nRESPONSE TO RESEARCH-BASED SLD INTERVENTIONS IS!!!!!\n\nIF THE CHILD MADE SIGNIFICANT PROGRESS IN YOUR PROGRAM, THAT IS PROOF THAT HE/SHE HAS AN SLD, AND SHOULD CONTINUE SERVICES!\n\nPL 108-446(2004) SEC 614(b)2(B) states that no single measure shall be used in determining qualification, or exit. \n\nPL 108-446(2004) SEC 614(b)6 states that the IQ/Achievement discrepancy method is now considered invalid, and student reevaluation for continuing designation of SLD should be based on student responsiveness to research-based SLD instructional methods.\n\nSee this link, page 60: http://www.cec.sped.org/Content/NavigationMenu/PolicyAdvocacy/IDEAResources/PublicLaw108-446.pdf\n\nThe LAW states that the committe is required to look at information already available about the child, and to request further testing ONLY IF IT IS NEEDED.\n\nIf these kids are being given formal diagnostics when it is not needed, then the district is out of compliance with the law.\n\nThe correct procedure for review of student data includes looking at the last diagnostic set of tests. The committee must review the last set carefully, and discuss whether or not the data still appears correct for the student. If the student's needs and strengths are still accurately reflected by the old data, combined with responsiveness to research-based SLD instruction, then a new test does not need to be done. The IEP committee places a statement in the reevaluation minutes that the old testing remains accurate and current as of that date due to documented teacher observations, parent input, and student products, and the date of the IEP becomes the most recent date of evaluation.\n\nThe only reason to run formal diagnostics is when the old data appears to be inaccurate for the student's current performance and needs.\n\n\nIf your district (or G-d forbid...entire state) is doing a full diagnostic on every sped kid, and disqualifying kids based solely on those tests, regardless of the child's real needs, then a lawsuit will eventually rear its ugly head when a smart parent, who wants to have his/her child remain in program, gets wise to the practice. The law's language regarding ALL reevaluation, including the 3-year formal, is to protect kids from being exited without adequate documentation, not to force them out before they are ready to fly on their own.\n\nCall this information to your sped central office administrator NOW, and demand that your district's IEP formats be updated to meet the 2004 reauthorization... G-d knows what other horrid and damaging mistakes your district is making.
347422
I do not know what exactly the law says, but I believe the organization has to provide the interpreter.  I have absolutely nothing to back up my claim, though.  I would go talk with the school board and ask them.
183498
I had a similar problem a couple wks ago. My sons teacher was labeling him and picking him. I was getting notes every single day just about from his teacher. I was really sure what was going on because he had been making A-B honoroll. Anyways I went up there and spoke with her, found that she had moved him and ONLY HIM to a different part of the class room so he could pay attention. I was not having that since he was making good grades all year long and still is. He said he wasn't misbehaving or disruptive, so I didn't know what the hell the problem was. I also spoke with the principal and asked that my son be moved or we were taking it to the school board. We just put our foot down(husband and I)and let them know that we were serious and wanted it to be resolved. Because he wasn't gonna learn if he's getting discouraged by his teacher. I don't know what grade your sons in, but my son is in 2nd grade. And don't think that you guys are being a pain in the butt or an inconvenience to the "school", because that is your son. I was getting on to my kid every time that I was getting a note, but it wasn't him, I guess the teacher decided to pick on him. And as far as the school staff, who cares what they think of you, but once they start picking or being ugly to your son. Id take it a step further and contact the school board. Good luck!!
331431
First of all, I offer my empathy to you and your son; and I've said a little prayer for both of you.  I have an opinion on this but it is just that an opinion.  Maybe it will give you some ideas to confront the situation.\n\nHere are some thoughts:\n\nEvery child has the right to an education.  Ask Pres. Bush!  Not only that, but you'd be in trouble if you did not ensure your son received that education.\n\nBecome best friends so to speak with this social worker...especially if he/she seems to be on your side.  Sounds like she might be since she revealed what "she believes" to be the actual reason for the denial.  She will know how the school system works and she'll know who to contact up the chain of command AND maybe more importantly knows who to contact outside the school system when intervention and supervision of school practices should be reported.  \n\nMake absolutely certain that this is not in fact a zoning issue.  Maybe the social worker can show you how she got her information on zoning.  Also someone in the city or even voter registration office can tell you what school district you are in.  Make sure before you take this any further.  \n\nMake an appointment with the school principal.  The purpose of the visit is to ask them for an explanation in person.  Don't allow yourself to become confrontational or argumentative. Just listen to what they have to say.  If they take the zoning stance, calmly let them know that the social worker has looked into the matter for you and told you otherwise.  You might state that their letter to you gave one reason and that the social worker found there to be another reason and say, "attendance."  Again, just listen to what they have to say.  Don't get into a debate with them.  This is your first step to try to handle the matter rationally and on your own.  Of course, ask questions and have a discussion just keep it calm.  Don't make accusations.  Don't give them any reason to feel threatened.  By doing so, you will get the most information from them.  (and keep in mind, you want your son to return there in the fall...do everything you can to create and preserve a good, rational relationship with the principal and office staff.)  When the meeting is over, just politely thank them for their time.  Don't say anything about what you are thinking like what you might do next.  Just leave. Don't give them any insight into how you took the news.  Because, the news will probably be that your son cannot return for whatever reason they choose to stand by.   Take another adult with you as a witness.  If they ask who the person is and why they are there, just tell them you want to be sure that you understand everything they tell you.  Let them know that this matter is troubling to you and especially your son; and you need someone else to understand their reasoning so that you have someone to talk to.  Don't let them refuse to speak to both of you.  If they do, thank them for their time and leave.  Do not stay and listen to them without a witness.  You might even want to ask the social worker to join you BUT NOT in place of another adult you trust.  When you leave, you should both make notes immediately about what was said in the meeting...even before you discuss it.  Then compare notes.\n\nSave those notes.  I don't know if a school can refuse enrollment due to attendance.  I know shcools have rules and progressive disciplinary policies that can lead to expulsion for various reasons.  If your son is being denied enrollment due to attendance, the school should be able to produce evidence of progressive disciplinary action and a copy of the policy that relates to their action.  If he missed too many days to pass to the next grade, they should just have him repeat the year...not refuse enrollment.  \n\nYou might benefit from a consultation, advice and representation of an attorney if you have ruled out zoning and any clearly documente
463207
Hi there.  I am a special education teacher in northern CA (Sonoma County.)  I have the "old credential" which is called Severely Handicapped (SH).  In order to get an SH credential, I did need a Multiple Subject Credential.  But the credential requirements have changed in recent years, and there are several ways to get a Special Ed credential now.  (Now they are called Mild/Moderate, Moderate/Severe, etc. etc.)  Check out this address for the California Teacher Credentials info for special ed:\n\nwww.ctc.ca.gov\n\nOn the home page, click on "Click here to find out how to become a teacher."  On the next page, click on "I want to teach special education students."\n\nI have had a number of interns and student teachers in the last several years, and only one of them had an Multiple Subject credential.   A Multiple Subject credential does authorize you to "teach all subjects in a self-contained class, and as a self-contained classroom teacher, to team teach or regroup students across classrooms, in grades twelve and below..."  Since most Special Day Classes are self-contained, that's perhaps where the CSU reasoning is coming from.  However, to get a permanent job in special ed, you would need a specialist credential.   And that no longer necessarily requires a Multiple Subject.\n\nIn the SF North Bay area, I know of 2 universities that have good reputations for Special Ed credentialing programs, and I am sure there are more.  I have had some personal experience with special ed credentials students from Sonoma State University in Rohnert Park (Sonoma County) and Dominican University (Marin County.)  \n\nThe SF area is beautiful - expensive housing, but lots to see and do.  And I love the climate.  I got my first special ed credentials in Pennsylvania and in West Virginia, but I got burned out on the harsh winters.  I've been here for nearly 30 years, and it's home to me now.  And I LOVE my job!\n\nAnyway, check out the CTC website and go from there.  Good luck!
46715
I do this for a living, and could give you a dreadfully long answer.  Some considerations are-  Did the school evaluate him/do an IEP?  Has he received a diagnosis from a child psychiatrist?  If so, this may afford some protection as a "special needs" child, which changes the rules for the school.  Even though they may seem autonomous, they aren't.  I would search under special education law, and there may be a public law project in your state that might take the case free of charge.  The same holds true for your daughter.  If she has needed professional help due to school issues, it changes the rules.  Also, inquire of local mental health providers in your state about "wraparound" services, which could send an adult to school with your child each day.  This is how it is in my state, but not in all states.  Good luck.