Anyone familiar with IEP's????
103267
you do not have to sign that paper they cant force you they have a paper that they have you sign but they dont exactly let you take you time to read it they just tell you this is whats hapining sign here.
329542
Try taking the advice given here. Be prepared to march down to the school a lot to try to get this taken care of. Your grandkids CAN learn! Then, if none of that works, consider homeschooling, or have the parents consider homeschooling, whichever is more appropriate. Like some of these teachers said, they are trained to educate regular student, not special children. I know a boy with FAS and a myriad of other diagnoses, and when he was eight years old, he snuck out of a locked campus and was halfway home before his grandma was called and told he was missing. He had walked about five miles. Homeschooling gives you the advantage of knowing your grandson's individual problems. There are so many different types of problems going on in a special ed class, that I don't blame the teacher for being overwhelmed. Most special ed kids excel once they start being taught at home because they are in an environment they know, with loving caregivers who understand the complexities of their own disorders, and are able to work at their own pace. There's no distractions like there are in a classroom. It just seems to work. There are several place you can turn to to learn about homeschooling kids with special needs. Check yahoo groups, there's a lot. I'm on HS-Plus, and it's a really good group. Lots of different disorders being dealt with, FAE/FAS is a big one, so you'd get lots of help. I homeschool my autistic pre-schooler, and will be homeschooling my 'normal' little one, and any others that come along. Contact me if you'd like, I'd be more than happy to talk to you some more.
441688
Tennisshoe has done a wonderful job letting you know what you need to do.\n\nThe thing is, if your son is under 22 years old, and not reading at least at the 8th grade level (the minimum accepted level for regular ed kids to graduate), he should NOT be graduating with a standard diploma. He has until the year of his 22nd birthday to continue taking high school remediation classes free of charge. If they are forcing graduation before then, you DO have a lawsuit. Get a lawyer!\n\nIf your son IS turning 22 years old this year, then the schools have worked with him for as long as they legally can. If they can demonstrate academic growth each year, then they have done what they are supposed to.\n\nIf he is turning 22, take his diploma, and copies of his last few IEPs, to the local college/university. He can be enrolled there for more reading remediation, but now it will cost you and him for tuition and books (rather than the taxpayer).\n\nThere are also trained tutors available, both through the colleges and privately. \n\nWhat bothers me most is that this should have been covered as part of the "Transition Planning" in his IEP meetings, ever since he was 14 years old.\n\nI would strongly recommend that in either case, you get a parent advocate. Most states have a parent advocacy organization of some kind. In New Mexico, it is Parents Reaching Out (PRO).
851322
Sometimes the only way a school district will follow IDEA requirements for FAPE and to give accommodations in a students IEP is by litigation.  It's usually a last resort though, used by parents after going through due process with the district, and still not having the educational needs of the student met by the IEP.  It can help students by having a court order the school district to follow certain protocol for educating the student with a disability, or to pay the tuition of a school that will follow the protocol.
413561
If you are in the United States, then you should have an IEP in place (if you are in middle or high school) under the Visual Impairment category. If the teachers are not providing you with the appropriate classroom and instructional modifications per your IEP, then you need to let your special ed caseworker know immediately. If nothing happens, have your parents start making noise about sueing. The IEP is a legally binding contract, and the teachers must abide by it.\n\nIf you are in college, in the United States, then the Americans with Disabilities Act Section 504 (ADA 504) covers your issue. Contact your college's Office for Students with Disabilities (OSD). They should be advocating for you. If your OSD does not speak up for you, get a lawyer. Given the already existing infringement of your ADA 504 rights, I'm sure you can find someone who will work on percentage rather than flat fee...the college will have to pay up!\n\nWhy are you seated so far away from instruction in the ASL class? Assigned seating? If so, the teacher MUST move you to the front, by law.\n\nIf you don't live in the U.S., contact a lawyer/advocate quickly to find out what rights you have.
423673
I couldn't find much on private preschools in your area. The links are below. However, I would really recommend you look at the public school preschool programming for special needs.\nLook at this site: http://sped.ocde.us/CC_ap.asp?menu=cc \n\nFirst of all, I would NOT recommend Head/Early Start for a preschooler with special needs. The teachers are NOT specifically trained for special needs, and those preschools focus heavily on socialization and a pre-packaged curriculum and instruction for the "regular" kids. They focus more on social/income disadvantages rather than physiological. While certainly you want your son to build the skills to function comfortably in the regular ed environment, throwing him in the deep end at the age of 3 or 4 will most likely end up in him drowning.\n\nYou SHOULD let you public school district know about your son (if you haven't already)... and enroll him there. Those teachers ARE trained to help your son. Plus, he will have immediate access to therapies he would not necessarily get in a private preschool, such as Occupational Therapy (especially for Sensory Integration), Speech-Language, etc. Just be sure that when you all sit down to write the IFSP (the individual plan used to help your son), you insist that his teacher(s) have prior background and training to work with autistics, and in-service training to ensure the program is current and up-to-date. It looks from your district's webiste that they do. Once you have an IFSP (when your child turns 5, it becomes an IEP) that outlines programming, goals, therapies, and teacher training specific to your child's needs, hold your district to it closely. If you have a reputation with the administrators in your school district as being someone who knows her child's rights, are vocal about them, and are willing to put the time and energy into making their lives miserable until they abide by them.... then they will provide correct support to the teachers so that they can do their jobs effectively. \n\nGetting him into the public schools' special needs Preschools program also acts as a "heads-up" to your local elementary school, so that they can already start looking for the staff (if not already there) and/or provide in-service training for existing staff, to prepare for a child with autistic-type needs on-campus. The school social worker will also help you link up with available community supports quickly (for instance, you'd be asking the SW a question like this, rather than a bunch of strangers on the internet...lol).\n\nIf you want a program run privately, here are a couple of  possibles... but I don't know their real level of quality in their programming. I would recommend touring facilities, interviewing staff, observing programming in progress, etc. Also, if you can manage it, talk to parents who had their kids in the program you are interested in, a few years ago (not currently). Now that their child is older, do they feel the program was of benefit?\n\nhttp://www.pyramidautismcenter.com/\n\nhttp://www.theracare.com/services.asp\n\n\nHere's your public school link about their services:\nhttp://sped.ocde.us/CC_ap.asp?menu=cc\n\nAnd here's one example of inclusive, supported programming they provide:\nhttp://sped.ocde.us/SS_rsc.asp?menu=ocde_ss ... look at Reilly
854842
try the NDA (Dyslexic's National Association) lol!!
793082
I have had great success with the Edmark Reading Program.  (You can just type that into a search engine & find the info.)  It is a very systematic approach, and within a few lessons, kids are reading short sentences.  I have had more than one child say, in pride and amazement, "I'm reading!  I'm reading!"  It gets them really jazzed about being a reader.\n\nEdmark is a sight vocabulary approach, which means that the students are not taught to sound out words but simply to learn to recognize them.  Many kids with special needs never become phonetic learners because of the complex sets of skills needed to blend the sounds and read the words.  But a good sight vocabulary can take a child quite a distance in reading.   And it does not at all preclude a child from learning to read phonetically as well, if he has the capability of doing so.  I have had several students with autism who began with the Edmark program and developed the self-image of being a reader and then went on to master the decoding skills of phonics.  These kids really have become fluent readers.   But even the kids who did not develop the ability to read phonetically still can enjoy reading with a good sight vocabulary.  And the Edmark is set up in such a consistent and predictable way that it is usually a very good fit for students with autism.\n\nWhen I was first introduced to the Edmark, I was not terribly impressed.  I was incredulous that the first word taught is "horse."  I thought that was a ridiculous choice of words.  But in the next few lessons (which are short and can usually be completed in 10 minutes or so), the kids learn words like "I," "see," "car," "a," "yellow," etc.  So they are quickly reading "I see a horse," or "I see a yellow car."  It's almost instant gratification.  So I am sold on it, at least as a tool to get most of my students started on the great adventure of becoming a reader.
341753
It sounds like you already have your bases covered. Does your school district have a special needs preschool teacher certified in any of the Autistic-spectrum teaching methods? Is she attending it? Your IFSP should include the therapies you mentioned, plus social instruction programming (at a preschool), plus a social worker helping you access local and state resources.\n\nRight now, you should be shopping carefully and laying the groundwork for her kindergarten enterance. Does your district centralize their Autistic instruction at one of the elementary schools, or will they be expecting your neighborhood school's special ed teachers to take her?\n\nEither is fine, but if she will be going to the neighborhood school, you need to meet with the teacher(s) who will be working with her year after next. Find out if they currently have Autistic program training, prior experience with Autistics, familiarity with Autistic programs even if not currently trained... If not, you're giving them an alert that going to those conferences and doing some homework might be a good thing during the next year. They are (or should be) professional enough to prepare themselves for your daughter's arrival.\n\nIf you feel uncomfortable about the special ed kindergarten teacher's abilities at your local school after meeting with him/her, ask to observe the programs he/she is currently running.  If it still doesn't feel right, or the teacher is hostile to your questions about their training/experience, don't hesitate. Get hooked up with your local or state parent's advocacy group and let them know your concerns. They may know more about that teacher and his/her history. They will either reassure you about giving the teacher a chance, or they will come in with you to the district to arrange for a different teacher for your daughter.\n\nIf you can start her off right in kindergarten, with a good teacher and a good program, she stands a good chance of doing extrememly well by the time she reaches high school. My husband is a Drama teacher for 8th and 9th graders, and he has had a high-functioning autistic in his program for two years, with great results (his second in 10 years of teaching). Both kids were taking all regular ed classes, with continued therapies and a special ed teacher providing inclusion support.\n\nHang in there!
890370
The school has a speech therapist.  My daughter has a language disability and takes speech therapy at school.  It is free of charge and they are trained professionals that can help you.  The school must test and provide this to you under the "no child left behind act".  Don't let this bother you.  No 2 people are the same.  We all talk different, look different and learn different.  The people that treat you as if you are of lower intelligence ..well lets just say that is there disability.  Stand up for yourself and show them what you know when they try to give you extra help.  Show them you are not afraid and how smart you are.
699265
I became a special education teacher because I grew up with a sister who has a significant developmental disability.  Now that we are both adults, I am her conservator, because our father is deceased and our mother is in poor health.  So I can relate to both sides of this equation.\n\nAs a family member, I know how important it is to know that my loved one is getting the concern and attention she needs and deserves.  I do get annoyed when the adult program she is now in doesn't communicate with me, especially when it is an issue that could have more easily been resolved had they been in touch with me as soon as the problem arose.\n\nAs a teacher, I make a sincere effort to communicate with the families of my students.  In addition to the classroom phone number,  I give everyone my email address and my voice mail number, and I send a communication notebook home with each child.  Ideally, I would be able to jot a quick note daily, but in reality, I have 10 students, and if I spend even 3 minutes writing to each person, that's 30 minutes a day.  I don't have a planning period like the general ed teachers do, and because of the special needs of my students, I cannot just send them out to recess or to the cafeteria;  I need to be present with them.  So I am literally on duty from the moment the kids arrive until they leave in the afternoon.  I only use the restroom after checking that my assistant is OK with managing things for 4 or 5 minutes.   Our kids need assistance with toileting, and about half are not toilet trained or have accidents.  About half my students do not communicate verbally, and nearly as many have significant behavioral issues, including physical aggression. And then there is the need to work on the specific IEP goals of each student;  with 10 students, we are responsible for implementing activities and collecting data on anywhere from 60 to 100+ objectives.   It's an incredibly intense and busy day, and if you haven't lived it, you really can't appreciate it.  \n\nAnd as I said, I have the legal responsibility for a sibling with a disability, as well as taking care of a mother who is in severe decline mentally and physically.  And I have a husband and children who need my attention and care.  And now and again, I would just like to have a couple of hours where I could just think about myself.  But I spend between 50 and 75 hours per week on classroom related activity, because I LOVE my job and I LOVE my students. \n\nSo - as far as your particular situation is concerned, knowing first hand the stresses of both family and of teachers - I would not make a judgment.  As I said, if I even take 3 minutes of time during the school day to write a note to each parent, I have spent 30 minutes of my instructional day, which is 30 minutes that I am not teaching anyone.  (And time yourself - you can't write much in 3 minutes, especially if you are supervising 10 kids with special needs at the same time.) \n\nI do try to give the benefit of the doubt to the families of my students when they are not exactly considerate or politically correct in their communications with me.  I also try to do the same when the residential and adult programs involved with my sister communicate.  We are all human, with lives outside the immediate moment, and none of us is without fault.  So perhaps, when you are able to communicate in a calm and unemotional way, you could ask the teacher to clarify what she meant.  Try something along the lines of "I understood you to say that I shouldn't make waves because my son's IEP was nearly taken away.  Is that a correct interpretation, or did I misunderstand?"  And please be open to the possibility that you did not understand what she meant.  Life is full of miscommunication, even between people who know each other well;  communication is a two-way street, and both sides need to keep the roads open.
297476
I have ADD.  I have had many problems with teachers in the past.  I am not sure what you are exactly asking but if you want to email me at teddybear_1829@yahoo.com I will be happy to discuss it.
300103
Since she has an IEP, the reasons for why she is considered Emotionally Disturbed are already clearly outlined. That is not the place to begin.\n\nFirst of all, is DVHS her neighborhood school?  If it is, they cannot refuse her attendance, unless an IEP has been written to provide her with full services in another environment (specialized program elsewhere, or homebound). If they are refusing her enrollment, you are within your rights to start due process.\n\n1. Get a parent advocate for your state. While this site is about parenting autism, they may be able to link you up to an advocate who can help with E/BD cases:  http://www.lccare.org/\nSome other good organizations to contact to start looking for an advocate include: http://www.pde.state.pa.us/special_edu/cwp/view.asp?A=177&Q=61680\nhttp://www.slc.sevier.org/parents.htm\n\n2. Bring a COPY of every IEP you've had this past year with you wherever you go on this, as well as progress reports, etc. That way you can quickly reference them if there are questions or objections by any of the officials you will meet with.\n\n3. I am assuming you have already met with the principal at DVHS. If not (if you have only met with Assistant Principals, counselors, etc.), walk in and refuse to leave until you have spoken with the principal (if he/she truly is out of the building for the day, get a specific time they expect him/her back, and come back then). Explain your situation, and state that either the district follows the IEPs, meets to write a new one to provide adequate and correct services and education to your daughter, or you will go to central office.\n\nIf the principal says that a new IEP will need to be held, point out that the school is held by the current IEP until the new meeting, and he/she must admit your daughter. \n\nHopefully, at this point, your daughter is enrolled, and a new IEP meeting is scheduled. When you walk into the IEP meeting, refuse to leave until you are certain that your daughter will receive complete instruction every school day in all the core subjects (English/Language Arts, Math, Science, Social Studies), psychological counseling (since her behavior impacts her education, she qualifies for counseling), and placement in the best environment for her educational need (whether homebound or in a behavioral-focus self-contained on-campus program). The parent advocate you round up from Step 1 (above) will be an essential support in surviving the meeting and ensuring a good program for your child.\n\n4. If the principal absolutely refuses to admit your daughter, the next step is to go to the central office and speak with the Director of Special Education and the Superintendent. Explain your situation, tell them you have already spoken with the DVHS principal. and state that either the district follows the IEPs, meets to write a new one to provide adequate and correct services and education to your daughter, or you will submit a request for a due process mediator.\n\nIf they listen and get your daughter enrolled, follow the same thing as for if the principal had listened in Step 3, but now it is at the district level.\n\n5. If they also refuse, submit a written request for a state mediator, and a due process hearing. Send one copy to the principal, one to the superintendent's office, and one to the state department of education. Once again, your parent advocate can help you with this. At this point, if you have not already located one, it is extremely important that you bring in someone as an advocate. Check with other experienced special ed parents in your area, ask local law offices about who handles education law in your area, etc.\n\n6. Hopefully, the mediation process produces a decent program plan for your daughter. If not, the next step is filing a lawsuit against the district in court. For that, you will need a lawyer's advice.\n\nRemember to keep copies of every piece of correspondence between you and the schools, and keep a phone and vi
483615
I teach a self-contained special ed. class and have been teaching SPED for 24 years....and no, I don't make any more than the regular ed. teachers even though my paperwork load is ALOT more, I have no textbooks and I have to make my own teaching materials, and I have to spend hours and hours more time in meetings and deal with horrible, demanding parents who expect me to "cure" their child.....I couldn't imagine doing anything else though   :)
172207
Is your school not offering tutoring? I don't know that there is free tutoring out there unless you could apply for some kind of grant. There are lots of good phonics based computer programs. I like Reader Rabbit and Jump Start. You can even check them out from your local library. Encourage reading in your house as much as possible. I read to my kids every night. If the book is easy enough we take turns reading. Recently found a good incentive program that is free online. Kids read, take quizzes and earn points to get free stuff. Anything that will encourage reading will help. \nI hope the school has considered any learning disabilities. They should be able to test for and diagnose such things.
678960
Administration is especially responsible for implementing IDEA for the students with special needs in their schools. The IEP is a binding legal document between the parents (or student if over 18) and the school/district. While being written, the student's essential needs must be met to ensure adequate learning and skill-building toward grade-level benchmarks (even the most profound child's goals relate to eventual access to academics). \n\nHere are some sites to help you get started:\n\nhttp://www.wrightslaw.com/\nhttp://www.wrightslaw.com/law/reports/IDEA_Compliance_Index.htm\nhttp://www.thompson.com/libraries/education/idea/index.html\nhttp://www.aasa.org/policy/content.cfm?ItemNumber=2004
739618
I'm a first grade teacher and have 2 autistic children in my class. Handwriting is almost always an issue in first grade but these two have an especially hard time and find it 'easier' and less time consuming to write large and messy.  I literally have to erase their work, sit by their side and tell them to write small and take their time.  I continue erasing if necessary.  Most of my boys actually have bad handwriting.  I have to do the same, erase or throw away their papers and make them do it again.  Mostly I see laziness because it takes 'too much' time and concentration to write neat!  There are websites you can go to to print out handwriting worksheets (can't think of an address at this moment!).  I would make this a part of his homework routine.  Print out a couple of sheets and sit by his side letting him know you will not accept work that he did not take his time to do.  Know that it may still be messy, but accept any improvement and PRAISE him for his hard work.  Good luck.