Re: Have an ARD today -- Got a question

December 1, 2005

District should supply everything , contact school psychiatrist if they dont. Have teacher try a phone book on the floor for his feet, gives the kids something to push on.

CB's Granny

December 1, 2005

Hi Dana,

The school district is responsible to provide whatever is needed for him to learn, so yes, they should provide that. FAPE is the law that provides for a free and appropriate public education for students with diagnosed special ed situations. If they need a particular therapy, material, aide, etc. in order to make progress, it needs to be provided at no cost to the parent.

HTH,

Heidi

-------------- Original message -------------- > Good morning, > > I have a 3rd grader in Dallas ISD who was diagnosed with Autism. I > have an ARD today to revaluate his IEP. > > My question is . . is the district responsible for aids and devices > for children with sensory issues? For instance, my child has an issue > with getting out of his seat a lot. Should I expect the district to > provide something to help him stay in his seat or would that be > something I would have to provide? > > > > > >

December 1, 2005

I live in Wisconsin and I have had a hard time getitng the school to

provide anything for sensory issues..even ot to work with them.

We have had to do everything independantly and provide the school with

everyhting needed and notes from the docs and ot saying why they were

needed.

My son needs squishy toys to keep his hands busy and he needs a sand

timer to help him stay on task. It also helps him focus when he is angry

or obsessing. For example when the timer is done then its time to stop

worrying or think of another way to figure out this problem.

I know it wont work for everyone but it helps us.

I also put a laminated card on my sons desks (for different classes) it

says STAY IN YOUR SEAT and then another one that says RAISE YOUR HAND

and this helps too (sometimes)

But I had to provide this for the school. They thought it was a good

idea but never got around to doing it

Allie

9yr old son with AS, dysgraphia, dysphasia, anxiety,nvld

December 1, 2005

Hi Allie,

FAPE is the federal law which states that children with special needs are entitled to a Free and Appropriate Public Education. While you can certainly provide notes from the doctor telling them these items are needed, it is still their responsibility to provide such things as the squishy toys, timer, laminated cards, etc.

It sounds like they are assuming that you won't hold them accountable, so they try to get away with this. If it is documented in the IEP that he needs these things, and they "don't get around" to providing it, they are out of compliance. Write an out of compliance letter to your state Dept. of Ed. and send a copy to the school district. Document everything. You should not be paying for those things...it's the school's responsibility.

HTH,

Heidi

-------------- Original message -------------- > I live in Wisconsin and I have had a hard time getitng the school to > provide anything for sensory issues..even ot to work with them. > We have had to do everything independantly and provide the school with > everyhting needed and notes from the docs and ot saying why they were > needed. > My son needs squishy toys to keep his hands busy and he needs a sand > timer to help him stay on task. It also helps him focus when he is angry > or obsessing. For example when the timer is done then its time to stop > worrying or think of another way to figure out this problem. > I know it wont work for everyone but it helps us. > I also put a laminated card on my sons desks (for different classes) it > says STAY IN YOUR SEAT and then another one that says RAISE YOUR HAND > and this helps too (sometimes) > But I had to provide this for the school. They thought it was a good > idea but never got around to doing it > > > Allie > 9yr old son with AS, dysgraphia, dysphasia, anxiety,nvld > > > >

December 2, 2005

Heidi,

I think you are exactly right. I have had a lot of problems getting an

accuarte (for lack of a better term) IEP. We talk about things at the

IEP then the teachers decide to do something different afterwards. I

have reconvened the team 4 times this year because I want things in

writing, this way I know they are getting done.

They dont want to be held accountable thats why they hesitate to put

things down. I just got fed up waiting for them to do it and did it

myself. But since reading your email think I will persue getting

reimbursed for costs of things I provided and once again try to get

things down in writing. Is it unreasonable to put in the IEP that a

teachrs assistant makes sure everything is in my sons backpack that he

needs before he leaves for home? The said its his responsibility and

wont put it in his IEP. They also have down sensory breaks but wont

write a scheduled time for them because its too busy in the day to say

what time he gets them..so most of the time he doesnt. I have brought

people with me to the IEP and the teachers all act like I imagined

everything we talked about even when the otherperson (social worker)

verifies the things we talked about that arent getting done.

VEry frustrating. My son is currently under an EBD label and I am trying

to change it to an autism label since he is diagnosed with Aspergers. He

is due for a spec ed reeval in april and they want to look into it then.

I said no I want it sooner. Becuase then he would qualify for more help

but they said he is all ready getting everything an autistic child would

get. But he isnt getting any ot,speech, pt he just gets smaller gourps

and writing accomodations and some social skills. I have put my request

in writing about changing the label so now they have to do it but boy

they can sure drag it out a long time.

Allie

9year old son dx with AS, dysgraphia, dysphasia, nvld anxiety and

obsessive thoughts

December 2, 2005

that is a real shame, especially since the wisconson autism education program is in the state, I would have thought that the schools would be more knowledable about making modifications that are visual in nature... alot of self instruction is very common in autism treatement.... The problem often that is encountered is that the IEP team develops goals but if the procedures are not stated in the IEP you can not hold them to task. Even if the goals are there but are not specific the methodology used to implement and achieve the goals is up to the district, unless directly stated in the IEP. So ask for an addendum IEP, basically call an IEP and have them write in the notes section or include in the goals that these are important components that must be included in the IEP. if they do not include them then you have legal recourse through the fair hearing process. If you are in or near a larger city you might want to consider

contacting a professional advocate as often the mere presence of an advocate will make districts and teams sit up straight and follow through on thins that they might otherwise gloss over... I work in a school district so I know how complacient districts can be.. it often falls on the teacher and they are often overwhealmed or lack the time and training to do things that are outside of their professional preperation. Often there are no reminders or help for teachers unless there is some external pressure comes to ensure compliance. theshabbysheep@... wrote: Hi Allie, FAPE is the federal law which states that children with special needs are entitled to a Free and Appropriate Public Education. While you can certainly provide notes from the doctor telling them these items

are needed, it is still their responsibility to provide such things as the squishy toys, timer, laminated cards, etc. It sounds like they are assuming that you won't hold them accountable, so they try to get away with this. If it is documented in the IEP that he needs these things, and they "don't get around" to providing it, they are out of compliance. Write an out of compliance letter to your state Dept. of Ed. and send a copy to the school district. Document everything. You should not be paying for those things...it's the school's responsibility. HTH, Heidi -------------- Original message -------------- > I live in Wisconsin and I have had a hard time getitng the school to > provide anything for sensory issues..even ot to work with them. > We

have had to do everything independantly and provide the school with > everyhting needed and notes from the docs and ot saying why they were > needed. > My son needs squishy toys to keep his hands busy and he needs a sand > timer to help him stay on task. It also helps him focus when he is angry > or obsessing. For example when the timer is done then its time to stop > worrying or think of another way to figure out this problem. > I know it wont work for everyone but it helps us. > I also put a laminated card on my sons desks (for different classes) it > says STAY IN YOUR SEAT and then another one that says RAISE YOUR HAND > and this helps too (sometimes) > But I had to provide this for the school. They thought it was a good > idea but never got around to doing it > > > Allie > 9yr old son with AS, dysgraphia, dysphasia, anxiety,nvld > > > >

December 3, 2005

Make sure you document EVERYTHING--phone conversations, teacher comments, etc. Also, make sure you audiotape your IEP meetings (you need to give 24 hrs. notice); this way they can be held accountable for what they say in the meeting. Just know that if you audiotape, they will audiotape too.

At the end of an IEP meeting, when everyone else signs, you should sign "In attendance" and your name. Do not sign your agreement until you take the document home and look over it with a fine-tooth comb. Have others look over it, as well, such as your regional center case worker or another parent experienced with the IEP process. If things are not correctly or completely documented, send a "dissenting opinion" letter, itemizing the points which are not appropriately documented.

If they are not following through on things they're responsible for per the IEP, tell them you're writing an "Out of Compliance" letter to the state's Dept. of Special Education, and follow through; send them a copy.

Not only should the aide be responsible for ensuring everything that needs to go in the backpack is in there, the aide should also be teaching him how to pack his items himself (perhaps using a picture chart or other appropriate reminder system 'til he gets it down).

I'm not familiar with the EBD acronym--what does that stand for?

It's good that you put your request for an evaluation for the other diagnosis in writing...this automatically starts a timeline by which they need to complete it. I don't know what state you are in; in CA, I believe it has just been extended to 60 days.

Actually, if he needs OT, speech or any other service, it doesn't matter what his dx is. Needs drive services. Document all the reasons that he needs whatever therapy, service, etc. If they say he doesn't qualify, come right back and ask them, "how will we resolve this issue, which clearly is impacting his ability to effectively learn?" Don't let them off the hook, and stand your ground! If they continue trying to deny the service, tell them that you need them to document their denial and the reason therefore. They probably won't want to do that for fear it could go before an administrative judge at fair hearing!

HTH, and good luck!

Heidi

-------------- Original message -------------- > Heidi, > I think you are exactly right. I have had a lot of problems getting an > accuarte (for lack of a better term) IEP. We talk about things at the > IEP then the teachers decide to do something different afterwards. I > have reconvened the team 4 times this year because I want things in > writing, this way I know they are getting done. > They dont want to be held accountable thats why they hesitate to put > things down. I just got fed up waiting for them to do it and did it > myself. But since reading your email think I will persue getting > reimbursed for costs of things I provided and once again try to get > things down in writing. Is it unreasonable to put in the IEP that a > teachrs assistant makes sure everything is in my sons backpack that he > needs before he leaves for home? The said its his responsibility and > wont put it in his IEP. They also have down sensory breaks but wont > write a scheduled time for them because its too busy in the day to say > what time he gets them..so most of the time he doesnt. I have brought > people with me to the IEP and the teachers all act like I imagined > everything we talked about even when the otherperson (social worker) > verifies the things we talked about that arent getting done. > VEry frustrating. My son is currently under an EBD label and I am trying > to change it to an autism label since he is diagnosed with Aspergers. He > is due for a spec ed reeval in april and they want to look into it then. > I said no I want it sooner. Becuase then he would qualify for more help > but they said he is all ready getting everything an autistic child would > get. But he isnt getting any ot,speech, pt he just gets smaller gourps > and writing accomodations and some social skills. I have put my request > in writing about changing the label so now they have to do it but boy > they can sure drag it out a long time. > > Allie > 9year old son dx with AS, dysgraphia, dysphasia, nvld anxiety and > obsessive thoughts > > > >

December 4, 2005

I am confused about something...I guess pretty ignorant lol. I have

never been asked to sign his IEP it has always been noted whos been in

attendance but I never see it until the final copy is typed up and then

given to me. Then if I have questions or problems they are discussed

with the spec ed teacher. I have thought it would make more sense for

all of us to see a final copy before its typied officialily.

The ebd acronym stands for emotional behavioral disability. Since he has

a firm aspergers dx I want to get his label changed to autism. But he

would still be in the EBD room, (small school and it doesnt make sense

but thats how our district works)

My son is supposed to get his stuff together (going through his check

list) in his main classroom. HIs teacher there is awesome with making

sure everything is where it needs to be.

Then he goes to the ebd room for checkout and to get ther rest of his

stuf before he gtets on the bus. He has a checklistthere but he says

theres not enough time to go through it. I have talked to the teahers

again. I told her next time he forgets something important I am putting

a requiest for an aide in to the district because they obviously need

more help at the end of the day.

He is currently in his re-eval stage (every 3 years) they restest. They

didnt want to test ot, pt or speech because he isnt currently

receivingthem. Duh he is struggling so I put that in writing also. They

are testing him and I am going to get independant testing done (at my

expense) When we reconvene in Feb then we can compare notes. If they

still refuse I will have them put it in wirting and follow through like

you said. I am tired lol and need support here.

I want an autism specialist from the district to observe him and make

reccomendations. The principal said that he has been observed plenty of

time and these are the usual recommendations. Is that an unreasionable

request?? I guess I have to put that in writing also.

Thanks for your help

Allie

9year old son dx with AS, dysgraphia, dysphasia, nvld anxiety and rages

December 4, 2005

The said its his responsibility and > wont put it in his IEP. They also have down sensory breaks but wont > write a scheduled time for them because its too busy in the day to say > what time he gets them..so most of the time he doesnt. I have brought > people with me to the IEP and the teachers all act like I imagined > everything we talked about even when the otherperson (social worker) > verifies.....

Hi there- they do have to provide the breaks, and the sensory input and they DO have to write it down. I have been fighting with my new school for my 13 year old since September, and finally got them to write out his "sensory diet", However, per his IEP, he still needs breaks during the 42minute class period,whether it be a hand massage, some deep pressure, a figet toy, antispectic bouncing - a quick walk- because he needs movement.Even written in - they have trouble with these accommodations - the OT seems too be the only one who is getting it.

As for the packing up stuff too, my son never know where his stuff is - they throw it all in, and his goal is to become dependent with shadowing - let me know how you make out- my keyboard is going whacky and I cannot type anymore. Good luck

--Mom to , 13 -High Functioning Autism, Mood Disorder-NOS 11- Bipolar, adhd, PDD-NOS-

December 12, 2005

Hi,

I make it a practice never to sign the IEP in meeting EVER. Take it home and

look at it again. Tell them you want anotherchance to look at it. They cannot

not force you to sign it. Be careful of certain pages, I found out once that by

accident I was chatting with everyonce and they stuck this yellow paper in my

face to sign - " oh its just the participants page " ....fat chance - I had just

signed off on the IEP with the changed that were noted in team summary that were

being typed up.

There is so much pressure already -= and believe me, you will be glad to see it

in a different light without the school staff around.all Let meknow how it all

goes - gotta go -my keybopard it sticking again..........argh!!!!-

Mom to

, 13 -High Functioning Autism, Mood Disorder-NOS

11- Bipolar, adhd, PDD-NOS-

-------------- Original message ----------------------

From: allie340@...