EFFECTIVE PROGRESS...MORE THAN GRADES? DENIAL OF IEP

December 21, 2004

Hi, all,

seems like we are headed for mediation or due

process.

can some of you please tell me what else can

measure or be a yardstick of effective academic progress besides

grades?

his processing speed dropped significantly betweem 3 yr

neuropsych evals..to borderline deficient; his compr is superior;

his neurologists says it takes way too long, and too ineffeciently,

to achieve the good grades he is getting;so, we have seen him,

because of this APERGER drive for prfection, hit the wall....5-6 hrs

doing homework, development of TRICHOTILOMANIA (ocd)

WE MAINTAIN THAT EFFECTIVE PROGRESS INCLUDES RETAINING AND

PROCESSING INFO WHILE ATE SCHOOL, THUS INSUTING ABILITY TO DO

HOMEWORW WITHIN THE ACCETPTED TIMEFRAME OF 2 HRS; FURTHER, EVEN IF

HE DID RETAIN, WHICH HE DOESN'T, HE CAN'T SORT OUT DETAILS

EFFECTIVLEY TO LEARN ASSIGNMENTS. WE HAVE A RESULT OF SELF-

INJURIOUS BEHAVIOR AND INABILITY TO COMPLETE HW.

THEY SAY 504 TUTOR CAN DO THSI....I SAY, WE MEET THE CRITERIA

FOR iep...also, a child with these issues needs goals and

benchmarks, wouldn't you say? to insure he can learn and develop

strategies to eventually hande homework in timely fashion and on his

own....how can a 504 do that? it can't

any thoughts here would be so appreciated; also,

again, wouldn't inability to retain and process info learned at

school and transferred to homework and study of tests, be regarde of

lack of efective progress? thanks all, suzanne

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