New Year, New Semester, Same Old Inappropriate IEP?

This is the post that wraps up 2013 and takes a look at 2014.  With children who have disabilities, we have to think about the future as something that MUST, I mean absolutely MUST bring progress toward future independence.  Here are a few questions to consider in the academic realm that require a community effort to solve.

1.  If your child was not invited to holiday parties by the neighbor children or classmates, why not?  Are her social skills so far behind those of her peers that they choose not to be around her?

Help:  Some children must be taught to interpret social cues coming from tones of speech, facial expressions, and body language.  If your child is actively being excluded from participation with peers, ask teachers to tell you what they think causes this to happen at school.  If you attend religious services and your child is in a classroom, ask what those teachers see.  Ask a school counselor to help you design ways to help your child become more socially “fluent” at school and if necessary, call for an IEP meeting to make it formal and mandatory.  Good students are usually socially adept and work well in teams.   This is not “learning to party.”  This is to learn how to function in the total academic setting–where being accepted as part of a group leads to the shared learning and study groups experience that is vital to academic success.

2.  If your child has not made progress in reading, reverses letters, and had difficulty with directions and sequencing, Try Harder is not the program for success.  Many children with dyslexia and various reading problems need therapy with speech pathologists and programs such as Lindamood-Bell, Fast ForWord, and other help to develop phonic awareness and sequencing ability.  These are expensive programs that many school districts have refused to purchase because they believe they can’t justify the expense to serve one child.  There probably are less than a dozen school districts in the nation that have only one child in need of one of these programs.
Step A:  Make your request for immediate evaluation for what your child needs for learning to read.
Step B: If the evalution recommendations include therapy, insist that therapy be provided.  The excuse that ‘This district doesn’t do that,” is a denial of FAPE.  If such denials occur, notify your state Department of Education’s department of Special Education and they should help you enforce your child’s right to FAPE.
3.  If your child is in special education classes but the class is still too large for your child to be successful, you may request and get smaller settings for him.
Help:  The school staff will protest that this “isolates your child,” or “makes him stand out as different”.  Don’t listen to that.  For certain things, we have to remember that this “isolation” is what he needs now and may not always be needed.  It may only be required for one or two subject areas.  Whatever his needs are, he is entitled to an education that includes successful learning in ALL subjects.  Write to the school principal to request an IEP or 504 Plan meeting to add the appropriate placement details to the plan.
Whatever your child requires to learn and access his education appropriately is the MAIN IDEA here.  What does he require?  Is he getting it?  A new year is beginning.  It’s a great time to start a new line of requests for your child’s FAPE.


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