Student with IEP goals of “turning in work on time” and reduced need for “redirection” has had same goals for years. The goals have no indication of the baseline for the student, nor what specifics will make his success happen.
The IEP lists some accommodations but lacks the modifications necessary to help this student progress. Student hates school and often “tunes out”. Many school districts do not offer extra adult help in classrooms; many paraprofessionals were eliminated a couple of years ago. Parents can request that paraprofessionals be available and specifically assigned to the student for a certain number of minutes per week.
Public school staff often don’t understand the importance of proactively implementing modifications. Many students with ADD or ADHD need recesses and time for extra movement; or to do their desk work while standing. Advocates at TheIEPCenter.com™ help parents solve IEP problems by providing information so they can advocate for the child with special needs. Schools often don’t put plans into place legitimately unless a parent pursues action. Educational “systems” move slowly. It’s what a parent doesn’t know that can deprive children of needed services.
Don’t be bamboozled! Waiting and hoping for problems to go away allows our children to regress. Hoping the problem will go away will only delay getting the problem addressed. Waiting too long to address concerns eliminates opportunities for correction.
Special Education Parent’s Advocacy Link LLC dba The IEP Center™ provides information to parents regarding the problems of children with disabilities. We are not attorneys and do not give advice. Consult an attorney. We are not licensed to practice law in any state. We do not represent anyone.
We are civil rights advocates who help parents at low-cost. We help parents prepare for school meetings and also go to school meetings with parents.
When a school district can’t appropriately meet the needs of your IEP child, the IEP team (which includes the parent) can look at schools outside the district if the outside school is listed on a state-approved agency list the MODESE keeps. The link for those outside schools/agencies is:
The IEP Center.com advocates helps parents deal with the public school for our kids with learning disabilities, autism, aspergers, cognitive deficits, cerebral palsy. Advocates are available with extensive experience helping parents deal with public schools. Get serious about your child’s schooling.
There are many things that aren’t revealed to parents that can help our kid get the right education. Contact an advocate to learn more. Don’t be bamboozled. Public schools may be suspending children instead of considering an “outside placement”.
Contact an advocate:
Copyright 2014 Special Education Parent’s Advocacy Link LLC dba The IEP Center
We are not attorneys and do not give legal advice. Contact an attorney. We do not represent parents or children.
Your child is valuable; this is not a free service.
We’ll cover the words that many don’t realize play a significant role in what services our kids get from the public school Using these words can save a parent years of struggle…and avoid wondering what just happened in that IEP meeting!
Your specific questions can be submitted during the teleseminar over the phone or on the internet.
You will receive a copy of the presentation shortly after the teleseminar. Register using a credit card or check thru Paypal.
Register by clicking on the link. Cost is $19.00. After you register you will be sent via e-mail insructitons how to access the teleseminar.
More and more I see parents of children with disabilities who have been bamboozled by the inflated egos of certain public school administrators. It seems the status quo is what the system seeks for their student, although the parent assumes and expects that “specialized” instruction is being provided to the “special” child.
The first quarter of a school year has passed; here’s some recent observations:
a second grade students’ mother learned the specialist who was suppose to meet quarterly with the girls’ teachers had not done so.
A first grader who was suppose to have someone assist him on/off the bus due to neurological problems supposedly had someone watching him from afar.
Another school district tells parents that their student gets “full direct supervision” in response to a parent requesting an aide for the student (what student in a public school doesn’t get “full direct supervision”?).
A dad indicates to a school that he wants his child to be “more independent”. The school interprets this to mean less support from the paraprofessional; as a result the student lags further behind academically.
A district claims they use research-based curriculum for a specific group of children; however, the district cannot provide documentation that the curriculum they purported being used was purchased by the district in years.
No longer can parents trust that their child’s needs are adequately addressed at the school; the system responds to parents who know what to ask and to whom/when to ask it.