Guest guest Posted April 22, 2005 Report Share Posted April 22, 2005 Hi It seems like 14 is the going age here. participated for the first time last year and today was the first time Kristi participated. Guess will participate next year. At this point they start focusing heavily on life skills, vocational skills, etc. and like to include them. IEP > > When did you start including your kids in their IEP's? I know that they can participate when they will turn 14 in the year the IEP covers. But did you start then, or wait until they were older? > > Thanks! > Sharon H. > Mom to , (13, DS) and , (9) > South Carolina > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted April 23, 2005 Report Share Posted April 23, 2005 I was wondering this too but I really don't want Caty there. She wouldn't understand the decisions that were being made and doesn't like it when you talk about her while she's sitting right there. (she's perfectly " normal " in that respect). Does anyone NOT take their teens to their IEPs? IEP > > When did you start including your kids in their IEP's? I know that they can participate when they will turn 14 in the year the IEP covers. But did you start then, or wait until they were older? > > Thanks! > Sharon H. > Mom to , (13, DS) and , (9) > South Carolina > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted April 23, 2005 Report Share Posted April 23, 2005 I was wondering this too but I really don't want Caty there. She wouldn't understand the decisions that were being made and doesn't like it when you talk about her while she's sitting right there. (she's perfectly " normal " in that respect). Does anyone NOT take their teens to their IEPs? IEP > > When did you start including your kids in their IEP's? I know that they can participate when they will turn 14 in the year the IEP covers. But did you start then, or wait until they were older? > > Thanks! > Sharon H. > Mom to , (13, DS) and , (9) > South Carolina > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted April 24, 2005 Report Share Posted April 24, 2005 We didn't always have Jess at the whole meeting--even after she turned 14, but it is a good idea to have the child present for a while at least to talk about what is important to them and likes and dislikes and to be prepared so they can participate more as they get older. I really think that by 16 they should be present for the entire meeting and hopefully actively participating. Judi Re: IEP I was wondering this too but I really don't want Caty there. She wouldn't understand the decisions that were being made and doesn't like it when you talk about her while she's sitting right there. (she's perfectly " normal " in that respect). Does anyone NOT take their teens to their IEPs? IEP > > When did you start including your kids in their IEP's? I know that they can participate when they will turn 14 in the year the IEP covers. But did you start then, or wait until they were older? > > Thanks! > Sharon H. > Mom to , (13, DS) and , (9) > South Carolina > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted April 24, 2005 Report Share Posted April 24, 2005 attended his first one last year when he was 16. He fell asleep sitting up at the table. It was hysterical. Jackie --------- IEP > > > > > > When did you start including your kids in their IEP's? I know that they > can participate when they will turn 14 in the year the IEP covers. But did > you start then, or wait until they were older? > > > > Thanks! > > Sharon H. > > Mom to , (13, DS) and , (9) > > South Carolina > > > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted April 24, 2005 Report Share Posted April 24, 2005 attended his first one last year when he was 16. He fell asleep sitting up at the table. It was hysterical. Jackie --------- IEP > > > > > > When did you start including your kids in their IEP's? I know that they > can participate when they will turn 14 in the year the IEP covers. But did > you start then, or wait until they were older? > > > > Thanks! > > Sharon H. > > Mom to , (13, DS) and , (9) > > South Carolina > > > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted April 24, 2005 Report Share Posted April 24, 2005 Poor child was bored to death? That's funny! IEP > > > > > > When did you start including your kids in their IEP's? I know that they > can participate when they will turn 14 in the year the IEP covers. But did > you start then, or wait until they were older? > > > > Thanks! > > Sharon H. > > Mom to , (13, DS) and , (9) > > South Carolina > > > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted April 24, 2005 Report Share Posted April 24, 2005 Poor child was bored to death? That's funny! IEP > > > > > > When did you start including your kids in their IEP's? I know that they > can participate when they will turn 14 in the year the IEP covers. But did > you start then, or wait until they were older? > > > > Thanks! > > Sharon H. > > Mom to , (13, DS) and , (9) > > South Carolina > > > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted April 24, 2005 Report Share Posted April 24, 2005 Hmm, seems like there are a lot of adults in the same situation at some meetings--they just LOOK like they're awake. Re: IEP Poor child was bored to death? That's funny! IEP > > > > > > When did you start including your kids in their IEP's? I know that they > can participate when they will turn 14 in the year the IEP covers. But did > you start then, or wait until they were older? > > > > Thanks! > > Sharon H. > > Mom to , (13, DS) and , (9) > > South Carolina > > > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted April 24, 2005 Report Share Posted April 24, 2005 Hmm, seems like there are a lot of adults in the same situation at some meetings--they just LOOK like they're awake. Re: IEP Poor child was bored to death? That's funny! IEP > > > > > > When did you start including your kids in their IEP's? I know that they > can participate when they will turn 14 in the year the IEP covers. But did > you start then, or wait until they were older? > > > > Thanks! > > Sharon H. > > Mom to , (13, DS) and , (9) > > South Carolina > > > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted November 13, 2005 Report Share Posted November 13, 2005 Hello Lynn, My son has an IEP at his school for 2 reasons, a lisp and a moderate conductive hearing loss in his right ear. He has a hole in his eardrum from tubes that did not heal. His hearing loss should go away as the hole closes. If the hole does not close, eventually he will have to have a tympanoplasty, but that is down the road. He does not suffer from any type of c-toma. He does have an fm system in his classroom and it is benefitting all of the kids, just not him. I do notice some misspellings and little things like that that I do attribute to the hearing loss, but other than that, nothing is different. His hearing loss had not affected his education in anyway. No 504 here. I hope this was helpful in some way. Good luck to you. Michele, Group Moderator > > It's been a while since I posted, which is good because things have > gone well so far. My daughter had surgery a little over a year ago > and the doctor says she's clear. Her reconstruction didn't work, so > she uses a hearing aid in the " bad " ear, which has moderate-severe loss. > > I did a quick search of the archives and couldn't find anything on > IEPs, which I think is a little odd. Caitlin has one for speech and > language, and she gets an fm system and reading for atrocious > spelling. What sorts of things do school-age children have on their > IEPs with unilateral loss? Have you noticed the same educational > impact that we have noticed with Caitlin (spelling problems, phonemic > awareness problems, etc.)? Is anyone on a 504? > > Thanks in advance for any ideas for IEPs or for telling about your own > experiences with educational issues. > --Lynn > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted November 14, 2005 Report Share Posted November 14, 2005 i don't have kids on IEP for c-toma problems, but have 2 on IEP's for autism/adhd type stuff. the main thing with this whole rigamorarole is that u really have to watch what the school is doing or recommending to make sure if is everything a kid may need. we have had to fight in the past, esp when we changed school systems where we were getting one type of service at one school, then the second doesn't want to do it. good luck to u, and make sure u get progress reports to see that you child is indeed getting the therapies she needs. >From: " ltramey " <ltramey@...> >Reply-cholesteatoma >cholesteatoma >Subject: IEP >Date: Mon, 14 Nov 2005 03:16:43 -0000 > >It's been a while since I posted, which is good because things have >gone well so far. My daughter had surgery a little over a year ago >and the doctor says she's clear. Her reconstruction didn't work, so >she uses a hearing aid in the " bad " ear, which has moderate-severe loss. > >I did a quick search of the archives and couldn't find anything on >IEPs, which I think is a little odd. Caitlin has one for speech and >language, and she gets an fm system and reading for atrocious >spelling. What sorts of things do school-age children have on their >IEPs with unilateral loss? Have you noticed the same educational >impact that we have noticed with Caitlin (spelling problems, phonemic >awareness problems, etc.)? Is anyone on a 504? > >Thanks in advance for any ideas for IEPs or for telling about your own >experiences with educational issues. >--Lynn > > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted November 14, 2005 Report Share Posted November 14, 2005 Lynn, My son, has an IEP and I shutter to think what we would have done without it. Hearing loss is also referred to as,”the invisible disability”. We have found that the teachers do not have a good understanding of hearing loss. The general thought is to place the child in front of the classroom and the rest is up to student. Some of the requirements on ’s IEP are that the teacher is required to face him while speaking. The teacher has to limit their movement to be in front of the child. (Many teachers like to walk and talk—therefore, their back is to the student), is given a copy of lecture notes. He cannot hear a teacher if he cannot look at them. is allowed to choose his seat. He cannot hear if he is by a noisy furnace. Our school also has a teacher of the hearing impaired. She has been wonderful teaching advocacy skills so he can function independently with the disability. is now 18. His journey with hearing loss began at age 14 when the cholesteatoma was removed. He now wears 2 hearing aids and is gearing up to go to college next year. It was an uphill battle with the schools. Make sure your child get the benefit of learning how to live with the hearing loss. ’s hearing impaired teacher was wonderful. A. Behr, Realtor, ABR ERA OakCrest Realty, Inc. 2045 Valley Avenue Winchester, VA 22601 540-450-1268 Voice Mail 540-533-3853 Cell 540-662-7111 Home 540-662-0986 Fax From: cholesteatoma [mailto:cholesteatoma ] On Behalf Of ltramey Sent: Sunday, November 13, 2005 10:17 PM cholesteatoma Subject: IEP It's been a while since I posted, which is good because things have gone well so far. My daughter had surgery a little over a year ago and the doctor says she's clear. Her reconstruction didn't work, so she uses a hearing aid in the " bad " ear, which has moderate-severe loss. I did a quick search of the archives and couldn't find anything on IEPs, which I think is a little odd. Caitlin has one for speech and language, and she gets an fm system and reading for atrocious spelling. What sorts of things do school-age children have on their IEPs with unilateral loss? Have you noticed the same educational impact that we have noticed with Caitlin (spelling problems, phonemic awareness problems, etc.)? Is anyone on a 504? Thanks in advance for any ideas for IEPs or for telling about your own experiences with educational issues. --Lynn Quote Link to comment Share on other sites More sharing options...
Guest guest Posted November 14, 2005 Report Share Posted November 14, 2005 The primary school my son will go to next year has an IEP. Right now he is in speech therapy and the therapist is concerned that he will have problems with spelling. The school also has an fm system if it is needed. We won't know until he starts kindergarten I guess. He is in preschool right now and is having a problem learning which letters make which sounds because of his hearing loss. He doesn't have a hearing aid at this point because we are waiting to see how things go, plus we are still in the removing the ctoma process, trying to keep it cleared out. The doc said that he may need to go to hearing aid later because they probably won't be able to do recontruction due to the amount of damage. We just received a progress report that said he is progressing slowly, they have set some pretty high goals to meet by April '06. I guess right now he is approved for 3 years of speech therapy, still they will evaluate him every year. Then after 3 years we got thru another set of evals and audiograms to see if he still falls under their guidelines for therapy. Barbara >From: " ltramey " <ltramey@...> >Reply-cholesteatoma >cholesteatoma >Subject: IEP >Date: Mon, 14 Nov 2005 03:16:43 -0000 > >It's been a while since I posted, which is good because things have >gone well so far. My daughter had surgery a little over a year ago >and the doctor says she's clear. Her reconstruction didn't work, so >she uses a hearing aid in the " bad " ear, which has moderate-severe loss. > >I did a quick search of the archives and couldn't find anything on >IEPs, which I think is a little odd. Caitlin has one for speech and >language, and she gets an fm system and reading for atrocious >spelling. What sorts of things do school-age children have on their >IEPs with unilateral loss? Have you noticed the same educational >impact that we have noticed with Caitlin (spelling problems, phonemic >awareness problems, etc.)? Is anyone on a 504? > >Thanks in advance for any ideas for IEPs or for telling about your own >experiences with educational issues. >--Lynn > > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted November 14, 2005 Report Share Posted November 14, 2005 Thanks for the posts about IEPs and I'd be delighted to hear more from others. Caitlin's case is like Michele's son-- she qualified under speech/language because of her delayed r sound. When I asked for further testing because she continued to have problems with spelling, decoding new words, etc., the school decided that she had met the r goal (and I agree) and therefore did not qualify for any special ed services (like reading, etc.-- I do not agree). The problem is that they say she is not failing enough to qualify as a learning disabled student (she is), and she is not deaf enough to qualify as a hearing impaired student. A student need only qualify in one category to receive all services deemed necessary. They want to use a 504 to give her an FM system, as a " favor, " but this would preclude special ed services and has far less legal clout than an IEP. This is of course ridiculous, but I am having quite a battle over it. I feel like we may well win in the end, but it's more than a little insulting to have someone tell you that one ear is good enough, or that preferential seating is enough, especially since I have provided them with plenty of scientific research that proves this is not the case. Approximately 35% of children will unilateral loss will fail at least one grade. 50% will need special ed services (several studies support this-- I'll be glad to dig up and post citations if needed). Anyway, I am curious as to whether my system is just weirdly backward or if this is a common problem. Thanks, Lynn Quote Link to comment Share on other sites More sharing options...
Guest guest Posted November 14, 2005 Report Share Posted November 14, 2005 Lynn, Be persistent. Many schools have an advocate you can access to help in the fight for extra assistance and care. We also enlisted the help of ’s audiologist. She spoke to the teachers and administrators and described the hearing loss. She made them all wear ear plugs while she was talking. It was very effective!! A. Behr, Realtor, ABR ERA OakCrest Realty, Inc. 2045 Valley Avenue Winchester, VA 22601 540-450-1268 Voice Mail 540-533-3853 Cell 540-662-7111 Home 540-662-0986 Fax From: cholesteatoma [mailto:cholesteatoma ] On Behalf Of ltramey Sent: Monday, November 14, 2005 8:45 PM cholesteatoma Subject: Re: IEP Thanks for the posts about IEPs and I'd be delighted to hear more from others. Caitlin's case is like Michele's son-- she qualified under speech/language because of her delayed r sound. When I asked for further testing because she continued to have problems with spelling, decoding new words, etc., the school decided that she had met the r goal (and I agree) and therefore did not qualify for any special ed services (like reading, etc.-- I do not agree). The problem is that they say she is not failing enough to qualify as a learning disabled student (she is), and she is not deaf enough to qualify as a hearing impaired student. A student need only qualify in one category to receive all services deemed necessary. They want to use a 504 to give her an FM system, as a " favor, " but this would preclude special ed services and has far less legal clout than an IEP. This is of course ridiculous, but I am having quite a battle over it. I feel like we may well win in the end, but it's more than a little insulting to have someone tell you that one ear is good enough, or that preferential seating is enough, especially since I have provided them with plenty of scientific research that proves this is not the case. Approximately 35% of children will unilateral loss will fail at least one grade. 50% will need special ed services (several studies support this-- I'll be glad to dig up and post citations if needed). Anyway, I am curious as to whether my system is just weirdly backward or if this is a common problem. Thanks, Lynn Quote Link to comment Share on other sites More sharing options...
Guest guest Posted November 15, 2005 Report Share Posted November 15, 2005 man Lynn, i am way with u. it is a very common occurence to have to fight for what the kids need, even with a doc's order. i found in one instance that the insurance company would pay for private therapy if the school would sign off that they couldn't/wouldn't do it. all the insurance company cared about was the doc's order. of course, the school wouldn't do it, so bingo, services through the school. u hopefully have a parent/mentor liason who is helping u through the struggle. good luck! if anyone lives where u don't have such a struggle tell me! lol we are moving in 3 years anyway! >From: " ltramey " <ltramey@...> >Reply-cholesteatoma >cholesteatoma >Subject: Re: IEP >Date: Tue, 15 Nov 2005 01:45:00 -0000 > >Thanks for the posts about IEPs and I'd be delighted to hear more from >others. Caitlin's case is like Michele's son-- she qualified under >speech/language because of her delayed r sound. When I asked for >further testing because she continued to have problems with spelling, >decoding new words, etc., the school decided that she had met the r >goal (and I agree) and therefore did not qualify for any special ed >services (like reading, etc.-- I do not agree). The problem is >that they say she is not failing enough to qualify as a learning >disabled student (she is), and she is not deaf enough to qualify as a >hearing impaired student. A student need only qualify in one category >to receive all services deemed necessary. They want to use a 504 to >give her an FM system, as a " favor, " but this would preclude special >ed services and has far less legal clout than an IEP. > >This is of course ridiculous, but I am having quite a battle over it. > I feel like we may well win in the end, but it's more than a little >insulting to have someone tell you that one ear is good enough, or >that preferential seating is enough, especially since I have provided >them with plenty of scientific research that proves this is not the >case. Approximately 35% of children will unilateral loss will fail at >least one grade. 50% will need special ed services (several studies >support this-- I'll be glad to dig up and post citations if needed). > >Anyway, I am curious as to whether my system is just weirdly backward >or if this is a common problem. > >Thanks, >Lynn > > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted November 15, 2005 Report Share Posted November 15, 2005 Lynn, We had some of the same issues. My insurance company paid for 8 sessions of speech therapy thru a pediactric clinic, after those 8 sessions I was on my own. Since my son goes to a preschool in a different county than the one in which we live, they were all confused. They couldn't give him the therapy thru the school because we didn't live in that county...I don't know what difference it makes since he was going to school there. Anyway, I was sent to the primary school in the county where we live. They told me they weren't sure he would qualify for help because of the 'guidelines'. Same situation, not deaf enough....luckily, the speech therapist talked to my son and couldn't understand anything he said. She pushed the issue for us and we had to get letters from his surgeon and audiologist as well. My son has a problem with a lot of sounds r, sh, ch, k, all of them that you hear at low frequency. We are in the military and if we lived on the military post and my son was going to a military school, then he would see a speech therapist thru the military hospital. Since we own a home off the post, we are on our own....I don't understand the logic. Actually, I think I've talked to people that don't really know the system very well. If I kept pushing with the military I would eventually find somebody that knows the real deal. Since we were able to get him at the school here I didn't push it. It seems to me like this is a problem with the system as a whole.... Barbara >From: " ltramey " <ltramey@...> >Reply-cholesteatoma >cholesteatoma >Subject: Re: IEP >Date: Tue, 15 Nov 2005 01:45:00 -0000 > >Thanks for the posts about IEPs and I'd be delighted to hear more from >others. Caitlin's case is like Michele's son-- she qualified under >speech/language because of her delayed r sound. When I asked for >further testing because she continued to have problems with spelling, >decoding new words, etc., the school decided that she had met the r >goal (and I agree) and therefore did not qualify for any special ed >services (like reading, etc.-- I do not agree). The problem is >that they say she is not failing enough to qualify as a learning >disabled student (she is), and she is not deaf enough to qualify as a >hearing impaired student. A student need only qualify in one category >to receive all services deemed necessary. They want to use a 504 to >give her an FM system, as a " favor, " but this would preclude special >ed services and has far less legal clout than an IEP. > >This is of course ridiculous, but I am having quite a battle over it. > I feel like we may well win in the end, but it's more than a little >insulting to have someone tell you that one ear is good enough, or >that preferential seating is enough, especially since I have provided >them with plenty of scientific research that proves this is not the >case. Approximately 35% of children will unilateral loss will fail at >least one grade. 50% will need special ed services (several studies >support this-- I'll be glad to dig up and post citations if needed). > >Anyway, I am curious as to whether my system is just weirdly backward >or if this is a common problem. > >Thanks, >Lynn > > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted November 15, 2005 Report Share Posted November 15, 2005 Hmmm. The new IDEA 2004 specifies that private schooled children must be given services through the school nearest the private school. I assume that's why your son goes to a school in a different county from the one you live in. You could definitely push that one. --Lynn > > Lynn, > We had some of the same issues. My insurance company paid for 8 sessions of > speech therapy thru a pediactric clinic, after those 8 sessions I was on my > own. Since my son goes to a preschool in a different county than the one in > which we live, they were all confused. They couldn't give him the therapy > thru the school because we didn't live in that county...I don't know what > difference it makes since he was going to school there. Anyway, I was sent > to the primary school in the county where we live. They told me they weren't > sure he would qualify for help because of the 'guidelines'. Same situation, > not deaf enough....luckily, the speech therapist talked to my son and > couldn't understand anything he said. She pushed the issue for us and we had > to get letters from his surgeon and audiologist as well. My son has a > problem with a lot of sounds r, sh, ch, k, all of them that you hear at low > frequency. We are in the military and if we lived on the military post and > my son was going to a military school, then he would see a speech therapist > thru the military hospital. Since we own a home off the post, we are on our > own....I don't understand the logic. Actually, I think I've talked to people > that don't really know the system very well. If I kept pushing with the > military I would eventually find somebody that knows the real deal. Since we > were able to get him at the school here I didn't push it. It seems to me > like this is a problem with the system as a whole.... > Barbara > > > >From: " ltramey " <ltramey@m...> > >Reply-cholesteatoma > >cholesteatoma > >Subject: Re: IEP > >Date: Tue, 15 Nov 2005 01:45:00 -0000 > > > >Thanks for the posts about IEPs and I'd be delighted to hear more from > >others. Caitlin's case is like Michele's son-- she qualified under > >speech/language because of her delayed r sound. When I asked for > >further testing because she continued to have problems with spelling, > >decoding new words, etc., the school decided that she had met the r > >goal (and I agree) and therefore did not qualify for any special ed > >services (like reading, etc.-- I do not agree). The problem is > >that they say she is not failing enough to qualify as a learning > >disabled student (she is), and she is not deaf enough to qualify as a > >hearing impaired student. A student need only qualify in one category > >to receive all services deemed necessary. They want to use a 504 to > >give her an FM system, as a " favor, " but this would preclude special > >ed services and has far less legal clout than an IEP. > > > >This is of course ridiculous, but I am having quite a battle over it. > > I feel like we may well win in the end, but it's more than a little > >insulting to have someone tell you that one ear is good enough, or > >that preferential seating is enough, especially since I have provided > >them with plenty of scientific research that proves this is not the > >case. Approximately 35% of children will unilateral loss will fail at > >least one grade. 50% will need special ed services (several studies > >support this-- I'll be glad to dig up and post citations if needed). > > > >Anyway, I am curious as to whether my system is just weirdly backward > >or if this is a common problem. > > > >Thanks, > >Lynn > > > > > > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted November 17, 2005 Report Share Posted November 17, 2005 Wow, I didn't know that....I would definitely push it if I were having to pay for it out of pocket, but as long as he falls under the 'guidelines' at the public school I'm going to leave it. He has been with that therapist a while and I hate to change. Thanks for the info. Barbara >From: " ltramey " <ltramey@...> >Reply-cholesteatoma >cholesteatoma >Subject: Re: IEP >Date: Wed, 16 Nov 2005 02:12:28 -0000 > >Hmmm. The new IDEA 2004 specifies that private schooled children must >be given services through the school nearest the private school. I >assume that's why your son goes to a school in a different county from >the one you live in. You could definitely push that one. >--Lynn > > > > > > Lynn, > > We had some of the same issues. My insurance company paid for 8 >sessions of > > speech therapy thru a pediactric clinic, after those 8 sessions I >was on my > > own. Since my son goes to a preschool in a different county than the >one in > > which we live, they were all confused. They couldn't give him the >therapy > > thru the school because we didn't live in that county...I don't know >what > > difference it makes since he was going to school there. Anyway, I >was sent > > to the primary school in the county where we live. They told me they >weren't > > sure he would qualify for help because of the 'guidelines'. Same >situation, > > not deaf enough....luckily, the speech therapist talked to my son and > > couldn't understand anything he said. She pushed the issue for us >and we had > > to get letters from his surgeon and audiologist as well. My son has a > > problem with a lot of sounds r, sh, ch, k, all of them that you hear >at low > > frequency. We are in the military and if we lived on the military >post and > > my son was going to a military school, then he would see a speech >therapist > > thru the military hospital. Since we own a home off the post, we are >on our > > own....I don't understand the logic. Actually, I think I've talked >to people > > that don't really know the system very well. If I kept pushing with the > > military I would eventually find somebody that knows the real deal. >Since we > > were able to get him at the school here I didn't push it. It seems >to me > > like this is a problem with the system as a whole.... > > Barbara > > > > > > >From: " ltramey " <ltramey@m...> > > >Reply-cholesteatoma > > >cholesteatoma > > >Subject: Re: IEP > > >Date: Tue, 15 Nov 2005 01:45:00 -0000 > > > > > >Thanks for the posts about IEPs and I'd be delighted to hear more from > > >others. Caitlin's case is like Michele's son-- she qualified under > > >speech/language because of her delayed r sound. When I asked for > > >further testing because she continued to have problems with spelling, > > >decoding new words, etc., the school decided that she had met the r > > >goal (and I agree) and therefore did not qualify for any special ed > > >services (like reading, etc.-- I do not agree). The problem is > > >that they say she is not failing enough to qualify as a learning > > >disabled student (she is), and she is not deaf enough to qualify as a > > >hearing impaired student. A student need only qualify in one category > > >to receive all services deemed necessary. They want to use a 504 to > > >give her an FM system, as a " favor, " but this would preclude special > > >ed services and has far less legal clout than an IEP. > > > > > >This is of course ridiculous, but I am having quite a battle over it. > > > I feel like we may well win in the end, but it's more than a little > > >insulting to have someone tell you that one ear is good enough, or > > >that preferential seating is enough, especially since I have provided > > >them with plenty of scientific research that proves this is not the > > >case. Approximately 35% of children will unilateral loss will fail at > > >least one grade. 50% will need special ed services (several studies > > >support this-- I'll be glad to dig up and post citations if needed). > > > > > >Anyway, I am curious as to whether my system is just weirdly backward > > >or if this is a common problem. > > > > > >Thanks, > > >Lynn > > > > > > > > > > > > > > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted April 24, 2006 Report Share Posted April 24, 2006 contact your state Board of Education - AS & the delays don't just go away - sounds like they are just trying not to fulfill your son's rights a layed out in the IDEA, FAPE, and the ever so popular NO CHILD LEFT BEHIND - if they end his IEP they will be in violation of numerous FEDERAL AND STATE LAWS - don't let 'em do it.Laha1960@... wrote: In a message dated 4/4/2006 11:40:30 A.M. Central Daylight Time, Autism and Aspergers Treatment writes: My 11 year old ds has been on an IEP since kindergarten for Developmental Delays and Aspergers Syndrome. At the IEP meeting yesterday, the Sp. Ed Director announced that he was all better and doing so well that they were going to end his IEP. He still has an IQ of 72 and still is an Aspie. He has terrrible grades and is almost twelve stuck in 4th grade. Does anyone have any recommendations that might help get her to not do this? ***** Your child needs an IEP. Get an advocate. My son has had an IEP since preschool, when he was in Developmental PReschool. He is now 17, a Junior in High school. He was diagnosed ADHD at a young age and then later the ASpergers was added when he was ten - 1999. My son is also smart, high functioning, in honors classes, some reg classes, gets all As, however he still needs some services. His , as many with AS are related to social and language skills. He has had the OT, SLP and SW all through school. Those are a big part of needed therapies that the school can and should provide. The grade level and intelligence and whether they are passing in school has nothing to do with needing an IEP. I would suggest you get an advocate to represent you. Be a SQUEEKY WHEEL. in IL goes everywhere you do. Get it on your phone. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted September 11, 2006 Report Share Posted September 11, 2006 An important thing to remember is that personnel from the school may say, for instance, that they don't work on feeding, since they feel it is not academically relevant. Ask if your child will eat (snack or meal) or take a drink while he/she is at school. If so (and what child doesn't?), it just became academically relevant! Sue mom to Kate 16 and Karrie 10 w/ds and mild autism Good luck!! Sue Brown, COTA/L Hand to Hand Pediatric Therapy 618.520.2167 The materials in this message are private and may contain Protected Healthcare Information. If you are not the intended recipient, be advised that any unauthorized use, disclosure, copying or the taking of any action in reliance on the contents of this information is strictly prohibited. If you have received this email in error, please immediately notify the sender via telephone or return mail. ---- anotherminivan <openarmscampaign@...> wrote: ============= My son goes tomorrow for his evaluation for his IEP to start preschool in October. It had not even ocureed to me that it was right at naptime to accomodate one of his therapists! I noticed that others on here have mentioned 30 minutes a week for PT/OT. Is that really all they can get? They do not even have an inclusion program where we are (one of the reasons we are leaving in a month) but I want to write the IEP with inclusion as my main goal. I have printed out the wording about inclusion to take with me. Anything else I should know? He is also hearing impaired and has issues with feeding. Thanks, (Wyatt's mom) Click reply to all for messages to go to the list. Just hit reply for messages to go to the sender of the message. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted September 11, 2006 Report Share Posted September 11, 2006 Hi- We are going through this fun time right now and to tell you the truth I would rather be having major dental work! I wish you luck. ***hugs*** Dawn anotherminivan <openarmscampaign@...> wrote: My son goes tomorrow for his evaluation for his IEP to start preschool in October. It had not even ocureed to me that it was right at naptime to accomodate one of his therapists! I noticed that others on here have mentioned 30 minutes a week for PT/OT. Is that really all they can get? They do not even have an inclusion program where we are (one of the reasons we are leaving in a month) but I want to write the IEP with inclusion as my main goal. I have printed out the wording about inclusion to take with me. Anything else I should know? He is also hearing impaired and has issues with feeding. Thanks, (Wyatt's mom) --------------------------------- Talk is cheap. Use Messenger to make PC-to-Phone calls. Great rates starting at 1¢/min. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted September 12, 2006 Report Share Posted September 12, 2006 When was in preschool, she received speech 2x30 min/week, OT 1x30min/week, APE 2x30min/week (she didn't qualify for PT, though they did do the eval at my request). I also thought 1x per week for OT was low, but after talking to various OTs (over the years), it seems like most feel it is important to see the child, work with them, but that it's most important to make sure the teacher(s) and/or aide(s) that work with the child the majority of the time know the plan, and keep on it. For example, if there is a cutting goal, the OT can figure out strategies and work with the child, but it doesn't make sense for the OT to come and cut with the child 5 days per week, when the child will probably be doing cutting as part of the normal preschool routine (and most certainly will if it's a goal). So, if the staff knows how the child is supposed to do it, and can help (as per the direction of the OT), then the child will be getting more help towards that goal. Plus, most fine motor skills (especially at the preschool age) take time and practice to develop (both typical kids and developmentally delayed kids), so again, the staff working with your child daily should help practice the skills. If there are skills that might not be practiced in school, then the OT had better make sure you are aware of what goes on during a particular session, and communicate it to you as well (especially the feeding issues, since although your child will probably eat snack at school, he will certainly be eating more of the time with you.) You should also make sure that there is time written into OT/PT for the therapist to collaborate with the teachers (I think ours is 4 hours per year, not much) in addition to time spent directly with your child. As for writing inclusion as a main goal, if they don't offer it, then it will be difficult for you to get them to write it that way. Think about how you could word goals that would be best met in an inclusive setting.. perhaps speech and launguage goals, using peer models........ can't do that if you not with verbal kids. Do they have any programs with " reverse mainstreaming " , where typical children attend special day classes as peer models? Although the ratio isn't usually great, it's better than nothing. I know that HeadStart preschools must take a certain number of kids with IEPs, but I've heard from around here that they fill their " IEP quota " with " easy " IEPs like speech. The problem with the preschool years are, if the district doesn't offer an inclusive program, your child will be in 2nd grade before you can finish the due process you'd need to go through to try and get them to provide it :-( And they know it! We were very aggressive here, and basically, the law doesn't require them to provide it, and they don't. Some places do, and they are ahead of the game, so by all means, look around if that's what you want. What we ended up doing was using the special day preschool setting as a place for the receive her services and work on academics. We also enrolled her in a private preschool at our church (at our expense) to provide the inclusive setting we desired for her. We rationalized it by saying that had she not had DS, we would have paid for this exact preschool, just as we did for her sisters. She did not work on specific IEP goals there (though they were willing to), but we asked them to focus on her participating in age-appropriate activities with her peers, focusing on language, classroom routine, playing, etc. We split it up so that when she was 3, she did 2 mornings a week at special day, and 2 afternoons a week a typical preschool, then upped it to 3 and 3 when she was 4. It was a pain for me, but it was wonderful for her. Would I have sent her to an inclusive program if I could have? Absolutely. But, what we ended up doing worked out very well for her, and she transitioned into kindergarten (full inclusion) quite nicely (after her traditional 6 week " rough " time, LOL) Good luck tomorrow, , mom to (10), (8 DS), and Sammy (7) anotherminivan wrote: > My son goes tomorrow for his evaluation for his IEP to start preschool > in October. It had not even ocureed to me that it was right at naptime > to accomodate one of his therapists! I noticed that others on here > have mentioned 30 minutes a week for PT/OT. Is that really all they > can get? They do not even have an inclusion program where we are (one > of the reasons we are leaving in a month) but I want to write the IEP > with inclusion as my main goal. I have printed out the wording about > inclusion to take with me. Anything else I should know? He is also > hearing impaired and has issues with feeding. Thanks, (Wyatt's > mom) > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted September 12, 2006 Report Share Posted September 12, 2006 , Thanks for your reply. We arrived today and there was a room full of women, perhaps 8. Wyatt wanted to explore the room but they got down to business and plopped him into a chair and started trying to interest him in their assessment game. He immediately started screaming bloody murder and they asked if this was normal for him, which it is not. I suggested that they had not given him any transition time, that he was afraid of strangers and that he needed to calm down before starting. Anyway, he sat in my lap for the rest of it and they got their assessment. I brought up the fact that I wanted the IEP written as if he were to be in an inclusion program and they said the IEP skills were not the same as his placement and that we had to be in agreement about where he was placed. The funny thing is that there is only one school, one class available so I guess we will agree. I did not let on that we plan to move away to another state with hopefully better options. They also said there is only one person who knows any sign language and she said she knows the colors and some basic words like " more " . Somehow I always have this fantasy that teachers will know more than me! Thanks for the tips about wording things like " peer model " etc. Wyatt is the fourth of my five kids to have an IEP and you would think this would get easier, but he has the most complex issues of all and the least options. What a trip this life is. Thanks again, Spread love everywhere you go. Let no one ever come to you without leaving happier. Mother please check out my website: www.PaintingsBy.com >From: Kerrigan <leslie-kerrigan@...> >anotherminivan <openarmscampaign@...> >CC: >Subject: Re: IEP >Date: Tue, 12 Sep 2006 13:47:34 -0700 > >When was in preschool, she received speech 2x30 min/week, OT >1x30min/week, APE 2x30min/week (she didn't qualify for PT, though they did >do the eval at my request). I also thought 1x per week for OT was low, but >after talking to various OTs (over the years), it seems like most feel it >is important to see the child, work with them, but that it's most important >to make sure the teacher(s) and/or aide(s) that work with the child the >majority of the time know the plan, and keep on it. For example, if there >is a cutting goal, the OT can figure out strategies and work with the >child, but it doesn't make sense for the OT to come and cut with the child >5 days per week, when the child will probably be doing cutting as part of >the normal preschool routine (and most certainly will if it's a goal). So, >if the staff knows how the child is supposed to do it, and can help (as per >the direction of the OT), then the child will be getting more help towards >that goal. Plus, most fine motor skills (especially at the preschool age) >take time and practice to develop (both typical kids and developmentally >delayed kids), so again, the staff working with your child daily should >help practice the skills. > >If there are skills that might not be practiced in school, then the OT had >better make sure you are aware of what goes on during a particular session, >and communicate it to you as well (especially the feeding issues, since >although your child will probably eat snack at school, he will certainly be >eating more of the time with you.) You should also make sure that there is >time written into OT/PT for the therapist to collaborate with the teachers >(I think ours is 4 hours per year, not much) in addition to time spent >directly with your child. > >As for writing inclusion as a main goal, if they don't offer it, then it >will be difficult for you to get them to write it that way. Think about >how you could word goals that would be best met in an inclusive setting.. >perhaps speech and launguage goals, using peer models........ can't do that >if you not with verbal kids. Do they have any programs with " reverse >mainstreaming " , where typical children attend special day classes as peer >models? Although the ratio isn't usually great, it's better than nothing. >I know that HeadStart preschools must take a certain number of kids with >IEPs, but I've heard from around here that they fill their " IEP quota " with > " easy " IEPs like speech. > >The problem with the preschool years are, if the district doesn't offer an >inclusive program, your child will be in 2nd grade before you can finish >the due process you'd need to go through to try and get them to provide it >:-( And they know it! We were very aggressive here, and basically, the >law doesn't require them to provide it, and they don't. Some places do, >and they are ahead of the game, so by all means, look around if that's what >you want. What we ended up doing was using the special day preschool >setting as a place for the receive her services and work on >academics. We also enrolled her in a private preschool at our church (at >our expense) to provide the inclusive setting we desired for her. We >rationalized it by saying that had she not had DS, we would have paid for >this exact preschool, just as we did for her sisters. She did not work on >specific IEP goals there (though they were willing to), but we asked them >to focus on her participating in age-appropriate activities with her peers, >focusing on language, classroom routine, playing, etc. We split it up so >that when she was 3, she did 2 mornings a week at special day, and 2 >afternoons a week a typical preschool, then upped it to 3 and 3 when she >was 4. It was a pain for me, but it was wonderful for her. Would I have >sent her to an inclusive program if I could have? Absolutely. But, what >we ended up doing worked out very well for her, and she transitioned into >kindergarten (full inclusion) quite nicely (after her traditional 6 week > " rough " time, LOL) > >Good luck tomorrow, > >, mom to (10), (8 DS), and Sammy (7) > >anotherminivan wrote: > >>My son goes tomorrow for his evaluation for his IEP to start preschool >>in October. It had not even ocureed to me that it was right at naptime >>to accomodate one of his therapists! I noticed that others on here >>have mentioned 30 minutes a week for PT/OT. Is that really all they >>can get? They do not even have an inclusion program where we are (one >>of the reasons we are leaving in a month) but I want to write the IEP >>with inclusion as my main goal. I have printed out the wording about >>inclusion to take with me. Anything else I should know? He is also >>hearing impaired and has issues with feeding. Thanks, (Wyatt's >>mom) >> >> > _________________________________________________________________ Check the weather nationwide with MSN Search: Try it now! http://search.msn.com/results.aspx?q=weather & FORM=WLMTAG Quote Link to comment Share on other sites More sharing options...
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