Re: next IEP

[Guest guest]

Cathleen,

I have looked at the AEFCT website and it looks like to me that they do the same

assessments that the school would do. The typical ones that are done at an

evaluation are Educational, Speech/Language, Physical, Occupational, and

Functional Behavior. Sometimes they have a neurodevelopmental specialist

contracted as well.

Now, if they already did these evaluations, you are within your right to request

an independent evaluation. A sample good letter is in the link below.

http://www.dredf.org/special_education/training_materials_3_14/SampleLetter_IEE_\

1-2.doc

They have 20 days to respond to either agree or decline your request. If they

agree, they are required to give you a list of agencies or professionals. If

they don't, you and your advocate will need to file for mediation/due process.

Okay... please remember that you don't have to accept their list. You can

respond with your own request for them to consider AEFCT. They may or may not.

You should consider other providers just in case but never settle for anyone

that would not be appropriate for your child.

One last thing. I am concerned if your advocate did not advise you of this

process. If this is her livelihood, it seems to me that she would be letting

you know what you next move is. If you feel that your case is in jepordy, then

you may want to consider that you may need another advocate.

Keep in mind your school district seems not to want to explore appropriate

services and also not involve you in the process. So this tells me that you

will need some solid recommendations from professionals that are willing to

listen to you and see your child in a true light. Best case scenario is that

the school will accept these recommendations. Worst case is that these reports

will become evidence in a due process hearing.

There is much more but this is where I think you should start. Please keep the

group posted on your progress.

Regards,

>

> Hello,

>

> I need advice about an upcoming IEP meeting Jan 14. Some quick background;

This

> is our 3rd meeting. The other 2 we didn't sign on advice from our Advocate. My

> son is in 2nd grade, doing poorly in all subjects, has ADHD and PDD-NOS

> (although I suspect AS), OCD, anxiety, sensory processing disorder and ODD.

His

> learning disabilities are serious.

>

> The school is dragging their heels on getting him any real help. At our last

> IEP, their suggestions were, implementing stickers, high-fives, a chart by his

> desk and 1 more hour of Power Hour a week. (All the children at his school

> receive Power Hour). I couldn't believe they were serious. They tried giving

us

> the draft to sign (without going over it!) plus, us parents weren't even

allowed

> to be a part of the planning process. When I tried to voice maybe a 1:1 aide,

I

> was rudely shot down. After the meeting, my Advocate who does this for a

living

> said it was the worst meeting she's ever attended. And I haven't told

everything

> for fear of running on and on.

>

> My son has so much anxiety that he won't go to the bathroom or eat, let alone

> try to learn anything. It was suggested by my Advocate a service called Aefct.

> It sounds perfect for us, but how do I get the school to agree? Or the school

> District? In order for Aefct to be done, they have to be contacted by the

> school, then they go in and set up a minute by minute plan tailored for

Dylan's

> needs.

>

> Any ideas are greatly appreciated.

>

> Cathleen

>

[Guest guest]

Hello ,

Thanks for your reply. I guess I didn't mention that between IEP #1 and IEP#2 we requested an IEE and received the name of a psychologist that my Advocate said to go with. The District's psychologist was very good. Some assessments are missing though like the Neuropsychological evaluation. It didn't really matter though because during IEP meeting #2 (Dec. 10 2010), the school team members didn't even bother to listen to their own District apptointed psychologist. They completely ignored her recomendations for Dylan (small group settings, 1:1 instruction etc.) and kept stating over and over how stickers and high fives were what we need to do first before "jumping into anything more drastic". I'm so frustrated. They have the data in front of them but choose to ignore its meaning regarding getting Dylan the appropriate help. Our position thus far is that they failed to provide FAAP.

Does this help? Is there more I can do going into IEP#3?

Thanks for input and look forward to any others

Cathleen

From: <clarrisse_mone@...> Sent: Thu, January 6, 2011 1:57:07 PMSubject: ( ) Re: next IEP

Cathleen,I have looked at the AEFCT website and it looks like to me that they do the same assessments that the school would do. The typical ones that are done at an evaluation are Educational, Speech/Language, Physical, Occupational, and Functional Behavior. Sometimes they have a neurodevelopmental specialist contracted as well.Now, if they already did these evaluations, you are within your right to request an independent evaluation. A sample good letter is in the link below.http://www.dredf.org/special_education/training_materials_3_14/SampleLetter_IEE_1-2.docThey have 20 days to respond to either agree or decline your request. If they agree, they are required to give you a list of agencies or professionals. If they don't, you and your advocate will need to file for mediation/due process.Okay... please remember that you don't have to accept their list. You can respond with your own request for them to consider

AEFCT. They may or may not. You should consider other providers just in case but never settle for anyone that would not be appropriate for your child.One last thing. I am concerned if your advocate did not advise you of this process. If this is her livelihood, it seems to me that she would be letting you know what you next move is. If you feel that your case is in jepordy, then you may want to consider that you may need another advocate.Keep in mind your school district seems not to want to explore appropriate services and also not involve you in the process. So this tells me that you will need some solid recommendations from professionals that are willing to listen to you and see your child in a true light. Best case scenario is that the school will accept these recommendations. Worst case is that these reports will become evidence in a due process hearing.There is much more but this is where I think you should start. Please

keep the group posted on your progress.Regards,>> Hello,> > I need advice about an upcoming IEP meeting Jan 14. Some quick background; This > is our 3rd meeting. The other 2 we didn't sign on advice from our Advocate. My > son is in 2nd grade, doing poorly in all subjects, has ADHD and PDD-NOS > (although I suspect AS), OCD, anxiety, sensory processing disorder and ODD. His > learning disabilities are serious. > > The school is dragging their heels on getting him any real help. At our last > IEP, their suggestions were, implementing stickers, high-fives, a chart by his > desk and 1 more hour of Power Hour a week. (All

the children at his school > receive Power Hour). I couldn't believe they were serious. They tried giving us > the draft to sign (without going over it!) plus, us parents weren't even allowed > to be a part of the planning process. When I tried to voice maybe a 1:1 aide, I > was rudely shot down. After the meeting, my Advocate who does this for a living > said it was the worst meeting she's ever attended. And I haven't told everything > for fear of running on and on.> > My son has so much anxiety that he won't go to the bathroom or eat, let alone > try to learn anything. It was suggested by my Advocate a service called Aefct. > It sounds perfect for us, but how do I get the school to agree? Or the school > District? In order for Aefct to be done, they have to be contacted by the > school, then they go in and set up a minute by minute plan tailored for Dylan's >

needs.> > Any ideas are greatly appreciated.> > Cathleen>

[Guest guest]

Cathleen,

Sorry, I have been tied up the past couple of days and am now catching up to

email. So if you have already answered this question, I apologize.

Okay... let's start with this one. What assessments have been done and by whom?

Please include dates.

Regards,

> >

> > Hello,

> >

> > I need advice about an upcoming IEP meeting Jan 14. Some quick background;

This

> >

> > is our 3rd meeting. The other 2 we didn't sign on advice from our Advocate.

My

>

> > son is in 2nd grade, doing poorly in all subjects, has ADHD and PDD-NOS

> > (although I suspect AS), OCD, anxiety, sensory processing disorder and ODD.

His

> >

> > learning disabilities are serious.

> >

> > The school is dragging their heels on getting him any real help. At our last

> > IEP, their suggestions were, implementing stickers, high-fives, a chart by

his

>

> > desk and 1 more hour of Power Hour a week. (All the children at his school

> > receive Power Hour). I couldn't believe they were serious. They tried giving

us

> >

> > the draft to sign (without going over it!) plus, us parents weren't even

> >allowed

> >

> > to be a part of the planning process. When I tried to voice maybe a 1:1

aide, I

> >

> > was rudely shot down. After the meeting, my Advocate who does this for a

living

> >

> > said it was the worst meeting she's ever attended. And I haven't told

> >everything

> >

> > for fear of running on and on.

> >

> > My son has so much anxiety that he won't go to the bathroom or eat, let

alone

> > try to learn anything. It was suggested by my Advocate a service called

Aefct.

>

> > It sounds perfect for us, but how do I get the school to agree? Or the

school

> > District? In order for Aefct to be done, they have to be contacted by the

> > school, then they go in and set up a minute by minute plan tailored for

Dylan's

> >

> > needs.

> >

> > Any ideas are greatly appreciated.

> >

> > Cathleen

> >

>

[Guest guest]

Hi ,

No, I haven't replied.

OT, PT did assessments and the school psychologist had me fill out the Connor's Parent eval. Also the teacher filled out a Connor test for teachers. This was done Oct/Nov of 2010. One example is the school psychologist didn't even do an IQ test. That's it.

Finally the District got involved and their psychologist did The TONI-3, ASDS, the Beery test pf Visual Motor Integration. Everything else she did was either observation of Dyl in class or interview questions with me.

Does this sound like enough? That's all from 2009 to present that's been done for Dylan by the school. Privately I had my own psychiatrist diagnose PDD and ADHD.

I hope this answers your question. Let me know

Cathleen

From: <clarrisse_mone@...> Sent: Sat, January 8, 2011 1:23:51 PMSubject: ( ) Re: next IEP

Cathleen,Sorry, I have been tied up the past couple of days and am now catching up to email. So if you have already answered this question, I apologize.Okay... let's start with this one. What assessments have been done and by whom? Please include dates.Regards,> >> > Hello,> > > > I need advice about an upcoming IEP meeting Jan 14. Some quick background; This > >> > is our 3rd meeting. The other 2 we didn't sign on advice from our Advocate. My > > > son is in 2nd grade, doing poorly in all subjects, has ADHD and PDD-NOS > > (although I suspect AS), OCD, anxiety, sensory processing disorder and ODD. His > >> > learning disabilities are serious. > > > > The school is dragging their heels on getting him any real help. At our last > > IEP, their suggestions were, implementing stickers, high-fives, a chart by his > > > desk and 1 more hour of Power Hour a week. (All the children at his school > > receive Power Hour). I couldn't believe they were serious. They tried giving us > >> > the draft

to sign (without going over it!) plus, us parents weren't even > >allowed > >> > to be a part of the planning process. When I tried to voice maybe a 1:1 aide, I > >> > was rudely shot down. After the meeting, my Advocate who does this for a living > >> > said it was the worst meeting she's ever attended. And I haven't told > >everything > >> > for fear of running on and on.> > > > My son has so much anxiety that he won't go to the bathroom or eat, let alone > > try to learn anything. It was suggested by my Advocate a service called Aefct. > > > It sounds perfect for us, but how do I get the school to agree? Or the school > > District? In order for Aefct to be done, they have to be contacted by the > > school, then they go in and set up a minute by minute plan tailored for Dylan's >

>> > needs.> > > > Any ideas are greatly appreciated.> > > > Cathleen> >>

[Guest guest]

Ok, so I am definitely not an expert.... Just wondering if they were going to do something like ADOS or ARS or CARS2 or BASC, or maybe all these are for younger children?? Sounds like they need to do something more pointed towards the Aspergers, also I would try to get an advocate

From: Cathleen Veloria <cathleen.veloria@...> Sent: Sat, January 8, 2011 6:20:35 PMSubject: Re: ( ) Re: next IEP

Hi ,

No, I haven't replied.

OT, PT did assessments and the school psychologist had me fill out the Connor's Parent eval. Also the teacher filled out a Connor test for teachers. This was done Oct/Nov of 2010. One example is the school psychologist didn't even do an IQ test. That's it.

Finally the District got involved and their psychologist did The TONI-3, ASDS, the Beery test pf Visual Motor Integration. Everything else she did was either observation of Dyl in class or interview questions with me.

Does this sound like enough? That's all from 2009 to present that's been done for Dylan by the school. Privately I had my own psychiatrist diagnose PDD and ADHD.

I hope this answers your question. Let me know

Cathleen

From: <clarrisse_mone@...> Sent: Sat, January 8, 2011 1:23:51 PMSubject: ( ) Re: next IEP

Cathleen,Sorry, I have been tied up the past couple of days and am now catching up to email. So if you have already answered this question, I apologize.Okay... let's start with this one. What assessments have been done and by whom? Please include dates.Regards,> >> > Hello,> > > > I need advice about an upcoming IEP meeting Jan 14. Some quick background; This > >> > is our 3rd meeting. The other 2 we didn't sign on advice from our Advocate. My > > > son is in 2nd grade, doing poorly in all subjects, has ADHD and PDD-NOS > > (although I suspect AS), OCD, anxiety, sensory processing disorder and ODD. His > >> > learning disabilities are serious. > > > > The school is dragging their heels on getting him any real help. At our last > > IEP, their suggestions were, implementing stickers, high-fives, a chart by his > > > desk and 1 more hour of Power Hour a week. (All the children at his school > > receive Power Hour). I couldn't believe they were serious. They tried giving us > >> > the draft

to sign (without going over it!) plus, us parents weren't even > >allowed > >> > to be a part of the planning process. When I tried to voice maybe a 1:1 aide, I > >> > was rudely shot down. After the meeting, my Advocate who does this for a living > >> > said it was the worst meeting she's ever attended. And I haven't told > >everything > >> > for fear of running on and on.> > > > My son has so much anxiety that he won't go to the bathroom or eat, let alone > > try to learn anything. It was suggested by my Advocate a service called Aefct. > > > It sounds perfect for us, but how do I get the school to agree? Or the school > > District? In order for Aefct to be done, they have to be contacted by the > > school, then they go in and set up a minute by minute plan tailored for Dylan's >

>> > needs.> > > > Any ideas are greatly appreciated.> > > > Cathleen> >>

[Guest guest]

In my own experience, asking for things is easier when you have data to back up your requests. Think about the reasons why you want to have a specific program or support, then you will start to gather evidence that this is necessary. While doing this, jot down all the reasons they will say "no" that you can think up. Then come up with arguments to support your reasons and counter theirs.

Fighting back and forth over the IEP and services might be easier if you just start asking for data yourself. For example, what is one more hour of "power hour" going to do for him? What is this aimed to remediate or support? And how will it improve whatever skill it is supposed to be helping him learn?

Sometimes it seems like they just throw out whatever is easiest for them to offer - things that are in place already and things that they offer all kids with similar problems. And that makes some sense for them because they have to run a school with so many dollars. So they want to save some money. Specific individualized services cost money. Your request for a 1-1 aide, for instance, cost big bucks! They want you to never say that again. <g> Some parents are just so pleased to have "something" offered at all and are grateful they have a program in place. And if it helps their child, then everyone is happy.

I prefer to work the other way around. I want to outline the areas that my ds needs help. Where are his delays? What are his needs? List them. This is what should be in the "present levels." From there, you write goals. From there, you figure out what supports and programming he will need.

So many times, a school team will do it the other way and offer services like an extra hour of "power hour" because it doesn't cost them anything to do that and it might make the parents happy. But you might want to reverse the direction and outline his needs, then work from there. As you go, jot down why he needs it, his past experiences (DATA!!!) This will all support your cause. And when they offer suggestions, even the really lame ideas, be thoughtful and ask them to explain how that is going to help, what specific needs it is going to target and how it will help him reach whatever goal he has in that area of need. And of course, more of the same is a bad idea. I think in some places, that is the definition of crazy - doing the same thing over and over again and getting the same results. lol. So if one hour of power hour isn't working, why would more work? The thing is, you just need to ask questions and try to remain as neutral sounding as possible. Good luck!

Roxanna

"I

predict future happiness for Americans if they can prevent the government from wasting the labors of the people under the pretense of taking care of them." - Jefferson

( ) next IEP

Hello,

I need advice about an upcoming IEP meeting Jan 14. Some quick background; This is our 3rd meeting. The other 2 we didn't sign on advice from our Advocate. My son is in 2nd grade, doing poorly in all subjects, has ADHD and PDD-NOS (although I suspect AS), OCD, anxiety, sensory processing disorder and ODD. His learning disabilities are serious.

The school is dragging their heels on getting him any real help. At our last IEP, their suggestions were, implementing stickers, high-fives, a chart by his desk and 1 more hour of Power Hour a week. (All the children at his school receive Power Hour). I couldn't believe they were serious. They tried giving us the draft to sign (without going over it!) plus, us parents weren't even allowed to be a part of the planning process. When I tried to voice maybe a 1:1 aide, I was rudely shot down. After the meeting, my Advocate who does this for a living said it was the worst meeting she's ever attended. And I haven't told everything for fear of running on and

on.

My son has so much anxiety that he won't go to the bathroom or eat, let alone try to learn anything. It was suggested by my Advocate a service called Aefct. It sounds perfect for us, but how do I get the school to agree? Or the school District? In order for Aefct to be done, they have to be contacted by the school, then they go in and set up a minute by minute plan tailored for Dylan's needs.

Any ideas are greatly appreciated.

Cathleen

[Guest guest]

Roxanna,

Thank you for the reply. I will take to heart all your ideas. I wish you could be there with me!

You are so right about hard data. We did ask about whether they had data to support their recommdations and they couldn't come up with any, kind of changed the topic on us. I'm telling you this school is very stubborn about what THEY want for my son instead of what I want or what even their own District hired psychologist recommends is best. I will pipe up better this meeting, have my notes ready, wait for their "no"s and counter. I'm a very nonconfrontational person, which I think is working against me on this one.

Thanks again,

Cathleen

From: Roxanna <MadIdeas@...> Sent: Sat, January 8, 2011 7:17:26 PMSubject: Re: ( ) next IEP

In my own experience, asking for things is easier when you have data to back up your requests. Think about the reasons why you want to have a specific program or support, then you will start to gather evidence that this is necessary. While doing this, jot down all the reasons they will say "no" that you can think up. Then come up with arguments to support your reasons and counter theirs. Fighting back and forth over the IEP and services might be easier if you just start asking for data yourself. For example, what is one more hour of "power hour" going to do for him? What is this aimed to remediate or support? And how will it improve whatever skill it is supposed to be helping him learn? Sometimes it seems like they just throw out whatever is easiest for them to offer - things that are in place already and things that they offer all kids with similar problems. And that makes some

sense for them because they have to run a school with so many dollars. So they want to save some money. Specific individualized services cost money. Your request for a 1-1 aide, for instance, cost big bucks! They want you to never say that again. <g> Some parents are just so pleased to have "something" offered at all and are grateful they have a program in place. And if it helps their child, then everyone is happy. I prefer to work the other way around. I want to outline the areas that my ds needs help. Where are his delays? What are his needs? List them. This is what should be in the "present levels." From there, you write goals. From there, you figure out what supports and programming he will need. So many times, a school team will do it the other way and offer services like an extra hour of "power hour" because it doesn't cost them

anything to do that and it might make the parents happy. But you might want to reverse the direction and outline his needs, then work from there. As you go, jot down why he needs it, his past experiences (DATA!!!) This will all support your cause. And when they offer suggestions, even the really lame ideas, be thoughtful and ask them to explain how that is going to help, what specific needs it is going to target and how it will help him reach whatever goal he has in that area of need. And of course, more of the same is a bad idea. I think in some places, that is the definition of crazy - doing the same thing over and over again and getting the same results. lol. So if one hour of power hour isn't working, why would more work? The thing is, you just need to ask questions and try to remain as neutral sounding as possible. Good luck!

Roxanna"I predict future happiness for Americans if they can prevent the government from wasting the labors of the people under the pretense of taking care of them." - Jefferson

( ) next IEP

Hello,

I need advice about an upcoming IEP meeting Jan 14. Some quick background; This is our 3rd meeting. The other 2 we didn't sign on advice from our Advocate. My son is in 2nd grade, doing poorly in all subjects, has ADHD and PDD-NOS (although I suspect AS), OCD, anxiety, sensory processing disorder and ODD. His learning disabilities are serious.

The school is dragging their heels on getting him any real help. At our last IEP, their suggestions were, implementing stickers, high-fives, a chart by his desk and 1 more hour of Power Hour a week. (All the children at his school receive Power Hour). I couldn't believe they were serious. They tried giving us the draft to sign (without going over it!) plus, us parents weren't even allowed to be a part of the planning process. When I tried to voice maybe a 1:1 aide, I was rudely shot down. After the meeting, my Advocate who does this for a living said it was the worst meeting she's ever attended. And I haven't told everything for fear of running on and on.

My son has so much anxiety that he won't go to the bathroom or eat, let alone try to learn anything. It was suggested by my Advocate a service called Aefct. It sounds perfect for us, but how do I get the school to agree? Or the school District? In order for Aefct to be done, they have to be contacted by the school, then they go in and set up a minute by minute plan tailored for Dylan's needs.

Any ideas are greatly appreciated.

Cathleen

[Guest guest]

If they don't answer after you've asked them again, then just state clearly, "I'm going to write down that you have no answer to my question..." and write it down in your notes. Then put it in our follow up letter after the meeting.

I know how you feel. I was a very nice person before all this. lol. I did not want to cause problems or start an argument. I didn't even feel qualified to argue with people who have titles and degrees and "real jobs" when I was "just a mom." It is very hard to change your inner nature and become a tough advocate. But sometimes it is the only way you will ever get a good program in place for your kid. And you don't really have to be pushy if you figure out how best you operate - perhaps just asking questions is how you will "argue" your case? Or perhaps you listen to everything presented, then present your case? I mean, try to find what works best for you as far as style goes. But don't take anything that is said as a fact, always ask where you can find the rule, law or the information given to you. If anyone says they believe this is best, find out why they think that - based on what? Take plenty of notes! You can even say "So, you believe he is doing that just to get attention.....based on what again?" as you write down who is talking and what they are saying. It can be a very subtle way of asserting yourself without yelling or anything. Sometimes repeating something they have said very slowly as I wrote it down was a great way to highlight how silly it was to begin with. And ask, "How will this benefit my child?" a great and important questions since that is the point of the meeting to begin with!!

Hang in there and hope your meeting goes well!

Roxanna

"I

predict future happiness for Americans if they can prevent the government from wasting the labors of the people under the pretense of taking care of them." - Jefferson

( ) next IEP

Hello,

I need advice about an upcoming IEP meeting Jan 14. Some quick background; This is our 3rd meeting. The other 2 we didn't sign on advice from our Advocate. My son is in 2nd grade, doing poorly in all subjects, has ADHD and PDD-NOS (although I suspect AS), OCD, anxiety, sensory processing disorder and ODD. His learning disabilities are serious.

The school is dragging their heels on getting him any real help. At our last IEP, their suggestions were, implementing stickers, high-fives, a chart by his desk and 1 more hour of Power Hour a week. (All the children at his school receive Power Hour). I couldn't believe they were serious. They tried giving us the draft to sign (without going over it!) plus, us parents weren't even allowed to be a part of the planning process. When I tried to voice maybe a 1:1 aide, I was rudely shot down. After the meeting, my Advocate who does this for a living said it was the worst meeting she's ever attended. And I haven't told everything for fear of running on and on.

My son has so much anxiety that he won't go to the bathroom or eat, let alone try to learn anything. It was suggested by my Advocate a service called Aefct. It sounds perfect for us, but how do I get the school to agree? Or the school District? In order for Aefct to be done, they have to be contacted by the school, then they go in and set up a minute by minute plan tailored for Dylan's needs.

Any ideas are greatly appreciated.

Cathleen

[Guest guest]

Thanks so much-i will let you know how it goes. And this time I'm going to bring a digital recorder. I''m not the best note taker.

Cathleen

From: Roxanna <MadIdeas@...> Sent: Sun, January 9, 2011 2:51:19 PMSubject: Re: ( ) next IEP

If they don't answer after you've asked them again, then just state clearly, "I'm going to write down that you have no answer to my question..." and write it down in your notes. Then put it in our follow up letter after the meeting. I know how you feel. I was a very nice person before all this. lol. I did not want to cause problems or start an argument. I didn't even feel qualified to argue with people who have titles and degrees and "real jobs" when I was "just a mom." It is very hard to change your inner nature and become a tough advocate. But sometimes it is the only way you will ever get a good program in place for your kid. And you don't really have to be pushy if you figure out how best you operate - perhaps just asking questions is how you will

"argue" your case? Or perhaps you listen to everything presented, then present your case? I mean, try to find what works best for you as far as style goes. But don't take anything that is said as a fact, always ask where you can find the rule, law or the information given to you. If anyone says they believe this is best, find out why they think that - based on what? Take plenty of notes! You can even say "So, you believe he is doing that just to get attention.....based on what again?" as you write down who is talking and what they are saying. It can be a very subtle way of asserting yourself without yelling or anything. Sometimes repeating something they have said very slowly as I wrote it down was a great way to highlight how silly it was to begin with. And ask, "How will this benefit my child?" a great and important questions since that is the point of the meeting to begin with!!

Hang in there and hope your meeting goes well!

Roxanna"I predict future happiness for Americans if they can prevent the government from wasting the labors of the people under the pretense of taking care of them." - Jefferson

( ) next IEP

Hello,

I need advice about an upcoming IEP meeting Jan 14. Some quick background; This is our 3rd meeting. The other 2 we didn't sign on advice from our Advocate. My son is in 2nd grade, doing poorly in all subjects, has ADHD and PDD-NOS (although I suspect AS), OCD, anxiety, sensory processing disorder and ODD. His learning disabilities are serious.

The school is dragging their heels on getting him any real help. At our last IEP, their suggestions were, implementing stickers, high-fives, a chart by his desk and 1 more hour of Power Hour a week. (All the children at his school receive Power Hour). I couldn't believe they were serious. They tried giving us the draft to sign (without going over it!) plus, us parents weren't even allowed to be a part of the planning process. When I tried to voice maybe a 1:1 aide, I was rudely shot down. After the meeting, my Advocate who does this for a living said it was the worst meeting she's ever attended. And I haven't told everything for fear of running on and on.

My son has so much anxiety that he won't go to the bathroom or eat, let alone try to learn anything. It was suggested by my Advocate a service called Aefct. It sounds perfect for us, but how do I get the school to agree? Or the school District? In order for Aefct to be done, they have to be contacted by the school, then they go in and set up a minute by minute plan tailored for Dylan's needs.

Any ideas are greatly appreciated.

Cathleen