Ieps

[Guest guest]

hypochodroplasia I am told (my daughter has it) will average height of I

beleive 3' - 5'

Depends on parents height somewhat. Same as achondroplasia on the low end to

a small average height person on the high end. Hope this helps, and hope

someone will correct me if I am wrong. That is why I am sending this to the

list and not the individual. Karl

[Guest guest]

about 4'8

[Guest guest]

You must have a lot of mail, hehe.

Karin

IEPs

> From: JJP13@...

>

> Hi there,

>

> I haven't been checking my list email for some time, so forgive me for

this

> delayed response to the IEP discussion.

>

> I think an IEP is important if only as a check-in to make sure your

child's

> needs are being filled. Needs change from year to year, and it's easier

to

> find them in advance rather than have to fix them. I know that many

schools

> and principals are very receptive and helpful on their own, and it's nice

not

> to have to go through red tape, but unfortunately even principals don't

know

> everything you may be entitled to, and are often misinformed. I have to

deal

> with the Los Angeles Unified School District, which is huge, and my fellow

> advocates and I have come to the conclusion that they actually try to

prevent

> you from knowing your rights! The administrators will quote policy that

goes

> against state and federal law, but if you didn't know the law, you would

just

> accept policy.

>

> I also think an IEP can be very helpful in letting school staff (including

> teachers and principals) get to know your ABILITIES. By focusing on

> strengths, and showing what an able person you or your child is, they tend

to

> want to work harder to make difficult things easier.

>

>

>

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

[Guest guest]

Can anyone tell me about how tall someone would be that has

hypchondroplasia?

[Guest guest]

Most of the literature states that height for people with hypochondroplasia

ranges from 3 feet 10 inches to 5 feet. However, the Greenberg Center sent

me their handout on hypochondroplasia (it is written by Dr. M.

i), and it reports ultimate adult height ranging from 3 feet 10 inches

to 5 feet 5 inches.

Re: IEPs

>From: wichy-woman@... (jennifer f)

>

>Can anyone tell me about how tall someone would be that has

>hypchondroplasia?

>

>

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

[Guest guest]

> The committee agreed that Ian was probably bored and needed more

challenging work but understood his problem with writing. He hates

to write. The OT evaluation showed no problems, he just hates to

physically put pencil to paper. I feel like there's something ocdish

behind it, but haven't been able to discover what.

!

Great news about the IEPs!! Way to go! Did you have a professional

advocate take a look at it, or did you do all this work by yourself?

I'm thinking about getting an advocate for -- just to be sure

the IEP addresses everything he needs. He's in 3rd grade and has had

IEPs before, however, what do I know about the kind of services they

provide? I don't. I read the IEP and think... ummm... ok... great.

What ELSE can we get? It's like a big secret and I'm sure the county

budget has something to do with it.

About your child's problem with writing. SAME HERE!!! I wonder too

if it's OCD related!!! absolutely HATES to write!! It is

actually painful for him and after 5 minutes, his hand hurts. In the

IEP/child study it was discovered that he has fine motor deficiancy.

So now, in the IEP it states that he can do most of his homework

verbally (like spelling)on the computer, take verbal tests when

necessary, etc. I mentioned this fine motor deficiency to his

therapist and she looked at me and said, 'So why haven't they (the

school) suggested Occupational Therapy?' I didn't know why. THIS is

the kind of stuff I need help with because I don't have a

trained 'eye' for these things. His therapist has agreed to be his

advocate for school- to look over the IEP and make sure he's getting

everything he needs. Yay!!

Think (or ask) about OT for your child. This may be a tough one to

get because it's expensive on the school budget, but heck, that's why

we pay taxes, right? I'll keep you posted if/when my son gets

receives one.

Congrats again!

Joni

[Guest guest]

LISA in TEXAS!!!

You deserve all the praise for making sure your kids get what they need!

Think back at just how far you have come in a few short months - it has been

hard, but you did it!!

Three cheers!!

wendy, in canada

_________________________________________________________________________

Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com.

[Guest guest]

Kel too. This started around the time of onset and beginning to take an

SSRI. She also dislikes coloring and using scissors and often complains her

hands ache or are " asleep " , feet too. Since she was put on an SSRI so soon

after OCD onset, I've never known if this was something to do with the

disorder or a med side effect. She didn't have these problems prior to OCD

or taking SSRIs.

Kathy R in Indiana

----- Original Message -----

From: " Joni " <lyricaldreamer@...>

> About your child's problem with writing. SAME HERE!!! I wonder too

> if it's OCD related!!! absolutely HATES to write!! It is

> actually painful for him and after 5 minutes, his hand hurts.

[Guest guest]

, all I can say is bravo! You are certainly an inspiration to those of us struggling to be heard by our children's schools. Have you considered a career in advocacy?!

Congrats,

Kathy R. in Indiana

----- Original Message -----

From: Conn

I had an ARD at school today for Ian to review all the testing and evaluations I'd requested. Amazingly enough, they agreed with all my recommendations and gave me all the accommodations I requested in a formal IEP! They even offered a few things I didn't ask for like a second set of books for home. It's amazing what can happen when you get the right people involved! After fighting with the school counselor for months trying to get her to realize that Ian might need accommodations even though he got good grades, I sent a letter to the principal and gave a copy to the educational diagnostician. She jumped right on it...

[Guest guest]

My son Tommy,now 7, never had much interest in

coloring. I didn't pay much attention to this until he

started becoming very oppositional in Kindergarten

whenever he was required to write or color. The

dislike for coloring was evident long before he took

an SSRI. He was tested by the school OT and was found

to have fine motor problems. He has had OT 2 times a

week for the past 2 school years and is doing better,

but we do take advantage of accommodations like...him

dictating answers to his paraprofessional and me for

most of his classroom work and homework. He also is

permitted to use the computer for most of his work as

long as he does do some handwriting each day. These

type of problems are not at all unusual in children

who have NBD's. My son must have a double whammy as

he has both OCD and severe AD/HD!

--- Kathy <klr@...> wrote:

> Kel too. This started around the time of onset and

> beginning to take an

> SSRI. She also dislikes coloring and using scissors

> and often complains her

> hands ache or are " asleep " , feet too. Since she was

> put on an SSRI so soon

> after OCD onset, I've never known if this was

> something to do with the

> disorder or a med side effect. She didn't have

> these problems prior to OCD

> or taking SSRIs.

>

> Kathy R in Indiana

>

> ----- Original Message -----

> From: " Joni " <lyricaldreamer@...>

> > About your child's problem with writing. SAME

> HERE!!! I wonder too

> > if it's OCD related!!! absolutely HATES to

> write!! It is

> > actually painful for him and after 5 minutes, his

> hand hurts.

>

>

__________________________________________________

[Guest guest]

Melinda:

Gifted students are definitely not excluded from IEPs. There are many

gifted kids out there who have a SLD (specific learning disability)

and are in honors classes. The school is WAY off base on that one.

And even if a child is classified OHI (other health impaired) due to

OCD, s/he can still be in gifted or honors classes. Someone referred

you to www.wrightslaw.com which is a wealth of information. And,

apologies in advance to the attorneys on the list, it isn't necessary

to charge into the school brandishing the IDEA laws and threatening to

sue. That just gets their dander up. I'm not saying that you don't

quote the law, but you don't want to bring in the big guns until you

have to. And it should only rarely go that far.

Ed Matisik, a disabilities attorney (who has an article in the current

OCF newsletter) and I are presenting a workshop at the Denver

conference called How to Talk so Schools will Listen. Ed is giving an

IEP primer for parents, and I am focusing on how to communicate with

the schools. We don't have the time to get into actual IEP

suggestions, but I can direct you to a few good websites. The best

I've found is Barb Kirby's Asperger's site.

www.udel.edu/bkirby/aspergers. SERI is another good website of links

to specific special education resources, including gifted/talented.

http://seriweb.com/gt.htm

Hope this helps.

Jule in Cleveland

[Guest guest]

In a message dated 3/24/2002 8:39:46 PM Eastern Standard Time,

k.smith@... writes:

> A dream would be that we could attend other children's IEPC meeting as a

> group to help suppost each other. 'Tis nice to know that there are other

> families living the way we do with our unique children.

> JoAnn Mom to in Michigan

>

that's not a bad idea... we ought to find out who lives close to each other

and set up a team to go to iep meetings. :-)

Carol

Trishasmom

She isn't typical, she's Trisha!

[Guest guest]

In a message dated 3/24/02 8:39:47 PM Eastern Standard Time,

k.smith@... writes:

> Has anyone had the exprience of being told by the OT at school that they

> want to put your child on a consulting basis for the coming school year, as

> she explains it she would give the staff in 's class activities to do

> with her and she would check back with them from time to time.

Hi JoAnn,

I haven't been responding much online because we are going thru the IEP

process for the past month or so. The OT wanted to cut back on services and

the PT wanted to go to consult only. Their arguments didn't make sense and

they showed no documentation for their viewpoint. I told them that the school

staff was not experienced enough with sensory issues yet and I would review

progress at the end of school year to determine services for next year. But

after the 3rd IEP and still not finished I have decided to call their bluff.

They didn't meet any of the objectives or goals on the present IEP and they

just want to drop some of them. The fact is I think they are non-compliant

with the IEP and should have been working on said objectives. They should

have called a meeting if they thought the objectives, goals were not

possible. They didn't. I think they just want to lighten their caseload.

Diane

[Guest guest]

In a message dated 3/24/2002 8:39:46 PM Eastern Standard Time,

k.smith@... writes:

> Has anyone had the exprience of being told by the OT at school that they

> want to put your child on a consulting basis for the coming school year, as

> she explains it she would give the staff in 's class activities to do

> with her and she would check back with them from time to time.

Hi Joann,

Yes, I have heard this before. My friend had this problem last year. If you

feel that your daughter needs OT just tell them in an IEP meeting that you

want an independant eval and they will most likely change their tune. My

friend used this effectively last year to have OT services restored. I hope

this helps.

Charlyne

Mom to Zeb 9 DS/OCD ?

[Guest guest]

What you mean? I haven't heard of that but maybe

it's new.

--- Dunning <strider3@...> wrote:

>

> --- <k.smith@...> wrote:

> > < >

> > From: " " <k.smith@...>

> > Date: Sun, 24 Mar 2002 20:39:05 -0500

> > Subject: ieps

> > Reply-to:

> >

> > Has anyone had the exprience of being told by the

> OT

> > at school that they want to put your child on a

> > consulting basis for the coming school year, as

> she

> > explains it she would give the staff in 's

> class

> > activities to do with her and she would check back

> > with them from time to time. This does not sound

> > acceptable to me because I just don't feel that

> the

> > the staff will be doing what they are supposed to

> be

> > doing. (In other words I just plain don't trust

> > them.) I have told the OT that this is not

> > acceptable to me, since she needs so much help

> that

> > we have been taking her to a private therapist to

> > work on her sensory issues. After reading the

> > evaluation from the speech therapist is also

> sounds

> > like what she is planning but have not spoken with

> > her yet. We take for private speech 1 or 2

> days

> > each week. How do you handle this?? Since they

> are

> > so good at evaluating our children why can't we do

> > an evaluation of each of " these " people at the

> IEPC

> > meeting and read them at the meeting. I liked

> > Carol's goals from March 6 especially 4 5 and 6.

>

> > A dream would be that we could attend other

> > children's IEPC meeting as a group to help suppost

> > each other. 'Tis nice to know that there are other

> > families living the way we do with our unique

> > children.

> > JoAnn Mom to in Michigan

> >

> >

> > [Non-text portions of this message have been

> > removed]

> >

> >

> >

[Guest guest]

is in 4th grade, and his OT consults for him,

has since 1st i think it was, she is really good,

properly trains the teacher and aids how to do nathans

SI, and hanwriting with out tears, and button looper

and the chewing food items too, among other things

too, i maybe would try it on a trial basis, it has

worked for us. still recieves ST services

through our AEA at school too, as does nicholas, my

kids just werent born speech/language type of people.

As for th econsistency and verification, im pretty

sure one can request copies of all OT service type of

records for each time, and also one would know

actually receiving if OT stuff with child does

improve. shawna.

=====

shawna

__________________________________________________

[Guest guest]

In a message dated 3/29/2002 5:20:20 AM Eastern Standard Time,

k.smith@... writes:

> She estimates that her academic skills are similar to a third grade

> student. When left 5th grade 2 years ago she was at a third grade

> level in reading and spellling, math mid third grade level. So instead of

> moving ahead academically she has lost ground. doesn't make sense except

> that the teacher knows nothing about autism and doesn't appear to want to

> learn.

Hi Joann,

I think this is sad. can and does learn. Why hasn't she learned in the

past 2 yrs? The school needs to answer these questions before they just

decide to pass the buck. Where is the accountability on their part? What

learning approach is best for ? What works and what doesn't? I would try

to get these things answered before I let the school system just gives up.

Why after 2 yrs are they just letting you know there is no progress? I wish

you luck in your meeting and hope that you can get some answers.

Charlyne

Mom to Zeb 9 DS/OCD ?

[Guest guest]

In a message dated 3/29/02 5:19:06 AM US Eastern Standard Time,

k.smith@... writes:

<< Is anyone on the list from Buffalo and going to the conference " Treating

the Biology of Autism " in Pontiac on April 13 and 14?? JoAnn Mom to in

Michigan >>

Hi JoAnn,

Good to hear from you! I am not going to that conference but did you know

there was also a conference the end of april called START at Grand Valley

State University in GR? GVSU is putting it on and it is a Thurday, Fri and

Sat. Saturday is mostly a sibling workshop day. Let me know if you want

more info.

Lauri. Gene's mom

[Guest guest]

Hi,

I have a question. My sons school told me that we are NOT ALLOWED to have

more then 2 goals. They also told me that our meeting cannot last more then 1

hour. HMmmmmmmm. No believing either but I need to see where it says how many

goals can be on an IEP and how many benchmarks. I am in MA so I guess I would

need MA info.

Thanks

Jean

[Guest guest]

nobody said doing a teachers job properly was easy.

you come into my sons iep with a iep already typed on a laptop, and

the meeting is over, i will immediately leave and a new meeting will be

set up.

--

Regards,

Timbo

Casten

National Air Traffic Controllers Association

ZDC Area 5 Rep. 703.606.2379

Communications Committee Chairman

Thursday, February 20, 2003, 10:16:06 PM, you wrote:

> I think it is extremely difficult to completely write every goal

> and obj at a meeting.

[Guest guest]

I would have no problem with teacher bringing in a laptop with some goals and

objectives written up as long as I knew they could be tweeked the way the

team agrees to. It saves so much time and truly makes more sense than 5 hour

meetings. JMHO.

Jackie, Mom to 15ds, 12, and Bradley 9

[Guest guest]

In a message dated 2/21/03 11:16:19 AM Central Standard Time,

writes:

> Yes I would.

>

> There is nothing wrong with formulating a plan for services and such

> before the meeting. But consider this. I have found on occasion if

> you tip them on what you are going to be asking for prior to the

> meeting, this often gives them more time to formulate a plan on why

> they can't provide what your asking for.

>

> You know what you want prior to the meeting, I see no reason to give

> them any of that info prior to the meeting. They come to the meeting

> with an agenda, I have seen this time and time again at s

> IEP's. Of course they have had their little conferences amongst

> themselves prior to the meeting. So they know what they want. 2

> years ago this happened to us, they came with all their paperwork,

> documentation and such. By the time we were done, very little from

> their agenda was accomplished and everything from mine and cindys was.

> They were so confused by the time I got done they had no idea what

> they had signed. But we got everything we wanted and they got

> nothing. One example was their fight to put in a exclusive

> self contained class. We had behavior specialist reports who made

> recommendations to them in dealing with . They ignored those

> and took it upon themselves to decide they knew what was best for

> . I had the report, I laid it on the table, in the middle of

> their presentation and asked. " How many of these recommendations have

> you tried? " They fell silent. and I then had control of the

> meeting and it went our way from there.

>

> Now my point is, if had tipped them off well before the meeting

> of this plan, they would have had ample time to prepare a defense

> against the report. With them not knowing they did not and their

> agenda was crushed.

>

> You must keep the upper hand with these folks.

>

>

> --

> Regards,

>

> Timbo

>

> Casten

> National Air Traffic Controllers Association

> ZDC Area 5 Rep. 703.606.2379

> Communications Committee Chairman

>

>

> Friday, February 21, 2003, 9:11:04 AM, you wrote:

>

> > So Tim, are you saying that if a teacher had worked with you and

> > prior to the meeting and preliminarily developed some of the

> > goals and objectives and these are what were on the lap top you

> > would still call off the meeting????

Tim,

At times I agree BUT in our school district I've found that it is best for me

to give them a heads up if I have a problem with something they are proposing

(not necessarily all the details). I know that if I don't we will end up

having another meeting with someone else from the district invited.

I am fortunate that I have a good working relationship with most of the staff

in our district. And that our district is on the up and up (mostly) with

issues.

In past years we took the old IEP and it was mostly a job of moving him onto

a higher expectation in a goal or deciding where to go with a previous goal.

There wasn't a lot of writing numerous new goals.

When he started middle school I was clear about my expectations when we

selected his placement and everyone understood what was important to me. Of

course had a few other ideas so things have evolved to half way what I

want and half of what wants. The teachers got a few in there but mostly

on the want side. LOL!!!

Again I'm very fortunate.

Karyn

[Guest guest]

Maybe I misunderstood.

At our meetings, the IEP TEMPLATE is on the lap top. Goals and objectives are

not filled in yet.

Our sign in sheet also states that it is ONLY to show attendance and not an

agreement.

Di

Re: IEPs

nobody said doing a teachers job properly was easy.

you come into my sons iep with a iep already typed on a laptop, and

the meeting is over, i will immediately leave and a new meeting will be

set up.

--

Regards,

Timbo

Casten

National Air Traffic Controllers Association

ZDC Area 5 Rep. 703.606.2379

Communications Committee Chairman

Thursday, February 20, 2003, 10:16:06 PM, you wrote:

> I think it is extremely difficult to completely write every goal

> and obj at a meeting.

[Guest guest]

So Tim, are you saying that if a teacher had worked with you and prior to

the meeting and preliminarily developed some of the goals and objectives and

these are what were on the lap top you would still call off the meeting????

what was in the rest of the email you cited were the following items::

As a teacher and one who is doing the IEPs on a computer I solicit

suggestions from the parents and then make a draft of my recommendations and ask

them to review them before the meeting and if we need to, we meet to iron them

out.

I have always sent in my " suggestions' for goals and objectives and they have

usually sent home a " draft IEP " for my review. That helps to eliminate

conflicts at the meeting and make it go smoothly.

It seems like this teacher and parent have found a way that preplanning can be

done and help eliminate some of the problems that may come up during the IEP

meetings.... this way if a parent wants a specific goal or objective and they

find that the school or teacher is balking at it, the parents can be prepared

for the discussion/negociation of this item instead of finding out at the

meeting and not being able to gather the additional material or emotional

support to more fully articulate their desire and why.... while you may be very

versed and comfortable in the emotionally charged negociations, not everyone

is..... The writer did not say that it was a complete IEP she was bringing but a

preliminary based not just on her ideas but more importantly input and review by

the parents.... this means they had the chance to calmly look over and study the

text prior to the meeting and think of additional items in a comfortable, non

stressful environment... I can not see how that would do anything other then

help.

Ann-marie

Re: IEPs

nobody said doing a teachers job properly was easy.

you come into my sons iep with a iep already typed on a laptop, and

the meeting is over, i will immediately leave and a new meeting will be

set up.

--

Regards,

Timbo

[Guest guest]

What you say is so true, Karla. I know much depends on where you live, that

is why we all have to be careful of our general statements, especially when

there are alot of new parents on the list. I know we need to prepare these

parent for the future and the whole IEP process but I find so much that is

posted on this list promotes adversarial approaches. We need to let others

know that it isn't always like this and to start your child's educational

experience DEMANDING this and that be done when WE say so isn't promoting

teamwork and makes us the enemy from the start.

I know there are some who are struggling in bad situations but please,

please, please, let's not make every teacher, be it regular ed or special ed,

the enemy. There are many good ones out there who can be trusted.....even

with a laptop at hand! LOL.

Jackie, Mom to 15ds, 12, and Bradley 9