Guest guest Posted April 16, 2001 Report Share Posted April 16, 2001 Hi Darla No problem that they didn't put after/before school activities in the IEP. You then involke the Americans with Disabilities Act which requires that they support your child's right to " Equal access to communication. " If they refuse, then you file a complaint for discrimination on the basis of disability and it doesn't necessarily have to be with the US Dept of Education. Darla Rance wrote: > > We had our IEP meeting. I used the form where we write down our proposal > and whether or not it was accepted or rejected, and why. The school > didn't give us a hassle on it, and included it as part of the IEP. The > bad news is that they wouldn't write down that our son would have a > transliterator for extracurricular activities, due to the fact that there > is no tie in to the goals and the objectives of the IEP. I tried to > bring up socialization goals, but they saw it differently. They said it > wasn't " academic, " etc, and that the IEP goals would not go unmet if he > wasn't a part of extracurricular activities, etc. They also brought up > how it was a funding thing about special ed. v.s. regular ed. Dang--I > should have listed that on the form, now that I think about it. It seems > like I always think of what I should have done AFTER the meeting. > Actually, now that I'm posting this, their arguments sound ridiculous and > I sound like an idiot, but I can tell you I argued over and over about > how IDEA allows for the full participation of deaf/hearing impaired kids > in extracurricular activities, etc. They kept agreeing and yet pointing > to how it doesn't belong on the IEP, and maybe not under special ed. > > One suggestion was that we look into a 504 plan to address this. But I > heard a while ago that there's a danger in doing that if you're presently > under an IEP plan under IDEA--that it will somehow jeopardize what we > have in place. I just want this taken care of. If that's a way, then > I'll do it. > > Thanks for the help in finding the forms I needed, etc. (Barb and Kay!) > > Darla > ________________________________________________________________ > GET INTERNET ACCESS FROM JUNO! > Juno offers FREE or PREMIUM Internet access for less! > Join Juno today! For your FREE software, visit: > http://dl.www.juno.com/get/tagj. > > All messages posted to this list are private and confidential. Each post is the intellectual property of the author and therefore subject to copyright restrictions. > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted April 16, 2001 Report Share Posted April 16, 2001 I did actually bring up the ADA, which didn't seem to faze them(of course, there were no threats of action or anything on my part, but......). What about the 504 thing, where I contact the middle school at the beginning of next year and ask for a student support team meeting for him (in addition to the IEP he has) that will require the school (special ed. is trying to say it's the school's job to pay for this, and they may be right)to pay for any extracurricular transliterating? Has anyone done that? Thanks, Darla On Mon, 16 Apr 2001 16:50:05 -0400 Semesky writes: > Hi Darla > No problem that they didn't put after/before school activities in > the > IEP. You then involke the Americans with Disabilities Act which > requires > that they support your child's right to " Equal access to > communication. " If they refuse, then you file a complaint for > discrimination on the basis of disability and it doesn't necessarily > have to be with the US Dept of Education. > > > Darla Rance wrote: > > > > We had our IEP meeting. I used the form where we write down our > proposal > > and whether or not it was accepted or rejected, and why. The > school > > didn't give us a hassle on it, and included it as part of the IEP. > The > > bad news is that they wouldn't write down that our son would have > a > > transliterator for extracurricular activities, due to the fact > that there > > is no tie in to the goals and the objectives of the IEP. I tried > to > > bring up socialization goals, but they saw it differently. They > said it > > wasn't " academic, " etc, and that the IEP goals would not go unmet > if he > > wasn't a part of extracurricular activities, etc. They also > brought up > > how it was a funding thing about special ed. v.s. regular ed. > Dang--I > > should have listed that on the form, now that I think about it. > It seems > > like I always think of what I should have done AFTER the meeting. > > Actually, now that I'm posting this, their arguments sound > ridiculous and > > I sound like an idiot, but I can tell you I argued over and over > about > > how IDEA allows for the full participation of deaf/hearing > impaired kids > > in extracurricular activities, etc. They kept agreeing and yet > pointing > > to how it doesn't belong on the IEP, and maybe not under special > ed. > > > > One suggestion was that we look into a 504 plan to address this. > But I > > heard a while ago that there's a danger in doing that if you're > presently > > under an IEP plan under IDEA--that it will somehow jeopardize what > we > > have in place. I just want this taken care of. If that's a way, > then > > I'll do it. > > > > Thanks for the help in finding the forms I needed, etc. (Barb and > Kay!) > > > > Darla > > ________________________________________________________________ > > GET INTERNET ACCESS FROM JUNO! > > Juno offers FREE or PREMIUM Internet access for less! > > Join Juno today! For your FREE software, visit: > > http://dl.www.juno.com/get/tagj. > > > > All messages posted to this list are private and confidential. > Each post is the intellectual property of the author and therefore > subject to copyright restrictions. > > > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted April 16, 2001 Report Share Posted April 16, 2001 Hi Darla, Now write them a letter and ask for PWN for each thing they refused. I write a separate letter on each issue asking for PWN. After ten days file a state complaint about PWN either....you didn't receive it or it was not legally sufficient. If you need more info on this email me. Socialization should be part of the IEP goals. How does he do with other kids at school? What problems does he have? In the book " Teaching the Tiger " (it is about ADHD/OD/ and kids with Tourette's) there is a great list of social goals in the back and suggestions for IEP. bring up socialization goals, but they saw it differently. They said it wasn't " academic, " etc, and that the IEP goals would not go unmet if he wasn't a part of extracurricular activities, etc. They also brought up how it was a funding thing about special ed. v.s. regular ed. Dang--I should have listed that on the form, now that I think about it. It seems like I always think of what I should have done AFTER the meeting. Did you tape your meeting? Did you sign the IEP? Did you ask the meeting notes to reflect that you disagree? You can always send another form like the one you asked to have attached and write your request for the interpreter and ask to have it attached. Then be sure and ask for PWN on that issue as well. Then if they still refuse, write a state complaint. 34 CFR §300.306 Nonacademic services (a) Each public agency shall take steps to provide nonacademic and extracurricular services and activities in the manner necessary to afford children with disabilities an equal opportunity for participation in those services and activities. ( Nonacademic and extracurricular services and activities may include counseling services, athletics, transportation, health services, recreational activities, special interest groups or clubs sponsored by the public agency, referrals to agencies that provide assistance to individuals with disabilities, and employment of students, including both employment by the public agency and assistance in making outside employment available. (Authority: 20 U.S.C. 1412(a)(1) 34 CFR §300.347 Content of the IEP (a) General. The IEP for each child with a disability must include- (1) A statement of the child's present levels of educational performance, including - (i) How the child's disability affects the child's involvement and progress in the general curriculum (i.e., the same curriculum as for nondisabled children); or (ii) For preschool children, as appropriate, how the disability affects the child's participation in appropriate activities; (2) A statement of measurable annual goals, including benchmarks or short-term objectives, related to - (i) Meeting the child's needs that result from the child's disability to enable the child to be involved in and progress in the general curriculum (i.e., the same curriculum as for nondisabled children), or for preschool children, as appropriate, to participate in appropriate activities; and (ii) Meeting each of the child's other educational needs that result from the child's disability; (3) A statement of the special education and related services and supplementary aids and services to be provided to the child, or on behalf of the child, and a statement of the program modifications or supports for school personnel that will be provided for the child- (i) To advance appropriately toward attaining the annual goals; (ii) To be involved and progress in the general curriculum in accordance with paragraph (a)(1) of this section and to participate in extracurricular and other nonacademic activities; and (iii) To be educated and participate with other children with disabilities and nondisabled children in the activities described in this section; (4) An explanation of the extent, if any, to which the child will not participate with nondisabled children in the regular class and in the activities described in paragraph (a)(3) of this section; 34 CFR §300.553 Nonacademic settings In providing or arranging for the provision of nonacademic and extracurricular services and activities, including meals, recess periods, and the services and activities set forth in §300.306, each public agency shall ensure that each child with a disability participates with nondisabled children in those services and activities to the maximum extent appropriate to the needs of that child. (Authority: 20 U.S.C. 1412(a)(5)) Actually, now that I'm posting this, their arguments sound ridiculous and I sound like an idiot, but I can tell you I argued over and over about how IDEA allows for the full participation of deaf/hearing impaired kids in extracurricular activities, etc. They kept agreeing and yet pointing to how it doesn't belong on the IEP, and maybe not under special ed. One suggestion was that we look into a 504 plan to address this. But I heard a while ago that there's a danger in doing that if you're presently under an IEP plan under IDEA--that it will somehow jeopardize what we have in place. I just want this taken care of. If that's a way, then I'll do it. There is no reason there cannot be both a 504 plan and an IEP. There is no reason it cannot go in the IEP. My son's school was terrible about providing accommodations to my daughter. I would constantly get excuses that we could not have preferential seating for PTA meetings, school programs, etc. I finally had it written into my daughter's IEP that this other school in the district provide accommodations. I would contact the HI teacher when i needed them and she would contact the other school. I should have filed an ADA complaint (I am so much wiser now). Barb Quote Link to comment Share on other sites More sharing options...
Guest guest Posted April 27, 2001 Report Share Posted April 27, 2001 Can you tell me what form you are referring to in the beginning of this post? Quote Link to comment Share on other sites More sharing options...
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