Guest guest Posted February 6, 2009 Report Share Posted February 6, 2009 Hi, For those who have been through the IEP process, what happens if I don't agree with the IEP and refused to sign it and no agreement can be reached? Where do I go from there? Thanks. . Quote Link to comment Share on other sites More sharing options...
Guest guest Posted February 7, 2009 Report Share Posted February 7, 2009 Due Process. BTW, an IEP does not have to ever be signed by the parent. " A true measure of love is how much truth you are told. " ...A Girl Named SUESS " http://www.apraxiaspeaks.com/susan-teneyck.html http://agirlnamedsuess.tripod.com http://www.iuniverse.com/bookstore/book_detail.asp?isbn=0-595-37775-0 “Standing for justice…changing labels associated with Down Syndrome.” Our doormat reads: B les Sour Ho me. _________________________________________________________________ Windows Live™: E-mail. Chat. Share. Get more ways to connect. http://windowslive.com/online/hotmail?ocid=TXT_TAGLM_WL_HM_AE_Faster_022009 Quote Link to comment Share on other sites More sharing options...
Guest guest Posted February 7, 2009 Report Share Posted February 7, 2009 Yes you can refuse to sign the IEP -I did with my son Tanner because I didn't agree with it. But that didn't mean he was kicked out of the program in his case, and it didn't mean that we continued to work on the IEP until we all agreed on what was best. In our case with Tanner, ultimately the IEP we all signed was " out of district " placement at the Summit Speech School in New Providence, NJ. To clarify this, because a parent 'is' always a part of the IEP process: ....Here's an article and a link from 's law: The IEP Staffing Process What is the IEP (Individualized Education Plan)? ,.. The IEP is at the heart of legislation which mandates a free, appropriate education for children with disabilities in public schools. The IEP was an integral part of the original federal legislation enacted in 1975, Public Law 94-142, The Education of All Handicapped Children Act (EHA). In 1990, this law was reauthorized by Congress and was renamed Individuals with Disabilities Education Act (IDEA), Public Law 101-476. The IEP continues to be the cornerstone of a quality educational experience for a child who receives special education services. The IEP is a document that directs the entire school program of the child. It is an agreement between the school and the parents on how the child will be educated, and it is written, jointly, by the parents and school personnel. There are three main parts Indeveloping an IEP: 1. Formal and informal assessment and evaluation of the child by parents, educators, and qualified professionals to deterermine the child's current level of functioning, strengths, and needs. 2. Meetings (called " staffmgs " ) where school personnel and parents make decisions together about the education plan and placement for the child. This team then writes the IEP document together. 3. The process of putting the IEP into practice in the child's everyday life at school. The IEP is a written commitment of services, which the school is responsible for providing. While the school cannot be held responsible if a child does not meet his/her goals. the school must make good faith efforts at helping the child achieve the goals. The IEPis to be developed or revised by the following: 1. The parents (all staffings). 2. The child, if appropriate (all staffings). 3. The special education administrator or designee (initial. triennial. and review staffmgs). 4. The building admintstrator or designee (initial and triennial staffings). 5. The child's special and regular educators (all staffings). 6. Other individuals who know the child well. at the request of the parents or the school (all staffings). The IEP must Include the following informafion: 1. The child's current level of functioning, strengths, and needs in these areas: A. Physical abilities B. Communication abilities C. Thinking abilities D. Social and emotional behavior E. Developmental or educational growth 2. Annual goals with measurable short tenn objectives. 3. Specific related services and characteristics of service (modifications) that the school will provide. 4. A statement of the child's placement including time spent in the regular classroom and the supports to be provided by the school. 5. The date the child begins receiving special education services and the expected length of services. UNDERTHE LAW .. An IEP must be written for each child with a disability who qualifies for special education services. .. A review staffing must be held before a change in the child's placement is considered. .. An IEP must be reviewed at least once each year but may be reviewed more often if necessary. .. A new IEP must be written every three years with new assessments and evaluations (a triennial staffing). All children with disabilities are guaranteed: .. A free, appropriate education to meet their individual needs. .. A fair assessment of their strengths and abilities as well as their needs and dIsabilities. .. An appropriate placement with children who do not have disabilities, to the maximum extent possible (least restrictive environment). .. Appropriate supplementary aids and services regardless of their placement. Things to remember: 1. A child's program and placement are determined only after the IEP is developed based on the child's unique needs. The IEP is not based on what is available from the school district: It can only be based on the needs of the child. A change of services or placement can be made only by the staffmg team, which includes the parents. It cannot be done by school admlnistratlon. 2. The IEP meeting must be at a time and place agreed upon by the parents and the school personnel. 3. Parents are equal participants in developing, reviewing, and revising their child's IEP. It is important for parents to take the time and make the effort to become informed, effective members of the staffing team. 4. Parents have the right and the responsibility to read and understand the IEP before they sign it and to ask questions if they don't understand. The IEP does not have to be signed by the parents at the staffing; they may take it home and study It before signing. 5. Parents should make sure they have a copy of the entire IEP for their records. 6. Parents can set progress review dates with their child's teacher(s) and follow through, keeping the lines of communication open. 7. Parents may ask for an evaluation whenever they feel is necessary. 8. Parents may request a staffing at any tlme If they believe the IEP needs to be changed In order to best meet the child's needs. The entire purpose of the IEP is to benefit the child. Remember that every child is a whole person who needs to learn. to laugh. to play. and to make friends. Social success is as important as educational success. All children need to feel they " belong. " Studies indicate that children with disabilities who feel they belong and are an Important part of their class, their school, or their group learn better than those who feel left out. A child with a disability is a child first and foremost. He/she should be provided \with the same opportunities for healthy childhood development that other children have. It is important that a child with a disability be included in the everyday activities at school. The IEP can and should address this critical need of the child. The Individualized Education Plan is a tool to help each child open the door too achieving his/her place in the world. And PARENTS hold the key! ePEAKnt Center. Inc.. 6055 Lehman Drtve. #101. Colorado Spllngs. CO 80918 (719)531-9400. (719)531-9403 rmD). 1-800-284-0251 for parents In Colorado. FAX(719)531-9452 http://www.ldacolorado.com/files/IEP%20 & %20504%20Plan/IEP%20Staffing%20Process2.\ pdf The slaw Way to Special Education Law and Advocacy Parents Are Not Members of the IEP Team … Say What!? " I'm a special education teacher. At a meeting today, our sped director told us that " parents are not a part of the IEP Team. " The director indicated that implementing an IEP requires the parents' consent although they are not members of the IEP team. Can you clarify this? " Parents are and always have been members of the IEP team. I can't imagine why your sped director would tell teachers that parents are not members of the IEP team, but parents have to provide consent to the IEP... " The significance of a signature on an IEP means different things in different states. I learned this when we received an email from a parent in NY. She said parents received a copy of the IEP in the mail before school began - but she had not received her child's IEP. Her question: " How long does the school have to provide parents with the IEP? " I was surprised by this question so I started asking questions. In some states, signing the IEP means the parent attended the meeting. In other states, signing the IEP means the parent gives their consent to the services in the IEP. In some states, no one signs the IEP at all. Perhaps those of you who are reading this can let us know what the practice is in your state. We live in Virginia where parents give consent to the IEP. When the State Dept of Ed wrote their proposed special ed regulations for IDEA 2004, they eliminated parental consent, thus eroding parental rights. This caused a firestorm of protest. We are waiting to learn what VDOE plans to do. " http://www.wrightslaw.com/blog/?p=91 ===== Quote Link to comment Share on other sites More sharing options...
Guest guest Posted February 7, 2009 Report Share Posted February 7, 2009 we usually sign parts we agree on and have a parent note that says why we do not agree on other parts and are not signing those. The information transmitted is intended only for the person or entity to which it is addressed and may contain confidential, proprietary, and/or privileged material. Any review, retransmission, dissemination or other use of, or taking of any action in reliance upon, this information by persons or entities other than the intended recipient is prohibited. If you receive this in error, please contact the sender and delete the material from all computers. Sharon Lang Quote Link to comment Share on other sites More sharing options...
Guest guest Posted February 7, 2009 Report Share Posted February 7, 2009 Sharon, I used to do that and they would " strategically " place the signed pages in with the other pages, which indicated I agreed to them all. I have really been with some crooked school systems. I got to where I did not even sign that I was present; instead, I printed my name in block letters next to my typed name. Sad, but we had to do it. > > we usually sign parts we agree on and have a parent note that says why we do not agree on other parts and are not signing those. > > > > The information transmitted is intended only for the person or entity to which it is addressed and may contain confidential, proprietary, and/or privileged material. Any review, retransmission, dissemination or other use of, or taking of any action in reliance upon, this information by persons or entities other than the intended recipient is prohibited. If you receive this in error, please contact the sender and delete the material from all computers. > > Sharon Lang > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted February 7, 2009 Report Share Posted February 7, 2009 REad the procedural safeguards that you have signed for previously- or you can find them online. There is a process to follow- Go to your ESE SP and ask for Due Process papers. Once you file things get moving. Just remember whatever it is you want for your child needs to be based on his/her unique needs. From: Nguyen <stacytuan@...> Subject: [ ] IEP Date: Friday, February 6, 2009, 10:40 PM Hi, For those who have been through the IEP process, what happens if I don't agree with the IEP and refused to sign it and no agreement can be reached? Where do I go from there? Thanks. . Quote Link to comment Share on other sites More sharing options...
Guest guest Posted February 8, 2009 Report Share Posted February 8, 2009 we add an addendum that states why we are not in agreemnt and that has been enough for us. how are you susan? sl The information transmitted is intended only for the person or entity to which it is addressed and may contain confidential, proprietary, and/or privileged material. Any review, retransmission, dissemination or other use of, or taking of any action in reliance upon, this information by persons or entities other than the intended recipient is prohibited. If you receive this in error, please contact the sender and delete the material from all computers. Sharon Lang From: <agirlnamedsuess@...> Subject: [ ] Re: IEP Date: Saturday, February 7, 2009, 7:55 PM Sharon, I used to do that and they would " strategically " place the signed pages in with the other pages, which indicated I agreed to them all. I have really been with some crooked school systems. I got to where I did not even sign that I was present; instead, I printed my name in block letters next to my typed name. Sad, but we had to do it. > > we usually sign parts we agree on and have a parent note that says why we do not agree on other parts and are not signing those. > > > > The information transmitted is intended only for the person or entity to which it is addressed and may contain confidential, proprietary, and/or privileged material. Any review, retransmission, dissemination or other use of, or taking of any action in reliance upon, this information by persons or entities other than the intended recipient is prohibited. If you receive this in error, please contact the sender and delete the material from all computers. > > Sharon Lang > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted February 8, 2009 Report Share Posted February 8, 2009 I typically advise parents who do not agree with the IEP in it's entirety to write a statement saying, " We do not agree with the IEP in it's entirety, which we have discussed our concerns here today. However we do agree that the school district may implement the IEP until all issues are resolved. " This typically will initiate another meeting, but allow them to go ahead and start with the IEP they have. Additionally, being a 50% partner in your child's education is somewhat misleading. A parent certainly has a right to present their information and disagreements, however, the school district is ultimately responsible for providing FAPE, and typically will implement what they feel is the most appropriate for the child. If you can't resolve your differences in an IEP (which I would recommend), then you certainly have the right to file Due Process. So to me, being a 50% partner is somewhat misleading.......because techniquely, schools can do what they want. It's up to us to learn tricks and strategies to motivate them to we want, so we don't incur the expense of Due Process............ Advocacy & Consulting Services - IEPadvocate4you Carol Sadler, Special Education Consultant/Advocate GA Advocacy Office PLSP I Graduate 770-442-8357 1105 Rock Pointe Look Woodstock, GA 30188 CarolSadler@... www.IEPadvocate4You.com http://iepadvocate4you.blogspot.com " There is nothing more unequal than the equal treatment of unequal people. " ---- Jefferson CONFIDENTIAL AND PRIVILEGED Information contained in this communication is confidential and privileged. It is not meant to represent legal or medical advice, but rather advice given based on my knowledge as a trained Parent Advocate by the GA Advocacy Office, Council of Parent Advocates & Attorneys, CHADD, LDA, the GA DOE Parent Mentor program as an invited guest and the special education attorneys that I often work with on educational matters. Please do not forward without my permission. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted February 8, 2009 Report Share Posted February 8, 2009 Hi Carol, Thanks for the input. The SD always says that the " team will decide " but if you are only one vote wih a team of 12-15 persons, you might as well not show up. In my experience, getting professional opinions, whether they be slp, aac, psychologist etc to support the parent, is what has worked the best for us. I don't know about the fifty percent, but when the county knows the parent is not flying solo, they tend to be more willing to work as a ture team. This is simply what has worked for us and is no way meant to be any sort of professional advice. sl The information transmitted is intended only for the person or entity to which it is addressed and may contain confidential, proprietary, and/or privileged material. Any review, retransmission, dissemination or other use of, or taking of any action in reliance upon, this information by persons or entities other than the intended recipient is prohibited. If you receive this in error, please contact the sender and delete the material from all computers. Sharon Lang From: Carol Sadler <carolsadler@...> Subject: [ ] Re: IEP Date: Sunday, February 8, 2009, 10:54 AM I typically advise parents who do not agree with the IEP in it's entirety to write a statement saying, " We do not agree with the IEP in it's entirety, which we have discussed our concerns here today. However we do agree that the school district may implement the IEP until all issues are resolved. " This typically will initiate another meeting, but allow them to go ahead and start with the IEP they have. Additionally, being a 50% partner in your child's education is somewhat misleading. A parent certainly has a right to present their information and disagreements, however, the school district is ultimately responsible for providing FAPE, and typically will implement what they feel is the most appropriate for the child. If you can't resolve your differences in an IEP (which I would recommend), then you certainly have the right to file Due Process. So to me, being a 50% partner is somewhat misleading.. .....because techniquely, schools can do what they want. It's up to us to learn tricks and strategies to motivate them to we want, so we don't incur the expense of Due Process..... ....... Advocacy & Consulting Services - IEPadvocate4you Carol Sadler, Special Education Consultant/Advocate GA Advocacy Office PLSP I Graduate 770-442-8357 1105 Rock Pointe Look Woodstock, GA 30188 CarolSadler@ bellsouth. net www.IEPadvocate4You .com http://iepadvocate4 you.blogspot. com " There is nothing more unequal than the equal treatment of unequal people. " ---- Jefferson CONFIDENTIAL AND PRIVILEGED Information contained in this communication is confidential and privileged. It is not meant to represent legal or medical advice, but rather advice given based on my knowledge as a trained Parent Advocate by the GA Advocacy Office, Council of Parent Advocates & Attorneys, CHADD, LDA, the GA DOE Parent Mentor program as an invited guest and the special education attorneys that I often work with on educational matters. Please do not forward without my permission. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted February 8, 2009 Report Share Posted February 8, 2009 I do agree 100% in using outside the school evaluations. Still... No disrespect Sharon because you always have very wise answers -but the IEP doesn't work as a vote where one can be outnumbered. In general the squeaky wheel gets the grease. It can be one big mouthed mother like me sitting there with a room full of not only professionals from the school -but from the county level as well and I can still advocate and hold my own. I didn't argue or yell or cry or threaten. I came with facts and showed I knew my son's rights as well as his condition and what would be most appropriate. We all can start the meeting with something we agree upon....get Tanner mainstreamed as soon as possible/keep him there. A stitch in time saves nine as they say. Glenn sometimes had to work and while in the early days he always went with me -as time went on if he couldn't be there I'd fly solo. Of course I don't believe I ever showed up without a tape recorder and my sarcastic sense of humor. And me? I never signed ANYTHING if I didn't agree with everything. Period. And proof in the pudding -my now 12 year old son Tanner has been mainstreamed since kindergarten -has always been an excellent student (even though there were times I had to fight tooth and nail to advocate for him -one time even while he was getting straight As believe it or not the ignorance runs that deep) Not to change the subject but there was only one time my son Tanner's grades plummeted from As and Bs to Ds and Fs -and at the time I and everyone else was so concerned about Tanner that we didn't even think about his grades -but during the time he regressed profoundly on that product they call speak. Did anyone else with a school age child notice that? 4 months or so after that less than 2 weeks on speak and Tanner's speech which gradually kept improving seemed almost back to normal and all his grades came back up again. I had a conversation with Tanner about it and asked him if his grades dropped because he felt so bad about not being able to talk...and he said " Mommy that speak is out of my system now " He doesn't think it's the speak...he thinks his grades dropped because during that time that his speech regressed to where he couldn't remember how to say the " b " sound (!!) that the work was " too hard " and there was " too much " But..I reminded him it was never too hard or too much in 5th grade -and once again the work comes easy for him...so why only that one time? Well it's all documented by the school if any professionals here wanted to double check for any reason. Tanner just came home Friday with another 100% on a math test. I can no longer help Tanner on his math homework even if I wanted to! Anyway sorry for the digression -just wanted to say that after intensive and appropriate preschool placement and therapy -Tanner has been mainstreamed since and at 12 years old pretty much never gets any therapy any more except once in awhile he sees Dr. Renai Jonas. So how much money is he saving the school district now? ===== Quote Link to comment Share on other sites More sharing options...
Guest guest Posted February 9, 2009 Report Share Posted February 9, 2009 , In all fairness to Sharon, I can't tell you how often I have had school districts tell parents in a meeting they are going to take a vote. As you pointed out, this is not appropriate, and IDEA specfically states this. I think if a parent finds themselves in this position, they should call the district on it and tell them it is not appropriate to do this. Be sure that the district notes this and your dissention in the meeting minutes as well. Additionally, you are very wise. I always advise parents to contact their special education county level folks (Directors, Asst. Directors, Supervisors) and have them attend IEP meetings. I always get more from county level staff, and meetings just typically run much smoother. Very sound advice! Advocacy & Consulting Services - IEPadvocate4you Carol Sadler, Special Education Consultant/Advocate GA Advocacy Office PLSP I Graduate 770-442-8357 1105 Rock Pointe Look Woodstock, GA 30188 CarolSadler@... www.IEPadvocate4You.com http://iepadvocate4you.blogspot.com " There is nothing more unequal than the equal treatment of unequal people. " ---- Jefferson CONFIDENTIAL AND PRIVILEGED Information contained in this communication is confidential and privileged. It is not meant to represent legal or medical advice, but rather advice given based on my knowledge as a trained Parent Advocate by the GA Advocacy Office, Council of Parent Advocates & Attorneys, CHADD, LDA, the GA DOE Parent Mentor program as an invited guest and the special education attorneys that I often work with on educational matters. Please do not forward without my permission. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted February 9, 2009 Report Share Posted February 9, 2009 Carol thank you very much for your input. I just wanted to add to this that if the school presents the statement " we are going to take a vote on this and from that decide on what the decision will be on your child's program " ; the parents need to say just 6 words " We need to go to mediation " Mediation will provide a third party that is impartial to hear both sides of the situation. Mediation is a fair process; Voting when the tables are not equal is not. Following mediation if the parent/s and school still can't come to an agreement then you can file due process proceedings with the State Education where by an administrative law judge will hear both sides and yield a decision as to 'best practice' for the child's educational program. A parent can pull in an advocate like you Carol at any time but preferably before mediation. Usually if you have an advocate (or as a parent you are a strong advocate -and in those cases using outside evaluations like you suggested Sharon as I so agree) you can avoid mediation and due process. Thanks again Carol! ===== Quote Link to comment Share on other sites More sharing options...
Guest guest Posted February 9, 2009 Report Share Posted February 9, 2009 Sorry don't know how 2 words got cut out -but where I put " State Education " It should be State Board of Education. ===== Quote Link to comment Share on other sites More sharing options...
Guest guest Posted February 9, 2009 Report Share Posted February 9, 2009 Hi and carol, I completely agree; it is not appropriate but that does not mean the school district does not try to run over the parents. This is simply our experience and I am not trying to drag anyone down, but we did start the school process with high hopes. I just think that when we started the process, I was really idealistic and thought that the schools wanted to help. Now I am jaded, and think they don't want to put any money or resources into my darling. Since my mom was a special ed teacher (among other things, a concert cellist, an accountant etc), , this is really hard for me to admit, but I don't think that in general, the best teachers go into special ed, at least not in our experience. With a virtually nonverbal child, it seems that we end up with persons who have no interest in helping the child and almost no accoutabiity to the parents. I wish there were a solution, but the only solution I have found is to get her to communicate, whether it be through speech, aac, computer, etc.This way the district sees her as having abilities. This is simply our experience, this is in no way intended to lead anyone in one direction or the other, nor is this meant to be taken as professional advice as I am not an attorney nor an advocate. sharon The information transmitted is intended only for the person or entity to which it is addressed and may contain confidential, proprietary, and/or privileged material. Any review, retransmission, dissemination or other use of, or taking of any action in reliance upon, this information by persons or entities other than the intended recipient is prohibited. If you receive this in error, please contact the sender and delete the material from all computers. Sharon Lang From: kiddietalk <kiddietalk@...> Subject: [ ] Re: IEP Date: Monday, February 9, 2009, 4:29 PM Sorry don't know how 2 words got cut out -but where I put " State Education " It should be State Board of Education. ===== Quote Link to comment Share on other sites More sharing options...
Guest guest Posted February 9, 2009 Report Share Posted February 9, 2009 Hi Carol, and anyone else who might have advice! Well it is almost our turn to venture into the IEP process. Our appt. is March 25 for our sons 1st IEP (he turns 3 on April 6th). We have been with EI since he was 18 months old. He is officially diagnosed with severe verbal apraxia, dyspraxia, hypotonia and sensory issues. He has been seen by a pediatric neurologist, developmental pediatrician, pediatric geneticist and pediatric metabolic geneticist. We are currently awaiting the metabolic results (and mitochondrial labs). He has tested low for carnitine, so that is why the metabolic geneticist got involved. All the doctors (and therapists for that matter!) have adamantly stated he is not autistic. He just tested at a 6 month old expressive and at his age level cognitive/receptive. He currently attends ST 4x/week (total of 2 hours), PT 2x/wk (total 2 hours), OT 2x/week (total 2 hours) and has in home ABA Therapy for 8 hours week. He has ABA to help with his attention span and to train us in PECS. I am still amazed he was approved for ABA Therapy, but we love it! We also have him in a private, typical preschool 2 days week for a total of 6 hours. I am VERY happy with all his therapists and the services he has received. I have had to fight for everything he has. I have heard mixed things about our school district, but mostly from parents who have children with autism (they want in home ABA, in addition to preschool and a 1:1 aide in the school). Does anyone have specific pointers for me? I have read " The Late Talker " , am on a couple of message boards for my state, plan on taking a tape recorder, actually read " A Composite of Laws-California Special Education Programs " , plan on bringing my best friend to the IEP (she is a special education teacher ). I have all of the current reports from the medical professionals and therapists he works with. What else can I do to be prepared? I have the name and number of an advocate, should I wait to contact her if I have a problem? Or would it be better if I paid for her to come to the IEP? He is going to have all of his district evals in the beginning of March. I have been on this message board for over 1 year and even though I don't write much, I read it every day. You guys have no idea how much I have learned from all of you. Thank you, Jenna Weil (mom to Larsyn and Chance) > > Carol thank you very much for your input. I just wanted to add to > this that if the school presents the statement " we are going to take a > vote on this and from that decide on what the decision will be on your > child's program " ; the parents need to say just 6 words " We need to go > to mediation " > > Mediation will provide a third party that is impartial to hear both > sides of the situation. Mediation is a fair process; Voting when the > tables are not equal is not. > > Following mediation if the parent/s and school still can't come to an > agreement then you can file due process proceedings with the State > Education where by an administrative law judge will hear both sides > and yield a decision as to 'best practice' for the child's educational > program. > > A parent can pull in an advocate like you Carol at any time but > preferably before mediation. Usually if you have an advocate (or as a > parent you are a strong advocate -and in those cases using outside > evaluations like you suggested Sharon as I so agree) you can avoid > mediation and due process. > > Thanks again Carol! > > ===== > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted September 23, 2009 Report Share Posted September 23, 2009 Hi Katanna, where does your daughter go to therapy? I am from Wewahitchka, FL, which is only about 23 miles from Panama City. We go to Pediatrics Plus in PC and have been going there for 2 yrs now. My son has PT, OT and speech once a week in 30 minute sessions. After reading more about verbal apraxia, I'm wondering if we need to go more often. They have never had Isaac in a group setting, only 1:1. ________________________________ From: rhodes083097 <katanna@...> Sent: Tuesday, September 22, 2009 9:35:18 PM Subject: [ ] IEP Hi - We are scheduled to renew my daughters IEP tomorrow. She went last year - only had group sessions - and did go the extented year (ESY) over the summer. We paid out of pocket for her to go two days to individual speech sessions also. This is how she was officially DX with apraxia. She is 4. I can not locate the documents stating kids need 1:1 therapy and not group. Can anyone help me locate some things I can bring to the meeting with us??? Any & all help with be so appreaciated! Thank You! L. Panama City Florida Quote Link to comment Share on other sites More sharing options...
Guest guest Posted September 23, 2009 Report Share Posted September 23, 2009 also, who diagnosed your daughter w/ Apraxia? thx again, ________________________________ From: rhodes083097 <katanna@...> Quote Link to comment Share on other sites More sharing options...
Guest guest Posted September 23, 2009 Report Share Posted September 23, 2009 We love Mrs. Kathy also...no reflection on her, but Isaac still isn't talking. We have been going to therapy for a year and a half now. He was saying a few words...Dada, Nana, No...but he has lost those words as well. When Isaac turns 3 in January, I will be faced w/ the insurance problem too. Who diagnosed your daughter w/ Apraxia? Also, what day are you at therapy? I would love to meet and talk w/ you one day. We are there every Thursday from 10:30-noon. Thanks, ________________________________ From: rhodes083097 <katanna@...> Sent: Wednesday, September 23, 2009 8:04:53 AM Subject: [ ] Re: IEP We go to Pediactric Plus also ) Love Mrs. Kathy!!! But the big debate- my husbands insurance only allows 30 visits a year - so I saved them up for the summer - so my daughter wouldn't regress. Over the summer we went to private therapy twice a week - and had ESY once a week. I can see a big change, but the school is only willing to have group sessions. I still have a few sessions left and go once a week to Ped Plus. Quote Link to comment Share on other sites More sharing options...
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