RE: Re: OCD and Elementary School - HELP!!

October 24, 2006

Ginger,

I'm going through this with my daughter right now also. She has a 504 plan,

and gets all A's and B's with the exception of her possibly getting a C in

reading this marking period.(Not sure yet,The progress report came out, and so

far she only has a C.)

The teacher is not concerned because there are 3 more weeks till the report

card comes out and she says she can bring it up to at least a B.

I tried to explain to the teacher that she is capable of getting all A's. She

has a high average IQ. Well, the teacher told me I should be happy with her

getting all C's because a C is average.

I was so angry!!!!! If my daughter is taught correctly, and they used the

strategies I have provided for her in reading she would get the A. They just

don't do it. I'm pretty much " stuck " also. My daughter has a difficult time

because she counts syllables etc, while trying to read. there are ways to

minimize this and the teacher doesn't apply the strategies in the class.

I guess it's time for another meeting if her grade doesn't go up on the report

card. I do believe the school has to teach your child the " way they need to be

taught "

FAPE -Free and appropriate education

hugs

Judy

October 24, 2006

Hi Ginger,

Believe it or not, the only way I could get the 504 plan was to threaten an

attorney. My daughter has been hospitalized twice and had even been in partial

hospitaliation for almost two years. She has multiple diagnosis. But , seeing

she gets good grades, and the main thing is that she is not a behavioral problem

in class,. I could not get any services for her.

They wanted to " give me services without the plan " . That was when I told them

I was getting an attorney. Even with the 504, she gets minimal services. Like I

said, if this report card is not what I know my daughter can do, I'll be back

down there fighting again. It seems if you don't constantly persue the system,

you get NOWHERE!!!!!!

Hugs

Judy

" Ginger (Hodges) Armstrong " <justgin67@...> wrote:

Judy,

How did you get her on the 504 in the first place? That's what we

are battling here.........they don't think he even needs the 504

plan.

Thanks!

ginger

>

> Ginger,

> I'm going through this with my daughter right now also. She has a

504 plan, and gets all A's and B's with the exception of her possibly

getting a C in reading this marking period.(Not sure yet,The progress

report came out, and so far she only has a C.)

> The teacher is not concerned because there are 3 more weeks till

the report card comes out and she says she can bring it up to at

least a B.

> I tried to explain to the teacher that she is capable of getting

all A's. She has a high average IQ. Well, the teacher told me I

should be happy with her getting all C's because a C is average.

> I was so angry!!!!! If my daughter is taught correctly, and they

used the strategies I have provided for her in reading she would get

the A. They just don't do it. I'm pretty much " stuck " also. My

daughter has a difficult time because she counts syllables etc, while

trying to read. there are ways to minimize this and the teacher

doesn't apply the strategies in the class.

> I guess it's time for another meeting if her grade doesn't go up

on the report card. I do believe the school has to teach your child

the " way they need to be taught "

> FAPE -Free and appropriate education

> hugs

> Judy

>

October 24, 2006

In a message dated 10/24/2006 1:31:22 P.M. Eastern Standard Time,

justgin67@... writes:

Unfortunately, the system's 504 coordinator is one of

the people saying he doesn't qualify. She keeps going back to that

his grades are A's and B's and so he's not " significantly affected "

by his disability. She said that as a parent, she understands my

frustrations, but as a person responsible for following the rules,

she can't bend them for him. I don't think it's bending them.

That's where our differences start.

Ginger -

offered up some excellent information in her post. The problem with

these administrators at school is that they have tunnel vision. They do not

see past the " check list " they're handed to evaluate students. This is where

it's so important for the parent to step in & not back down.

Ask point-blank questions, INSIST on answers to those questions & stay the

course. These folks are pros at " redirecting " the focus of the meeting or

direction of the conversation. Bring up the time he spends at home with

assistance to get through is homework & assignments. Ask specifically if this

was

taken into consideration - ask what reference material, school district

regulations, etc they used when they reviewed your child's performance at home.

If

it was used as a consideration to get him the help he has now.... ask, again

specifically, what exactly has changed in this regard to warrant pulling the

considerations he now has.

If they don't answer your questions fully & directly, simply look them in

the eye & say, " You haven't answered my question..... "

Stay focused on what you want/need & stay strong.

LT

October 24, 2006

It is like that here in New Zealand - in NZ you have to be 5 years behind to

even get a teacher aid, only 1% of children get funding/help. My son who is 3

years behind does not qualify for anything even though he has ADHD/ OCD and TS -

hence one of the reasons I pulled him out of School. Because his behaviour was

not to bad at school there was nothing for him, I felt like taking him of the

Ritalin and saying there you go deal with him now.....

In fact when we had IEP his teacher didn't even turn up, the principle told me

to go on a parenting course. I still get angry when I think about it LOL.

Cheers Jackie (New Zealand)

October 24, 2006

In a message dated 10/24/2006 6:04:51 P.M. Eastern Standard Time,

mctodd444@... writes:

The child is supposed to be accommodated to work to

his/her potential - not just the potential some administrators

believe is " good enough. " It isn't the grades; it is what he is

having to do to get those grades when his intellect would indicate

this shouldn't be necessary.

.... OH... YOU GO GIRL!!!!

LT

October 24, 2006

Ginger,

This is really worth fighting over. We went through the very same thing with our

son's school. They continually brushed us off with the " he doesn't qualify

because he is doing so well " argument. We believed them and as a result we got

no services for him. Like your son he struggled for hours at homework every

night. Toward the end of eighth grade he became clinically depressed when he

could no longer keep up. His OCD at that point was very severe. We eventually

got an IEP at the start of ninth grade, because of his depression and OCD. The

accommodations didn't help at that point because his OCD symptoms had become so

bad that he could barely function in school.

The schools just don't see the problems kids like this experience because they

have so many others with more visible problems and they are struggling to keep

up with the demand for special services. They will do just about anything to

keep those numbers down. It would be well worth your while having your son's

doctor attend the IEP meeting, by phone if necessary, to convince them that he

does need accomodations or the stress of trying to keep up with schoolwork could

trigger a worsening of symptoms or depression. If you request an IEP in writing

I believe they must provide it. You might also try to engage a student advocate.

The school will take you seriously if you do.

Good luck.

Sinead

Re: OCD and Elementary School - HELP!!

Judy,

How did you get her on the 504 in the first place? That's what we

are battling here........ .they don't think he even needs the 504