Re: Re: Progress/Meaningful Benefit DEFINED

[Guest guest]

I am printing this out. I am going to read it to Troy at dinner. Wow what

great dinner conversation. I will get the Tums out later. Liz.

On 10/1/04 5:45 PM, " Terry Bond " <mbond@...> wrote:

>

> I am glad I made you smile. That makes me happy.

>

> But...are you ready for this? This is what I understand

> about " meaningful benefit " .

>

> In general, it has been recognized as one year's growth for one year

> of instruction. This is mostly been established by case law. For kids

> who are in regular education classes, " meaningful benefit " is defined

> as " enabling the student to achieve passing marks and advance from

> grade to grade. " This is from the a landmark Supreme Court case

> (Rowley).

>

> When making the IEP, the school is supposed to take into account

> whether the student is operating at their grade level equivalency.

> If they are below grade level, then they are supposed to make " an

> effort that would get them up to where they should be. " (Rowley)

>

> Because the instruction for special education students must be

> individualized, personalized, tailored and specially designed so the

> student should not just languish, the IEP is supposed to provide a

> specific program aimed at that individual student's needs to bring

> them up to where they can be. This may require compensatory education

> services which could be either extended time, concentration of

> services, or new methodology. (HINT....extended day and extended year

> services)

>

> According to the Supreme Court, " local education agencies in

> cooperation with the parents " are responsible for " choosing the

> educational method most suitable to the child's needs. " (This is

> also from the same landmark Supreme Court case).

>

> , J.D. states that " grade level equivalency is the proper

> goal of an appropriate education for students with special needs. "

>

> Despite whatever level the student is functioning at, every IEP

> should begin with the assumption that the goal is grade level

> equivalency If the goal is not to move to grade level equivalency,

> then the IEP is supposed to explain in great detail why the student

> is not on track for grade level equivalency and what is to be done

> about it.

>

> This is where the discussion of methodology comes into play. Past

> case law says that if a school district does not offer a specific or

> research driven " methodology " , then the IEP is not calculated in a

> way as to provide " meaningful benefit " . And, the

> description " eclectic " methodology or an " eclectic " approach has been

> deemed in case law as " indefinable and virtually meaningless as a

> descriptor for an organized methodology. "

>

> How's that?

>

> nna

>

>

>

>

>

> Texas Autism Advocacy

>

>

> Unlocking Autism

> www.UnlockingAutism.org

>

> Autism-Awareness-Action

> Worldwide internet group for parents who have a

> child with AUTISM.

>

> SeekingJoyinDisability - Prayer support for those touched by Disability:

> SeekingJoyinDisability/

>

>

>

[Guest guest]

When the district tells you that you can not dictate what methodology to use

and that they are not going to use ABA. Just give them the definition of ABA

witch is the study of behaviors. You might also mention that B. F. Skinner

was the founder of ABA and that it was not Lovaas. It can be applied in a

classroom setting and does not have to be one on one. Most districts are

illerate about ABA and just don't want to learn. Then again has MR.

Wonderful (slick) there to help them and he wouldn't know a good program if

it slapped him in the face. Trying to keep it clean for the list.

[Guest guest]

Aliza,

We had a well known BCBA to come to our school and train the teachers for

free and the staff could not follow through with the training. I won the

right for ABA in the class room for my child. The consultant came in and the

people in the classroom didn't bother to listen as it was a matter of two

weeks before my child had recovered headbanging, agressions towards his

caregiver and non compliance. There has to be a desire on the part of the

people involved and if they do not have a desire to follow through with what

has been designed for the child then the professionals and paraprofessionals

will only do more harm than good.