For (and n, ESY info here too!)

[Guest guest]

,

No, I m not an attorney, but for some reason, I get asked that alot. I'm just a

parent of

three, two with autism, and do what it takes to get my kids appropriate services

and have

helped others for several years on the side, and each time, I learn something

new. I'm a

stickler for details, and it drives most people nuts, but I date a man who works

for the

prosecutor's office and have spent so much tme in court litigation with my ex

that I know

documentation is crucial to any case, or it didn't happen. Thought about law

school in

some format, but then decided I want nothing to do with the politics of it all.

If you fought for an entire year for a sensory diet and social skills training,

that was one

year too long.

I think the other response about if the schools say he is doing great, must be

because he's

is not a problem, is pretty accurate. However, the proof is in the testing and

having the

IEP goals met.

The fact that skills are FINALLY emerging is enough to prove summer school would

be

appropriate, but you first have to show that he is not at current/present grade

level with

his peers, and if they are passing him to the next grade (like the other kids),

then he

should be passing that grade level, or have an adequate amount of knowledge for

that

grade to justify passing him on to first grade. If he does not, then ESY should

not be a

problem. And if they only have proof that there is no regressions after short

breaks (I am

assuming you mean winter or spring), that isn't the same as an entire summer.

Look at it

this way...the kids are in school for 9 months, they take one or two weeks off

for a break.

Okay, now you are asking that child to change his routine for 3 months, or 1/3

of the

school year time. On the other hand, when they say there is no proof on their

end that he

isn't regressing over breaks, you can say, " So, you'll put in writing that you

know and

guarantee there will be no regression without services for three months? " I

think all the

proof you need for your negotiation on this is that he has been in summer school

all

along, which shows he needs that to maintain his present levels throughout the

summer

longer break, and that is also something the school can offer ESY for.

If he has been in school since 2 and you write that is JUST NOW emerging on his

skills,

even with the aid of previous summer schools, then I can only guess that the

school is

passing him along to the next grade without meeting that grade's educational

requirements. Get a copy (most schools send them home the first or last day of

school) of

what your child is going to learn for that school year and see if he can do all

that. If not,

you have more reason to negotiate for summer school.

Also, a large vocabulary and actually talking does not mean your child

understands the

social rules and usage of language. Have you asked for pragmatic testing? Most

educators/professionals do not have any understanding of the difference between

speech

vs. language. Talking does not equate to IQ or appropriate language usage. (I

know you

know all this, but do all his team members?). Also, I have found from

experience, that

when the child is in yinger grades, you hear a lot of " all the kids do that,

he'll outgrow

that " , or somethign along that line. But as each school year passes, he/she

will become

more distinguishable from his//her peers and the disbaility will become far more

pronounced. I had that experience with the Pre-school, K and first grade

teachers. Even

at 12, my daughter's team inevitably will ahve one meember each year, wh starts

in on that

logic, (only now it's a teenage thing), and I halt it immediately. Don;t let

them downplay

the serious of your son;s situation EVER.

Okay, I've said my peace. Please post what happens on Thursday. I miss so many

of these

digests, it's just too hard to keep up with them all wiht my current schedule.

I cannot offer you better advice becasue I cannot see the actual testing, past

and current

MFEs, and past and current proposed IEP, etc, so this is only basic 411.

Best of luck, .

> > >

> > > Hi Becky and (everyone else)

> > > I am not thinking I will able to get together on Sat. Dylan was crashing

into to

walls

> and

> > the couch and broke his collar bone yesterday. Sorry we will have to miss

out. I am

really

> > looking forward to meeting you guys.

> > > We are having some big problems with getting somethings put into his

IEP. Does

> > anyone in the group have it written specifically how much OT and SLP in the

IEP? Our

> > district is telling us they can not do that. I was also wondering if anyone

has sensory

> diet

> > goals in there IEP's and would be willing to share? Thanks

> > > We are looking to hire Agings to from Nessa Segal's practice to

help us out

in

> > writing the IEP. Has anyone had to take that route?

> > >

> > > __________________________________________________

> > >