Guest guest Posted March 28, 2006 Report Share Posted March 28, 2006 Is it possible that the student has a high fever from something non-contagious, like JRA kids can have? In the school I work in, we are required to send the child home if the temp hits 100.0 and I know that some schools go with 100.4, unless there is a doctor's note stating otherwise. Kim In a message dated 3/28/2006 3:53:18 PM Central Standard Time, ajaoky@... writes: And what about asking for your child to be removed from a classroom if another student has a high temp and the school does not remove that student? Quote Link to comment Share on other sites More sharing options...
Guest guest Posted March 28, 2006 Report Share Posted March 28, 2006 Val, The information you have given here is woderful for a parent that has a child with struggles. I fortunatly live in a school district that has worked hard to recognize children that need the IEP or 504 plan. The one bit of information I did not get from our district and did not see in your information was to reassure parents that it is ok for our kids to be listed this way and there is nothing wrong with them needing Special Education help. Special Education is a good thing for our kids because all it means is that they are getting the help they need. Many people think that means our kids are not smart but that is not the case. While I was still married I would not have been able to let my children's father hear me tell others that our child was in the special ed department. Because my son has been diagnosed ADHD since 4th grade his father thinks he is stupid. I am not sure he even realizes that Jaye also has an IEP and spends most of her days in the Special Ed room. She can not go up and down the stairs very well most days, and due to her missing over 40 days of school this year due to her JRA she receives the help to stay caught up with her work. Veri & 12 Poly Quote Link to comment Share on other sites More sharing options...
Guest guest Posted March 28, 2006 Report Share Posted March 28, 2006 It was a confirmed case of the flu!!!!!! I think the student should have been removed. Donna Quote Link to comment Share on other sites More sharing options...
Guest guest Posted March 28, 2006 Report Share Posted March 28, 2006 Donna, I'd contact the county health department if children with fevers are being permitted to remain in the classroom. There's no excuse for that and it's just asking for disease to spread freely thru the school. The emergency drill solution doesn't sound all that great but, honestly, if under a desk is the safest place to be then they just need to get the child there without hurting her. I'd suggest that the parents look at the situation and see if they can come up with any ideas. Sometimes school personnel have just never dealt with a particular situation before and really don't know what to do. They are often open to parental suggestions. I think that before we go into what to ask for we'd need to know what the child's situation is. Many kids with JA need very few accommodations while others may need many. The age of the child is also an issue. If the mom is willing to share a bit of info about her daughter I'm sire a lot of people could offer ideas. Liz _____ From: [mailto: ] On Behalf Of ajaoky@... Sent: Tuesday, March 28, 2006 4:52 PM Subject: modifications Hey gang I come in need...I was speaking to a local parent today and have advised her to join us and I hope she does. She could use you guys so much! I did tell her I would go ahead and ask.... if those of you who 504s / IEPs what modifications have you asked for? She needs to revise hers and wants to know what things she can ask for... For example, how are emergency drills handled if your child cannot crawl under a desk? her daughter was basically placed on her bottom and pushed under a desk. And what about asking for your child to be removed from a classroom if another student has a high temp and the school does not remove that student? Any modifications you have asked for would be greatly appreciated.... Thanks gang Donna Quote Link to comment Share on other sites More sharing options...
Guest guest Posted March 28, 2006 Report Share Posted March 28, 2006 That reatment is unbelieveable. Any child with arthitis or any other chronic condition quailifies for prtoection under Section 504 Law and most can qualify for IEP as Other Health Impairment. I do help people advocagte for their children with schools and would be willing to helpin any way I can. I am including some basic information. It looks complicated but basically says if your child needs it the school must supply it. Email me or post a message if I can help. Heres the information. This information page was created by me after a lot of research and is accurate. It is listed on a patient advocacy page on the APDED (American Partnership for Eosinpohilic Disorders) website. I hope this help some. Val What is an IEP? IEP is an individual education plan which is part of the special education laws of the IDEA 97 laws. IDEA are educational benefit laws. IDEA allows for additional services and protections for disabled children that are not offered to other children. Its offers disabled children accommodations, modifications, related and special education services to allow for the child to be successful in school. What is a 504 plan? Section 504 of the Rehabilitation Act of 1973. Section 504 is a civil rights law which prohibits discrimination against individuals with disabilities. Section 504 ensures that a child with a disability has equal access to an education. The child may receive accommodations and modifications even if the he or she does not qualify for special education. Any school or program receiving federal funds must follow this law. What are the similarity between the two plans? Both plans can provide the student with certain accommodation and modification to allow a disabled child to be more successful in school. Related services can be provided for students on either plan, such as occupational therapy, physical therapy, and speech and language therapy. Neither plan require the student to have a change of placement. The child may stay in a regular classroom. What are the main difference between the two? A student receiving Special Education through an IEP are protected under all Section 504 laws. The opposite is not true. Section 504 does require the school come up with a system of safeguards such as *Parental notice of evaluation or placement decision *Parental review of records *An impartial hearing for appeals. IEP (SPED) has a more elaborate system of safeguards to protect the parent and child, such as: *Prior Written Notice of all evaluations, changes to IEP and placement changes * Right to an independent evaluation at the public schools expense * Arbitration or mediation if the parent and school do not agree on the plan *Administrative Complaint Process *Due Process Hearing A 504 plan includes only accommodations, modification, and related services as needed. It does not allow for direct or indirect services with the student, or consultation services regarding the student between the special education teacher and regular education teachers. IEP does provide for services through a special education teachers with the student and consultation with the regular classroom teachers. IEP Qualifying for Special Education and an IEP. Special education allows a child to have an individual education plan (IEP) when the child's disability interferes with the student's education and performance. Special Education is available for all children that qualify from age 3 through age 21 or upon graduate from high school whichever comes first. The first step any parent needs to do if they feel there child requires Special Education is contact the school the child is attending. Let them know you would like to have your child evaluate for Special Education. The school will need something writing requesting this. Some system require a specific form and other just a letter. So you are better off calling first. You will have to explain what your child's disability is and how you feel that it will effect your child's education. The next step is the evaluation which will include a letter or form from your physician explaining your child's specific medical concern.. interview with parents interview with teachers information from parents specific testing which must include all areas related to suspected disability. If your child is qualified as " other health impaired " it does not require that testing is done to show a learning disability. Proof of a medical disability through the physician and that this disability will effect the child's education. After the evaluation is completed the team will meet. The team consist of the parent, the student may come if he/she is at least 14 years old, regular education teacher, a LEA representative which is usually the principal, a representative from any area that the child was tested in i.e. speech pathologist, occupational therapist, psychologist, you may bring an advocate, such as a more experience parent to this and all team meetings. At the team meeting, you will go over all finding including the teacher's observations, the physician's information, and any testing that has been completed. You, as the parent, may share any literature you have on your child's disability and how it will affect him or her in school at this time. After discussing the finding the team will make a decision on eligibility. The student will meet the criteria for qualification for special education under one of the eligible category. Here are some of the eligible categories for special education include: OHI = Other Health Impaired D-B = Deaf Blindness VI = Visual Impairment HI = Hearing Impairment ED = Emotional Disturbance MR = Mental Retardation MD = Multiple Disabilities OI = Orthopedic Impairment PI = Preschool Impairment SM = Social Maladjustment SP = Speech Impairment LI = Language and Speech Impairment TBI = Traumatic Brain Injury SLD = Specific Learning Disability (1) Basic reading skills; (2) Reading comprehension; (3) Oral expression; (4) Listening comprehension; (5) Mathematical computation; (6) Mathematical reasoning; and (7) Written expression. As you can see there are many reason a child can qualify for special education including a health impairment that interferes with the child's education. If the impairment is making it difficult for the student to master the educational material the student may be eligible for special education services. If your child is found to be eligible the next step will be putting together an IEP. Developing an IEP When making the actual IEP plan the whole team will meet and have input on what is felt to be needed for the student to advance successfully in their education. The team will discuss the outcome of recent evaluations and how they will effect the student in the regular education program. The parent will usual be asked what they feel the child's strengths are and as well as what their concern's regarding the child's education are. The team will decide on placement for the student. The placement is where the IEP will be carried out. The student must be places in the least restrictive environment. Student are always to be placed in the regular classroom whenever possible. Some Types of Placement * regular class (with supplementary aids and services, as needed) * special class (where every student in the class is receiving special education services for some or all of the day) * special school * at home * a hospital *institution * or in another setting as deemed fit by the team The students placement can be change as needed by writing an addendum to the IEP. For example if the child is to be in the hospital for an extended period of time the team could amend the IEP to have the student receive services while in the hospital (* hospital or homebound services can also be done as part of the services the child is provided). The team will then need to decide on accommodations and modification the student for the regular program. Some Classroom modifications/accommodations: *Preferential seating *Provide copies of material to be copied from book or board *Provide copies of notes (from another student) *Peer Tutoring *Behavior contract *Performance Contract *Highlighted textbook * Second set of textbook for at home * Taped materials * Unlimited Bathroom breaks Some Assignment accommodations/modifications: * Assignment Book * Abbreviated assignments * Additional time * Study guide * Extra Grade Opportunity * Compacting Some Testing accommodations/modifications: * Extended time * Reading aloud for internal instructions * Reading out loud for test items * Repeating directions verbatim * Use of calculator * Use of word processor with or without talk text technology * Modify grading scale * Modified test format * Abbreviated concepts * Retesting This is not a complete or absolute list. The final modifications and accommodations will need to be assess for the individual and according to the specific state regulations. The team will decide on any allowable accommodations for state/district mandated assessments. the allowable accommodations will differ state to state. The team will need to decide on what services will be provided for the student. related, direct, indirect, consultation, and the goal for services provided. Direct services are specialized instructional services provided directly to the student. This can be done in a number of settings such as: * inclusion with a special education teacher or aide in general education classroom * the special education classroom with or without a group of students * other appropriate settings. Indirect services are when the special education teacher or other service providers (e.g., school psychologist, vocational counselor, guidance counselor) does not work directly will the student. * The special education teacher or personnel from other services provided may consult with the regular classroom teacher or others to assist them in developing programs appropriate for the student. * The special educator may monitor the student. *The general education teachers of all mainstreamed students should be provided consultation services as needed. Related services not provide directly by the special education department but that are needed for the disable child's success in school. Here are some related services: * speech-language pathology *audiology services * psychological services * physical therapy * occupational therapy * recreation services * social work services * counseling services, including rehabilitation counseling * orientation and mobility services * Homebound services * Hospital services This is not a complete list and actual relate services will need be determined according to the individuals student and the state they live in. At the development of the IEP the team should discuss how the child's progress toward the annual goals will be measured and how parents will be regularly informed of progress toward goals. At the age of 14 the IEP will need to include a transition plan. This plan is to prepare for the child leaving the school system and living independently with his or her disabilities. Students that are at least 14 are eligible to attend the IEP meeting. Upon completion of the IEP all members of the team will need to sign. Any area that the student will receive services from should be present and sign the IEP. If a member is not at the meeting they need to shown the IEP and will be required to read and sign it. If a child is suspend from school for discipline problem the team must meet. Special Education services necessary to enable the child to appropriately progress in the general curriculum and appropriately advance toward achieving the goals of his or her IEP must be provided after the first 10 school days of suspension. What are your rights if you are told that your child does not qualify for special ed? If you are told that your child does not qualify for special services you can request an independent evaluation be done and paid for by the school. This is a second evaluation to complete by an independent outside source that school and parent agree on. The school system is require to pay the cost for the independent evaluation but only after that have conducted the original evaluation and the parent has disagreed with the results. If after the independent evaluation your child is still refuse special services and you do not agree with the decision you can ask for a due process hearing. This process differs state to state. What to do if you feel that your child's IEP is not being follow? The first step you should take is to contact the special services department and explain that you feel your child's IEP is not being comply with. If that does not fix this issue, the next step is to speak with the school principal. The school principal is responsible to make sure the IEP is being enforced. If the issue can not be resolved at the school level the parent has the option to contact the school system administration including the superintendent, pupil services supervisors, other personnel that overseas the school the child attends. The IDEA laws allow the parent to appeal beyond the school system. Each states exact process differs but under IDEA you have three steps that you can take. * File an Administrative Complaint If the parents believe that the school district is not complying with an agreed upon IEP, or has failed to provide the procedural safeguards required for developing an IEP, they can challenge this through an administrative complaint process. Each state is required to establish written procedures for resolving these kinds of complaints. The procedures include an independent investigation and a written decision within 60 days. Complaints may be filed directly with Office of Special Education Programs of the United States Department of Education (OSEP) and sometimes may also be filed with the state education agency. However, OSEP will usually refer the complaint back to the state education agency. * Request Mediation Mediation is a way of trying to reach agreement with the help of a neutral party. * Due Process Hearing When there is disagreement as to whether a child qualifies under IDEA, the content of the IEP, or the child's placement, either the parents or the school district may request a due process hearing from the state education agency. A due process hearing is an administrative hearing conducted by an impartial hearing officer. Each state law sets forth exactly how this hearing process works in your state. The school district is required to give you written information about exactly how the process works in your state. Section 504 Plan Qualifying for a 504 Plan To be eligible for a 504 plan the student is require to have a physical or mental disability which substantially limits at least one major life activity i.e. walking, writing, speaking, eating. The first step to have your child put on a 504 plan is to contact the school that student is attending. Most school will evaluate a student to see if the student will qualify for special education first. Then if the child does not be eligibility criteria for special education the school will evaluate for a 504 plan. Its is important to know that if a child is qualified for an IEP the parent can not legally choose to use a 504 plan instead. The team will probably get information from the parents, classroom teachers, attending physician and more depending on the impairment. A 504 plan allows for many accommodations and modifications depending on the exact disability. Here are some examples: *Unlimited Bathroom breaks *Alternative arrangement at lunch time and snack times for non-eaters *Tests taken at separate location *Time limits waived or extended *Education for other students regarding the child's disability *The use of a word processor *Taped material *Tests/Reports given orally *Scribe *Shorten assignments *Copy of class notes provided *Preferential seating This is not a complete or absolute list. The final modifications and accommodations will need to be assess for the individual and according to the specific state regulations. 504 plans also allow for related services as needed such as : *Occupational therapy *Physical Therapy *Speech and Language Therapy *Audiology Services This is not a complete list and actual relate services will need be determined according to the individuals student and the state regulations. At the postsecondary level, the recipient is required to provide students with appropriate academic adjustments and auxiliary aids and services that are necessary to afford an individual with a disability an equal opportunity to participate in a school's program. Recipients are not required to make adjustments or provide aids or services that would result in a fundamental alteration of a recipient's program or impose an undue burden. What to do if your disable student is refused a 504 plan or when it is not being followed Parents should first try to resolve the problem with the school. If the issue can not be resolved at the school than you can contact the superintend of the school system. If the problem is not correct by the school or the administration of the school system you can request a hearing. Section 504 requires school districts to conduct impartial hearings for parents who disagree with identification, evaluation, or placement. Under Section 504, the parent has an opportunity to participate and obtain representation by counsel, but other details are left to the discretion of the school district. LINKS US Office of Education Office of Special Education and Rehabilitation Services (OSERS) http://www.ed.gov/about/offices/list/osers/osep/index.html?src=mr Federal Resource Center for Special Education http://www.dssc.org/frc/ US Office of Education 504 information http://www.ed.gov/about/offices/list/ocr/504faq.html Quote Link to comment Share on other sites More sharing options...
Guest guest Posted March 28, 2006 Report Share Posted March 28, 2006 Hello, to all. I'm the one that had Donna to ask. The fever was from a confirmed case of the flu. They left the sick child in the class due to not being able to reach his parents. I then was treated like an idiot when they contacted me the next day and the ped. said to pick her up. It is all about the funding. I was told to read an article in the paper the previous week about funding and attendance meaning big bucks. I have a ARC meeting scheduled for Thursday morning. My daughter is currently on homebound, but when at school she does receive speech therapy. The speech therapist called this morning to confirm the meeting, I said yes this is fine. I'm the one that asked for her IEP to be reformed, she then stated no it was just time to do that. I then said her ped. had stated for me to look into revising this because of the JRA, and the way I was treated when she was put on homebound. The only thing it says about her JRA is that it is a concern of mine and deal with it as the need arises. Well obviously they aren't and are not going to. The speech therapist then stated that she would call the school physcologist and see if she would fall under OHI and she didn't think she would. So now I want to know if I need to put every little thing in the IEP and can I and if so what are some modificaations. My child will not speek up, she is only seven and has had JRA sense 13 months. She thinks this pain and ache is normal. It bothers me because she has been sitting over there with no milk at lunch unless a friend is close that she feels comfortable with to open it. They take test on the floor, she does good somedays and bad others. Some days it hurts and others she is fine. She says it hurts to color with crayons. Let's keep in mind this school sent my child to play after three meetings and docs orders not to after extract and inject on both knees. Any and all help will be greatly appreciated. I am at witttts end. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted March 29, 2006 Report Share Posted March 29, 2006 I agree that many parents fear the stigma that comes with IEPs. Unfortunately, people feel that to be in special education means that the child is stupid, lazy or getting a crutch. The truth is SPED only levels the playing field so that a child with physical, mentally, learning and/or emotionally disabilities can achieve at the same level as their peers. So that they may achieve their full potential instead of being held back because of a disability that is out of their control. SPED does not give the child an easy way out. It is just the opposite it give the child the equipment they need to succeed. If a child needed a wheelchair would you a persom say the child would be getting the easy way out by using a wheelchair or would you think that the child would be getting the equipment (means) to allow the child to achieve and succeed even though he or she couldn't walk. Just food for thought! I'm not sure if I wrote this real clear because it is late and I have had a very long day but I hope my point has come through clearly. One other thing... I have a student information sheet that I made for parent to bring to IEP and 504 meetings or even to regular school meetings. It is a place for you to write a brief explanation regarding your child's strengths, weaknesses, disabilities, medical history, needed accommodation and modification, medications, side effects, precautions needed, restrictions, as well as any other things you want. You can have it all written on one form to share and to refer to. I would attach it here but I am not sure how to do that or even if it is possible. If anyone is interested in reviewing or having a copy of the student information forms please just send me an email or post a reply here and I will send it to you. I hope this helps. All of our children are special and should be treated equally and respectfully in school and in life. Val > > Val, > > The information you have given here is woderful for a parent that has a > child with struggles. I fortunatly live in a school district that has worked hard > to recognize children that need the IEP or 504 plan. The one bit of > information I did not get from our district and did not see in your information was > to reassure parents that it is ok for our kids to be listed this way and > there is nothing wrong with them needing Special Education help. > > Special Education is a good thing for our kids because all it means is that > they are getting the help they need. Many people think that means our kids > are not smart but that is not the case. While I was still married I would not > have been able to let my children's father hear me tell others that our child > was in the special ed department. Because my son has been diagnosed ADHD > since 4th grade his father thinks he is stupid. I am not sure he even realizes > that Jaye also has an IEP and spends most of her days in the Special > Ed room. She can not go up and down the stairs very well most days, and due to > her missing over 40 days of school this year due to her JRA she receives the > help to stay caught up with her work. > > Veri & 12 Poly > > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted August 31, 2006 Report Share Posted August 31, 2006 Hey Staci, I was wondering how your meeting went? " Regardless of how good of a swim instructor you are, you can't teach a person to swim in the parking lot of a swimming pool. " Norman Kunc Quote Link to comment Share on other sites More sharing options...
Recommended Posts
Join the conversation
You are posting as a guest. If you have an account, sign in now to post with your account.
Note: Your post will require moderator approval before it will be visible.