Guest guest Posted July 13, 2004 Report Share Posted July 13, 2004 You go, girl! If anyone needs help in fighting with a school system, call Sheryl! I can vouch for her advocacy skills, as she has given me great advice when dealing with 's school issues. G On Wednesday, July 14, 2004, at 11:21 AM, sdoolit272@... wrote: > I have been very behind on my CHARGE list reading. I finally got > caught up > by scanning and skimming over 30 messages in digest format. I would > like to > welcome the new families to the list and let those who are facing > upcoming > surgeries know that you are in our thoughts and prayers. > As Ann said, we are in the process of changing 's placement to > the > Iowa School for the deaf (also known as ISD). The IEP team felt ISD > was the > best placement given the progress had made in her > communicaiton/academic program over the last 4 years. ISD, however, > felt that was too > complex for their school and they were not ready or equipped to > accept a child > with the complex needs that presents. > There were comments made that ISD was not willing to open themselves > up to > kids like because then families of deaf children might begin > to view > the school as a school for the MR and not want to send their deaf > children > there and those are the kids they are there to serve. > At the end of the school year, we held another IEP meeting. Prior to > the mee > ting, ISD was trying to tell me that they did not have to accept her > and > that the IEP team could not place her there without them being a part > of the > decision and they would have final say. Iowa does not provide a full > continuum > of services. 4 years ago when we were looking for appropriate > placement we > found that there weren't any schools with existing programs that > would meet > all of 's needs. So, we developed her program and placed her > in a > school that was willing to take her. 4 years later, there still > isn't a school > that is set up to meet all of her needs. But, ISD does meet the major > components of her program and that is why we decided to place her > there. ISD is a > state school, they cannot reject the IEP teams decision to place her > there. > The school did finally recognize that and then tried to reject her in > the dorm > setting. However, the school is considered a residential school so > the dorms > are considered a part of the school and they cannot reject her from a > portion of the school, such as the dorms. The school still tried to > believe they > had final decision. > Before the meeting, my attorney gave me information about a case in KY > that > was different but similar to 's situation. In that case, the > IEP team > felt that the best placement for a child was the State School for the > Blind. > However, the school didn't feel that they were obligated to take the > student due to his other disabilities. The courts decided that since > it was a > state school and the IEP team felt it was the best placement, the IEP > team does > have the right to place the student in that school. If the state > school does > not wish to accept the student, they would have to file due process > against > the IEP team in order to keep the student from being admitted to the > school. > This is because the courts decided that the IEP team makes the > placement > decision and the state school staff does not become a part of the IEP > team until > after the student has been accepted into the program. > So, with that knowledge and a few hours of education about , > ISD has > decided to give a 90 day trial placement. For transition > purposes, > she was also given one week of their summer program. > To make this as successful as possible, my home district is now being > wonderful. They are willing to pay for a 1:1 from 6 a.m. until 11 > p.m. so that > does not take staff attention away from the other students. > My home > district is now recognizing how much progress is making and > wants to set > her up to succeed. We all feel that it is possible for to > not need > the evening 1:1 person in the near future, but we can always stop that > position when the time is right. This way, there shouldn't be a > reason for her > fail in the classroom or in the dorms. > Sunday, I dropped and her 1:1 off at the school for her week > there. > Tuesday morning, the school called to inform me that is doing > wonderful. When I asked if she was doing as they expected or better > than they > expected, the response was... " much better than we expected! " > When we first started to look at this school, I had nothing but > wonderful > thoughts about it being right for . After the negativity > started to > show, it became a very difficult decision for me to send to a > school > that really didn't want her. I have been there before and the end > result was > not good at all. However, I truly felt that needed the signing > environment and that once the staff saw what she was capable of, they > would agree > that they could make a difference in her life. After only 2 days, I > think she > is already starting to show them that they are what she needs at this > stage > of her life and they are the right decision. But, the true test will > come > this fall. > I still have one battle within myself that I struggle with often. > > is 17 and because of her late proper education, I have fought for the > communication/academic program for her. I recognize when everyone > says she should be > going voc ed so she can transition to adulthood more easily. > However, she > is making great progress and I hate to stop something that is working > now. If > she had been properly educated from the start, and she was at the > level of > learning she is at now, I believe I would have gone voc with her a > long time > ago. However, since she didn't get an education until 13 and is > making this > progress, I don't feel I would be doing her justice to move her from > the > academic program into a voc program. I want to be prepared > for her > future, but I feel the more she achieves academically, it will make > her future more > successful. I battle this decision often. I assess her progress all > the > time and have decided that when she hits a plateau academically will > be the > time to change to voc. I would like others opinions on this as some > of you have > been through this and I really need opinions on what is right or > wrong here. > > To prepare for being away from her family, I have packed her > summer > with camps. She goes to EasterSeals respite weekends 2 times a month > along > with 3 full weeks over the summer. She also has this one week at > ISD. In > July, she is only home for 10 days. I hope that this will make the > fall > transition easier for her as she will be used to being away from us > all the time. > It has broken my heart to not have her here with me but I can't hold > her back > for my selfish reasons. It is time to let her go and explore, learn > and live > life as independently as possible right now. > > Sorry for the long post. I keep saying I am going to post more often > so I > am not always posting a book. I will work on that, but do thank all > of you > for being there when I do need help. > Sheryl Doolittle > Mom to Mitch 18 who is starting college this fall, and 17 > CHARGE > going off to school this fall (I'm really starting to feel the empty > nest thing > here) > > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted July 14, 2004 Report Share Posted July 14, 2004 Sheryl, I wish all the best for . Way to advocate, must have been hard sending her where they didn't seem to want her but I think people just need a " push " sometimes to open their minds up for a minute and actually meet these kids before saying " no " after just reading about them on paper. I think that MEETING them and seeing what they can do makes a big difference. Kennedy sounds like a nightmare on paper and then people meet her and they are shocked.... Good for you Sheryl, Weir Mom to Kennedy 6 yr old with CHARGE, 15, 13 and wife to Graeme. New Brunswick, Canada Weir homepage: http://personal.nbnet.nb.ca/gweir CHARGE SYNDROME CANADA: http://www.chargesyndrome.ca school placements I have been very behind on my CHARGE list reading. I finally got caught up by scanning and skimming over 30 messages in digest format. I would like to welcome the new families to the list and let those who are facing upcoming surgeries know that you are in our thoughts and prayers. As Ann said, we are in the process of changing 's placement to the Iowa School for the deaf (also known as ISD). The IEP team felt ISD was the best placement given the progress had made in her communicaiton/academic program over the last 4 years. ISD, however, felt that was too complex for their school and they were not ready or equipped to accept a child with the complex needs that presents. There were comments made that ISD was not willing to open themselves up to kids like because then families of deaf children might begin to view the school as a school for the MR and not want to send their deaf children there and those are the kids they are there to serve. At the end of the school year, we held another IEP meeting. Prior to the mee ting, ISD was trying to tell me that they did not have to accept her and that the IEP team could not place her there without them being a part of the decision and they would have final say. Iowa does not provide a full continuum of services. 4 years ago when we were looking for appropriate placement we found that there weren't any schools with existing programs that would meet all of 's needs. So, we developed her program and placed her in a school that was willing to take her. 4 years later, there still isn't a school that is set up to meet all of her needs. But, ISD does meet the major components of her program and that is why we decided to place her there. ISD is a state school, they cannot reject the IEP teams decision to place her there. The school did finally recognize that and then tried to reject her in the dorm setting. However, the school is considered a residential school so the dorms are considered a part of the school and they cannot reject her from a portion of the school, such as the dorms. The school still tried to believe they had final decision. Before the meeting, my attorney gave me information about a case in KY that was different but similar to 's situation. In that case, the IEP team felt that the best placement for a child was the State School for the Blind. However, the school didn't feel that they were obligated to take the student due to his other disabilities. The courts decided that since it was a state school and the IEP team felt it was the best placement, the IEP team does have the right to place the student in that school. If the state school does not wish to accept the student, they would have to file due process against the IEP team in order to keep the student from being admitted to the school. This is because the courts decided that the IEP team makes the placement decision and the state school staff does not become a part of the IEP team until after the student has been accepted into the program. So, with that knowledge and a few hours of education about , ISD has decided to give a 90 day trial placement. For transition purposes, she was also given one week of their summer program. To make this as successful as possible, my home district is now being wonderful. They are willing to pay for a 1:1 from 6 a.m. until 11 p.m. so that does not take staff attention away from the other students. My home district is now recognizing how much progress is making and wants to set her up to succeed. We all feel that it is possible for to not need the evening 1:1 person in the near future, but we can always stop that position when the time is right. This way, there shouldn't be a reason for her fail in the classroom or in the dorms. Sunday, I dropped and her 1:1 off at the school for her week there. Tuesday morning, the school called to inform me that is doing wonderful. When I asked if she was doing as they expected or better than they expected, the response was... " much better than we expected! " When we first started to look at this school, I had nothing but wonderful thoughts about it being right for . After the negativity started to show, it became a very difficult decision for me to send to a school that really didn't want her. I have been there before and the end result was not good at all. However, I truly felt that needed the signing environment and that once the staff saw what she was capable of, they would agree that they could make a difference in her life. After only 2 days, I think she is already starting to show them that they are what she needs at this stage of her life and they are the right decision. But, the true test will come this fall. I still have one battle within myself that I struggle with often. is 17 and because of her late proper education, I have fought for the communication/academic program for her. I recognize when everyone says she should be going voc ed so she can transition to adulthood more easily. However, she is making great progress and I hate to stop something that is working now. If she had been properly educated from the start, and she was at the level of learning she is at now, I believe I would have gone voc with her a long time ago. However, since she didn't get an education until 13 and is making this progress, I don't feel I would be doing her justice to move her from the academic program into a voc program. I want to be prepared for her future, but I feel the more she achieves academically, it will make her future more successful. I battle this decision often. I assess her progress all the time and have decided that when she hits a plateau academically will be the time to change to voc. I would like others opinions on this as some of you have been through this and I really need opinions on what is right or wrong here. To prepare for being away from her family, I have packed her summer with camps. She goes to EasterSeals respite weekends 2 times a month along with 3 full weeks over the summer. She also has this one week at ISD. In July, she is only home for 10 days. I hope that this will make the fall transition easier for her as she will be used to being away from us all the time. It has broken my heart to not have her here with me but I can't hold her back for my selfish reasons. It is time to let her go and explore, learn and live life as independently as possible right now. Sorry for the long post. I keep saying I am going to post more often so I am not always posting a book. I will work on that, but do thank all of you for being there when I do need help. Sheryl Doolittle Mom to Mitch 18 who is starting college this fall, and 17 CHARGE going off to school this fall (I'm really starting to feel the empty nest thing here) Quote Link to comment Share on other sites More sharing options...
Guest guest Posted July 14, 2004 Report Share Posted July 14, 2004 Sheryl, I wish all the best for . Way to advocate, must have been hard sending her where they didn't seem to want her but I think people just need a " push " sometimes to open their minds up for a minute and actually meet these kids before saying " no " after just reading about them on paper. I think that MEETING them and seeing what they can do makes a big difference. Kennedy sounds like a nightmare on paper and then people meet her and they are shocked.... Good for you Sheryl, Weir Mom to Kennedy 6 yr old with CHARGE, 15, 13 and wife to Graeme. New Brunswick, Canada Weir homepage: http://personal.nbnet.nb.ca/gweir CHARGE SYNDROME CANADA: http://www.chargesyndrome.ca school placements I have been very behind on my CHARGE list reading. I finally got caught up by scanning and skimming over 30 messages in digest format. I would like to welcome the new families to the list and let those who are facing upcoming surgeries know that you are in our thoughts and prayers. As Ann said, we are in the process of changing 's placement to the Iowa School for the deaf (also known as ISD). The IEP team felt ISD was the best placement given the progress had made in her communicaiton/academic program over the last 4 years. ISD, however, felt that was too complex for their school and they were not ready or equipped to accept a child with the complex needs that presents. There were comments made that ISD was not willing to open themselves up to kids like because then families of deaf children might begin to view the school as a school for the MR and not want to send their deaf children there and those are the kids they are there to serve. At the end of the school year, we held another IEP meeting. Prior to the mee ting, ISD was trying to tell me that they did not have to accept her and that the IEP team could not place her there without them being a part of the decision and they would have final say. Iowa does not provide a full continuum of services. 4 years ago when we were looking for appropriate placement we found that there weren't any schools with existing programs that would meet all of 's needs. So, we developed her program and placed her in a school that was willing to take her. 4 years later, there still isn't a school that is set up to meet all of her needs. But, ISD does meet the major components of her program and that is why we decided to place her there. ISD is a state school, they cannot reject the IEP teams decision to place her there. The school did finally recognize that and then tried to reject her in the dorm setting. However, the school is considered a residential school so the dorms are considered a part of the school and they cannot reject her from a portion of the school, such as the dorms. The school still tried to believe they had final decision. Before the meeting, my attorney gave me information about a case in KY that was different but similar to 's situation. In that case, the IEP team felt that the best placement for a child was the State School for the Blind. However, the school didn't feel that they were obligated to take the student due to his other disabilities. The courts decided that since it was a state school and the IEP team felt it was the best placement, the IEP team does have the right to place the student in that school. If the state school does not wish to accept the student, they would have to file due process against the IEP team in order to keep the student from being admitted to the school. This is because the courts decided that the IEP team makes the placement decision and the state school staff does not become a part of the IEP team until after the student has been accepted into the program. So, with that knowledge and a few hours of education about , ISD has decided to give a 90 day trial placement. For transition purposes, she was also given one week of their summer program. To make this as successful as possible, my home district is now being wonderful. They are willing to pay for a 1:1 from 6 a.m. until 11 p.m. so that does not take staff attention away from the other students. My home district is now recognizing how much progress is making and wants to set her up to succeed. We all feel that it is possible for to not need the evening 1:1 person in the near future, but we can always stop that position when the time is right. This way, there shouldn't be a reason for her fail in the classroom or in the dorms. Sunday, I dropped and her 1:1 off at the school for her week there. Tuesday morning, the school called to inform me that is doing wonderful. When I asked if she was doing as they expected or better than they expected, the response was... " much better than we expected! " When we first started to look at this school, I had nothing but wonderful thoughts about it being right for . After the negativity started to show, it became a very difficult decision for me to send to a school that really didn't want her. I have been there before and the end result was not good at all. However, I truly felt that needed the signing environment and that once the staff saw what she was capable of, they would agree that they could make a difference in her life. After only 2 days, I think she is already starting to show them that they are what she needs at this stage of her life and they are the right decision. But, the true test will come this fall. I still have one battle within myself that I struggle with often. is 17 and because of her late proper education, I have fought for the communication/academic program for her. I recognize when everyone says she should be going voc ed so she can transition to adulthood more easily. However, she is making great progress and I hate to stop something that is working now. If she had been properly educated from the start, and she was at the level of learning she is at now, I believe I would have gone voc with her a long time ago. However, since she didn't get an education until 13 and is making this progress, I don't feel I would be doing her justice to move her from the academic program into a voc program. I want to be prepared for her future, but I feel the more she achieves academically, it will make her future more successful. I battle this decision often. I assess her progress all the time and have decided that when she hits a plateau academically will be the time to change to voc. I would like others opinions on this as some of you have been through this and I really need opinions on what is right or wrong here. To prepare for being away from her family, I have packed her summer with camps. She goes to EasterSeals respite weekends 2 times a month along with 3 full weeks over the summer. She also has this one week at ISD. In July, she is only home for 10 days. I hope that this will make the fall transition easier for her as she will be used to being away from us all the time. It has broken my heart to not have her here with me but I can't hold her back for my selfish reasons. It is time to let her go and explore, learn and live life as independently as possible right now. Sorry for the long post. I keep saying I am going to post more often so I am not always posting a book. I will work on that, but do thank all of you for being there when I do need help. Sheryl Doolittle Mom to Mitch 18 who is starting college this fall, and 17 CHARGE going off to school this fall (I'm really starting to feel the empty nest thing here) Quote Link to comment Share on other sites More sharing options...
Guest guest Posted July 14, 2004 Report Share Posted July 14, 2004 Sheryl, It is wonderful to hear from you! I am glad that the program is falling into place for l. You have really worked hard and been through a lot to make positive things happen. I hope that things go beautifully this week and that all is well in the Fall. What you have experienced is too common for children who are deaf with additional needs in my opinion. In California, I posted about Proposed Rules Changes to Admissions to California Schools for the Deaf and the California School for the Blind. So far in California, there has not been a written admissions policy and the new proposed written policy is very discriminatory. I spoke against it in a testimony in Sacramento as did the California Statewide Group of Parents of the Deaf -IMPACT. The revised Proposed regulations will be posted on the CA Department of Education website and then written comments will be accepted. In California, the Schools for the Deaf and the Schools for the Blind have vetoed many requests by districts for placement. It's interesting to read that this is not policy in Iowa. What puzzles me completely is how schools can deny access to students who communicate in sign language. In many cases there are no other viable alternatives. So often the benefits of early and intense language exposure is touted as the way to help deaf students achieve their potential. But when the child has additional needs, so often, all those same comments are thrown out the window as if language access was not important. The attitudes break my heart constantly. As you know, we moved back to California so Kendra could access a signing environment. She has made a lot of progress having access to language all day long. She still has visual processing or cortical vision issues and limb apraxia that make sign acquisition and usage difficult. But without access to signing, she would have no opportunity to gain her language skills. I've noticed that while children who hear often have access to speech therapy, the idea of sign therapy is most often never considered for children who are deaf. Thankfully, Kendra is now receiving sign therapy 3 times a week with a SLP who signs and receives further support from a 1:1 aide who is deaf and ASL fluent. It makes perfect sense to me, to receive these services, but the fights to obtain appropriate services take such a toll. I live for the day when all children and all people will have the respect, education, kindness, supports and friendships that each human thrives with and deserves. Mom to Kendra, 17 CHARGE, , 23 and Camille, 26 Southern California At 09:21 AM 7/14/2004, you wrote: >I have been very behind on my CHARGE list reading. I finally got caught up >by scanning and skimming over 30 messages in digest format. I would like to >welcome the new families to the list and let those who are facing upcoming >surgeries know that you are in our thoughts and prayers. >As Ann said, we are in the process of changing 's placement to the >Iowa School for the deaf (also known as ISD). The IEP team felt ISD was the >best placement given the progress had made in her >communicaiton/academic program over the last 4 years. ISD, however, >felt that was too >complex for their school and they were not ready or equipped to accept a >child >with the complex needs that presents. >There were comments made that ISD was not willing to open themselves up to >kids like because then families of deaf children might begin to view >the school as a school for the MR and not want to send their deaf children >there and those are the kids they are there to serve. >At the end of the school year, we held another IEP meeting. Prior to the mee >ting, ISD was trying to tell me that they did not have to accept her and >that the IEP team could not place her there without them being a part of the >decision and they would have final say. Iowa does not provide a >full continuum >of services. 4 years ago when we were looking for appropriate placement we >found that there weren't any schools with existing programs that would meet >all of 's needs. So, we developed her program and placed her in a >school that was willing to take her. 4 years later, there still isn't a >school >that is set up to meet all of her needs. But, ISD does meet the major >components of her program and that is why we decided to place her >there. ISD is a >state school, they cannot reject the IEP teams decision to place her there. >The school did finally recognize that and then tried to reject her in the >dorm >setting. However, the school is considered a residential school so the >dorms >are considered a part of the school and they cannot reject her from a >portion of the school, such as the dorms. The school still tried to >believe they >had final decision. >Before the meeting, my attorney gave me information about a case in KY that >was different but similar to 's situation. In that case, the >IEP team >felt that the best placement for a child was the State School for the Blind. >However, the school didn't feel that they were obligated to take the >student due to his other disabilities. The courts decided that since it >was a >state school and the IEP team felt it was the best placement, the IEP >team does >have the right to place the student in that school. If the state school >does >not wish to accept the student, they would have to file due process against >the IEP team in order to keep the student from being admitted to the >school. >This is because the courts decided that the IEP team makes the placement >decision and the state school staff does not become a part of the IEP >team until >after the student has been accepted into the program. >So, with that knowledge and a few hours of education about , ISD has >decided to give a 90 day trial placement. For transition purposes, >she was also given one week of their summer program. >To make this as successful as possible, my home district is now being >wonderful. They are willing to pay for a 1:1 from 6 a.m. until 11 p.m. >so that > does not take staff attention away from the other students. My home >district is now recognizing how much progress is making and wants >to set >her up to succeed. We all feel that it is possible for to not need >the evening 1:1 person in the near future, but we can always stop that >position when the time is right. This way, there shouldn't be a reason >for her >fail in the classroom or in the dorms. >Sunday, I dropped and her 1:1 off at the school for her week there. >Tuesday morning, the school called to inform me that is doing >wonderful. When I asked if she was doing as they expected or better than >they >expected, the response was... " much better than we expected! " >When we first started to look at this school, I had nothing but wonderful >thoughts about it being right for . After the negativity started to >show, it became a very difficult decision for me to send to a school >that really didn't want her. I have been there before and the end >result was >not good at all. However, I truly felt that needed the signing >environment and that once the staff saw what she was capable of, >they would agree >that they could make a difference in her life. After only 2 days, I >think she >is already starting to show them that they are what she needs at this stage >of her life and they are the right decision. But, the true test will come >this fall. >I still have one battle within myself that I struggle with often. >is 17 and because of her late proper education, I have fought for the >communication/academic program for her. I recognize when everyone says >she should be >going voc ed so she can transition to adulthood more easily. However, she >is making great progress and I hate to stop something that is working >now. If >she had been properly educated from the start, and she was at the level of >learning she is at now, I believe I would have gone voc with her a long time >ago. However, since she didn't get an education until 13 and is making this >progress, I don't feel I would be doing her justice to move her from the >academic program into a voc program. I want to be prepared for her >future, but I feel the more she achieves academically, it will make her >future more >successful. I battle this decision often. I assess her progress all the >time and have decided that when she hits a plateau academically will be the >time to change to voc. I would like others opinions on this as some of >you have >been through this and I really need opinions on what is right or wrong here. > >To prepare for being away from her family, I have packed her summer >with camps. She goes to EasterSeals respite weekends 2 times a month along >with 3 full weeks over the summer. She also has this one week at ISD. In >July, she is only home for 10 days. I hope that this will make the fall >transition easier for her as she will be used to being away from us all >the time. >It has broken my heart to not have her here with me but I can't hold her >back >for my selfish reasons. It is time to let her go and explore, learn and >live >life as independently as possible right now. > >Sorry for the long post. I keep saying I am going to post more often so I >am not always posting a book. I will work on that, but do thank all of you >for being there when I do need help. >Sheryl Doolittle >Mom to Mitch 18 who is starting college this fall, and 17 CHARGE >going off to school this fall (I'm really starting to feel the empty nest >thing >here) Quote Link to comment Share on other sites More sharing options...
Guest guest Posted July 14, 2004 Report Share Posted July 14, 2004 Sheryl, It is wonderful to hear from you! I am glad that the program is falling into place for l. You have really worked hard and been through a lot to make positive things happen. I hope that things go beautifully this week and that all is well in the Fall. What you have experienced is too common for children who are deaf with additional needs in my opinion. In California, I posted about Proposed Rules Changes to Admissions to California Schools for the Deaf and the California School for the Blind. So far in California, there has not been a written admissions policy and the new proposed written policy is very discriminatory. I spoke against it in a testimony in Sacramento as did the California Statewide Group of Parents of the Deaf -IMPACT. The revised Proposed regulations will be posted on the CA Department of Education website and then written comments will be accepted. In California, the Schools for the Deaf and the Schools for the Blind have vetoed many requests by districts for placement. It's interesting to read that this is not policy in Iowa. What puzzles me completely is how schools can deny access to students who communicate in sign language. In many cases there are no other viable alternatives. So often the benefits of early and intense language exposure is touted as the way to help deaf students achieve their potential. But when the child has additional needs, so often, all those same comments are thrown out the window as if language access was not important. The attitudes break my heart constantly. As you know, we moved back to California so Kendra could access a signing environment. She has made a lot of progress having access to language all day long. She still has visual processing or cortical vision issues and limb apraxia that make sign acquisition and usage difficult. But without access to signing, she would have no opportunity to gain her language skills. I've noticed that while children who hear often have access to speech therapy, the idea of sign therapy is most often never considered for children who are deaf. Thankfully, Kendra is now receiving sign therapy 3 times a week with a SLP who signs and receives further support from a 1:1 aide who is deaf and ASL fluent. It makes perfect sense to me, to receive these services, but the fights to obtain appropriate services take such a toll. I live for the day when all children and all people will have the respect, education, kindness, supports and friendships that each human thrives with and deserves. Mom to Kendra, 17 CHARGE, , 23 and Camille, 26 Southern California At 09:21 AM 7/14/2004, you wrote: >I have been very behind on my CHARGE list reading. I finally got caught up >by scanning and skimming over 30 messages in digest format. I would like to >welcome the new families to the list and let those who are facing upcoming >surgeries know that you are in our thoughts and prayers. >As Ann said, we are in the process of changing 's placement to the >Iowa School for the deaf (also known as ISD). The IEP team felt ISD was the >best placement given the progress had made in her >communicaiton/academic program over the last 4 years. ISD, however, >felt that was too >complex for their school and they were not ready or equipped to accept a >child >with the complex needs that presents. >There were comments made that ISD was not willing to open themselves up to >kids like because then families of deaf children might begin to view >the school as a school for the MR and not want to send their deaf children >there and those are the kids they are there to serve. >At the end of the school year, we held another IEP meeting. Prior to the mee >ting, ISD was trying to tell me that they did not have to accept her and >that the IEP team could not place her there without them being a part of the >decision and they would have final say. Iowa does not provide a >full continuum >of services. 4 years ago when we were looking for appropriate placement we >found that there weren't any schools with existing programs that would meet >all of 's needs. So, we developed her program and placed her in a >school that was willing to take her. 4 years later, there still isn't a >school >that is set up to meet all of her needs. But, ISD does meet the major >components of her program and that is why we decided to place her >there. ISD is a >state school, they cannot reject the IEP teams decision to place her there. >The school did finally recognize that and then tried to reject her in the >dorm >setting. However, the school is considered a residential school so the >dorms >are considered a part of the school and they cannot reject her from a >portion of the school, such as the dorms. The school still tried to >believe they >had final decision. >Before the meeting, my attorney gave me information about a case in KY that >was different but similar to 's situation. In that case, the >IEP team >felt that the best placement for a child was the State School for the Blind. >However, the school didn't feel that they were obligated to take the >student due to his other disabilities. The courts decided that since it >was a >state school and the IEP team felt it was the best placement, the IEP >team does >have the right to place the student in that school. If the state school >does >not wish to accept the student, they would have to file due process against >the IEP team in order to keep the student from being admitted to the >school. >This is because the courts decided that the IEP team makes the placement >decision and the state school staff does not become a part of the IEP >team until >after the student has been accepted into the program. >So, with that knowledge and a few hours of education about , ISD has >decided to give a 90 day trial placement. For transition purposes, >she was also given one week of their summer program. >To make this as successful as possible, my home district is now being >wonderful. They are willing to pay for a 1:1 from 6 a.m. until 11 p.m. >so that > does not take staff attention away from the other students. My home >district is now recognizing how much progress is making and wants >to set >her up to succeed. We all feel that it is possible for to not need >the evening 1:1 person in the near future, but we can always stop that >position when the time is right. This way, there shouldn't be a reason >for her >fail in the classroom or in the dorms. >Sunday, I dropped and her 1:1 off at the school for her week there. >Tuesday morning, the school called to inform me that is doing >wonderful. When I asked if she was doing as they expected or better than >they >expected, the response was... " much better than we expected! " >When we first started to look at this school, I had nothing but wonderful >thoughts about it being right for . After the negativity started to >show, it became a very difficult decision for me to send to a school >that really didn't want her. I have been there before and the end >result was >not good at all. However, I truly felt that needed the signing >environment and that once the staff saw what she was capable of, >they would agree >that they could make a difference in her life. After only 2 days, I >think she >is already starting to show them that they are what she needs at this stage >of her life and they are the right decision. But, the true test will come >this fall. >I still have one battle within myself that I struggle with often. >is 17 and because of her late proper education, I have fought for the >communication/academic program for her. I recognize when everyone says >she should be >going voc ed so she can transition to adulthood more easily. However, she >is making great progress and I hate to stop something that is working >now. If >she had been properly educated from the start, and she was at the level of >learning she is at now, I believe I would have gone voc with her a long time >ago. However, since she didn't get an education until 13 and is making this >progress, I don't feel I would be doing her justice to move her from the >academic program into a voc program. I want to be prepared for her >future, but I feel the more she achieves academically, it will make her >future more >successful. I battle this decision often. I assess her progress all the >time and have decided that when she hits a plateau academically will be the >time to change to voc. I would like others opinions on this as some of >you have >been through this and I really need opinions on what is right or wrong here. > >To prepare for being away from her family, I have packed her summer >with camps. She goes to EasterSeals respite weekends 2 times a month along >with 3 full weeks over the summer. She also has this one week at ISD. In >July, she is only home for 10 days. I hope that this will make the fall >transition easier for her as she will be used to being away from us all >the time. >It has broken my heart to not have her here with me but I can't hold her >back >for my selfish reasons. It is time to let her go and explore, learn and >live >life as independently as possible right now. > >Sorry for the long post. I keep saying I am going to post more often so I >am not always posting a book. I will work on that, but do thank all of you >for being there when I do need help. >Sheryl Doolittle >Mom to Mitch 18 who is starting college this fall, and 17 CHARGE >going off to school this fall (I'm really starting to feel the empty nest >thing >here) Quote Link to comment Share on other sites More sharing options...
Guest guest Posted July 14, 2004 Report Share Posted July 14, 2004 Sheryl, It is wonderful to hear from you! I am glad that the program is falling into place for l. You have really worked hard and been through a lot to make positive things happen. I hope that things go beautifully this week and that all is well in the Fall. What you have experienced is too common for children who are deaf with additional needs in my opinion. In California, I posted about Proposed Rules Changes to Admissions to California Schools for the Deaf and the California School for the Blind. So far in California, there has not been a written admissions policy and the new proposed written policy is very discriminatory. I spoke against it in a testimony in Sacramento as did the California Statewide Group of Parents of the Deaf -IMPACT. The revised Proposed regulations will be posted on the CA Department of Education website and then written comments will be accepted. In California, the Schools for the Deaf and the Schools for the Blind have vetoed many requests by districts for placement. It's interesting to read that this is not policy in Iowa. What puzzles me completely is how schools can deny access to students who communicate in sign language. In many cases there are no other viable alternatives. So often the benefits of early and intense language exposure is touted as the way to help deaf students achieve their potential. But when the child has additional needs, so often, all those same comments are thrown out the window as if language access was not important. The attitudes break my heart constantly. As you know, we moved back to California so Kendra could access a signing environment. She has made a lot of progress having access to language all day long. She still has visual processing or cortical vision issues and limb apraxia that make sign acquisition and usage difficult. But without access to signing, she would have no opportunity to gain her language skills. I've noticed that while children who hear often have access to speech therapy, the idea of sign therapy is most often never considered for children who are deaf. Thankfully, Kendra is now receiving sign therapy 3 times a week with a SLP who signs and receives further support from a 1:1 aide who is deaf and ASL fluent. It makes perfect sense to me, to receive these services, but the fights to obtain appropriate services take such a toll. I live for the day when all children and all people will have the respect, education, kindness, supports and friendships that each human thrives with and deserves. Mom to Kendra, 17 CHARGE, , 23 and Camille, 26 Southern California At 09:21 AM 7/14/2004, you wrote: >I have been very behind on my CHARGE list reading. I finally got caught up >by scanning and skimming over 30 messages in digest format. I would like to >welcome the new families to the list and let those who are facing upcoming >surgeries know that you are in our thoughts and prayers. >As Ann said, we are in the process of changing 's placement to the >Iowa School for the deaf (also known as ISD). The IEP team felt ISD was the >best placement given the progress had made in her >communicaiton/academic program over the last 4 years. ISD, however, >felt that was too >complex for their school and they were not ready or equipped to accept a >child >with the complex needs that presents. >There were comments made that ISD was not willing to open themselves up to >kids like because then families of deaf children might begin to view >the school as a school for the MR and not want to send their deaf children >there and those are the kids they are there to serve. >At the end of the school year, we held another IEP meeting. Prior to the mee >ting, ISD was trying to tell me that they did not have to accept her and >that the IEP team could not place her there without them being a part of the >decision and they would have final say. Iowa does not provide a >full continuum >of services. 4 years ago when we were looking for appropriate placement we >found that there weren't any schools with existing programs that would meet >all of 's needs. So, we developed her program and placed her in a >school that was willing to take her. 4 years later, there still isn't a >school >that is set up to meet all of her needs. But, ISD does meet the major >components of her program and that is why we decided to place her >there. ISD is a >state school, they cannot reject the IEP teams decision to place her there. >The school did finally recognize that and then tried to reject her in the >dorm >setting. However, the school is considered a residential school so the >dorms >are considered a part of the school and they cannot reject her from a >portion of the school, such as the dorms. The school still tried to >believe they >had final decision. >Before the meeting, my attorney gave me information about a case in KY that >was different but similar to 's situation. In that case, the >IEP team >felt that the best placement for a child was the State School for the Blind. >However, the school didn't feel that they were obligated to take the >student due to his other disabilities. The courts decided that since it >was a >state school and the IEP team felt it was the best placement, the IEP >team does >have the right to place the student in that school. If the state school >does >not wish to accept the student, they would have to file due process against >the IEP team in order to keep the student from being admitted to the >school. >This is because the courts decided that the IEP team makes the placement >decision and the state school staff does not become a part of the IEP >team until >after the student has been accepted into the program. >So, with that knowledge and a few hours of education about , ISD has >decided to give a 90 day trial placement. For transition purposes, >she was also given one week of their summer program. >To make this as successful as possible, my home district is now being >wonderful. They are willing to pay for a 1:1 from 6 a.m. until 11 p.m. >so that > does not take staff attention away from the other students. My home >district is now recognizing how much progress is making and wants >to set >her up to succeed. We all feel that it is possible for to not need >the evening 1:1 person in the near future, but we can always stop that >position when the time is right. This way, there shouldn't be a reason >for her >fail in the classroom or in the dorms. >Sunday, I dropped and her 1:1 off at the school for her week there. >Tuesday morning, the school called to inform me that is doing >wonderful. When I asked if she was doing as they expected or better than >they >expected, the response was... " much better than we expected! " >When we first started to look at this school, I had nothing but wonderful >thoughts about it being right for . After the negativity started to >show, it became a very difficult decision for me to send to a school >that really didn't want her. I have been there before and the end >result was >not good at all. However, I truly felt that needed the signing >environment and that once the staff saw what she was capable of, >they would agree >that they could make a difference in her life. After only 2 days, I >think she >is already starting to show them that they are what she needs at this stage >of her life and they are the right decision. But, the true test will come >this fall. >I still have one battle within myself that I struggle with often. >is 17 and because of her late proper education, I have fought for the >communication/academic program for her. I recognize when everyone says >she should be >going voc ed so she can transition to adulthood more easily. However, she >is making great progress and I hate to stop something that is working >now. If >she had been properly educated from the start, and she was at the level of >learning she is at now, I believe I would have gone voc with her a long time >ago. However, since she didn't get an education until 13 and is making this >progress, I don't feel I would be doing her justice to move her from the >academic program into a voc program. I want to be prepared for her >future, but I feel the more she achieves academically, it will make her >future more >successful. I battle this decision often. I assess her progress all the >time and have decided that when she hits a plateau academically will be the >time to change to voc. I would like others opinions on this as some of >you have >been through this and I really need opinions on what is right or wrong here. > >To prepare for being away from her family, I have packed her summer >with camps. She goes to EasterSeals respite weekends 2 times a month along >with 3 full weeks over the summer. She also has this one week at ISD. In >July, she is only home for 10 days. I hope that this will make the fall >transition easier for her as she will be used to being away from us all >the time. >It has broken my heart to not have her here with me but I can't hold her >back >for my selfish reasons. It is time to let her go and explore, learn and >live >life as independently as possible right now. > >Sorry for the long post. I keep saying I am going to post more often so I >am not always posting a book. I will work on that, but do thank all of you >for being there when I do need help. >Sheryl Doolittle >Mom to Mitch 18 who is starting college this fall, and 17 CHARGE >going off to school this fall (I'm really starting to feel the empty nest >thing >here) Quote Link to comment Share on other sites More sharing options...
Guest guest Posted July 14, 2004 Report Share Posted July 14, 2004 >>I live for the day when all children and all people will have the respect, education, kindness, supports and friendships that each human thrives with and deserves. Mom to Kendra, 17 CHARGE, , 23 and Camille, 26 Southern California WOW, well said! (That is a great fridge pin-up for us all to live by). It is soooo great to hear this update on . Please Sheryl, consider formally writing down the " journey " . You could be such a " teacher " for other parents who may journey down the same road. And LOTS of videotape in the next few years, for us all to share one day at one of the conferences?? As to your query, there is a life time of learning ahead. I don't believe in " age-ism " and " time-ism " . What you feel is the best fit is right, as long as is learning and making progress. Just keep a tab on frustration levels, and that decision making and problem solving are skills that are also encouraged, especially with 1:1. These are the true " life skills " . While your " nesting " (and have that lull of empty space), relax, but also get the strength to prepare yourself for the next long journey. Create in your mind what fits for your family and in terms of adult life; and then find the support to make it happen!! Ann Gloyn Specialist Teacher Canada Quote Link to comment Share on other sites More sharing options...
Guest guest Posted July 14, 2004 Report Share Posted July 14, 2004 >>I live for the day when all children and all people will have the respect, education, kindness, supports and friendships that each human thrives with and deserves. Mom to Kendra, 17 CHARGE, , 23 and Camille, 26 Southern California WOW, well said! (That is a great fridge pin-up for us all to live by). It is soooo great to hear this update on . Please Sheryl, consider formally writing down the " journey " . You could be such a " teacher " for other parents who may journey down the same road. And LOTS of videotape in the next few years, for us all to share one day at one of the conferences?? As to your query, there is a life time of learning ahead. I don't believe in " age-ism " and " time-ism " . What you feel is the best fit is right, as long as is learning and making progress. Just keep a tab on frustration levels, and that decision making and problem solving are skills that are also encouraged, especially with 1:1. These are the true " life skills " . While your " nesting " (and have that lull of empty space), relax, but also get the strength to prepare yourself for the next long journey. Create in your mind what fits for your family and in terms of adult life; and then find the support to make it happen!! Ann Gloyn Specialist Teacher Canada Quote Link to comment Share on other sites More sharing options...
Guest guest Posted July 14, 2004 Report Share Posted July 14, 2004 >>I live for the day when all children and all people will have the respect, education, kindness, supports and friendships that each human thrives with and deserves. Mom to Kendra, 17 CHARGE, , 23 and Camille, 26 Southern California WOW, well said! (That is a great fridge pin-up for us all to live by). It is soooo great to hear this update on . Please Sheryl, consider formally writing down the " journey " . You could be such a " teacher " for other parents who may journey down the same road. And LOTS of videotape in the next few years, for us all to share one day at one of the conferences?? As to your query, there is a life time of learning ahead. I don't believe in " age-ism " and " time-ism " . What you feel is the best fit is right, as long as is learning and making progress. Just keep a tab on frustration levels, and that decision making and problem solving are skills that are also encouraged, especially with 1:1. These are the true " life skills " . While your " nesting " (and have that lull of empty space), relax, but also get the strength to prepare yourself for the next long journey. Create in your mind what fits for your family and in terms of adult life; and then find the support to make it happen!! Ann Gloyn Specialist Teacher Canada Quote Link to comment Share on other sites More sharing options...
Guest guest Posted July 15, 2004 Report Share Posted July 15, 2004 Sheryl- Sounds like you have done a fabulous job of working with the ISD folks and being persistent in getting them to realize that they are the ones who can make a difference for . None of us want our child to be with someone who is with them reluctantly or with antagonism. However, if we can take an initial negative reaction and convert it to a positive attitude, then everyone wins. Sounds to me like you are on your way there. Regarding academic v. voc-- I haven't been there yet -- Aubrie's only 6. But from what you've said and after seeing at the conference, I would stay on the academic path for now too. Isn't vocational training something she can get as an adult any time? It will be much easier to find that later than to go back and add academics later. And won't the voc be more successful whenever you get there with a strong academic foundation behind it? We all struggle and second-guess ourselves, but continue to trust your instincts. You are doing a beautiful job with a very difficult situation. Hugs- Michele W Aubrie's mom Quote Link to comment Share on other sites More sharing options...
Guest guest Posted July 15, 2004 Report Share Posted July 15, 2004 Sheryl- Sounds like you have done a fabulous job of working with the ISD folks and being persistent in getting them to realize that they are the ones who can make a difference for . None of us want our child to be with someone who is with them reluctantly or with antagonism. However, if we can take an initial negative reaction and convert it to a positive attitude, then everyone wins. Sounds to me like you are on your way there. Regarding academic v. voc-- I haven't been there yet -- Aubrie's only 6. But from what you've said and after seeing at the conference, I would stay on the academic path for now too. Isn't vocational training something she can get as an adult any time? It will be much easier to find that later than to go back and add academics later. And won't the voc be more successful whenever you get there with a strong academic foundation behind it? We all struggle and second-guess ourselves, but continue to trust your instincts. You are doing a beautiful job with a very difficult situation. Hugs- Michele W Aubrie's mom Quote Link to comment Share on other sites More sharing options...
Guest guest Posted July 15, 2004 Report Share Posted July 15, 2004 Thank you . You have helped me over the years also. Sheryl Mom to Mitch 18 & 17 CHARGE Quote Link to comment Share on other sites More sharing options...
Guest guest Posted July 15, 2004 Report Share Posted July 15, 2004 Thank you . You have helped me over the years also. Sheryl Mom to Mitch 18 & 17 CHARGE Quote Link to comment Share on other sites More sharing options...
Guest guest Posted July 15, 2004 Report Share Posted July 15, 2004 Thank you . You have helped me over the years also. Sheryl Mom to Mitch 18 & 17 CHARGE Quote Link to comment Share on other sites More sharing options...
Guest guest Posted July 15, 2004 Report Share Posted July 15, 2004 , looks horrible on paper also. I know that when I present her to someone, I probably paint an unpleasant picture. I know my daughter well and I know she is not an angle. Alot of times I describe her as evil but precious. I don't paint a bad picture on purpose but I also try to describe the entire , not just her good side. I am fortunate right now that her good side shows more often than her bad side. I couldn't say that 3 or 4 years ago. Sheryl Mom to Mitch 18 & 17 CHARGE >I think that MEETING them and seeing what they can do makes a big difference. > Kennedy sounds like a nightmare on paper and then people meet her and they > are shocked.... > Good for you Sheryl, > Weir > Mom to Kennedy 6 yr old with CHARGE, 15, 13 and wife to Graeme. > New Brunswick, Canada > Weir homepage: http://personal.nbnet.nb.ca/gweir > CHARGE SYNDROME CANADA: http://www.chargesyndrome.ca Quote Link to comment Share on other sites More sharing options...
Guest guest Posted July 15, 2004 Report Share Posted July 15, 2004 , looks horrible on paper also. I know that when I present her to someone, I probably paint an unpleasant picture. I know my daughter well and I know she is not an angle. Alot of times I describe her as evil but precious. I don't paint a bad picture on purpose but I also try to describe the entire , not just her good side. I am fortunate right now that her good side shows more often than her bad side. I couldn't say that 3 or 4 years ago. Sheryl Mom to Mitch 18 & 17 CHARGE >I think that MEETING them and seeing what they can do makes a big difference. > Kennedy sounds like a nightmare on paper and then people meet her and they > are shocked.... > Good for you Sheryl, > Weir > Mom to Kennedy 6 yr old with CHARGE, 15, 13 and wife to Graeme. > New Brunswick, Canada > Weir homepage: http://personal.nbnet.nb.ca/gweir > CHARGE SYNDROME CANADA: http://www.chargesyndrome.ca Quote Link to comment Share on other sites More sharing options...
Guest guest Posted July 15, 2004 Report Share Posted July 15, 2004 , looks horrible on paper also. I know that when I present her to someone, I probably paint an unpleasant picture. I know my daughter well and I know she is not an angle. Alot of times I describe her as evil but precious. I don't paint a bad picture on purpose but I also try to describe the entire , not just her good side. I am fortunate right now that her good side shows more often than her bad side. I couldn't say that 3 or 4 years ago. Sheryl Mom to Mitch 18 & 17 CHARGE >I think that MEETING them and seeing what they can do makes a big difference. > Kennedy sounds like a nightmare on paper and then people meet her and they > are shocked.... > Good for you Sheryl, > Weir > Mom to Kennedy 6 yr old with CHARGE, 15, 13 and wife to Graeme. > New Brunswick, Canada > Weir homepage: http://personal.nbnet.nb.ca/gweir > CHARGE SYNDROME CANADA: http://www.chargesyndrome.ca Quote Link to comment Share on other sites More sharing options...
Guest guest Posted July 15, 2004 Report Share Posted July 15, 2004 , That's wonderful to hear the Kendra gets Sign Therapy. hasn't gotten SLP services in ages. One excuse I heard was that she didn't qualify because she didn't talk so what was point. She has gotten private SLP services for 4 years now and it just gives an additional boost to what she does in class. That goes along with your comment about denying students who communicate in sign but have other disabilities. I think that because of her other disabilites is why her education became so difficult. So many of the educators couldn't see past those to see the child as a whole and focus on language, communication and learning. How can a person learn without communication and how do you communicate without language? It has amazed me how many I have come across over the years that have still not gotten that concept. It is fortunate that we did find one that did and has helped show that she has the ability to learn. It just took some time to get the language in a method she could understand so that she could communicate. I am not sure what our specific admissions policies for our State Schoos for the Deaf or Blind are. I don't know if we have specific written policies. However, I believe there is a fair amount of discrimination going on in Iowa based on comments made in my meetings with our School for the Deaf. When I would say that they couldn't deny her access based on her other disabilities, I was told that they could and in the past they have denied many other children that did not meet their admissions policy and overall vision of the school. Wow, were those hard comments to swallow. If a child needs a signing environment to learn, deaf or not, they shouldn't be denied the access to that education. I believe that if the papers on CHARGE 17 years ago did not state that the R stood for mental retardation, it is highly possible that more emphasis by educators and those in the medical field might not have tried to " predetermine 's destiny " . That " R " has been problematic from the beginning and it really stands out in professionals minds. I love your closing comment. That is very well said. I live for the same day! Sheryl Mom to Mitch 18 & 17 CHARGE > Sheryl, > > It is wonderful to hear from you! I am glad that the program is falling > into place for l. You have really worked hard and been through a > lot to make positive things happen. I hope that things go beautifully this > week and that all is well in the Fall. > > What you have experienced is too common for children who are deaf with > additional needs in my opinion. In California, I posted about Proposed > Rules Changes to Admissions to California Schools for the Deaf and the > California School for the Blind. So far in California, there has not been > a written admissions policy and the new proposed written policy is very > discriminatory. I spoke against it in a testimony in Sacramento as did the > California Statewide Group of Parents of the Deaf -IMPACT. The revised > Proposed regulations will be posted on the CA Department of Education > website and then written comments will be accepted. In California, the > Schools for the Deaf and the Schools for the Blind have vetoed many > requests by districts for placement. It's interesting to read that this is > not policy in Iowa. > > What puzzles me completely is how schools can deny access to students who > communicate in sign language. In many cases there are no other viable > alternatives. So often the benefits of early and intense language exposure > is touted as the way to help deaf students achieve their potential. But > when the child has additional needs, so often, all those same comments are > thrown out the window as if language access was not important. > > The attitudes break my heart constantly. As you know, we moved back to > California so Kendra could access a signing environment. She has made a > lot of progress having access to language all day long. She still has > visual processing or cortical vision issues and limb apraxia that make sign > acquisition and usage difficult. But without access to signing, she would > have no opportunity to gain her language skills. I've noticed that while > children who hear often have access to speech therapy, the idea of sign > therapy is most often never considered for children who are > deaf. Thankfully, Kendra is now receiving sign therapy 3 times a week with > a SLP who signs and receives further support from a 1:1 aide who is deaf > and ASL fluent. It makes perfect sense to me, to receive these services, > but the fights to obtain appropriate services take such a toll. > > I live for the day when all children and all people will have the respect, > education, kindness, supports and friendships that each human thrives with > and deserves. > > > Mom to Kendra, 17 CHARGE, , 23 and Camille, 26 > Southern California Quote Link to comment Share on other sites More sharing options...
Guest guest Posted July 15, 2004 Report Share Posted July 15, 2004 Ann, Thank you for the support on the decision for continuing the track that we have on. I also do not agree in " age-ism " and " time- ism " . It just so hard to get those who do believe in it to see why I have chosen the path that I have. I have made many mistakes in 's life as well as my own. I am not perfect. I can not change the past, but I have learned from it and am trying my best to give the most oppertunities today and in her future. Funny you mentioned writing down the " journey " again. I remember you asking me if I had considered it when we met at the conference. I was asked that by someone else just this week. My question to you is....are you ready to help? Thanks for your continuing advice and support! Sheryl Mom to Mitch 18 & 17 CHARGE > >>I live for the day when all children and all people will have the > respect, education, kindness, supports and friendships that each human > thrives with and deserves. > > > Mom to Kendra, 17 CHARGE, , 23 and Camille, 26 > Southern California > > WOW, well said! (That is a great fridge pin-up for us all to live by). > It is soooo great to hear this update on . Please Sheryl, > consider formally writing down the " journey " . You could be such a > " teacher " for other parents who may journey down the same road. And > LOTS of videotape in the next few years, for us all to share one day > at one of the conferences?? > As to your query, there is a life time of learning ahead. I don't > believe in " age-ism " and " time-ism " . What you feel is the best fit is > right, as long as is learning and making progress. Just keep a > tab on frustration levels, and that decision making and problem > solving are skills that are also encouraged, especially with 1:1. > These are the true " life skills " . > While your " nesting " (and have that lull of empty space), relax, but > also get the strength to prepare yourself for the next long journey. > Create in your mind what fits for your family and in terms of > adult life; and then find the support to make it happen!! > Ann Gloyn > Specialist Teacher > Canada Quote Link to comment Share on other sites More sharing options...
Guest guest Posted July 15, 2004 Report Share Posted July 15, 2004 I would stay on the academic path for now too. Isn't > vocational training something she can get as an adult any time? It will > be much easier to find that later than to go back and add academics > later. And won't the voc be more successful whenever you get there with > a strong academic foundation behind it? Michele, I sure thank you for your comment here. I have said the very same thing at many meetings when educators bring up the change to a voc program. I know there are more options vocationally when her schooling is finished so I want to maximize the academics now. I have lived by this thought...What should have achieved by age 18, she will now achieve by age 36. Might take a little longer, but might not. One thing I do know is she will achieve what she can. This spring I met a teacher that gave me some valuable information. I had always been told that would not be eligible for public education once she turns 21 (here in Iowa). That means in the spring of 2008 she would be finished. However, because will not turn 22 until after the first day of school in the fall, she is entitled to go that year also. That means she will not graduate until 2009. Our home district was not pleased to hear that. She also advised me that in certain circumstances, before she turns 21, the courts can be petitioned to grant her public education until she is 25 or 26, don't remember the exact age. I asked my attorney about this and he did confirm the additional year until she was 22 and he said that he has heard of the courts granting additional public education beyond the age of 21. So it is something I will remember to do when the time comes. doesn't have many years left in school, but it looks like we might gain a few and every day in school is a learning experience for her. Shortly after started to make progress in her 1:1 program, the administrators of the SpEd department did a presentation to the school board about the importance of getting children the services they need when they are younger and how they will end up costing less to educate when they are older. It was unfortunate that was the example of trying to save money early on and how expensive she is to educate now. I don't know if it helped any, but at least it was recognized as a problem in the district. Sheryl Mom to Mitch 18 & 17 CHARGE Quote Link to comment Share on other sites More sharing options...
Guest guest Posted July 16, 2004 Report Share Posted July 16, 2004 Sheryl- It really s**** that was the example of bad situation, but if there was a video or some other documentation, you need to save it. That may be very helpful later when trying to petition the court to extend her educational years. You are absolutely doing the right thing. You always have. Keep with it. She will surprise everyone and be a good example of how things can work. Michele W Quote Link to comment Share on other sites More sharing options...
Guest guest Posted July 16, 2004 Report Share Posted July 16, 2004 Sheryl: It is so true that the earlier the intervention/education, the less it later costs. There was a woman at the Indiana School for the Deaf who lives by the motto: " It is better to raise a child, than to fix an adult. " This applies to our children in education aspects even more than the " normal " population. Friends in CHARGE, Marilyn Ogan Mom of Ken (14 yrs., ADD) and (11 yrs., CHARGE+) Wife of Rick oganm@... oganr@... Re: school placements Shortly after started to make progress in her 1:1 program, the administrators of the SpEd department did a presentation to the school board about the importance of getting children the services they need when they are younger and how they will end up costing less to educate when they are older. It was unfortunate that was the example of trying to save money early on and how expensive she is to educate now. I don't know if it helped any, but at least it was recognized as a problem in the district. Sheryl Mom to Mitch 18 & 17 CHARGE Quote Link to comment Share on other sites More sharing options...
Guest guest Posted July 16, 2004 Report Share Posted July 16, 2004 > " It is better to raise a child, than to fix an adult. " Marilyn, That motto is so true! Sheryl mom to Mitch 18 & 17 CHARGE Quote Link to comment Share on other sites More sharing options...
Guest guest Posted July 19, 2004 Report Share Posted July 19, 2004 >>>My question to you is....are you ready to help? English professor I'm not, JESSICA supporter, yes. Ann Gloyn Canada Quote Link to comment Share on other sites More sharing options...
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