Re: Getting up to speed on advocacy - recent Psychiatrist diagnosis

[Guest guest]

>>How do I get up to speed quickly to advocate for him in the public

school (Virginia)?

Try www.wrightslaw.com and the companion site www.fetaweb.com

Also contact your state Parent Training and Information project. They

are federally funded to educate parents on the IEP process. You'll find

them at www.yellowpagesforkids.com

>>If the Psychiatrist recommended OT and speech for pragmatics, is an

IEP needed?

Yes, you will need an IEP to get these services, at least in TX you do.

You can't go in asking for an IEP though. The way to go about it is to

send a letter requesting a evaluation. List the areas you feel your

child needs help in but don't name the services needed. That's putting

the cart before the horse. A good evaluation should determine what

services are needed.

Tonya

[Guest guest]

The fact that he is smart has nothing to do with getting him help. That

principal needs to go back to school and get with the times. As far as I know -

just the fact he was medically diagnosed with AS - the school HAS to help him by

law. I know it is extremely frustrating( I have a 5 year old daughter with HFA)

but you have to be strong and firm to get what your child deserves!

Much luck to you!

Heidi

Helen Elder <Bigshoelder@...> wrote:

My six year old recently was diagnosed with AS. He has classic traits

and I have spent 3 years trying to get help for us with his

inconsistent behavior and meltdowns. Everyone from my parents to the

pediatrician has been telling me to be firmer and discipline more. He

requires a lot of attention from the teacher and will become frustated

and lash out or melt down in the classroom. If he is stressed or

bullied on the bus, he will shout out, lick people or act weird to

relieve the stress.

My question for the group is: How do I get up to speed quickly to

advocate for him in the public school (Virginia)? If the Psychiatrist

recommended OT and speech for pragmatics, is an IEP needed? The Vice

Principal said that my son is smart and does not qualify for

accomodations. It is frustrating enough to make ME melt down. Would

they tell a child who can't read that they aren't going to teach them?

I would love some direction from you all. Thanks.

__________________________________________________

[Guest guest]

Quick thoughts, not much time right now.

Yes, for OT or speech services he will get an IEP. Has the

psychiatrist put anything in writing to the school with the

recommendation for them?

You can write a letter to the school requesting an evaluation for OT

and speech as suggested by the psych. Also, if you haven't,

something to the school with the diagnosis of AS.

As to your son not needing any accommodations - well, apparently he

does since he is having trouble with meltdowns, anxiety/stress in

the classroom and takes extra attention. The school needs to learn

about your son and his particular needs due to AS and learn about AS

in general and accommodate/modify as needed for schoolwork and for

behavior (to prevent lashing out and meltdowns in the first place).

For instance, he might need a bit more 1:1 for some tasks or

instructions; whereas the other students might understand

instructions, he may need them broken down more into steps (hearing

3 things to do in instructions might be too much, he may need to

understand the first step, then prompted on to the 2nd step, etc.).

Just quick thoughts but, yes, they do need to accommodate his needs

and make it a better learning environment for him. I have a gifted

AS son (age 17) and schools do tend to think sometimes that so long

as they are passing they don't need accommodations; wrong!

>

> My six year old recently was diagnosed with AS. He has classic

traits

> and I have spent 3 years trying to get help for us with his

> inconsistent behavior and meltdowns. Everyone from my parents to

the

> pediatrician has been

[Guest guest]

Thanks to you all for responding. The Psychiatric evaluation is from the

Psychiatrist the arranged by the school. Eleven years ago I had a friend

whose son was diagnosed with AS and the school provided an aide in the

classroom to help with transitions. That was a different school district.

Our local school is so focused on providing services for children who can't

read that they are limited in their scope. The two children here that I

know have AS are in the special education class and actually take the

special education bus. This would be detrimental to my son socially and

academically. Also, the method for " controlling " the negative behaviors is

restraint. My instinct tells me I can't get up to speed quick enough on

this.

We are in the evaluation part of the child study and from what I understand,

the eligibility meeting is next. There could be better support in the

interim. We have the diagnosis and no one from the school has discussed any

suggestions for helping the teacher or me with things while waiting for

services. This is her first year teaching and her first student with a

child study. I have been reading through s Law and looking for some

conferences and classes for me to take to get me up to speed on techniques

to help; we've met with a Psychologist at my expense.

Thanks Tonya for the suggestions on fetaweb.com and state Parent Training

and information project. I'm checking those out today. Have a good one

Helen

_____

From:

[mailto: ] On Behalf Of

Sent: Thursday, December 28, 2006 8:17 AM

Subject: ( ) Re: Getting up to speed on advocacy - recent

Psychiatrist diagnosis

Quick thoughts, not much time right now.

Yes, for OT or speech services he will get an IEP. Has the

psychiatrist put anything in writing to the school with the

recommendation for them?

You can write a letter to the school requesting an evaluation for OT

and speech as suggested by the psych. Also, if you haven't,

something to the school with the diagnosis of AS.

As to your son not needing any accommodations - well, apparently he

does since he is having trouble with meltdowns, anxiety/stress in

the classroom and takes extra attention. The school needs to learn

about your son and his particular needs due to AS and learn about AS

in general and accommodate/modify as needed for schoolwork and for

behavior (to prevent lashing out and meltdowns in the first place).

For instance, he might need a bit more 1:1 for some tasks or

instructions; whereas the other students might understand

instructions, he may need them broken down more into steps (hearing

3 things to do in instructions might be too much, he may need to

understand the first step, then prompted on to the 2nd step, etc.).

Just quick thoughts but, yes, they do need to accommodate his needs

and make it a better learning environment for him. I have a gifted

AS son (age 17) and schools do tend to think sometimes that so long

as they are passing they don't need accommodations; wrong!

[Guest guest]

We are in Chesapeake, VA you do need an IEP for services. I hear

also that my son is smart BUT he needs help. At this time he

receives speech and OT. My son just turned 8 and has just been

diagnosed with AS. We are looking for additional services to0 help

with social and behavior skills. The IEP process moves VERY slow 90

days at a time. You should have a resource center in your school

district and ASK for an advocate. You need to get in the system and

stay there!

Good Luck!

>

> My six year old recently was diagnosed with AS. He has classic

traits

> and I have spent 3 years trying to get help for us with his

> inconsistent behavior and meltdowns. Everyone from my parents to

the

> pediatrician has been telling me to be firmer and discipline more.

He

> requires a lot of attention from the teacher and will become

frustated

> and lash out or melt down in the classroom. If he is stressed or

> bullied on the bus, he will shout out, lick people or act weird to

> relieve the stress.

>

> My question for the group is: How do I get up to speed quickly to

> advocate for him in the public school (Virginia)? If the

Psychiatrist

> recommended OT and speech for pragmatics, is an IEP needed? The

Vice

> Principal said that my son is smart and does not qualify for

> accomodations. It is frustrating enough to make ME melt down.

Would

> they tell a child who can't read that they aren't going to teach

them?

>

> I would love some direction from you all. Thanks.

>

[Guest guest]

Home school is the best way to go and forget the state

services if your child is asperger's,pdd-nos there are

not much services autism then they start to give some

but not much Home schooling is the best thing for

children on the autism spectrum,more control,better

education at home then in schools,tom-g

--- vagkleos <peachgymn@...> wrote:

> We are in Chesapeake, VA you do need an IEP for

> services. I hear

> also that my son is smart BUT he needs help. At

> this time he

> receives speech and OT. My son just turned 8 and

> has just been

> diagnosed with AS. We are looking for additional

> services to0 help

> with social and behavior skills. The IEP process

> moves VERY slow 90

> days at a time. You should have a resource center

> in your school

> district and ASK for an advocate. You need to get

> in the system and

> stay there!

> Good Luck!

>

> >

> > My six year old recently was diagnosed with AS. He

> has classic

> traits

> > and I have spent 3 years trying to get help for us

> with his

> > inconsistent behavior and meltdowns. Everyone

> from my parents to

> the

> > pediatrician has been telling me to be firmer and

> discipline more.

> He

> > requires a lot of attention from the teacher and

> will become

> frustated

> > and lash out or melt down in the classroom. If he

> is stressed or

> > bullied on the bus, he will shout out, lick people

> or act weird to

> > relieve the stress.

> >

> > My question for the group is: How do I get up to

> speed quickly to

> > advocate for him in the public school (Virginia)?

> If the

> Psychiatrist

> > recommended OT and speech for pragmatics, is an

> IEP needed? The

> Vice

> > Principal said that my son is smart and does not

> qualify for

> > accomodations. It is frustrating enough to make

> ME melt down.

> Would

> > they tell a child who can't read that they aren't

> going to teach

> them?

> >

> > I would love some direction from you all. Thanks.

> >

>

>

>

[Guest guest]

Can you request an evaluation by the public school system? If you provide the

diagnosis & recommendations from the psychiatrist I think they have to go along

with those findings and provide services. I am sorry to hear the VP say he is

too smart to receive services. That's just crazy! There are tons of brilliant

kiddo's who have issues that require special ed services.

Helen Elder <Bigshoelder@...> wrote: My six year old recently was

diagnosed with AS. He has classic traits

and I have spent 3 years trying to get help for us with his

inconsistent behavior and meltdowns. Everyone from my parents to the

pediatrician has been telling me to be firmer and discipline more. He

requires a lot of attention from the teacher and will become frustated

and lash out or melt down in the classroom. If he is stressed or

bullied on the bus, he will shout out, lick people or act weird to

relieve the stress.

My question for the group is: How do I get up to speed quickly to

advocate for him in the public school (Virginia)? If the Psychiatrist

recommended OT and speech for pragmatics, is an IEP needed? The Vice

Principal said that my son is smart and does not qualify for

accomodations. It is frustrating enough to make ME melt down. Would

they tell a child who can't read that they aren't going to teach them?

I would love some direction from you all. Thanks.

__________________________________________________

[Guest guest]

I'm in Chesapeake, as well. Would that be the Parent Resource Center off

Battlefield? I have found that the information is not giving very freely.

The Psychiatrist recommended OT and speech in his November evaluation.

Thanks.

_____

From:

[mailto: ] On Behalf Of vagkleos

Sent: Thursday, December 28, 2006 12:54 PM

Subject: ( ) Re: Getting up to speed on advocacy - recent

Psychiatrist diagnosis

We are in Chesapeake, VA you do need an IEP for services. I hear

also that my son is smart BUT he needs help. At this time he

receives speech and OT. My son just turned 8 and has just been

diagnosed with AS. We are looking for additional services to0 help

with social and behavior skills. The IEP process moves VERY slow 90

days at a time. You should have a resource center in your school

district and ASK for an advocate. You need to get in the system and

stay there!

Good Luck!

[Guest guest]

Although the ADA requires reasonable accommodation or a readily

achievable alteration to established procedures, it is up to the school

or the board of education to determine what a reasonable accommodation

or a readily achievable alteration means. The IEP forces their hand to

identify and make the accommodations and alterations required. Without the IEP,

you are at their mercy, a place you certainly do not want to be.

Here are a few thoughts on IEPs:

The law does not require you to make modifications for a child who does not

have

an IEP or a 504 plan. However, teachers make modifications for children all the

time.

Are they fair?

Is it “fair” to:

Give children the

opportunity to earn passing grades by allowing them to do work for extra

credit?

Help children after school because they need extra

assistance?

Give a passing grade to a child who is trying very hard but

is not earning one?

Send assignments to a child who is at home sick or

in the hospital?

Let a child turn in an assignment late because the

child was absent from school for a grandparent’s funeral?

Let a child

who uses a wheelchair participate in an another activity while other children

must run laps?

Modifications Level the Playing

Field

These are all very common modifications. Teachers make them every day. Are

these

modifications “fair?”

Isn’t it true that these modifications only level

the playing field for children who get a bad hand of cards? They do not provide

unfair advantages. Life deals our hands from the same deck. Some of us get aces;

others get deuces.

Public education is

not a poker game. Public education prepares children for life.

- Pat Howey, Advocate (Indiana State Advocate)

Are these

modifications “fair?”

I say yes. Schools, too often, say no. They, and only they, decide if,

when, where, how, why, and with whom they will meet on a level ground.

They will not ask, or welcome your opinion. The fact that you are the

parent has no bearing.

Let's face it. Some are dealt a Royal Flush, some are dealt 5 cards that

don't match anything. Ok, let's redeal. Everyone now has a fighting chance.

That's what a modification is.

There is one problem with this idea. It costs money. Often, a business has a

very strict limit on the profit it can make. The most well run, most efficient

school board in the world has a prime directive as a government driven entity.

It has a very strict limit on how much money it can use, or lose. If any

government agency uses its' alocation of funds prudently, it will not lose money

off of next year's budget. If it uses all of its' money, even prudently, in ways

that can be called into question, then the agency managers can be replaced in

preference of those who will use the money in the way those who live to call

decisions into question decide it should be used. It is a sad affair, that laws

have to be passed in order that those who are in need will be taken care of. The

examples of this type of mismanagement of compassion are legion. The crises of

poor working conditions, child/forced labor, sweat shops, sub-poverty wages,

abusive hours, lack of sufficient

education, fair trade, etc., are all too common.

It cannot use more money on any one person or project than it has decided it

has money for. Make no mistake, the money is there, but if it uses too much

money one year, it is afraid it will get a bad record. IEPs are in place to make

the money usable, available, and undeniable to the child who has the IEP.

As you can tell, I have strong opinions on facts of law that I feel are

occasionally frivilous, abusive, and beg change. I will not bore you with those

here.

Dave

( ) Getting up to speed on advocacy - recent

Psychiatrist diagnosis

My six year old recently was diagnosed with AS. He has classic traits

and I have spent 3 years trying to get help for us with his

inconsistent behavior and meltdowns. Everyone from my parents to the

pediatrician has been telling me to be firmer and discipline more. He

requires a lot of attention from the teacher and will become frustated

and lash out or melt down in the classroom. If he is stressed or

bullied on the bus, he will shout out, lick people or act weird to

relieve the stress.

My question for the group is: How do I get up to speed quickly to

advocate for him in the public school (Virginia)? If the Psychiatrist

recommended OT and speech for pragmatics, is an IEP needed? The Vice

Principal said that my son is smart and does not qualify for

accomodations. It is frustrating enough to make ME melt down. Would

they tell a child who can't read that they aren't going to teach them?

I would love some direction from you all. Thanks.

[Guest guest]

Please go to www.wrightslaw.com and read! They have tons of articles on how to

deal with IEPs, meetings, etc. And your principal is wrong. One thing to learn

is do NOT take everything they say as the truth. Ask for documentation and

write follow up letters at all times. Request an evaluation in writing.

Roxanna

( ) Getting up to speed on advocacy - recent

Psychiatrist diagnosis

My six year old recently was diagnosed with AS. He has classic traits

and I have spent 3 years trying to get help for us with his

inconsistent behavior and meltdowns. Everyone from my parents to the

pediatrician has been telling me to be firmer and discipline more. He

requires a lot of attention from the teacher and will become frustated

and lash out or melt down in the classroom. If he is stressed or

bullied on the bus, he will shout out, lick people or act weird to

relieve the stress.

My question for the group is: How do I get up to speed quickly to

advocate for him in the public school (Virginia)? If the Psychiatrist

recommended OT and speech for pragmatics, is an IEP needed? The Vice

Principal said that my son is smart and does not qualify for

accomodations. It is frustrating enough to make ME melt down. Would

they tell a child who can't read that they aren't going to teach them?

I would love some direction from you all. Thanks.

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

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Checked by AVG Free Edition.

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[Guest guest]

Remember that the school does not have to provide services just based on a dx.

A person can be dx'd with a disability and still not be eligible for receiving

an IEP/services from the school. This is because services are based on need and

not dx.

Roxanna

Re: ( ) Getting up to speed on advocacy - recent

Psychiatrist diagnosis

Can you request an evaluation by the public school system? If you provide the

diagnosis & recommendations from the psychiatrist I think they have to go along

with those findings and provide services. I am sorry to hear the VP say he is

too smart to receive services. That's just crazy! There are tons of brilliant

kiddo's who have issues that require special ed services.

Helen Elder <Bigshoelder@...> wrote: My six year old recently was

diagnosed with AS. He has classic traits

and I have spent 3 years trying to get help for us with his

inconsistent behavior and meltdowns. Everyone from my parents to the

pediatrician has been telling me to be firmer and discipline more. He

requires a lot of attention from the teacher and will become frustated

and lash out or melt down in the classroom. If he is stressed or

bullied on the bus, he will shout out, lick people or act weird to

relieve the stress.

My question for the group is: How do I get up to speed quickly to

advocate for him in the public school (Virginia)? If the Psychiatrist

recommended OT and speech for pragmatics, is an IEP needed? The Vice

Principal said that my son is smart and does not qualify for

accomodations. It is frustrating enough to make ME melt down. Would

they tell a child who can't read that they aren't going to teach them?

I would love some direction from you all. Thanks.

__________________________________________________

[Guest guest]

Hi Helen,

Boy.... your story sounds a bit familiar to mine except I hope you get help much

faster than we did. My son was 4 when we started with specialists, trying

tofind out what was different about him. It took 8 years before we got a

written diagnosis. Even then there were problems with schools or teachers not

believing anything was " wrong " with Mathew. What a freakin' nightmare. When

mathew started Jr High, he refused to go into the school by the third day and

that's when all of a sudden everyone stood up and took notice. It was only then

that psychologists, counsellors, etc, got involved to resolve the situation.

We live in Canada so I know rules and regulations are different from those in

the US. Even so, your best advocate is you. Do not accept what anyone tells

you as necessarily right for your situation. I find even now that it is often

me bringing suggestions tothe school, on how to resolve a problem.

There were so many days that I was all alone, trying to figure out what was best

and who could help. There were periods of utter despair when so-called

professional after professional shrugged off my concerns and had nothing useful

to offer. Your son's being diagnosed earlier hopefully, will bring about some

services he needs a lot sooner than my son.

( ) Getting up to speed on advocacy - recent

Psychiatrist diagnosis

My six year old recently was diagnosed with AS. He has classic traits

and I have spent 3 years trying to get help for us with his

inconsistent behavior and meltdowns. Everyone from my parents to the

pediatrician has been telling me to be firmer and discipline more. He

requires a lot of attention from the teacher and will become frustated

and lash out or melt down in the classroom. If he is stressed or

bullied on the bus, he will shout out, lick people or act weird to

relieve the stress.

My question for the group is: How do I get up to speed quickly to

advocate for him in the public school (Virginia)? If the Psychiatrist

recommended OT and speech for pragmatics, is an IEP needed? The Vice

Principal said that my son is smart and does not qualify for

accomodations. It is frustrating enough to make ME melt down. Would

they tell a child who can't read that they aren't going to teach them?

I would love some direction from you all. Thanks.

__________________________________________________

[Guest guest]

hi hellen, sound alot like mine too and going thru it still they dont want to

aceept my son diag. the only wanrt to think it all behavioral and nothng else.

hang in there, i wish i could give more advice but i really struggling my self

right now they have it where my son cant even be in school right now. take care

angelina

__________________________________________________

[Guest guest]

My son has a very high IQ and still received services through the

school system. True, I had to go through due process to get them, and

we had to get IEEs (Independent External Evaluations?) (help me

somebody, I forget exactly what IEE stands for). Our external

evaluations showed that he did indeed need services, and the district

coughed up. They also put him in a special program for bright kids

with learning disabilities. It worked REALLY well for him. especially

in elementary and middle schools. Anybody in San Diego Unified School

District who's got a child who is having difficulty in a mainstream

classroom, write to me privately, and I'll give you more info on this

program. Low teacher-student ratios, individualized work much of the

time, and, of course, they work according to everyone's IEP. It's

dynamite.

Liz

On Dec 28, 2006, at 6:28 PM, Liz S wrote:

> Can you request an evaluation by the public school system? If you

> provide the diagnosis & recommendations from the psychiatrist I

> think they have to go along with those findings and provide

> services. I am sorry to hear the VP say he is too smart to receive

> services. That's just crazy! There are tons of brilliant kiddo's

> who have issues that require special ed services.

>

> Helen Elder <Bigshoelder@...> wrote: My six year old recently

> was diagnosed with AS. He has classic traits

> and I have spent 3 years trying to get help for us with his

> inconsistent behavior and meltdowns. Everyone from my parents to the

> pediatrician has been telling me to be firmer and discipline more. He

> requires a lot of attention from the teacher and will become frustated

> and lash out or melt down in the classroom. If he is stressed or

> bullied on the bus, he will shout out, lick people or act weird to

> relieve the stress.

>

> My question for the group is: How do I get up to speed quickly to

> advocate for him in the public school (Virginia)? If the Psychiatrist

> recommended OT and speech for pragmatics, is an IEP needed? The Vice

> Principal said that my son is smart and does not qualify for

> accomodations. It is frustrating enough to make ME melt down. Would

> they tell a child who can't read that they aren't going to teach them?

>

> I would love some direction from you all. Thanks.

>

> __________________________________________________

>

[Guest guest]

IEE is " Independent Educational Evaluation. "

Roxanna

Re: ( ) Getting up to speed on advocacy - recent

Psychiatrist diagnosis

My son has a very high IQ and still received services through the

school system. True, I had to go through due process to get them, and

we had to get IEEs (Independent External Evaluations?) (help me

somebody, I forget exactly what IEE stands for). Our external

evaluations showed that he did indeed need services, and the district

coughed up. They also put him in a special program for bright kids

with learning disabilities. It worked REALLY well for him. especially

in elementary and middle schools. Anybody in San Diego Unified School

District who's got a child who is having difficulty in a mainstream

classroom, write to me privately, and I'll give you more info on this

program. Low teacher-student ratios, individualized work much of the

time, and, of course, they work according to everyone's IEP. It's

dynamite.

Liz

On Dec 28, 2006, at 6:28 PM, Liz S wrote:

> Can you request an evaluation by the public school system? If you

> provide the diagnosis & recommendations from the psychiatrist I

> think they have to go along with those findings and provide

> services. I am sorry to hear the VP say he is too smart to receive

> services. That's just crazy! There are tons of brilliant kiddo's

> who have issues that require special ed services.

>

> Helen Elder <Bigshoelder@...> wrote: My six year old recently

> was diagnosed with AS. He has classic traits

> and I have spent 3 years trying to get help for us with his

> inconsistent behavior and meltdowns. Everyone from my parents to the

> pediatrician has been telling me to be firmer and discipline more. He

> requires a lot of attention from the teacher and will become frustated

> and lash out or melt down in the classroom. If he is stressed or

> bullied on the bus, he will shout out, lick people or act weird to

> relieve the stress.

>

> My question for the group is: How do I get up to speed quickly to

> advocate for him in the public school (Virginia)? If the Psychiatrist

> recommended OT and speech for pragmatics, is an IEP needed? The Vice

> Principal said that my son is smart and does not qualify for

> accomodations. It is frustrating enough to make ME melt down. Would

> they tell a child who can't read that they aren't going to teach them?

>

> I would love some direction from you all. Thanks.

>

> __________________________________________________

>

[Guest guest]

Helen,

I am in Fairfax VA. My 7 year old son was diagnosed AS last week.

Before that, his IEP was for ADHD. It originated in Culpeper, VA and

was transferred to Fairfax when we moved. Do not give up. It is a

hard road but worth the migraines.

Here are the steps we took to get services for Jake:

He was evaluated at age 3 in Culpeper and denied services due to his

age and intelligence - they deemed him precocious.

The following year he beat the you-know-what out of most of his

daycare teachers and was suspended three times. I demanded another

eval and this time we got services.

Jake was put into a Special Education (SpEd) preschool program at the

local elementary and was scheduled for mainstreaming into

Kindergarten in fall of 2005. When we held the IEP meeting for that -

we were informed that the principal did not have the funds to give my

son an aide and that the SpEd teacher really didn't know how to help

him since he was not having academic problems. The end result was

that they would wait for him to throw a chair and then talk to him.

We moved.

Fairfax accepted the IEP and after 3 months it was adjusted to give

an aide for Kindergarten - he was not on any meds so we were

just working on the ADHD issue - Asperger's had not been brought up.

At the end of last school year, the county re-evaluated and we

took him to the local university and to Childrens' Hospital for an

eval. All agreed that Jake was ADHD, and ODD. We introduced Focalin

to address the ADHD in Spetember right before 1st grade and THATS

when the true rage appeared, hidden all this time behind the hyper-

activity.

A private re-eval now diagnosed Asperger's. And we are so relieved

to have something to work with. The school has a choice, give Jake

the services he needs or pay for private schooling. The principal

tried to throw him into the non-verbal self-contained classroom and I

made it perfectly clear that wasn't going to happen. She then told me

simply just wanted his way. - Clueless and should retire...

Go to the county school board and demand an IEP Evaluation. Back it

up with the diagnosis from the doctor. Here in Fairfax, the doctor's

diagnosis takes precedent over the school's diagnosis. You son

need's social accomodations over academic ones. Services not only

need to address academia but self control, self esteem and

transitioning. Being smart doesn't mean he doesn't have issues.

Keep the faith (whatever your's may be)

Hugs

Deej

[Guest guest]

Just a note to say that my 18 yr. old son as Aspergers. He is on an IEP so that

he can receive therapy from the speech patholosgist. He was diagnosed in the

6th grade. He also is very smart. His school work has never been modified and

he has been in several honor classes.

The school can put your child on an IEP and watch him in the classroom to

see if his work needs modified. . Just because he is smart does not mean he

should not be on an IEP. The speech path. has taught my soon many social cues

etc. as well as helped him to make eye contact with people. We have worked on

many things at home, but the school has helped him open up more when I can't.

The sschool shoud put your child on an IEP whether or not his work needs to be

modified. Hope this helps.

cw

cw

Although the ADA requires reasonable accommodation or a readily

achievable alteration to established procedures, it is up to the school

or the board of education to determine what a reasonable accommodation

or a readily achievable alteration means. The IEP forces their hand to

identify and make the accommodations and alterations required. Without the IEP,

you are at their mercy, a place you certainly do not want to be.

Here are a few thoughts on IEPs:

The law does not require you to make modifications for a child who does not have

an IEP or a 504 plan. However, teachers make modifications for children all the

time.

Are they fair?

Is it “fair” to:

Give children the

opportunity to earn passing grades by allowing them to do work for extra

credit?

Help children after school because they need extra

assistance?

Give a passing grade to a child who is trying very hard but

is not earning one?

Send assignments to a child who is at home sick or

in the hospital?

Let a child turn in an assignment late because the

child was absent from school for a grandparent’s funeral?

Let a child

who uses a wheelchair participate in an another activity while other children

must run laps?

Modifications Level the Playing

Field

These are all very common modifications. Teachers make them every day. Are these

modifications “fair?”

Isn’t it true that these modifications only level

the playing field for children who get a bad hand of cards? They do not provide

unfair advantages. Life deals our hands from the same deck. Some of us get aces;

others get deuces.

Public education is

not a poker game. Public education prepares children for life.

- Pat Howey, Advocate (Indiana State Advocate)

Are these

modifications “fair?”

I say yes. Schools, too often, say no. They, and only they, decide if,

when, where, how, why, and with whom they will meet on a level ground.

They will not ask, or welcome your opinion. The fact that you are the

parent has no bearing.

Let's face it. Some are dealt a Royal Flush, some are dealt 5 cards that don't

match anything. Ok, let's redeal. Everyone now has a fighting chance. That's

what a modification is.

There is one problem with this idea. It costs money. Often, a business has a

very strict limit on the profit it can make. The most well run, most efficient

school board in the world has a prime directive as a government driven entity.

It has a very strict limit on how much money it can use, or lose. If any

government agency uses its' alocation of funds prudently, it will not lose money

off of next year's budget. If it uses all of its' money, even prudently, in ways

that can be called into question, then the agency managers can be replaced in

preference of those who will use the money in the way those who live to call

decisions into question decide it should be used. It is a sad affair, that laws

have to be passed in order that those who are in need will be taken care of. The

examples of this type of mismanagement of compassion are legion. The crises of

poor working conditions, child/forced labor, sweat shops, sub-poverty wages,

abusive hours, lack of sufficient

education, fair trade, etc., are all too common.

It cannot use more money on any one person or project than it has decided it has

money for. Make no mistake, the money is there, but if it uses too much money

one year, it is afraid it will get a bad record. IEPs are in place to make the

money usable, available, and undeniable to the child who has the IEP.

As you can tell, I have strong opinions on facts of law that I feel are

occasionally frivilous, abusive, and beg change. I will not bore you with those

here.

Dave

( ) Getting up to speed on advocacy - recent

Psychiatrist diagnosis

My six year old recently was diagnosed with AS. He has classic traits

and I have spent 3 years trying to get help for us with his

inconsistent behavior and meltdowns. Everyone from my parents to the

pediatrician has been telling me to be firmer and discipline more. He

requires a lot of attention from the teacher and will become frustated

and lash out or melt down in the classroom. If he is stressed or

bullied on the bus, he will shout out, lick people or act weird to

relieve the stress.

My question for the group is: How do I get up to speed quickly to

advocate for him in the public school (Virginia)? If the Psychiatrist

recommended OT and speech for pragmatics, is an IEP needed? The Vice

Principal said that my son is smart and does not qualify for

accomodations. It is frustrating enough to make ME melt down. Would

they tell a child who can't read that they aren't going to teach them?

I would love some direction from you all. Thanks.