Re: ??? regarding school aides

[Guest guest]

I think it varies by state. Here in Vermont- you have to have a 2 yr

degree- at least or at least be 'highly qualified'- and I think that

may be from No Child Left Behind. They don't pay the aides here what

they probably should be paid- and our developmental dr always tells us

it would be great to have someone trained in autism spectrum disorders-

but it is hard to find someone like that who would work for 'not so

great pay'. We have a great aide, - she is firm yet caring.

Good luck.

Gail

>

> Hi all! I'm brand spanking new to the IEP process....son just

> diagnosed in Dec. 2005. My question is what qualifications do the

> aides have that work one-on-one with children with IEPs? Do they

have

> actual teaching credentials? certified? trained? Just curious....

>

> Chris

>

[Guest guest]

The following information is from

http://www.ed.gov/admins/tchrqual/learn/hqs/edlite-slide14.html , which is the

NCLB website from the feds:

Text (slide 14):

Title I paraprofessionals who provide instructional support must have

A high school diploma or its equivalent AND

Text (slide 15):

Paraprofessionals who provide instructional support must have

Completed two years of study at an institution of higher education;

OR

Obtained an associates (or higher) degree

OR

Demonstrate through a formal State or local assessment, knowledge of and

ability to assist in instructing reading, writing and mathematics

Text (slide 16):

When do the new requirements have to be met?

All paraprofessionals with instructional duties hired after January 8, 2002

must meet the new requirements.

Existing paraprofessionals with instructional duties must meet these

requirements by 2006

All paraprofessionals must have a high school diploma or equivalent without

regard to the date of hiring.

Text (slide 17):

Paraprofessionals in schoolwide schools

All paraprofessionals with instructional duties must comply with the

requirements without regard to the source of funding of the position.

Text (slide 18):

Paraprofessionals in targeted assistance schools

All paraprofessionals with instructional duties who are paid for with Title I

funds must comply with the new requirements.

Text (slide 19):

The new requirements do NOT apply to

Individuals with non-instructional roles such as personal care services,

clerical services, or cafeteria or playground supervision.

Text (slide 20):

Title I Paraprofessionals

Paraprofessionals who work as translators or whose duties consist solely of

parent involvement activities

Must have a secondary diploma or its equivalent

Do not have to meet the other requirements

Text (slide 21):

A paraprofessional who has worked in another school in the district, either

Title I or non-Title I, and is transferred to a Title I school is considered to

be an existing paraprofessional and must comply with the requirements by 2006.

Text (slide 22):

Paraprofessionals must work under the direct supervision of a highly qualified

teacher

Teacher plans instructional activities

Teacher evaluates achievement of students with whom paraprofessionals work

Paraprofessional works in close and frequent proximity of the teacher

~*Janice*~

---------------------------------

Photos

Got holiday prints? See all the ways to get quality prints in your hands ASAP.

[Guest guest]

HI Janice and all,

I'm just joined the group a couple weeks ago. My name is Suzanne and my 9

year old son was finally diagnosed with AS about 2 months ago after over 6

years of me asking for help from doctors and counselors. His psychiatrist

told me an aide at school would be very helpful and is what he would

recommend, but when I mentioned it to the school they said lets just wait

and see what the school testing shows. Well he kicked or attempted to kick a

substitute teacher this past Thursday and got a 2 day suspension. The school

is wanting to send him to another school in the district for kids with

severe behaviors. Can they refuse to provide him with an aide if I have a

doctor's letter stating he needs one? I guess since I am so new to this I'm

not sure what I am entitled to ask for and plan on getting.

I look forward to learning much from this group. Thanks.

Suzanne

-- Re: ( ) Re: ??? regarding school aides

The following information is from http://www.ed

gov/admins/tchrqual/learn/hqs/edlite-slide14.html , which is the NCLB

website from the feds:

Text (slide 14):

Title I paraprofessionals who provide instructional support must have

A high school diploma or its equivalent AND

Text (slide 15):

Paraprofessionals who provide instructional support must have

Completed two years of study at an institution of higher education;

OR

Obtained an associates (or higher) degree

OR

Demonstrate through a formal State or local assessment, knowledge of and

ability to assist in instructing reading, writing and mathematics

Text (slide 16):

When do the new requirements have to be met?

All paraprofessionals with instructional duties hired after January 8,

2002 must meet the new requirements.

Existing paraprofessionals with instructional duties must meet these

requirements by 2006

All paraprofessionals must have a high school diploma or equivalent

without regard to the date of hiring.

Text (slide 17):

Paraprofessionals in schoolwide schools

All paraprofessionals with instructional duties must comply with the

requirements without regard to the source of funding of the position.

Text (slide 18):

Paraprofessionals in targeted assistance schools

All paraprofessionals with instructional duties who are paid for with

Title I funds must comply with the new requirements.

Text (slide 19):

The new requirements do NOT apply to

Individuals with non-instructional roles such as personal care services,

clerical services, or cafeteria or playground supervision.

Text (slide 20):

Title I Paraprofessionals

Paraprofessionals who work as translators or whose duties consist solely

of parent involvement activities

Must have a secondary diploma or its equivalent

Do not have to meet the other requirements

Text (slide 21):

A paraprofessional who has worked in another school in the district,

either Title I or non-Title I, and is transferred to a Title I school is

considered to be an existing paraprofessional and must comply with the

requirements by 2006.

Text (slide 22):

Paraprofessionals must work under the direct supervision of a highly

qualified teacher

Teacher plans instructional activities

Teacher evaluates achievement of students with whom paraprofessionals

work

Paraprofessional works in close and frequent proximity of the teacher

~*Janice*~

---------------------------------

Photos

Got holiday prints? See all the ways to get quality prints in your hands

ASAP.

[Guest guest]

Suzanne-

Children are suppossed to be educated in the Least Restrictive Environment

(LRE). This means they cannot just put your son in a school for children with

severe bahaviors without trying to educate him in his current placement with

proper supports (1-1 aide, counseling with the school therapist, social

skills, modifications, etc) If you look up LRE in the IDEA (Individuals with

Disabilities Education Act) you will find more info about this. If he is not

currently classified they have to go thru the LRE w/support path before sending

him to the MOST restrictive (the special school) Knowing the law is a very

powerful tool any time you are working with your school district. My

district is quick to point out their " policies " . It's a shame when these

" policies "

don't follow the law because many parents don't understand the difference.

As soon as I counteract with what the law says, my school stops arguing. I

have yet to hire a lawyer or advocate, I go to the state and federal websites

and do the research myself.

Good Luck,

Cathie

[Guest guest]

Suzanne,

Hello! I will start this with a disclaimer - all of my 18 years of experience

as a Special Education teacher are in Arkansas, so there might be some

differences in state interpretation or procedure.

Yes, a school can refuse to provide a paraprofessional on the sole basis of a

doctor's recommendation. The doctor's recommendation has no " authority " in the

school system. It can and should be used as one piece of the process, though.

Have you requested a referral conference to refer your son for special education

services? Why is the school testing to begin with? What are they testing for?

Did you give consent for the testing? Schools look to see if there is an

" adverse affect " on the education of the child to determine if services are

needed. Many schools only consider academics, though. With children with AS or

many other disabilities, behavior should also be considered. Adverse affects on

learning (whether your child's learning or the learning of the other students)

can be caused by behavior and social issues, too.

Here are two good websites to visit (I hope I can do this without getting in

trouble):

www.wrightslaw.com

www.reedmartin.com

~Janice~

Suzanne <suzannex6@...> wrote:

HI Janice and all,

I'm just joined the group a couple weeks ago. My name is Suzanne and my 9

year old son was finally diagnosed with AS about 2 months ago after over 6

years of me asking for help from doctors and counselors. His psychiatrist

told me an aide at school would be very helpful and is what he would

recommend, but when I mentioned it to the school they said lets just wait

and see what the school testing shows. Well he kicked or attempted to kick a

substitute teacher this past Thursday and got a 2 day suspension. The school

is wanting to send him to another school in the district for kids with

severe behaviors. Can they refuse to provide him with an aide if I have a

doctor's letter stating he needs one? I guess since I am so new to this I'm

not sure what I am entitled to ask for and plan on getting.

I look forward to learning much from this group. Thanks.

Suzanne

---------------------------------

Photos

Got holiday prints? See all the ways to get quality prints in your hands ASAP.

[Guest guest]

Suzanne, if that is recommended by the doctor and he/she is willing to

testify in a due process hearing, then that would probably be your next step.

Your son has the right to be educated in his LRE (Least Restrictive

Environment). The school would have to refuse to assign him an assistant (in

writing/get

it documented) and you would have to initiate the due process hearing. They

may be able to come up with some kind of arrangement to avoid the hearing

which would cost them $$. Perhaps a shared classroom assistant instead of

giving your son a 1:1 assistant. That person would be there for your son when

needed, but could also be there for the entire classroom otherwise. Pam

[Guest guest]

Janice, thank you so much for the info...I really appreciate it.

Next time I meet with the school, I will ask them what their

requirements/standards are for their aides specifically....I just

wanted an idea.

Chris

>

> The following information is from

http://www.ed.gov/admins/tchrqual/learn/hqs/edlite-slide14.html ,

which is the NCLB website from the feds:

>

> Text (slide 14):

> Title I paraprofessionals who provide instructional support must

have

>

> A high school diploma or its equivalent AND

>

> Text (slide 15):

> Paraprofessionals who provide instructional support must have

>

> Completed two years of study at an institution of higher

education;

> OR

> Obtained an associates (or higher) degree

> OR

> Demonstrate through a formal State or local assessment,

knowledge of and ability to assist in instructing reading, writing

and mathematics

>

> Text (slide 16):

> When do the new requirements have to be met?

>

> All paraprofessionals with instructional duties hired after

January 8, 2002 must meet the new requirements.

> Existing paraprofessionals with instructional duties must

meet these requirements by 2006

>

> All paraprofessionals must have a high school diploma or

equivalent without regard to the date of hiring.

>

> Text (slide 17):

> Paraprofessionals in schoolwide schools

>

> All paraprofessionals with instructional duties must comply

with the requirements without regard to the source of funding of the

position.

> Text (slide 18):

> Paraprofessionals in targeted assistance schools

>

> All paraprofessionals with instructional duties who are paid

for with Title I funds must comply with the new requirements.

> Text (slide 19):

> The new requirements do NOT apply to

>

> Individuals with non-instructional roles such as personal care

services, clerical services, or cafeteria or playground supervision.

>

> Text (slide 20):

> Title I Paraprofessionals

>

> Paraprofessionals who work as translators or whose duties

consist solely of parent involvement activities

>

> Must have a secondary diploma or its equivalent

> Do not have to meet the other requirements

>

> Text (slide 21):

>

> A paraprofessional who has worked in another school in the

district, either Title I or non-Title I, and is transferred to a

Title I school is considered to be an existing paraprofessional and

must comply with the requirements by 2006.

> Text (slide 22):

> Paraprofessionals must work under the direct supervision of a

highly qualified teacher

>

> Teacher plans instructional activities

> Teacher evaluates achievement of students with whom

paraprofessionals work

>

> Paraprofessional works in close and frequent proximity of the

teacher

>

>

>

>

>

>

>

>

>

>

>

>

>

>

>

> ~*Janice*~

>

>

>

>

>

> ---------------------------------

> Photos

> Got holiday prints? See all the ways to get quality prints in

your hands ASAP.

>

>

[Guest guest]

Suzanne, is he on grade level with his subjects, in a regular

classroom, etc.?

Since you just recently got the AS diagnosis, has the school

addressed any of this? Or was he already getting any support at

school?

Just my opinion, but before they EVER think of changing his

placement, the school needs to give him supports from the

Aspergers/autism perspective. I'm assuming they haven't yet done

this. They should first set up accommodations and/or modifications

he needs for classroom, schoolwork, behaviors, etc. They can prevent

(or try to prevent) outbursts/behaviors by addressing his needs due

to Aspergers, even without an aide.

My 2 cents!

>

> HI Janice and all,

> I'm just joined the group a couple weeks ago. My name is Suzanne

and my 9

> year old son was finally diagnosed with AS about 2 months ago after

over 6

> years of me asking for help from doctors and counselors. His

psychiatrist

> told me an aide at school would be very helpful and is what he would

[Guest guest]

Hi and Suzanne,

I am fighting the school right now! They wanted to put in a learning

support class which I know (and my sister who is a teacher agrees, along with

those who specialize in autism) is not the right place for him. After much

fighting I said I want accomodations made in the classroom for him and they

started this week. Guess what? when his reading/math tests were read to him he

got a C and a B. His spelling test was changed from 10 words to 6 and he got

them all right. I just hope this trend continues and can prove to the

school what I already know is how smart he is, he just has a different way of

learning. I want an aide in the classroom with him but the teacher says no way

and the school is saying they don't know if they have anyone. Can they get away

with this? thanks!

( ) Re: ??? regarding school aides

Suzanne, is he on grade level with his subjects, in a regular

classroom, etc.?

Since you just recently got the AS diagnosis, has the school

addressed any of this? Or was he already getting any support at

school?

Just my opinion, but before they EVER think of changing his

placement, the school needs to give him supports from the

Aspergers/autism perspective. I'm assuming they haven't yet done

this. They should first set up accommodations and/or modifications

he needs for classroom, schoolwork, behaviors, etc. They can prevent

(or try to prevent) outbursts/behaviors by addressing his needs due

to Aspergers, even without an aide.

My 2 cents!

>

> HI Janice and all,

> I'm just joined the group a couple weeks ago. My name is Suzanne

and my 9

> year old son was finally diagnosed with AS about 2 months ago after

over 6

> years of me asking for help from doctors and counselors. His

psychiatrist

> told me an aide at school would be very helpful and is what he would

[Guest guest]

Thanks Cathie,

I thought the aide would be the first thing that should be tried and would

be the least restrictive and I am going to push for it first. The principle

was the one who started me down the road looking at whether he had AS. And

when I finally got his psychiatrist to answer me and then pushed to see a

psychologist and got an appropriate diagnosis now she wants him somewhere

else. His behaviors have gotten worse in the last 9 months and I did point

out to her that most kids are not diagnosed until they are 8 to 11 years

olds. I think she was surprised that I've done any research on this. But he

has been so different then any of my other kids and every time I asked for

help I was given another pill to try. At age 3 his counselor only wanted to

focus on the fact that he wasn't potty trained not the behavior issues I was

asking help for and then when we started seeing a psychiatrist and all his

counselors they wanted to treat him for bipolar, reactive attachment

disorder , and told me I didn't want this diagnosis because then he could

never be a policeman, fireman or be in the army. I looked at him and said,

you would want him to have a gun, are you nuts. " Last time I saw him.

So it is so frustrating that now they want an instant cure for his behavior,

well maybe someone should have listened to me 6 years ago. I know this is

going to be a battle but I'm working on being prepared and will read my IDEA

book closer. My future daughter in law( i think she will be) is studying to

be a special ed teacher, she had no idea she was falling into a house full

of special needs kids. Told her to review her IEP information so she can

help make sure this one is acceptable and that there is no double talk in it

Thanks so much for the info.

Suzanne

-- Re: ( ) Re: ??? regarding school aides

Suzanne-

Children are suppossed to be educated in the Least Restrictive Environment

(LRE). This means they cannot just put your son in a school for children

with

severe bahaviors without trying to educate him in his current placement

with

proper supports (1-1 aide, counseling with the school therapist, social

skills, modifications, etc) If you look up LRE in the IDEA (Individuals

with

Disabilities Education Act) you will find more info about this. If he is

not

currently classified they have to go thru the LRE w/support path before

sending

him to the MOST restrictive (the special school) Knowing the law is a very

powerful tool any time you are working with your school district. My

district is quick to point out their " policies " . It's a shame when these

policies "

don't follow the law because many parents don't understand the difference.

As soon as I counteract with what the law says, my school stops arguing. I

have yet to hire a lawyer or advocate, I go to the state and federal

websites

and do the research myself.

Good Luck,

Cathie

[Guest guest]

The guidance counselor at are school unfortunately is not very good, She

was trying to teach him things to do when he is angry, well when he is angry

it is too late. She met with him a couple times and that was their answer

before the diagnosis, I don't think she has met with him since. They have

given him a few options he can do if he starts feeling overwhelmed but this

is all too new to him and he can't really make those decisions. They did a

building lock down one day because he walked out of class and they had no

clue where he was headed. Found him in the bathroom.

I just ordered a few books on AS this week end looking for ideas that might

work for his behaviors since when I ask them they make it all fall back on

him, but how can they expect that when he hasn't a clue how to control this.

He is in the third grade and does fairly well when it suits him. He does not

do well on standardized tests though and I think that is because he is also

ADHD.

Most of his trouble areas are before school, lunch, recess and the bus ride

esp. on the way home. OH and when he has a substitute is gets really bad,

wish they would just call me then and tell me to keep him home.

So I'm looking for any ideas anyone can offer me to try because I've thought

for the past 6 years that it was my parenting and maybe I'm not the right

parent for him( he's adopted) but at least now I know it is the AS and not

me.

Thanks again--Suzanne

-- ( ) Re: ??? regarding school aides

Suzanne, is he on grade level with his subjects, in a regular

classroom, etc.?

Since you just recently got the AS diagnosis, has the school

addressed any of this? Or was he already getting any support at

school?

Just my opinion, but before they EVER think of changing his

placement, the school needs to give him supports from the

Aspergers/autism perspective. I'm assuming they haven't yet done

this. They should first set up accommodations and/or modifications

he needs for classroom, schoolwork, behaviors, etc. They can prevent

(or try to prevent) outbursts/behaviors by addressing his needs due

to Aspergers, even without an aide.

My 2 cents!

>

> HI Janice and all,

> I'm just joined the group a couple weeks ago. My name is Suzanne

and my 9

> year old son was finally diagnosed with AS about 2 months ago after

over 6

> years of me asking for help from doctors and counselors. His

psychiatrist

> told me an aide at school would be very helpful and is what he would

[Guest guest]

In a message dated 1/8/2006 5:47:49 PM Eastern Standard Time,

jewel929@... writes:

I want an aide in the classroom with him but the teacher says no way and the

school is saying they don't know if they have anyone. Can they get away

with this? thanks!

No they can't get away with this. First of all the " IEP Team " would have to

make this decision not the teacher. They can't use the fact that they

" don't have someone " or " don't have the funds to pay for it " . You need to

document the difficulties your son is having and how an assistant would help

him.

It also is beneficial to have his doctor (psychologist/psychiatrist) recommend

the assistant in writing and back up why and how it would help him as it

relates to his Asperger's. The doctor should also be willing to testify in a

due process hearing as to the same. If the school refuses the accommodation,

get it in writing, you can challenge that at mediation and then due process.

You may want to contact your local Parent Information Network to get help

following the procedure. Pam

[Guest guest]

In a message dated 1/9/2006 5:57:07 AM Eastern Standard Time,

suzannex6@... writes:

and told me I didn't want this diagnosis because then he could

never be a policeman, fireman or be in the army.

LOL, as if not getting the dx means he doesn't have it!

Roxanna ô¿ö

Autism Happens

[Guest guest]

In a message dated 1/8/2006 8:26:41 AM Eastern Standard Time,

suzannex6@... writes:

Well he kicked or attempted to kick a

substitute teacher this past Thursday and got a 2 day suspension. The school

is wanting to send him to another school in the district for kids with

severe behaviors. Can they refuse to provide him with an aide if I have a

doctor's letter stating he needs one? I guess since I am so new to this I'm

not sure what I am entitled to ask for and plan on getting.

I look forward to learning much from this group. Thanks.

No, not at all. You need to request a functional behavior assessment

anytime his behavior interferes with his learning or the learning of others.

Here

is a website that discusses FBA's -- _http://cecp.air.org/schools_special.asp_

(http://cecp.air.org/schools_special.asp)

From the FBA, you will then have them write a " behavior plan " so that

everyone knows what to do and when. This is certainly going to happen before

you

would pull him out and put him in another school. In addition, it is not

unusual for kids with HFA/AS to have problems when there is a substitute

teacher.

You can always request that the sub be informed of how to work with your

child or that you know about a sub in advance so you can keep him home or that

he can go to the resource room that day to do his work. There are plenty of

options you can discuss. If he has an aide, that also would help in that

situation.

And consider also that a BP is not just a list of things your kid does

wrong! Or it shouldn't be. It should be a list of ways to tell he is

stressing

out and things that adults can do to minimize the problems. What does he look

like when he is getting upset? How can they diffuse the situation?

Remember the first rule, get it in writing. Anytime a school refuses to

provide a service, request that they put it in writing for your records. This

is called, " Prior Written Notice " and it should contain the action they are

refusing and why they are refusing it. And if they can't get that right, you

can write a follow up letter to all conversations with everyone so that you

can track your attempts to obtain appropriate services and their refusals. So

you could write a letter following up with the current problem, " My child has

AS and we are waiting for testing to be completed by the school. I request

that the school do a FBA by someone who is educated in ASD and strategies for

behaviors of ASD. I repeat my request for a 1-1 aide for my son

because....blah blah blah.... " Sign it, date it, send it to everyone up the

food chain.

Roxanna ô¿ô

Don't take life too seriously; No one gets out alive.

[Guest guest]

Suzanne,

My son is almost 15. when he was 8, his psychiatrist told me to watch " As

Good As It Gets " , and told me that would be my son one day. I was

speechless and there was no way I was believing this about my first born.

(I was hard headed too) It's a long road & I cant say anything is easier,

the problems grow with the kids, however, puberty has helped. (once you

actually survive puberty) Hang in there, I continually fight with his IEP

team, but he's worth it. We may be on the right track now. Only time will

tell. Good Luck!!

_____

From:

[mailto: ] On Behalf Of Suzanne

Sent: Sunday, January 08, 2006 7:19 PM

Subject: Re: ( ) Re: ??? regarding school aides

Thanks Cathie,

I thought the aide would be the first thing that should be tried and would

be the least restrictive and I am going to push for it first. The principle

was the one who started me down the road looking at whether he had AS. And

when I finally got his psychiatrist to answer me and then pushed to see a

psychologist and got an appropriate diagnosis now she wants him somewhere

else. His behaviors have gotten worse in the last 9 months and I did point

out to her that most kids are not diagnosed until they are 8 to 11 years

olds. I think she was surprised that I've done any research on this. But he

has been so different then any of my other kids and every time I asked for

help I was given another pill to try. At age 3 his counselor only wanted to

focus on the fact that he wasn't potty trained not the behavior issues I was

asking help for and then when we started seeing a psychiatrist and all his

counselors they wanted to treat him for bipolar, reactive attachment

disorder , and told me I didn't want this diagnosis because then he could

never be a policeman, fireman or be in the army. I looked at him and said,

you would want him to have a gun, are you nuts. " Last time I saw him.

So it is so frustrating that now they want an instant cure for his behavior,

well maybe someone should have listened to me 6 years ago. I know this is

going to be a battle but I'm working on being prepared and will read my IDEA

book closer. My future daughter in law( i think she will be) is studying to

be a special ed teacher, she had no idea she was falling into a house full

of special needs kids. Told her to review her IEP information so she can

help make sure this one is acceptable and that there is no double talk in it

Thanks so much for the info.

Suzanne

-- Re: ( ) Re: ??? regarding school aides

Suzanne-

Children are suppossed to be educated in the Least Restrictive Environment

(LRE). This means they cannot just put your son in a school for children

with

severe bahaviors without trying to educate him in his current placement

with

proper supports (1-1 aide, counseling with the school therapist, social

skills, modifications, etc) If you look up LRE in the IDEA (Individuals

with

Disabilities Education Act) you will find more info about this. If he is

not

currently classified they have to go thru the LRE w/support path before

sending

him to the MOST restrictive (the special school) Knowing the law is a very

powerful tool any time you are working with your school district. My

district is quick to point out their " policies " . It's a shame when these

policies "

don't follow the law because many parents don't understand the difference.

As soon as I counteract with what the law says, my school stops arguing. I

have yet to hire a lawyer or advocate, I go to the state and federal

websites

and do the research myself.

Good Luck,

Cathie

[Guest guest]

>

> HI Janice and all,

> I'm just joined the group a couple weeks ago. My name is Suzanne

and my 9

> year old son was finally diagnosed with AS about 2 months ago

after over 6

> years of me asking for help from doctors and counselors. His

psychiatrist

> told me an aide at school would be very helpful and is what he

would

> recommend, but when I mentioned it to the school they said lets

just wait

> and see what the school testing shows. Well he kicked or attempted

to kick a

> substitute teacher this past Thursday and got a 2 day suspension.

The school

> is wanting to send him to another school in the district for kids

with

> severe behaviors. Can they refuse to provide him with an aide if I

have a

> doctor's letter stating he needs one? I guess since I am so new to

this I'm

> not sure what I am entitled to ask for and plan on getting.

> I look forward to learning much from this group. Thanks.

> Suzanne

Suzanne,

The school cannot move him to another school without your consent.

Under federal law (IDEA 2004) schools are required to provide a free

and appropriate public education to a child in the least restrictive

environment that meets his needs, providing supplementary aides,

accommodations and services. The least restrictive environment is

always considered to be the home school (the school which he would

attend if he were a regular ed child). Before they pressure you

into moving him, I would suggest that you look up the law and quote

it to them chapter and verse in writing and then make your request

for an IEP meeting to discuss developing an education plan that

better meets your son's needs. They are legally required to make

every effort to make the LRE work before considering moving him to a

more restrictive placement. Then in the meeting, if behavior is an

issue, I would suggest that you formally request an FBA (functional

behavioral assessment). They are also required to do one of these

if behaviors of the child are impeding his education or that of

others. And if they are trying to move him because of behaviors,

I'd say you have a legitimate reason to request one. Some schools

prefer to ignore the law and jump right to what is most convenient

for them - getting the kid out of the mainstream, but that is rarely

to the child's benefit. If they refuse and try to get you to sign a

NOREP (notice of recommended placement) to move your son, refuse to

do so. Politely but firmly put it in writing that you disagree with

moving him at this time because the school has not yet provided the

supports and services to enable him to be successful in the

mainstream classroom. If the NOREP has options to check such

as " mediation " and " Due Process " don't check them. Just write in

that you would are requesting another IEP meeting to discuss

providing appropriate supports and services in the current setting.

Make them take you to due process if they want to move him that

badly. Then they will have to prove that they have provided him

with an appropriate education up till now...which I don't see how

they can do that if they haven't even tried providing him with an

aide. And if you son has an asperger diagnosis, don't - under any

circumstnace - let them ever move him to a class for children

with " severe behaviors " which sounds to me like a dumping ground for

emotionally disturbed children. I can't think of a worse placement

for an asperger child. He will never learn proper behaviors in that

setting and his problems will only multiply...NOT APPROPRIATE! Put

it in writing. And if you feel overwhelmed by all this, find a good

advocate and hire him/her to assist you with the letter writing and

meetings. Most states have advocacy groups or education law centers

that are happy to offer you free advice and direct you to

advocates. It's better to face this head-on now,then to let them

put him in an innappropriate placement because it will be much

harder to get him out of the placement then to keep him out.

Good luck!

Joe

[Guest guest]

I want an aide in the classroom with him but the teacher says no way

and the school is saying they don't know if they have anyone. Can

they get away with this? thanks!

>

,

All things in good time. It sounds like you've made good progress

in getting some changes made in the classroom. If they are not

enough, your best action at this point is to keep a polite paper

trail. Make sure you address every incident in writing. If the

teacher calls to tell you that your son did something wrong, send

her a thank you note, cc'ing the sped director, recounting whatever

incident she reports. If you feel an aide might have helped in the

situation, find a way to state that politely in the letter, even if

it's indirectly like, " You told me that got upset today when

he didn't understand XYZ in class. You informed me that

wanted immediate attention and that you couldn't get to him fast

enough to address his needs. Children with Asperger Syndrome often

need extra individual attention and anxiety can build when they

don't get enough. Unfortunately, with you as the only adult in the

room, cannot get the extra attention that might prevent

incidents such as the one that happened today....

After a few incidents that you have documented, call another meeting

and request an FBA (functional behavioral assessment). Then request

an aide again.... eventually they may bend and get him an aide, or

you may realize that he doesn't really need one. Speaking from

personal experience, aides can be a mixed blessing. Some can create

more problems than they solve, so make sure he needs one before you

push too hard to get one.

Joe

[Guest guest]

Thank you Joe for the advice. The principle is pushing for a severe

behaviors classroom for him and I told her I did not believe this would work

for him and she said she had to disagree which I politely told her she was

entitled to her opinion, but I will push for the aide. This list is giving

me new hope and strength.

Thanks again

Suzanne

-- ( ) Re: ??? regarding school aides

>

> HI Janice and all,

> I'm just joined the group a couple weeks ago. My name is Suzanne

and my 9

> year old son was finally diagnosed with AS about 2 months ago

after over 6

> years of me asking for help from doctors and counselors. His

psychiatrist

> told me an aide at school would be very helpful and is what he

would

> recommend, but when I mentioned it to the school they said lets

just wait

> and see what the school testing shows. Well he kicked or attempted

to kick a

> substitute teacher this past Thursday and got a 2 day suspension.

The school

> is wanting to send him to another school in the district for kids

with

> severe behaviors. Can they refuse to provide him with an aide if I

have a

> doctor's letter stating he needs one? I guess since I am so new to

this I'm

> not sure what I am entitled to ask for and plan on getting.

> I look forward to learning much from this group. Thanks.

> Suzanne

Suzanne,

The school cannot move him to another school without your consent.

Under federal law (IDEA 2004) schools are required to provide a free

and appropriate public education to a child in the least restrictive

environment that meets his needs, providing supplementary aides,

accommodations and services. The least restrictive environment is

always considered to be the home school (the school which he would

attend if he were a regular ed child). Before they pressure you

into moving him, I would suggest that you look up the law and quote

it to them chapter and verse in writing and then make your request

for an IEP meeting to discuss developing an education plan that

better meets your son's needs. They are legally required to make

every effort to make the LRE work before considering moving him to a

more restrictive placement. Then in the meeting, if behavior is an

issue, I would suggest that you formally request an FBA (functional

behavioral assessment). They are also required to do one of these

if behaviors of the child are impeding his education or that of

others. And if they are trying to move him because of behaviors,

I'd say you have a legitimate reason to request one. Some schools

prefer to ignore the law and jump right to what is most convenient

for them - getting the kid out of the mainstream, but that is rarely

to the child's benefit. If they refuse and try to get you to sign a

NOREP (notice of recommended placement) to move your son, refuse to

do so. Politely but firmly put it in writing that you disagree with

moving him at this time because the school has not yet provided the

supports and services to enable him to be successful in the

mainstream classroom. If the NOREP has options to check such

as " mediation " and " Due Process " don't check them. Just write in

that you would are requesting another IEP meeting to discuss

providing appropriate supports and services in the current setting.

Make them take you to due process if they want to move him that

badly. Then they will have to prove that they have provided him

with an appropriate education up till now...which I don't see how

they can do that if they haven't even tried providing him with an

aide. And if you son has an asperger diagnosis, don't - under any

circumstnace - let them ever move him to a class for children

with " severe behaviors " which sounds to me like a dumping ground for

emotionally disturbed children. I can't think of a worse placement

for an asperger child. He will never learn proper behaviors in that

setting and his problems will only multiply...NOT APPROPRIATE! Put

it in writing. And if you feel overwhelmed by all this, find a good

advocate and hire him/her to assist you with the letter writing and

meetings. Most states have advocacy groups or education law centers

that are happy to offer you free advice and direct you to

advocates. It's better to face this head-on now,then to let them

put him in an innappropriate placement because it will be much

harder to get him out of the placement then to keep him out.

Good luck!

Joe

[Guest guest]

>

> Thank you Joe for the advice. The principle is pushing for a severe

> behaviors classroom for him and I told her I did not believe this

would work

> for him and she said she had to disagree which I politely told her

she was

> entitled to her opinion, but I will push for the aide. This list is

giving

> me new hope and strength.

>

> Thanks again

>

> Suzanne

It won't meet his needs, but it will certainly solve her problem.

it's a shame that she sounds like the kind of principal who would

rather remove a problem child than make the effort to educate herself

about his needs and try to make his education appropriate. Don't

agree to that placement under any circumstances. Just keep the focus

on meeting his needs under the law. Appear willing to work with the

school - ask the view the class. That should give you some idea of

how inappropriate it will be for him. Then document in writing what

you saw and ask them what the average academic level is of children

in this class, and how many are achieving proficiency levels in the

state academic standards. Ask what the success rate is to moving

these children out of this class and back into the mainstream. Odds

are they won't answer you. If they do, the answers will be in your

favor. If they don't, well you can make the case that you asked for

information about the class in order to make an informed decision but

you weren't provided it. Ask (in writing!!) specific questions

about this class and how it will address the specific problems that

you have with your son, how many children in the class are diagnosed

with AS, what the education and training is of the teacher and

aide(s)in working with asperger syndrome children and how this class

will address his issues from a neurological perspective (i.e.

teaching him appropriate behaviors) as opposed to a behavioral

perspective (i.e. rewards and consequences and simply controlling him

to get him through the day). Keep it polite and impersonal, and keep

the language focused on his needs and making measurable progress in

school (academic, behavioral) and preparing him for graduation and

independent living and further education. This is what the school is

required to do under the law and in the least restrictive

environment. If they haven't made a sincere effort to learn about

AS, train the staff, modify his environment and provide supports

(including a trained aide if necessary) in the mainstream setting,

then they are not following the law. You are on solid legal ground

here. If you tell me what state you live in, I'll help you find your

state law as well.

Keep in mind that kids with Asperger Syndrome may not learn

appropriate behaviors from their peers, but they sure as heck will

pick up the inappropriate ones. Putting him in a class of children

with " severe behaviors " would be the worst possible situation for

him. I have yet to hear of a placement like that being anything but

a disaster for an asperger child.

Joe

[Guest guest]

In a message dated 1/14/2006 7:12:39 PM Eastern Standard Time,

eeveechester@... writes:

_Asperger Syndrome " Perfect Misplacement " : Ami Klin, Ph.D. and Fred R.

Volkmar, M.D._ (http://www.aspennj.org/klin.html)

[Guest guest]

Thanks Joe,

I live in Youngstown Ohio. Our school district ranks 14 in state excellence

standards but they sure don't like dealing with the special needs that

involve behavior issues I'm starting to hear. But I grew up in this town and

I am willing to fight for my child's rights.

It was kind of funny and I know I shouldn't laugh but when she finally got

to see his rage first hand and it was directed at her she called to tell me

how she thought my son had a split personality. I know I thought that prior

to learning anything about AS, but when she said that to me, I knew at that

point she didn't know much about AS like she was trying to lead me to

believe.

I told her the same thing that I thought he would learn the bad behaviors

but she said she has seen great results come back to the school after these

placements, which I don't believe. Plus I don't want to risk it.

Suzanne

-- ( ) Re: ??? regarding school aides

>

> Thank you Joe for the advice. The principle is pushing for a severe

> behaviors classroom for him and I told her I did not believe this

would work

> for him and she said she had to disagree which I politely told her

she was

> entitled to her opinion, but I will push for the aide. This list is

giving

> me new hope and strength.

>

> Thanks again

>

> Suzanne

It won't meet his needs, but it will certainly solve her problem.

it's a shame that she sounds like the kind of principal who would

rather remove a problem child than make the effort to educate herself

about his needs and try to make his education appropriate. Don't

agree to that placement under any circumstances. Just keep the focus

on meeting his needs under the law. Appear willing to work with the

school - ask the view the class. That should give you some idea of

how inappropriate it will be for him. Then document in writing what

you saw and ask them what the average academic level is of children

in this class, and how many are achieving proficiency levels in the

state academic standards. Ask what the success rate is to moving

these children out of this class and back into the mainstream. Odds

are they won't answer you. If they do, the answers will be in your

favor. If they don't, well you can make the case that you asked for

information about the class in order to make an informed decision but

you weren't provided it. Ask (in writing!!) specific questions

about this class and how it will address the specific problems that

you have with your son, how many children in the class are diagnosed

with AS, what the education and training is of the teacher and

aide(s)in working with asperger syndrome children and how this class

will address his issues from a neurological perspective (i.e.

teaching him appropriate behaviors) as opposed to a behavioral

perspective (i.e. rewards and consequences and simply controlling him

to get him through the day). Keep it polite and impersonal, and keep

the language focused on his needs and making measurable progress in

school (academic, behavioral) and preparing him for graduation and

independent living and further education. This is what the school is

required to do under the law and in the least restrictive

environment. If they haven't made a sincere effort to learn about

AS, train the staff, modify his environment and provide supports

(including a trained aide if necessary) in the mainstream setting,

then they are not following the law. You are on solid legal ground

here. If you tell me what state you live in, I'll help you find your

state law as well.

Keep in mind that kids with Asperger Syndrome may not learn

appropriate behaviors from their peers, but they sure as heck will

pick up the inappropriate ones. Putting him in a class of children

with " severe behaviors " would be the worst possible situation for

him. I have yet to hear of a placement like that being anything but

a disaster for an asperger child.

Joe

[Guest guest]

I will be taking this to my IEP meeting.

Thanks.

Suzanne

-- Re: ( ) Re: ??? regarding school aides

In a message dated 1/14/2006 7:12:39 PM Eastern Standard Time,

eeveechester@... writes:

_Asperger Syndrome " Perfect Misplacement " : Ami Klin, Ph.D. and Fred R.

Volkmar, M.D._ (http://www.aspennj.org/klin.html)

[Guest guest]

Have you heard of the Summit Academy? It is an excellent program for

children with AS and ADD in Ohio, and it is a charter school with

multiple locations...might be worth looking into if your district

isn't willing to work with you.

http://www.summitacademies.com/default.htm

Looks like there is one in Youngstown. You would need to apply for

admission and provide proper documentation of your son's disability.

But the public school would have no say in the matter of whether they

accepted you or not.

Joe.

> Thanks Joe,

>

> I live in Youngstown Ohio. Our school district ranks 14 in state

excellence

> standards but they sure don't like dealing with the special needs

that

> involve behavior issues I'm starting to hear. But I grew up in this

town and

> I am willing to fight for my child's rights.

> It was kind of funny and I know I shouldn't laugh but when she

finally got

> to see his rage first hand and it was directed at her she called to

tell me

> how she thought my son had a split personality. I know I thought

that prior

> to learning anything about AS, but when she said that to me, I knew

at that

> point she didn't know much about AS like she was trying to lead me

to

> believe.

> I told her the same thing that I thought he would learn the bad

behaviors

> but she said she has seen great results come back to the school

after these

> placements, which I don't believe. Plus I don't want to risk it.

>

> Suzanne

>

> -- ( ) Re: ??? regarding school aides

>

>

> >

> > Thank you Joe for the advice. The principle is pushing for a

severe

> > behaviors classroom for him and I told her I did not believe this

> would work

> > for him and she said she had to disagree which I politely told

her

> she was

> > entitled to her opinion, but I will push for the aide. This list

is

> giving

> > me new hope and strength.

> >

> > Thanks again

> >

> > Suzanne

>

>

> It won't meet his needs, but it will certainly solve her problem.

> it's a shame that she sounds like the kind of principal who would

> rather remove a problem child than make the effort to educate

herself

> about his needs and try to make his education appropriate. Don't

> agree to that placement under any circumstances. Just keep the

focus

> on meeting his needs under the law. Appear willing to work with

the

> school - ask the view the class. That should give you some idea of

> how inappropriate it will be for him. Then document in writing what

> you saw and ask them what the average academic level is of children

> in this class, and how many are achieving proficiency levels in the

> state academic standards. Ask what the success rate is to moving

> these children out of this class and back into the mainstream. Odds

> are they won't answer you. If they do, the answers will be in your

> favor. If they don't, well you can make the case that you asked

for

> information about the class in order to make an informed decision

but

> you weren't provided it. Ask (in writing!!) specific questions

> about this class and how it will address the specific problems that

> you have with your son, how many children in the class are

diagnosed

> with AS, what the education and training is of the teacher and

> aide(s)in working with asperger syndrome children and how this

class

> will address his issues from a neurological perspective (i.e.

> teaching him appropriate behaviors) as opposed to a behavioral

> perspective (i.e. rewards and consequences and simply controlling

him

> to get him through the day). Keep it polite and impersonal, and

keep

> the language focused on his needs and making measurable progress in

> school (academic, behavioral) and preparing him for graduation and

> independent living and further education. This is what the school

is

> required to do under the law and in the least restrictive

> environment. If they haven't made a sincere effort to learn about

> AS, train the staff, modify his environment and provide supports

> (including a trained aide if necessary) in the mainstream setting,

> then they are not following the law. You are on solid legal ground

> here. If you tell me what state you live in, I'll help you find

your

> state law as well.

>

> Keep in mind that kids with Asperger Syndrome may not learn

> appropriate behaviors from their peers, but they sure as heck will

> pick up the inappropriate ones. Putting him in a class of children

> with " severe behaviors " would be the worst possible situation for

> him. I have yet to hear of a placement like that being anything

but

> a disaster for an asperger child.

> Joe

>

>

>

>

>

>

>

[Guest guest]

Suzanne,

Here is a link to Ohio's Dept. of Education section on disabilities and

exceptional children:

http://www.ode.state.oh.us/exceptional_children/Children_with_Disabiliti

es/default.asp

Joe

> I live in Youngstown Ohio. Our school district ranks 14 in state

excellence

> standards but they sure don't like dealing with the special needs that

> involve behavior issues I'm starting to hear. But I grew up in this

town and

> I am willing to fight for my child's rights.