Re: Timeline for Special Ed evaluations ( I am being ignored)

[Guest guest]

Hi I am going through alot of the same issues. I would advise you to

request a copy of the Handbook on Parent's Rights, and try to find

out if your State Department of Public Instruction has a Policies or

Procedures Manual for special education. That book will tell you

alot about what your state " must " provide. (IE not what your county

says it " will " or " can " provide - which has nothing to do with it

really). I found one for NC on line but it took me almost two months

because I didnt know what it was called.

Finally, you can request that your local school provide you with

written rules, procedures, guidelines for each aspect of the program

(ie, occuapational therapy, speech therapy, transportation, extended

school year, preschool, etc.) Amazingly, when I asked my LEA for

these she said she had " never " seen them and did not know that there

were any because she just did what " they " told her. Hrmpf. How can

she do her job that way. Inexcusable. This was yesterday so I

haven't gotten them yet or heard back from her as to whether they

even have them written down.

In NC, I have been unable to find a timeline for the actual

evaluations BUT there are rules regarding how long they have to do

the Eligibility Determination and IEP meeting ( " placement " ) - the

Evaluations have to be done before that can happen so there is an

implied deadline for evaluations.

I just filed for a due process hearing on similar issues here. I did

not know that our state limited these requests to 60 days from the

date of an IEP meeting - but barely found out in time from my own

research.

Also, in NC, they have to provide you with assistance finding low or

no cost legal services upon written request. That will help alot if

you get it in time. I didn't know until it was too late to help me

file my hearing request but I might be able to get one now.

Good luck. Also, make your requests in writing and if you can, send

return receipt requested so you can prove the date and receipt by the

school.

Amy in NC

>

> Approximately 6 months ago I turned in a request for special ed

evaluation for my son. I sent

> a copy to the director of special ed at my school district and the

principal at the local school.

> After calling them weekly for 3 months I received a call and went

in to fill out some exchange

> of information notes and briefly talk a school nurse. She asked me

some basic questions

> about my son and his therapy background. I have not heard anything

in 3 months now and I

> know for a fact that they have not contacted any of the people they

asked for exchange of

> information forms for. The district has already told me that they

do not have the staff they

> need to do evaluations and are not able to find anybody to hire.

They told me they are 6

> months behind in referrals. With the end of the school year coming

I am afraid he will not be

> evaluated this year.

>

>

> Short of suing them, what can I do to get him the evaluation he

needs?

>

> Charity, mom of Eligh who has graduated from more therapies at 3

than any child should

> ever go to.

>

[Guest guest]

The timeline does not start until you give your consent to evaluate.

Sending a letter requesting an eval is not enough unless you state in

your letter that you are giving your consent to evaluate. Usually

the school districts have a form you sign for consent. Have you

signed any consent forms? If not, do it today and keep a copy. If

they do not evaluate within 60 days of your consent (in PA it is 60

school days, so check your state regs), you can file a complaint with

the state.

>

> Approximately 6 months ago I turned in a request for special ed

evaluation for my son. I sent

> a copy to the director of special ed at my school district and the

principal at the local school.

> After calling them weekly for 3 months I received a call and went

in to fill out some exchange

> of information notes and briefly talk a school nurse. She asked me

some basic questions

> about my son and his therapy background. I have not heard anything

in 3 months now and I

> know for a fact that they have not contacted any of the people they

asked for exchange of

> information forms for. The district has already told me that they

do not have the staff they

> need to do evaluations and are not able to find anybody to hire.

They told me they are 6

> months behind in referrals. With the end of the school year coming

I am afraid he will not be

> evaluated this year.

>

>

> Short of suing them, what can I do to get him the evaluation he

needs?

>

> Charity, mom of Eligh who has graduated from more therapies at 3

than any child should

> ever go to.

>

[Guest guest]

I would call safeguard and procedures for your state department of education and

tell them what is going on. They can advise you. Also get an advocate who is

in your area and can advise you as well. Your school district is out of

compliance. There is a timeline and if you have been writing your school and

keeping a copy for your records you can use that to file a complaint.

Good Luck,

Lorraine

-------------- Original message --------------

From: " collierfamily3 " <Luvyababs@...>

Approximately 6 months ago I turned in a request for special ed evaluation for

my son. I sent

a copy to the director of special ed at my school district and the principal at

the local school.

After calling them weekly for 3 months I received a call and went in to fill out

some exchange

of information notes and briefly talk a school nurse. She asked me some basic

questions

about my son and his therapy background. I have not heard anything in 3 months

now and I

know for a fact that they have not contacted any of the people they asked for

exchange of

information forms for. The district has already told me that they do not have

the staff they

need to do evaluations and are not able to find anybody to hire. They told me

they are 6

months behind in referrals. With the end of the school year coming I am afraid

he will not be

evaluated this year.

Short of suing them, what can I do to get him the evaluation he needs?

Charity, mom of Eligh who has graduated from more therapies at 3 than any child

should

ever go to.

[Guest guest]

I'd contact your state's department of special education, turn in

copies of your notes that include dates/times, turn in copies of all

the documents you've completed and file a formal complaint. While it

stinks for the school, the fact of the matter is that federal law

does not give them an option of not providing services just because

they lack staff or services. At this point I don't think you'll get

your child evaluated if you don't file a complaint.

Kris

On May 15, 2007, at 12:18 AM, collierfamily3 wrote:

> Approximately 6 months ago I turned in a request for special ed

> evaluation for my son. I sent

> a copy to the director of special ed at my school district and the

> principal at the local school.

> After calling them weekly for 3 months I received a call and went

> in to fill out some exchange

> of information notes and briefly talk a school nurse. She asked me

> some basic questions

> about my son and his therapy background. I have not heard anything

> in 3 months now and I

> know for a fact that they have not contacted any of the people they

> asked for exchange of

> information forms for. The district has already told me that they

> do not have the staff they

> need to do evaluations and are not able to find anybody to hire.

> They told me they are 6

> months behind in referrals. With the end of the school year coming

> I am afraid he will not be

> evaluated this year.

>

> Short of suing them, what can I do to get him the evaluation he needs?

>

> Charity, mom of Eligh who has graduated from more therapies at 3

> than any child should

> ever go to.

>

>

>

[Guest guest]

In California I believe than when you put in a request for an evaluation, the

school only have 15 days to respond to the request. Then after you sign the

evaluation form it is 60 days for the evaluation and IEP. In 2000 I had asked

for my daughter to be evaluated for Sensory Integrated Occupational therapy and

I was told by the school that there was a waiting list for the services. I

finally called safeguard and procedures 7 months later because they were trying

to get me to wait until they hired a Occupational therapist before they would

evaluate my daughter. My son was suppose to be getting occupational therapy

because it was in his IEP already. He wasn't getting it because they didn't

want to contract with the company they had been contracting with anymore. The

state told me that both were compliance complaints. That was 6 1/2 years ago,

but I don't believe that the schools can wait away without responding to a

request for an evaluation.

Good Luck,

Lorraine

-------------- Original message --------------

From: " elmccann " <elmccann@...>

The timeline does not start until you give your consent to evaluate.

Sending a letter requesting an eval is not enough unless you state in

your letter that you are giving your consent to evaluate. Usually

the school districts have a form you sign for consent. Have you

signed any consent forms? If not, do it today and keep a copy. If

they do not evaluate within 60 days of your consent (in PA it is 60

school days, so check your state regs), you can file a complaint with

the state.

>

> Approximately 6 months ago I turned in a request for special ed

evaluation for my son. I sent

> a copy to the director of special ed at my school district and the

principal at the local school.

> After calling them weekly for 3 months I received a call and went

in to fill out some exchange

> of information notes and briefly talk a school nurse. She asked me

some basic questions

> about my son and his therapy background. I have not heard anything

in 3 months now and I

> know for a fact that they have not contacted any of the people they

asked for exchange of

> information forms for. The district has already told me that they

do not have the staff they

> need to do evaluations and are not able to find anybody to hire.

They told me they are 6

> months behind in referrals. With the end of the school year coming

I am afraid he will not be

> evaluated this year.

>

>

> Short of suing them, what can I do to get him the evaluation he

needs?

>

> Charity, mom of Eligh who has graduated from more therapies at 3

than any child should

> ever go to.

>

[Guest guest]

Hi Charity, The special ed folks have 60 school days from your verbal and/or

written request for an evaluations to complete the evaluation and have a case

conference. Call the special ed director and ask for a copy of the parents'

rights. They must provide you with them. In that document you will read

about the time lines. If they have not fulfilled the time lines, you should

ask for a due process hearing. Put each request in written form and keep

copies for your files. You might also want to ask if there is an advocate you

might use. The words " due process " and " advocate " usually get a quick

response. They cannot circumvent the law due to lack of personnell. Good

luck....Fay, Damon's grandmother and former pincipal

[ ] Timeline for Special Ed evaluations ( I am

being ignored)

Approximately 6 months ago I turned in a request for special ed evaluation for

my son. I sent

a copy to the director of special ed at my school district and the principal

at the local school.

After calling them weekly for 3 months I received a call and went in to fill

out some exchange

of information notes and briefly talk a school nurse. She asked me some basic

questions

about my son and his therapy background. I have not heard anything in 3 months

now and I

know for a fact that they have not contacted any of the people they asked for

exchange of

information forms for. The district has already told me that they do not have

the staff they

need to do evaluations and are not able to find anybody to hire. They told me

they are 6

months behind in referrals. With the end of the school year coming I am afraid

he will not be

evaluated this year.

Short of suing them, what can I do to get him the evaluation he needs?

Charity, mom of Eligh who has graduated from more therapies at 3 than any

child should

ever go to.

[Guest guest]

Charity,

I get so mad when I hear these type of stories (I'm a sped teacher and

hear them too often). School districts play on parents ignorance

(sorry, not calling you ignorant) of special ed laws. First off, call

and write your school district to request a copy of your child's MFE

(multi-factored evaluation - that consists of a team eval w/ school

psych, SLP, intervention specialist, any other therpasits needed for

your child) since it has been more than 90 days since you had requested

an evaluation of your son from the school. Make a copy to the building

principal, superintendent and special ed director and even the board of

ed. Unfortunately, you probably didn't sign anything from the school.

Schools start the 90 day timeline after getting parents permission to

evaluate, if there is no signature, there is no timeline and also no

permission to test. Schools can not state that they have limited staff

as a reason not to test, if a parent wants their child tested, they have

every right to have them tested and it is the schools responsibilty to

test that child. You may also want to look up your local SERRC (Special

Education Resource Center) I think all states have them, but maybe not

(?). If you do have a local SERRC call and ask for a copy of Whose IDEA

Is It? It is a resource for parents explaining your rights as a parent

of a child with a disability. You could probably get a copy online as

well, just look up IDEA , I think it'd come up as it's a federal law.

Anyway, us the words " MFE " , " 90 day timeline " and " Whose IDEA Is It? "

to the school and they'll know you " mean business " and have some

knowledge of the law. Good luck to you and your son.

Bonnie

---

[Guest guest]

Hi Bonnie,

I have a question for you, if you don't mind. My son is in an inclusion class

in a chicago public school. Most of the children in this class don't seem to

interact with each other, some don't talk or don't talk much. My son has been in

this class for a year and I am ready for him to move on to a blended class. My

son actually goes to another school for preschool and goes to the public school

a couple hours a day for ST and OT. I also feel as if his teacher at the public

school is always in a rush and doesn't have any interest in speaking to me about

my child. I know that she is busy and has 10-15 kids to tend to,including my

own, but I always feel like I'm not being heard or I'm being rushed.

My son has improved tremendously from last year. There are hardly any

complaints about my son from teachers at his regular preschool and there are no

complaints from his special ed teacher. He has a long way to go but he is not

where he was a year ago. He is able to survive and function in a regular

preschool. I think he should be able to survive and function in a blended class

in the public school. My son has a pretty budy schedule for a 4yr old and he

does really well.

My question is can my son's special ed teacher make my son stay in her class?

I think my son would thrive better in a class where there are some kids like him

and definitely some typical talking kids. I notice the children at the preschool

get in my son's face and make him talk to them, they at least attempt to

interact with. It's like these children don't care about him not being to speak

like they do.

Can I as his mother demand him to come out of the inclusion class in the

public school and be put into a blended class? I know that I do have rights, but

is this one of my rights.

Any advice will be appreciated. I know that you are special ed teacher, that's

why I am asking you.

Benetta(mom to Pierce 4.6yrs and Jada 3.6yrs)

Charity,

I get so mad when I hear these type of stories (I'm a sped teacher and

hear them too often). School districts play on parents ignorance

(sorry, not calling you ignorant) of special ed laws. First off, call

and write your school district to request a copy of your child's MFE

(multi-factored evaluation - that consists of a team eval w/ school

psych, SLP, intervention specialist, any other therpasits needed for

your child) since it has been more than 90 days since you had requested

an evaluation of your son from the school. Make a copy to the building

principal, superintendent and special ed director and even the board of

ed. Unfortunately, you probably didn't sign anything from the school.

Schools start the 90 day timeline after getting parents permission to

evaluate, if there is no signature, there is no timeline and also no

permission to test. Schools can not state that they have limited staff

as a reason not to test, if a parent wants their child tested, they have

every right to have them tested and it is the schools responsibilty to

test that child. You may also want to look up your local SERRC (Special

Education Resource Center) I think all states have them, but maybe not

(?). If you do have a local SERRC call and ask for a copy of Whose IDEA

Is It? It is a resource for parents explaining your rights as a parent

of a child with a disability. You could probably get a copy online as

well, just look up IDEA , I think it'd come up as it's a federal law.

Anyway, us the words " MFE " , " 90 day timeline " and " Whose IDEA Is It? "

to the school and they'll know you " mean business " and have some

knowledge of the law. Good luck to you and your son.

Bonnie

---

[Guest guest]

The law requires children to be in the least restrictive environment

(LRE) which means they should be included with typical kids as much

as possible. If your child is doing well in a typical preschool, it

would be hard to justify restricting him to a special ed room. I

rejected a special ed room for my son in preschool for the same

reason. If the other kids in the room do not respond to his attempts

to a conversation, it's only going to delay his development.

If they do not approve the typical preschool program, ask (in

writing) for " prior written notice " for why he is not in the least

restrictive environment when he has proven he does well there.

www.wrightslaw.com can give you lots of information on " prior written

notice " which is a powerful tool to get school districts to follow

the law.

M.

>

> Hi Bonnie,

>

> I have a question for you, if you don't mind. My son is in an

inclusion class in a chicago public school. Most of the children in

this class don't seem to interact with each other, some don't talk or

don't talk much. My son has been in this class for a year and I am

ready for him to move on to a blended class. My son actually goes to

another school for preschool and goes to the public school a couple

hours a day for ST and OT. I also feel as if his teacher at the

public school is always in a rush and doesn't have any interest in

speaking to me about my child. I know that she is busy and has 10-15

kids to tend to,including my own, but I always feel like I'm not

being heard or I'm being rushed.

> My son has improved tremendously from last year. There are hardly

any complaints about my son from teachers at his regular preschool

and there are no complaints from his special ed teacher. He has a

long way to go but he is not where he was a year ago. He is able to

survive and function in a regular preschool. I think he should be

able to survive and function in a blended class in the public school.

My son has a pretty budy schedule for a 4yr old and he does really

well.

> My question is can my son's special ed teacher make my son stay

in her class? I think my son would thrive better in a class where

there are some kids like him and definitely some typical talking

kids. I notice the children at the preschool get in my son's face and

make him talk to them, they at least attempt to interact with. It's

like these children don't care about him not being to speak like they

do.

> Can I as his mother demand him to come out of the inclusion class

in the public school and be put into a blended class? I know that I

do have rights, but is this one of my rights.

> Any advice will be appreciated. I know that you are special ed

teacher, that's why I am asking you.

> Benetta(mom to Pierce 4.6yrs and Jada 3.6yrs)

>

>

>

>

> Charity,

>

> I get so mad when I hear these type of stories (I'm a sped teacher

and

> hear them too often). School districts play on parents ignorance

> (sorry, not calling you ignorant) of special ed laws. First off,

call

> and write your school district to request a copy of your child's MFE

> (multi-factored evaluation - that consists of a team eval w/ school

> psych, SLP, intervention specialist, any other therpasits needed for

> your child) since it has been more than 90 days since you had

requested

> an evaluation of your son from the school. Make a copy to the

building

> principal, superintendent and special ed director and even the

board of

> ed. Unfortunately, you probably didn't sign anything from the

school.

> Schools start the 90 day timeline after getting parents permission

to

> evaluate, if there is no signature, there is no timeline and also no

> permission to test. Schools can not state that they have limited

staff

> as a reason not to test, if a parent wants their child tested, they

have

> every right to have them tested and it is the schools responsibilty

to

> test that child. You may also want to look up your local SERRC

(Special

> Education Resource Center) I think all states have them, but maybe

not

> (?). If you do have a local SERRC call and ask for a copy of Whose

IDEA

> Is It? It is a resource for parents explaining your rights as a

parent

> of a child with a disability. You could probably get a copy online

as

> well, just look up IDEA , I think it'd come up as it's a federal

law.

> Anyway, us the words " MFE " , " 90 day timeline " and " Whose IDEA Is

It? "

> to the school and they'll know you " mean business " and have some

> knowledge of the law. Good luck to you and your son.

>

> Bonnie

>

> ---

>

>

[Guest guest]

Thank you for this information. I have a IEP meeting on 5/30/07 and I can

see everybody telling me that Pierce needs to stay in this class. I told them I

wanted him a blended class last year, and they told me b/c of his language

issues, he belongs in an inclusion class. I was also told that b/c of some of

his immature ways-like pulling down his pants in front of everybody and going to

the bathroom instead of going to the bathroom and pulling his pants down when he

gets in the bathroom. To me that is not a reason to hold him back, yes he has a

unconventional way of saying that he has to go the bathroom, but he is still

telling you that he has to go. He can be taught and is being taught not to pull

his down in front of the class and tell someone that he has to go. He also has a

habit of running out of the class and not telling anyone he has to go. His

regular school actually doesn't have a problem with it b/c they know that he is

going to the bathroom and he is coming

back. He has cut back on doing that.

Pierce was diagnosed with a severe receptive/expressive language disorder a

couple of years ago. He still has some struggles,but he is definitely talking.

He speaks like a 3-3.6yr old. I was actually told yesterday by one of his

teachers in his regular preschool that he is more advanced than most of the

students in his class. He just needs to work on speech,math(which he knows 1+

1=2), and writing. Pierce will be getting more private ST in September through a

teaching clinic, which means cheaper rates on speech therapy.

I tried the LRE class,b/c that's where he was a year ago.

When I had his last meeting they didn't want him to move to a blended class,

and I am afraid they are going to try to make him stay in this class. I do not

think he belongs there any more. I know, me as his mother should have more

influence as to which classroom he goes to.

Thank you again

Benetta(mom to Pierce 4.6yrs and Jada 3.6yrs)

The law requires children to be in the least restrictive environment

(LRE) which means they should be included with typical kids as much

as possible. If your child is doing well in a typical preschool, it

would be hard to justify restricting him to a special ed room. I

rejected a special ed room for my son in preschool for the same

reason. If the other kids in the room do not respond to his attempts

to a conversation, it's only going to delay his development.

If they do not approve the typical preschool program, ask (in

writing) for " prior written notice " for why he is not in the least

restrictive environment when he has proven he does well there.

www.wrightslaw.com can give you lots of information on " prior written

notice " which is a powerful tool to get school districts to follow

the law.

M.

>

> Hi Bonnie,

>

> I have a question for you, if you don't mind. My son is in an

inclusion class in a chicago public school. Most of the children in

this class don't seem to interact with each other, some don't talk or

don't talk much. My son has been in this class for a year and I am

ready for him to move on to a blended class. My son actually goes to

another school for preschool and goes to the public school a couple

hours a day for ST and OT. I also feel as if his teacher at the

public school is always in a rush and doesn't have any interest in

speaking to me about my child. I know that she is busy and has 10-15

kids to tend to,including my own, but I always feel like I'm not

being heard or I'm being rushed.

> My son has improved tremendously from last year. There are hardly

any complaints about my son from teachers at his regular preschool

and there are no complaints from his special ed teacher. He has a

long way to go but he is not where he was a year ago. He is able to

survive and function in a regular preschool. I think he should be

able to survive and function in a blended class in the public school.

My son has a pretty budy schedule for a 4yr old and he does really

well.

> My question is can my son's special ed teacher make my son stay

in her class? I think my son would thrive better in a class where

there are some kids like him and definitely some typical talking

kids. I notice the children at the preschool get in my son's face and

make him talk to them, they at least attempt to interact with. It's

like these children don't care about him not being to speak like they

do.

> Can I as his mother demand him to come out of the inclusion class

in the public school and be put into a blended class? I know that I

do have rights, but is this one of my rights.

> Any advice will be appreciated. I know that you are special ed

teacher, that's why I am asking you.

> Benetta(mom to Pierce 4.6yrs and Jada 3.6yrs)

>

>

>

>

> Charity,

>

> I get so mad when I hear these type of stories (I'm a sped teacher

and

> hear them too often). School districts play on parents ignorance

> (sorry, not calling you ignorant) of special ed laws. First off,

call

> and write your school district to request a copy of your child's MFE

> (multi-factored evaluation - that consists of a team eval w/ school

> psych, SLP, intervention specialist, any other therpasits needed for

> your child) since it has been more than 90 days since you had

requested

> an evaluation of your son from the school. Make a copy to the

building

> principal, superintendent and special ed director and even the

board of

> ed. Unfortunately, you probably didn't sign anything from the

school.

> Schools start the 90 day timeline after getting parents permission

to

> evaluate, if there is no signature, there is no timeline and also no

> permission to test. Schools can not state that they have limited

staff

> as a reason not to test, if a parent wants their child tested, they

have

> every right to have them tested and it is the schools responsibilty

to

> test that child. You may also want to look up your local SERRC

(Special

> Education Resource Center) I think all states have them, but maybe

not

> (?). If you do have a local SERRC call and ask for a copy of Whose

IDEA

> Is It? It is a resource for parents explaining your rights as a

parent

> of a child with a disability. You could probably get a copy online

as

> well, just look up IDEA , I think it'd come up as it's a federal

law.

> Anyway, us the words " MFE " , " 90 day timeline " and " Whose IDEA Is

It? "

> to the school and they'll know you " mean business " and have some

> knowledge of the law. Good luck to you and your son.

>

> Bonnie

>

> ---

>

>

[Guest guest]

Benatta,

Just looked at your post. You can defintely request a change in

placement for your son. The school may try to sway you one way or

another. You said he's in an inclusion class now, right? Are

the " typical " kids screened? Are they truly " typicals " ? In my

district, they do not do screening, so we end of with maybe 1 or

2 " typcials " out of the 6 that we're supposed to have. So the

children that need the good role models (be in in language or

behavior, etc) do not have them, which makes my job all the more

harder. What does the teacher say? I tell my parents how I feel

even if it goes against what the sped supervisor wants. Parents have

every right to request and get what they want, in reason. I say that

b/c I have a parent know who really wanted her child to stay in an

MRDD program when he transitioned from EI, however he wasn't " severe "

enough to stay there and he didn't have regular attendance when he

did go there, so they had no space for him, so he came to the public

school. So please understand what I am saying. Yes, parents have

rights for placement, assistive technology.

Am I right in saying that your son goes to a regular prek and then to

the public school for therapy? Is the inlcusive class in the public

school or the " reg prek " ? When my son is old enough for prek (he's

27 m.o.) we're thinking of putting him a reg prek, then taking him to

the public school for ST (our district doesn't have sped. prek) or we

could send him to the MRDD prek program, but I don't think he'd have

neough " typical " speech role models.

Did I answer any of your questions? Feel free to email me.

Bonnie

[Guest guest]

The examples you gave could easily be resolved with an aide. Again,

if he can be taught in a typical or blended setting, that's where he

belongs. The law is on your side:-) Good luck.

M.

> >

> > Hi Bonnie,

> >

> > I have a question for you, if you don't mind. My son is in an

> inclusion class in a chicago public school. Most of the children in

> this class don't seem to interact with each other, some don't talk

or

> don't talk much. My son has been in this class for a year and I am

> ready for him to move on to a blended class. My son actually goes

to

> another school for preschool and goes to the public school a couple

> hours a day for ST and OT. I also feel as if his teacher at the

> public school is always in a rush and doesn't have any interest in

> speaking to me about my child. I know that she is busy and has 10-

15

> kids to tend to,including my own, but I always feel like I'm not

> being heard or I'm being rushed.

> > My son has improved tremendously from last year. There are hardly

> any complaints about my son from teachers at his regular preschool

> and there are no complaints from his special ed teacher. He has a

> long way to go but he is not where he was a year ago. He is able to

> survive and function in a regular preschool. I think he should be

> able to survive and function in a blended class in the public

school.

> My son has a pretty budy schedule for a 4yr old and he does really

> well.

> > My question is can my son's special ed teacher make my son stay

> in her class? I think my son would thrive better in a class where

> there are some kids like him and definitely some typical talking

> kids. I notice the children at the preschool get in my son's face

and

> make him talk to them, they at least attempt to interact with. It's

> like these children don't care about him not being to speak like

they

> do.

> > Can I as his mother demand him to come out of the inclusion class

> in the public school and be put into a blended class? I know that I

> do have rights, but is this one of my rights.

> > Any advice will be appreciated. I know that you are special ed

> teacher, that's why I am asking you.

> > Benetta(mom to Pierce 4.6yrs and Jada 3.6yrs)

> >

> >

> >

> >

> > Charity,

> >

> > I get so mad when I hear these type of stories (I'm a sped

teacher

> and

> > hear them too often). School districts play on parents ignorance

> > (sorry, not calling you ignorant) of special ed laws. First off,

> call

> > and write your school district to request a copy of your child's

MFE

> > (multi-factored evaluation - that consists of a team eval w/

school

> > psych, SLP, intervention specialist, any other therpasits needed

for

> > your child) since it has been more than 90 days since you had

> requested

> > an evaluation of your son from the school. Make a copy to the

> building

> > principal, superintendent and special ed director and even the

> board of

> > ed. Unfortunately, you probably didn't sign anything from the

> school.

> > Schools start the 90 day timeline after getting parents

permission

> to

> > evaluate, if there is no signature, there is no timeline and also

no

> > permission to test. Schools can not state that they have limited

> staff

> > as a reason not to test, if a parent wants their child tested,

they

> have

> > every right to have them tested and it is the schools

responsibilty

> to

> > test that child. You may also want to look up your local SERRC

> (Special

> > Education Resource Center) I think all states have them, but

maybe

> not

> > (?). If you do have a local SERRC call and ask for a copy of

Whose

> IDEA

> > Is It? It is a resource for parents explaining your rights as a

> parent

> > of a child with a disability. You could probably get a copy

online

> as

> > well, just look up IDEA , I think it'd come up as it's a federal

> law.

> > Anyway, us the words " MFE " , " 90 day timeline " and " Whose IDEA Is

> It? "

> > to the school and they'll know you " mean business " and have some

> > knowledge of the law. Good luck to you and your son.

> >

> > Bonnie

> >

> > ---

> >

> >

[Guest guest]

Stick to your guns. Potty issues are teachable in kindergarten and what

you describe is something kids with no speech issues do, particilarly

boys, and that is no reason to hold him back. Fight for your boy and he

will excel!

Benetta wrote:

>Thank you for this information. I have a IEP meeting on 5/30/07 and I can

see everybody telling me that Pierce needs to stay in this class. I told them I

wanted him a blended class last year, and they told me b/c of his language

issues, he belongs in an inclusion class. I was also told that b/c of some of

his immature ways-like pulling down his pants in front of everybody and going to

the bathroom instead of going to the bathroom and pulling his pants down when he

gets in the bathroom. To me that is not a reason to hold him back, yes he has a

unconventional way of saying that he has to go the bathroom, but he is still

telling you that he has to go. He can be taught and is being taught not to pull

his down in front of the class and tell someone that he has to go. He also has a

habit of running out of the class and not telling anyone he has to go. His

regular school actually doesn't have a problem with it b/c they know that he is

going to the bathroom and he is coming

> back. He has cut back on doing that.

> Pierce was diagnosed with a severe receptive/expressive language disorder a

couple of years ago. He still has some struggles,but he is definitely talking.

He speaks like a 3-3.6yr old. I was actually told yesterday by one of his

teachers in his regular preschool that he is more advanced than most of the

students in his class. He just needs to work on speech,math(which he knows 1+

1=2), and writing. Pierce will be getting more private ST in September through a

teaching clinic, which means cheaper rates on speech therapy.

> I tried the LRE class,b/c that's where he was a year ago.

> When I had his last meeting they didn't want him to move to a blended class,

and I am afraid they are going to try to make him stay in this class. I do not

think he belongs there any more. I know, me as his mother should have more

influence as to which classroom he goes to.

>

> Thank you again

> Benetta(mom to Pierce 4.6yrs and Jada 3.6yrs)

>

>

> The law requires children to be in the least restrictive environment

>(LRE) which means they should be included with typical kids as much

>as possible. If your child is doing well in a typical preschool, it

>would be hard to justify restricting him to a special ed room. I

>rejected a special ed room for my son in preschool for the same

>reason. If the other kids in the room do not respond to his attempts

>to a conversation, it's only going to delay his development.

>

>If they do not approve the typical preschool program, ask (in

>writing) for " prior written notice " for why he is not in the least

>restrictive environment when he has proven he does well there.

>www.wrightslaw.com can give you lots of information on " prior written

>notice " which is a powerful tool to get school districts to follow

>the law.

>

> M.

>

>

>

>

>>Hi Bonnie,

>>

>>I have a question for you, if you don't mind. My son is in an

>>

>>

>inclusion class in a chicago public school. Most of the children in

>this class don't seem to interact with each other, some don't talk or

>don't talk much. My son has been in this class for a year and I am

>ready for him to move on to a blended class. My son actually goes to

>another school for preschool and goes to the public school a couple

>hours a day for ST and OT. I also feel as if his teacher at the

>public school is always in a rush and doesn't have any interest in

>speaking to me about my child. I know that she is busy and has 10-15

>kids to tend to,including my own, but I always feel like I'm not

>being heard or I'm being rushed.

>

>

>>My son has improved tremendously from last year. There are hardly

>>

>>

>any complaints about my son from teachers at his regular preschool

>and there are no complaints from his special ed teacher. He has a

>long way to go but he is not where he was a year ago. He is able to

>survive and function in a regular preschool. I think he should be

>able to survive and function in a blended class in the public school.

>My son has a pretty budy schedule for a 4yr old and he does really

>well.

>

>

>>My question is can my son's special ed teacher make my son stay

>>

>>

>in her class? I think my son would thrive better in a class where

>there are some kids like him and definitely some typical talking

>kids. I notice the children at the preschool get in my son's face and

>make him talk to them, they at least attempt to interact with. It's

>like these children don't care about him not being to speak like they

>do.

>

>

>>Can I as his mother demand him to come out of the inclusion class

>>

>>

>in the public school and be put into a blended class? I know that I

>do have rights, but is this one of my rights.

>

>

>>Any advice will be appreciated. I know that you are special ed

>>

>>

>teacher, that's why I am asking you.

>

>

>>Benetta(mom to Pierce 4.6yrs and Jada 3.6yrs)

>>

>>

>>

>>

>>Charity,

>>

>>I get so mad when I hear these type of stories (I'm a sped teacher

>>

>>

>and

>

>

>>hear them too often). School districts play on parents ignorance

>>(sorry, not calling you ignorant) of special ed laws. First off,

>>

>>

>call

>

>

>>and write your school district to request a copy of your child's MFE

>>(multi-factored evaluation - that consists of a team eval w/ school

>>psych, SLP, intervention specialist, any other therpasits needed for

>>your child) since it has been more than 90 days since you had

>>

>>

>requested

>

>

>>an evaluation of your son from the school. Make a copy to the

>>

>>

>building

>

>

>>principal, superintendent and special ed director and even the

>>

>>

>board of

>

>

>>ed. Unfortunately, you probably didn't sign anything from the

>>

>>

>school.

>

>

>>Schools start the 90 day timeline after getting parents permission

>>

>>

>to

>

>

>>evaluate, if there is no signature, there is no timeline and also no

>>permission to test. Schools can not state that they have limited

>>

>>

>staff

>

>

>>as a reason not to test, if a parent wants their child tested, they

>>

>>

>have

>

>

>>every right to have them tested and it is the schools responsibilty

>>

>>

>to

>

>

>>test that child. You may also want to look up your local SERRC

>>

>>

>(Special

>

>

>>Education Resource Center) I think all states have them, but maybe

>>

>>

>not

>

>

>>(?). If you do have a local SERRC call and ask for a copy of Whose

>>

>>

>IDEA

>

>

>>Is It? It is a resource for parents explaining your rights as a

>>

>>

>parent

>

>

>>of a child with a disability. You could probably get a copy online

>>

>>

>as

>

>

>>well, just look up IDEA , I think it'd come up as it's a federal

>>

>>

>law.

>

>

>>Anyway, us the words " MFE " , " 90 day timeline " and " Whose IDEA Is

>>

>>

>It? "

>

>

>>to the school and they'll know you " mean business " and have some

>>knowledge of the law. Good luck to you and your son.

>>

>>Bonnie

>>

>>---

>>

>>