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#1 ARCHIVED POSTS FROM
SPECIAL EDUCATION FOLDER:  I NEED HELP
OCTOBER 9, 1993 - JULY 24, 1995
FILE NAME:  SPEDSOS1.TXT
43 PAGES

Subj:  I need HELP
Date:  93-10-09 00:42:13 EDT
From:  REJones

My stepson is an extremely poor performer in school.  During the the past two
years we have attempted to get the local public school system to test him for
a learning disability but, we keep getting the same response, "His test
scores are not low enough to qualify for placement in the LD program."

He was tested three years ago and the building administrator said his IQ and
performance were exceptionally low but, not low enough to be placed in the
program.

During the past two years the problems have only grown.  He is now in the
fifth grade and still cannot add or subtract two single digit numbers without
considerable thought.  He is capable of reading somewhere around a second or
third grade level.

His current teachers believe that he needs to be tested and placed in a
slower environment but, the building administrator is standing in our way of
having him tested.  Today I presented him  with a written request to test my
son and he responded with the  statement that he did not believe that testing
was not necessary.  That Travis would just always be a low performer, and he
falls within the classification of children who will not make it through
school.

We have spent countless hours with Travis in the evenings doing the same work
that has been done in the classroom.  But his mind wanders away from the
subject and he is easily distracted.  His teachers have noticed the same
problem during the day.  His retention level is very poor, he can read a
short paragraph and not even be able to tell you what he just read.

How in God's name do we convince the local school system to test him and
hopefully find out how to help him succeed in school?

REJones
Wichita, KSSubj:  Your son's civil rights...
Date:  93-10-09 19:53:42 EDT
From:  SusanS29

... are being violated.
     You are entitled to insist on a formal diagnosis of your son's problems.
It is unprofessional for someone to say your son 'just won't finish' school,'
to make such sweeping judgment with no testing done.
      Go back to the school and try one more time. Then get in touch with
your local Learning Disabilities Association. They have child advocates who
have received special training in making the system meed childrens' needs.
      Another option is to file a formal complaint with the Office of Civil
Rights, but I would find a child advocate first.
       The local district tried to tell us my daughter didn't need to be
tested either, but since I was a special educator myself I knew something
most parents didn't know: that PARENTS can request an evaluation. I believe
that's FEDERAL law, not Missouri.Subj:  Go over his head
Date:  93-10-11 14:15:29 EDT
From:  SheilaFW

In your note you say the building administrator refuses to test him.  Go over
the guys head.  When the principal in my son's school was absolutely no help,
I called the head of Special Education for our school district.  It's amazing
how fast I got the help that was needed.  Now the principal at least listens
to me, although I have still had to go over her head a few times to get what
is needed for my son.  The local Administration is there for your benefit.
Use them when necessary.  Let me know if you have any more problems.  It does
help to know the laws.  As Susan says, find an advocate.  --SheilaSubj:
We're Trying
Date:  93-10-11 19:12:28 EDT
From:  REJones

Well I'm back,  we met with the school principal and my son's teachers today.

During the meeting it was revealed to us that according to testing done two
years ago Travis has an IQ of 73.  The school administration says this is not
low enough to qualify for placement in an LD program.  We were told that
there must be a 24 point difference between IQ and age.

His teachers did stress repeatedly that due to his poor reading ability he is
very much an auditory learner.

We did succeed in at least getting a preassessment testing process started.
The end result will not be known for quite sometime, hopefully within 45
days.

If you can offer any suggestions to help us or any thoughts on where to turn
if this process fails to turn up any useful information.

REJones
Wichita, KSSubj:  This is NOT satisfactory!
Date:  93-10-11 23:08:23 EDT
From:  SusanS29

      An IQ of 73 means little by itself. But first, let's clear up some
terms.
      A learning disability doesn't mean a low IQ. It means that the person
is of near normal, normal or above normal intelligence. However, his brain
works inefficiently for one or more of a variety of reasons, and those
reasons are identifiable.
      To give you an example, let me tell you about a child I worked with
once. Her "IQ" was supposed to be 110. However, on some subtests, she
performed (this is a gross simplification) like a person with an IQ of 30. On
another subtest she performed like a person with an IQ over 180! That's the
most extreme case I've ever seen, but it demonstrates that often the "IQ"
doesn't mean that much.
       It is actually illegal to make special education decisions based on
one test, and that *includes* the decision not to evaluate. It is possible
that your son is simply a slow learner, not retarded but not able to keep up
the pace of the average child, but we don't really know that, and *can't*
know that based on one test. That is why federal law REQUIRES a
multi-disciplinary evaluation.
      The comment that he is an auditory learner makes me particularly
suspicious. If he's a slow learner he might not be reading well yet, but his
auditory skills wouldn't be any better and wouldn't be much help.
     You are entitled to answers. I urge you to get in touch with the
Learning Disabilities Association and not wait any longer to do it, so they
have time to help you prepare to get your son's rights -- a full and
definitive evaluation.
      I hope you'll keep us posted and let us know how it goes.Subj:  I am
trying!!!
Date:  93-10-12 21:31:16 EDT
From:  REJones

I have been in contact with the NEA and they were not able to give me any
information regarding the Learning Disabilities Association.  I am not able
to find it in the phone book either.  Please tell us where to look in our
area.

Help me out, this is now mom speaking!  I have been crying out for help but,
it seems as if you are the only one who will listen.  I  contacted the child
advocate at the Superintendent's office last Friday and expressed my concerns
regarding Travis.  He was of course kind enough the listen and offered to
contact the principal of the school where Travis is attending, but offered no
other assistance.

During the meeting last Friday the principal offered very little assistance
other than making sure each of us took our turn and did not speak out of
turn.  One of Travis'  teachers offered to reduce his math problems.  Keep in
mind they only do even or odd numbered problems which consists of
approximately 12 problems per day.  The same teacher told us that drill and
repetition are not the current methods used to teach math.  This same teacher
has already reduced his weekly spelling list to 10 words, instead of the 20
words which are assigned to the other students.  This reduction has not
improved his test performance at all.  The school psychologist (who was head
of the dept. last year) suggested we use a scrabble game as a method of
teaching spelling words.

I made it clear in the meeting that my purpose of calling the meeting was to
have Travis tested and to see if we could find a better way to teach my son.

How can these professional people state Travis does not have a learning
disability when they suggest we use a scrabble game for spelling, a tape
recorder for spelling, a tape recorder for history, and do his testing
orally?

They also told us the cut off for EMR was an IQ of 70.  It is my
understanding that EMR stands for retardation.  We are not looking for
retardation, we are looking for a learning disability.

The school principal did offer us another public school as an option.  Today
we ordered the learning program Hooked on Phonics hoping that this will
improve his reading skills.

WLVann.

PS  Thanks for letting us get this off of our chests.Subj:  Good for you for
trying so hard!
Date:  93-10-12 23:35:54 EDT
From:  SusanS29

     Yes, you are trying hard. That's your child's great strength--that he
has parents who will fight for him. Those are the kids who make it in this
world--the ones whose parents are behind him all the way. E-Mail is sent your
way.Subj:  Parent Advocate
Date:  93-10-21 20:14:14 EDT
From:  MacMoth

I am an advocate for parents in our town. I go to the school with the parent
to provide added emotional support when they meet for educational planning or
have problems like yours. I do not work for the school system in any way. I
am a volunteer and I advocate for a Free & Appropiate Education. I hold a
loyalty to the parent. I do not give advice though I often tell a parent
"what I would do if I were you" and what the law says. I have often educated
parents in groups about their rights and responsibility according to State
and Federal Law regarding Educational services for thier special needs kids.
You need an advocate who will help you in this way. If you want to contact me
through the Email and let me know what State and Town you live in I my be
able to find a connection for you. NOW FOR SOME "If I were you......

I would be documenting everything that you say and do with the school
district personel. All phone calls, letters, verbal conversations outside the
teacher's lounge. A document must have the date and names and your signature
in order to be considered a document. I would be keeping a diary of every day
and how my child's day in school was today. I would get a copy of the Federal
Law 504 and study enough to find where my child fit. (I can send you one if
you request). According to  This law my child is considered "handicapped" by
the fact that he is "known to be" slow or whatever terms the school uses.
Once the school begins using accommodations to try to increase his progress
they have admitted that he is handicapped. Now that they have admitted this,
your child has the right to a written plan for his education. I would say
that my child's right's to a free and appropriate education was being
violated and that he is a handicapped individual who is not being allowed to
benefit from his education due to the denial of a written plan. Also, his
placement in school is questionable. (placement being regular education
classes with "no benefit of a written plan" even though it is understood that
he is handicapped. (they changed his amounts of work) If he is not able to do
the same work as his peers, and this is agreed upon from his teachers, then
he is known to have a hadicapping condition. An assessment or full diagnostic
evaluation could "maybe" tell all conserned what that
handicapping condition is and how severe it may or may not be.
Many kids with ADD, or Inner ear prob, or emotional, behavioral and mental
disorders all have very high IQ's. Some parents must write to the school and
request that the evaluation be done based on "Medical determination" criteria
and some on Psychiatric or psycological evaluations. Not on accademic
achievement. There is just so much more that you really need to know.  I urge
you to search out an advocate that will work for you. Not working for the
school district. You do understand what a "conflict of interest" is, don't
you?  School personel are paid by the school. Would you help someone fight
your boss? Where would you be if you did?  If you want more.. contact me by
Email.  Good luck. Subj:  LDA Kansas
Date:  93-10-22 23:28:53 EDT
From:  WAXY

For LDA in Kansas, contact John Schwenn in Emporia or
Joe Swalwell in Topeka.  Subj:  kinetic learner??
Date:  93-11-09 20:19:42 EDT
From:  MelvinD105

My son is having difficulties in reading and I was told by a friend that he
might be a kinetic learner.    When I asked my son to read to me while he
walked around the room, the difference in his reading level was incredible.
The mere fact of putting him in motion seemed to unlock his ability to focus.
Does anyone know of studies on this subject??Subj:  I'm not sure...
Date:  93-11-10 14:59:27 EDT
From:  SusanS29

... I would call him a 'kinetic' learner exactly. My understanding of a
'kinetic' learner is that the motion is related to the task, such as writing
words in sand to learn to spell them.
      He won't always be able to walk around to read. you could try letting
him fiddle with something as he reads, such as mushing around a piece of
modeling clay in his fingers as he reads.
       How old is your son, and what grade is he in? What kind of reading
problems does he have?Subj:  advocate\add
Date:  93-11-10 16:45:28 EDT
From:  JamesS2212

we are in need of an advocate to assist us in the proper procedures involved
in obtaining the proper
education for a student 8th grade and above.   advocate needed in the Helena,
Montana area. will appreciate any help from anyone.
Subj:  LD ADD
Date:  93-11-17 00:19:03 EDT
From:  SueAnnF

I am searching for some additional assistance for my daughter she is 12 in
the 5th grade, her learning pattrens change day to day and sometimes hour to
hour, no consistant pattern, some days it seems easy for her and other days
it seems like "the lights are on but nobody's home", everyday is diffrent.
Her reading abilities change daily, no followable pattern her either.
Working with the public schools she only got further behind,  she has been
recieving very costly tutoring for 4 years which continues throughtout the
full year.  Summer time we see marked improvement, school starts she seems to
back slide.  We left public schools 2 years ago and see some miminal progress
at private school.  Public schools lump her in with other children needing
emotional/bahaviorial assistance and the private school doesn't have the
resources needed to give her more individual attention.  I find it difficult
to believe that there aren't some sort of grants or funds out there to help
private schools with children of special needs.  But I don't know where to
begin to look.  To look at this child or even carry on a conversation with
her you wouldn't even have the slighest idea she has any problem learning at
all.  Aside from homeschooling her I don't know what else to do.  I can't
afford a private daily tutor and I certianly do not have the skills or
patience to homeschool her.
Some background on her is that she was adopted at the age of 8 by us and at
that time was in the first grade,  she did not know all of her alphabet and
could not count past 20, and to add 2 + 3 was almost as bad as pulling teeth.
She has been tested for any possible physical disabilities including CT,
Chemical imbalance, nutritional disorder and all were showing of no
abnormalties.  She was also tested for all alergeries and lead poisioning
which were also no problems.  I don't know if you need any other information
other than yes we also had her psycologically tested and she is once again
showing no behavior disorders, unless you want to say puberty is a disorder.
(just joking, it helps relieve the frustration of not finding enough for
her).  I feel lost, like walking into a dark forest and not knowing which way
to turn to get out.  By the way any support group I've attended I only find a
group of complaining parents with not one single idea of how to solve the
frustration other than complain.
  Subj:  Private schools...
Date:  93-11-18 01:10:54 EDT
From:  SusanS29

     If you can prove that the public schools don't have a program in place
that will meet your child's needs you can legally obligate the district to
pay for her tuition at a private school for the learning disabled.
      If you call your local Learning Disabilities Association you may be
able to get the name of lawyers conversant enough with special education law
to explore this for you.
       I agree with you about support groups. Some of them are no more than
gripe sessions and can actually be counter - productive.
        Good luck!Subj:  LD ADD PRIVATE SCHOOLS
Date:  93-11-18 11:22:06 EDT
From:  SueAnnF

Thanks Susan for your guidance, I wasn't aware of a Learning Disabilities
Assc.  I was only under the impression that the only way to recieve anything
was to go through the schools.  I will do a little more searching in this
area and let you know the outcome.  Boy, if I could get the tuition support
it sure would help make the pharse "the sky is the limit" more believable!
SueAnnFSubj:  LD Association
Date:  93-11-26 00:25:22 EDT
From:  SueAnnF

I have searched everywhere I can think of to find a "Learning Disabilities
Assc." and have gotten nowhere!  I keep getting sent back to our home school
district and they have not returned my calls.  HELP!! I think I'm drownding
in school bureauracy!!  I keep hearing becareful my daughter may end up some
place in who knows where!!Subj:  LDA
Date:  93-11-26 02:26:47 EDT
From:  SusanS29

     The National Headquarters for the LDA is

4156 Library Road
Pittsburgh, PA  15234Subj:  LDA
Date:  93-11-26 23:23:55 EDT
From:  SueAnnF

Thanks your an angel!!!!!!!!!!Subj:  advocate/add for I need help
Date:  93-11-28 01:12:25 EDT
From:  WATTS57360

In Oregon there is an Oregon Advocacy Center funded by the federal
government.  This center produces a booklet and provides
services that advocate and assist you to do the same for children or adults.
Your state might also have such a center.  Another place to obtain assistance
is the special education department at your state's department of education.
You might also get help from Attention Deficit Disorder Assoc.  Mx. Linda
Phillips University of California, Irvine
Child Development Center
19262 Jamboree Blvd.
Irvine, Ca 92715
[phone]
Legal information may be obtained from "Disability Rights Education and
Defense Fund, Inc.
1616 "P" Street NW
Suite 100
Washington, DC 20036Subj:  Update, disqualified
Date:  93-12-21 14:26:59 EDT
From:  Smiley E

Sue,
My son was disqualified from special educ.
last week, on the basis that he no longer
qualified for it. Despite the fact that he's
in fourth grade, reading at 2nd grade, written expression in late 1st grade,
he
had been disqualified. His learning disability that qualified him originally
3 yrs ago, is no longer findable. Tho he does
show the discrepency between iq and ability, he does not qualify under the
psychological proccesing. I had a long conversation with CASE yesterday, who
has
suggested I file due process, and request
a outside assessment. The problem with this is even if I won, I have my
doubts the
school will ever provide a quality education that would meet my son's needs.
I am in the dilema of trying to decide whether to just say 'to heck with the
idiots' and have him
tutored outside the school. Then theres the part of me that wants to fight
the crappy
system in existance. To look at a child, struggling in fourth grade
functioning at 2nd grade and disqualify him based on their
inability to discover a psychological processing problem, absoutly amazes me.
Suggestions? Or if you were wearing these
shoes, what would you do?
I know I can probably fight and win, but I have to wonder whats the point?
Could the
school ever provide whats needed?
ErinSubj:  Re-test him.
Date:  93-12-22 11:00:04 EDT
From:  SusanS29

     Have an outside expert re-test him. If THAT expert finds a processing
problem (and can document it), you will win any hearing. Then the school
district will 1) have to pay for the retesting and 2) have to provide
services.
      You can't fight the system if you aren't in the system. If you have him
tutored as well as receiving special services you may come up with proof that
what they are doing is ineffective. THEN YOU MIGHT BE ABLE TO FORCE THEM TO
PAY FOR THE TUTORING (grin). If not, at least you'll know you tried.
       The difficulty you have is that your state's discrepancy standards
might be extremely high. It's very hard for children who can read at all to
be two standard deviations below IQ early in fourth grade, for instance.
      It's also possible the tests they used for the academics is
challengeable. You'll find that out with competent outside testing as well.
Perhaps the test was normed badly. Perhaps it uses too small a sample of
items to give a good reading.
Subj:  quailifying
Date:  93-12-22 13:36:11 EDT
From:  Smiley E

Sue,
Showing the discrepency between IQ and
ability, seems to not be the issue. I could
easily show their tests were not valid, based on her reading him the
quieries. And
actually were more than halfway thru 4th
as we are on a yr round schedule. The problem seems to lie in showing a
processing problem. I have been coorasponding with a resource teacher, who
has suggested having him tested on the sdrt
I think the bottom line is that the school district is trying to get rid of
me, and my being a advocate for my son. I  believe the processing problem
will be visually processing. His handwriting is uneven, with
spacing problems. I am going to attempt to
request the school pay for outside assessment, and if they won't agree, they
will have to call for a due process hearing to uphold their stance, that they
feel their test is valid. (easily disprovable) My understanding of the tests
is that they have to be given a specific way, and her having read the
quieries should un-validate her tests.
ErinSubj:  Administering tests
Date:  93-12-22 18:39:48 EDT
From:  SusanS29

     Yes, they have to be administered in strict and rigid ways. However,
unless you have a lot of formal training as a tester it's going to be hard
for you to *effectively* challenge how the test was given. There is a lot
more to it than slavishly following the manual instructions.
      If someone else can pinpoint a processing deficit you're home free. A
cheaper way might be to ask for a hearing on the interpretation of the test
results.Subj:  SUSAN,
Date:  93-12-25 21:56:06 EDT
From:  Smiley E

SUE,
I Have learned a lot, just in the past couple
of weeks. I have e'd with a RS. and gave her
some of the results. One of the results that had shown quite a bit of change
was a sub-test called information. I asked her why you'd see a drop from 10
down to 5. She explained to me that you should not have seen such a drop,
unless the child were sick, uncooperating, etc.
I have prepared a letter, requesting a outside eval.  CASE feels I should
request this, as well as go to due process.
I have to decide, what to do. After all the trouble I've had with the school
over the last 2 years, its debatable whether even if
he were qualified, would he recieve a approriate education.  I'm too the
point of wondering, at what pooint do you give up on the 'system' and  deal
with it on the outside.
I can go thru it all, and in the end, end up having to fight every step of
the way to assure his education.  And the one thing I've learned is that it
will be a ever-long battle.  Do I have the energy to kkeep it up?
ErinSubj:  When to throw in the towel
Date:  93-12-27 01:56:24 EDT
From:  SusanS29

"I'm too the point of wondering, at what pooint do you give up on the
'system' and  deal with it on the outside."

      To a large extent it depends on what you can afford to obtain on the
outside and whether it's better for your child. In our case we could afford
the outside help (although just barely), AND the outside help was far
superior, and that's what we did. I wouldn't dream of telling someone else to
do that; I don't know your situation nearly well enough, it's not my child
and I won't be responsible for the expenses (not to mention the outcome). I
have been where you are, however.Subj:  Re:When to throw in the towel
Date:  94-01-18 17:44:25 EDT
From:  Smiley E

Sue,
Update, I asked and recieved a copy of his sp ed file, to discover his goals
were supposidly passed last June. Ha!
He hates school, and says he's bored. Does not understand what the teacher is
saying and when he does understand it, he dosent'
remember it, after she's done.
He's flunking Social studies, can't do cursive writing. His printing is full
of obvious spatial problems. Words spread to far apart, or else too close
together. All sizes of letters.
He cannot funtion in the fourth grade classroom.  The resource teacher called
me last week to see if I wanted him to continue in the group time. I told her
the group was obviously not approriate since, he'd passed all his goals last
june, and should have had new goals written then.
They claim he's been 'cured' of his spec. learning disability, and no longer
has one.
The fact that he is unable to get any benifit
from his regular class is the biggest issue.
At least to me.
I told the sp. ed director, that the bottom line here is getting a approriate
education,
and that he is not in his current ''non placement''.
As far as I can see, its now slowly becoming a civil rights issue, in that
they are not affording him, his right to a approriate education, where he is
receiving educational benifit.
What is the point in sitting in school, when you are learning next to
nothing?
ErinSubj:  Re:When to throw in the towel
Date:  94-01-18 23:41:43 EDT
From:  SusanS29

     They can't drop him without holding a "termination IEP."
      If they have stopped serving him and no kind of "exit" IEP was written,
you should log off AOL and pull your paperwork together. Read all your rights
carefully.
       Then contact the Office of Civil Rights. I don't see how he can
lose.Subj:  Re:When to throw in the towelS
Date:  94-01-19 00:09:12 EDT
From:  Smiley E

Susan,
Our IEP meeting was dec 15. I walked out on the meeting before it was over.
As my sister put it, I am too close to the situation. And she's right, I am.
I just can;'t help it. I see my fourth grader, day in and day out, unable to
do his homework. Unable to do his reports, cuz even he can't read his own
handwriting. It breaks my heart. And it angers me that  the system is sset up
in such a way to exclude him from receiving help. And I really think the
bottom line, is they want 'me' out of their system. Because I have asserted
'his' rights to a approriate education, and seeing that he is receiving one,
they want to get rid of us. I read a article once in the local paper that
potrayed a young boy, who had fallen thru the system's cracks, due to his
parents constant moving, and not being willing to let the schools help him.
I'm on the oppisite end, with a child who needs the help, and the schools the
one allowing him to fall thru the cracks.
I sometimes wonder if he isn't slightly ADD
due to his inability to focus out ooutside noises or activity and concentrate
on what he is doing. I talked with the psychologist regarding this, and he
said he saw no signs of add when doing his testing. I asked him if he didn't
have a ideal testing area tho, without distraction, and wouldn't you have a
hard time discerning it under optimal situations as during testing. He
disagreed.
But still I wonder.
Another question I have Sue, has nothing at all to do with sp ed. Rather
school policies.
My daughter (7th grade) was late to her spanish class today by less than 5
min. Her teacher sent her to another classroom and the teacher in the other
classroom had her stand and face the corner, for the rest of the class. I
guess the point was humilitation, tho in all honesty my daughter only got
mad. She was made to stand in the corner for 45 min. Tonight she is
complaining her back and shoulders hurt.
Now I am in complete understandment, of disipline in the classroom, and the
need for students to get their on time. However I feel 45 minutes in the
corner is a bit insane. Personally I think they should have taken away 15 min
of her lunch hour and had her sit and write a paper on why it is disruptive
to be late for a class.
I've always believed the punishment should fit the crime.
Thank goodness she's a tough kid, and was not humilitated by this experience.
I can think of many 12 yr olds who'd of been mortified, or my fourth grader
who would have probably cried the whole 45 min.
Whats your thoughts on this? I know its off the subject and all but it is on
the subject of schools..:)
BTW this is the same school and one of the same teachers that excluded my 14
yr old and 9 others from a field trip last year due to a parent backing out
of driving at the last minute. I was so angry that time, I raised the roof of
the school. And the school eventually agreed they were wrong and took my son
and the other nine on a seperate field trip.
Anyway Sue, I do appreciate your opinions.
ErinSubj:  Your first problem:
Date:  94-01-19 11:46:16 EDT
From:  SusanS29

" I talked with the psychologist regarding this, and he said he saw no signs
of add when doing his testing. I asked him if he didn't have a ideal testing
area tho, without distraction, and wouldn't you have a hard time discerning
it under optimal situations as during testing. He disagreed."

      He may disiagree, but that doesn't make him right. In fact ... he's
wrong. It's quite possible for a psychologist to "not see" signs of ADD,
especially one-on-one with interesting things to do (ADD kids love the
variety that comes with psychological testing) and non-distracting
circumstances.
     However, the distractibility may come because of the struggle, and that
has to be ruled out first. If he doesn't show symptoms of ADD when he's being
taught well, on his grade level, with work of moderate difficulty that he can
do with effort, it's unlikely. However, it doesn't sound like I described his
educational system right now.
       Let me tell you something. *Of course* you're upset. He's your son,
and there would be something terribly wrong with you if you *weren't* upset.
The school officials are the professionals, and *they* should know how to
deal with this situation, because it happens all the time.
      More later; I have to log off right now, but I will get back to
you.Subj:  Re:Your first problem:
Date:  94-01-19 12:54:16 EDT
From:  Smiley E

Susan,
I know I should be upset, but being upset while remaining objective...hmmmm
If Brandon is doing something he's intrested in doing, he can concentrate
much better. ie like playing nintento <G>
Or if its a book he's intrested in..
But then again, most all of us I think can concentrate on something we are
intrested in better than something we have no intrest in. I don't know. I
know when we read or do homework together, he easily becomes distracted. Even
when the book is easy for him and he is intrested. He cannot seem to focus
out the other activities going on,
I look foward to your continued response, I too must run and call the
Prinicipal of my daughters school.
Later
ErinSubj:  Re:Your first problem:
Date:  94-01-19 18:09:22 EDT
From:  SusanS29

"If Brandon is doing something he's intrested in doing, he can concentrate
much better. ie like playing nintento <G>
Or if its a book he's intrested in.." You're right; this *is* true of all of
us. ADD is a matter of degrees.
     "Even when the book is easy for him and he is intrested. He cannot seem
to focus out the other activities going on..."
      This begins to sound suspicious. I will tell you that I personally know
psychologists who wouldn't know ADD without the H if it walked up and bit
them on their a.. uh... beh... uh... Ph.D.Subj:  Re:Your first problem:
Date:  94-01-20 12:47:28 EDT
From:  Smiley E

Susan,
How would you determine if it was add?
He isn't hyperactive, tho he does bore easily. He's always asking "what can I
do" or saying "I'm bored'.
Tho the other side of it, when I am reading to him, in a quiet room, if he
appears to be distracted, and I ask him what I read, he can tell me. So
sometimes tho he appears to be distracted, he is hearing it.
But if he's doing social studies at the table, and somethings going on in the
room next to the kicthen, he keeps looking into the other room. He seems to
have a hard time focusing on what he's supposed to be doing.
One day last week, I read the same paragraph 3 x  and he was supposed to
answer a question on the paragraph. He could not do it. Even when I pointed
out the paragraph where the answer was he could not do it without mucho
assistance. After two hrs at the kicthen table I was extremely frustrated,
and he was in tears.
He kept saying he didn't know. It was such a stressful afternoon, that I have
since decided I cannot allow him to get so upset over homework like this. I
kinda feel I've given up. Its not so much giving up, as feeling I'm doing him
more harm than good struggling with him.
We had a day this week, where he refushed to get up for school. He spent most
of his day in his room. In the afternoon we read,
and he said he learned more being home than he does in school. He claims the
only thing he ever learns in school is math. That everything else  is boring,
and he dosen't
understand it or else forgets it.
Argggg....
ErinSubj:  Re:Your first problem:
Date:  94-01-21 15:54:36 EDT
From:  SusanS29

     Erin, there's only one way to diagnose ADD, and that is for it to be
done by someone who is truly competent and experienced.
      My strong personal and professional preference is for a pediatric
neurologist to do the diagnosis. In an ideal situation this PN has all sorts
of other specialists on call. The child should also be seen by a psychologist
(not any old psychologist but one who truly understands what ADD is and
isn't) and an educational edaminer -- to rule in or out learning
disabilities. They should also have a family counselor and social worker who
understand ADD on call when needed.
       In my experience pediatric neurologists are least likely to 1) over-
diagnose or 2) overlook the problem. They also know that although medication
may help it isn't and can't be the whole answer.
       Complaining of boredom is quite typical of children with ADD. In
addition, their ability to attend can fluctuate throughout the day, and from
subject to subject. He may well comprehend some kinds of reading more than
others.
       What needs to be sorted out is why he's spending two hours on
homework. Especially when a child has difficulty with one question or
assignment, extending the time spent on it isn't always the best solution,
especially if it gets repeated many times or the child begins to perceive the
time as R-E--A---L----Y beginning to stretch out (grin).
      In children with ADD (and I'm not saying your son has it, only that the
surface descriptions you give don't rule it out at all) we often see a
distorted sense of time. Things they enjoy fly by, and things they dislike
seem to have no end.Subj:  Re:Your first problem:
Date:  94-01-25 12:46:38 EDT
From:  Smiley E

Sue,
Thanks for the info. More food for thought.
Brandon is having a hard time right now, attempting to refuse to go to
school. (arghh) Refushing to even try to do any work. He's trying very hard
to manipulate his situation, and I'm trying very hard to remain in control,
and not let his attitudes get to me. He's a week from going on break for a
month, and I'm debating sending him to school on another track (yr round) I
know he''ll hate me if I force him to go to school when he's suposed to be on
break, yet while he's in school, he's making every conscience effort to not
do 'anything'. And then when he went to bed last night, he said to me "you
don't care what my grades are do you'.
I told him, yes I do care.  I am also wondering if I should allow him to move
up to fifth grade next yr. I know the school will want to push him thru, but
its been such a wasted yr in 4th grade. that I have to wonder if he's ready
for 5th.
And then I wonder if he could handle staying in 4th. Or if it would do more
harm than good.
I am at a loss, for knowing what to do at this point.
ErinSubj:  Retention
Date:  94-01-26 03:10:33 EDT
From:  SusanS29

     Here's the problem with retention.
     If your son is retained, he will have a leg up -- but only temporarily.
Whatever is causing him to get behind now will crop up when he *does* move
on.
      So the gains are temporary, and set the children up for a very hard
fall: they have one good year, and then they fall apart again.
       I've done considerable research on the issue of retention, and the
great majority of the time any gains are temporary. In fact, in one study
they looked at a group of students for whom retention had been recommended.
Some were retained, and some were not. The ones who were *not* retained were
more successful long-term, and the ones who *were* retained were twice as
ready to drop out of high school.
       You have to get some professional help for this boy. I doesn't sound
to me like anything any parent, no matter how good, could handle.Subj:
Re:Retention
Date:  94-02-01 17:45:32 EDT
From:  Smiley E

Susan,
I've signed him up for some tutoring help. His first session is today. I had
asked the principal to do a ovservation in the classroom, and got the results
yesterday. Appears as tho he is totally shut off in the class. She said that
his desk is situated so that he can have his back to the teacher if he
dosen't turn in his chair. During the social studies lesson she observed, he
sat with his back to the teacher, fiddling with a paper the whole time.  :(
I talked to him for a while last night. He cannot stand his teacher. He is
totally unwiliing to accept, or ask for her help.
This year has been a disaster. I don't know what has happened, but he is
unable to cope.
He had a wonderful teacher last year, and had much more postive feelings
about school. Now he hates it. Says he does not want to ask any 'teacher' for
help.
We played hookey today and I worked with him. We did a couple sub-chapters in
social studies. He did wonderful. He was able to answer the questions at the
end of the chapter.
He is so turned off with the 'classroom', that I am wondering if putting him
in another program might help. I am looking into perphaps doing
home-schooling with him. We are on a waiting list.  I have a requested a copy
of all his school books so that during our month break, at the end of this
week, we can try to get some learning done. I am trying it as a trial period
before I make any drastic moves.  If during his month off he works well, and
makes progress, I will seriously consider home schooling, at least long
enough to change his "I can''t" "Ihate school" attitude.
How does a child get so turned off?
And more importantly How does a parent
turn them back on?
ErinSubj:  Searching for School
Date:  94-02-06 01:29:24 EDT
From:  Skroller

SusanS29:
This may not be the right board, but I can't figure out any other way to
contact you.  Was told you were the one, so:
 We are moving, probably to the North East, this summer and are searching for
the right school for our son.  We are focusing on the area surrounding NYC
(NJ, upstate NY, Westchester, Conn, Long IslaND).  Also considering Boston
because of Landmark.  Have already contacted some schools, such as the
Community School in Teaneck, Center School, also in Jersey, Eagle Hill in
Connecticut, Windward in Westchester.  Have yet to visit the area.
Our son is 12, ADD, dysgraphia, speech and expressive language difficulties.
Currently attending a private special ed school although publicly funded.
Please advise.  Reply to Skroller.Subj:  Re:Searching for School
Date:  94-02-06 11:31:15 EDT
From:  SusanS29

     A very good friend of mine has a son attending high school at a school
outside Philadelphia, in Pennsylvania. Should I find out the name and address
for you, or is that too far south? (I believe it's either day or boarding;
she lives in the south and her son boards there.)Subj:  Re:Searching for
School
Date:  94-02-06 16:01:15 EDT
From:  Skroller

Yes.  Any info about the school would be appreciated.  Thanks.Subj:  IEP's
Date:  94-02-15 14:58:33 EDT
From:  CLARKL124

I am the parent of a special needs child and facilitate a support group.  I
attend many IEP meetings with parents to take notes, keep them informed of
the law and just be supportive.  I am in the process of one that stymies me.
The teacher is a bad teacher, plain and simple.  I removed my child from this
class last year, but my friend left her child.  Her IEP has not been
implemented (States teacher fluent in SEE and teacher has no signing
ability). This teacher (elementary TMR) does not allow the children to touch
her nor will she touch them, sends them home if they misbehave and has not
allowed students to go on field trips if their parents cannot go.  Anyway, we
walk in to plan a new IEP and placement, and this teacher has her own private
attorney there, not the school districts attorney, her own private one.  We
asked him to leave, he refused, we invited her to leave with him since the
mainstream teacher was there, she refused, we told them we were filing a
FERPA (Family Right to Privacy in Education Act), they said they didn't care
- the supt. of schools was also present. We are also filing with civil
rights, just curious if anyone else has come up against something like this.
It is very frustrating trying to get a teacher removed, this teacher is not
tenured yet.  Any suggestions on anything further we can do?Subj:  Re:IEP's
Date:  94-02-15 16:09:57 EDT
From:  SusanS29

     One other thing: I believe one of the parents' rights is the right to be
informed ahead of time of everyone who will be present at the IEP. I don't
think they're supposed to spring suprise visits such as personal lawyers and
superintendents on you if you didn't know they were coming (that's so you can
line up your experts as well.) That may be the weak link, but I'm no expert
on law.Subj:  Re:IEP's
Date:  94-02-15 22:07:32 EDT
From:  SusanS29

     I meant to say earlier that there's a requirement that they inform you
when the IEP is scheduled just who will be there. So if you knew the lawyer
and superintendent were coming that's one thing, but they aren't supposed to
spring that sort of thing on you. The idea is that you're entitled to have
the opportunity to line up support for yourself as well, but you can only do
that if you know ahead of time they're bringing in all these people.Subj:
Help With School Search
Date:  94-02-16 16:54:13 EDT
From:  Skroller

    Looking for feedback from parents, teachers and educators concerning
schools I am looking into for our 12 year old LD (ADD) boy.  We are planning
to move this summer and as yet are undecided about which part of the country,
let alone school. . . but do have a list of several private special ed
schools per area to mull over.  If any of these names stand out as
particularly good (or bad), please let us know!  Your input is invaluable at
this stage of the search process.
     The schools in the N.Y. area are Kildonan, Windward, The Community
School (in Teaneck, NJ), and Eagle Hill in Greenwich, Conn.  In Mass we have
heard good things about Landmark (but do they take ADD?) and The Carroll
School.  And on the west coast. . . what's the word on New Horizon in Santa
Rosa, CA?  Are there any decent special ed schools or programs in San Digo
area.  How about Eugene, Oregon or Portland?  And last but not least, is
anyone out there in any of the above areas happy with their public school's
special ed program?  (In this era of full inclusion without providing
adequate supplemental services, I doubt that, but you never know.)  If so,
we'd love to hear about it, because private schools are EXPENSIVE, as I'm
sure you know.  Which brings us to the next topic, directly related in terms
of funding--OUT OF STATE IEP TRANSFERS.  Feel free to pick and chose among
the above smorgesboard (sp?) and post here, or, if you prefer, E-mail to
Skroller.  Subj:  Re:IEP's
Date:  94-02-16 18:28:31 EDT
From:  CarlaEP

Your FERPA strategy is a good one.  I would also suggest that you  file a
complaint with the Professional Practices Commission regarding the teacher's
behavior.  You can find out how to contact them by calling your State Board
of Education.  The law is specific about who must attend an IEP meeting: .
the child's teacher, school system representative and the parent.  I hope you
left the meeting.  I would also consider filing a State Compliance Complaint
regarding the IEP meeting.  I will check with other advocates I work with and
see if they have any suggestions Subj:  Re:IEP's
Date:  94-02-16 19:34:52 EDT
From:  SusanS29

     It's true the law says who *must* be there, but it also says that other
people *may* be there. I've seen IEP's with 16 people in attendance,
including a lawyer and a superintendent. There was nothing illegal about it
because the parents knew ahead of time who would be there. I don't think
parents have the right to exclude anyone with a legitimate interest in the
proceedings, and it could be extremely expensive to challenge legally. I
think going to the Office of Civil Rights is the best solution; they are
sticklers for following protocal, and protocal says "no surprises" at the
IEP: if the school is bringing the superintendent and a lawyer they have to
tell the parents ahead of time.Subj:  Re:IEP's
Date:  94-02-18 15:40:17 EDT
From:  CarlaEP

You are absolutely right that the parent must have written prior notice and
that the notice must contain who will attend the meeting.  However, the
people must have a legitimate interest in the education of the child.  The
teacher's private attorney has no interest in the education of the child and
the parent has every right to object to his/her presence at the meeting and
to refuse to attend if he/she is present.  Superintendent's and school board
attorneys have a legitimate interest and  I know of cases where a school
board member has actually attended an IEP meeting.  I also have attended IEP
meetings as an advocate where the school system had anywhere from 10 to 15
people, of course over half had nothing to offer but I guess they thought it
was intimidating.  Too bad that they feel their strength is in numbers of
people attending the meeting and not in the numbers reflecting the amount of
progress a child has made.Subj:  Re:IEP's
Date:  94-02-18 22:10:55 EDT
From:  SusanS29

     It will be interesting. I hope we hear how it all turns out.Subj:
Re:IEP's update
Date:  94-02-19 14:07:22 EDT
From:  CLARKL124

we were contacted by the spec ed director and asked if the parent would come
to her office and let her write the IEP and do a new placement.  the parent
could bring her attorney or anyone she wished but they would only have the
director, speech pathologist(who works for her not the school) and a teacher
from the new school.  we accepted and hope to be in place next week.  the adm
went out on a limb by taking control away from the old school principal since
they really have control over their building.  she said she just couldn't let
this continue, she did the same thing for me last year, but I just insisted
because couldn't let my child stay with that teacher. anyway, we won :).  the
civil rights people are still investigating because the IEP was not being
implemented and her placement was not correct.  The child will be with my
child in a school of total inclusion with an aide.  My severe and profound
child (healthy but nonverbal and mentally about 3 although he is 8) has
blossomed and progressed so much this year, I believe in inclusion.  he has
so many friends he can't keep up with them. anyway, we won as I said and we
are thrilled.  there are good people like our spec ed adm, you just have to
be determined and keep after them and they will finally do what's right!
thanks for the support and I always like to hear more about other states and
what is going on. I am in VA.Subj:  Parent Power!
Date:  94-02-20 00:40:38 EDT
From:  SusanS29

      This is exactly why parents should *not* give up when they're convinced
they're right.
       If they are (and most times they are at least partly right, which
means they *absolutely* should be listened to, of course) -- eventually, if
they're persistent, they will create enough heat that someone *can* intervene
for them without making problems for themselves.
      I suspect that's what happened here. You go to the Office of Civil
Rights, and all of a sudden ... people get reasonable. No school district can
resist that kind of heat.
      Yes, *occasionally* I have seen parents who were completely in the
wrong. In fact, the one case I saw go to the Office of Civil Rights, the
parents did lose. And they should have. However, those cases are extremely
rare.
      Long-winded for: GOOD FOR YOU!Subj:  Re:IEP's
Date:  94-02-26 17:10:31 EDT
From:  CLARKL124

since i wrote about last iep (which we feel we won) i have been to three more
and there are still problems.  seems that the one parent got all she wanted
and more because of the office of civil rights involvement (my guess).
things that were included in that iep have been turned down or are still
being discussed, like videotaping for evaluation (of child, not teacher),
equipment and educational interpreter aids.  guess everyone has to go over
the head of school administration these days of short money.  does get tiring
fighting for every need.  would like to hear about labels.  our state still
uses Mental Retardation.  i know other states use cognitive delays or other
terms.  let me know please, i am in VA. but since my son was labeled before
we arrived here last year, (we are military) i do not have that label.
contact here or E mail to CLARK124.  thanks.Subj:  Re:IEP's
Date:  94-02-26 21:19:46 EDT
From:  SusanS29

     To tell you the truth, I'm not thrilled with the use of the word
"delays" when it comes to what is mental retardation. "Delay" suggests that
the child will catch up, and I don't think it's fair to mislead parents in
that way. In addition if parents put lots of pressure on the child to "catch
up," involving him or her in all sorts of programs they're not ready for and
can't meet the demands for that might make the child quite unhappy.
       That doesn't mean I think retarded children shouldn't be challenged.
Good thing no one told the boy on "Life Goes On" (or he chose to not believe
it) that he wasn't "smart enough" to act...
       I think "delays" should be reserved for difficulties that can be
overcome, such as "language delays." We know how to overcome the great
majority of childhood language problems, but there will be a delay in that
language development.
      Moreover, if we change the labels it's just a matter of time before the
new terminology takes on all sorts of negative aspects. Right now we have
poorly-raised children on playgrounds who will say "REE-tard!" They'll just
switch to "DEE-layed!" It will sting just as much.Subj:  Try Anything That
Works
Date:  94-02-26 22:38:35 EDT
From:  NoreneP

When my son was having trouble in school and services were denied, I simply
had his doctor certify him under "Other Handicapping Conditions."  In Billy's
case, that other condition was ADHD (Attention Deficit Hyperactivity
Disorder) which there is no way to prove or disprove, so the school system
had to provide him with the assistance he needed.  He has been receiving
services since the 2nd grade and he is now doing fairly well in the 8th
grade, still receiving special services where needed.  You should be
congratulated for your consistent efforts on the part of your stepson!  I
don't want to depress you, but I have a multiply-handicapped 19 year old, and
the fight never ends....but you do learn the "rules" and become more
efficient in how you fight them (start at the top, write a letter to the
editor in your local paper, etc.).  I still say IEP/ARD meetings are "gang
bangs" where they line up every "specialist" in the building and try to make
you look ignorant, but I've even learned to take those in stride.  I simply
NEVER sign an IEP at the meeting.  That drives them nuts.  I tell them we
need to think about it first.  Heck, some years I've written it for them and
presented them with it.  You'd be surprised how that can change their high
and mighty attitude.  Well, good luck!  Just remember, if you don't fight for
him, no-one will - and every child deserves the right to learn as much as
they can!  Take care of yourself, too!  Take a break & have some fun!  Then
go & make some waves!Subj:  Re:Try Anything That Works
Date:  94-02-28 00:29:35 EDT
From:  SusanS29

"Heck, some years I've written it for them and presented them with it."

I love it! That is an interesting twist on the  fairly common practice of
parents arriving at the meeting only to find that all decisions have already
been made without them.Subj:  Re:Try Anything That Works
Date:  94-02-28 02:52:21 EDT
From:  SNP Books

Arriving at the IEP meeting with a parent-written IEP *does* work, or at
least it can help.  I did it too, and it would be a mistake to underestimate
the effectiveness of this valuable technique just because it's a little odd.
For one thing, it puts the parents on the board as real players.Subj:  Online
Resource Database
Date:  94-04-11 21:44:28 EDT
From:  Doug6kf

I have 3 spec. ed kids.  As a result, I attend many meetings with other
parents.  Always, one of the main topics is "Where do I get help on ....
(pick a specialty)?"
So, being online, I gotta ask:
"Is there a national online database that lists places and resources, and
that can be searched with keywords?  If not, why don't we build one?"

Please reply.  If you know of one, don't be shy.

And if there is not such a database, I bet there is enough expertise across
AOL to build one. Your thoughts?Subj:  Re:Online Resource Database
Date:  94-04-12 13:06:56 EDT
From:  CLARKL124

HOORAY! It is great to hear from another parent who seems to be so involved.
At least we can network if nothing else.  I do not know of a database (maybe
Susan129 does).  But I am in VA.  if that helps.  I do have addresses for
special ed law newsletter and inclusion newsletter if you are interested.  If
you are in another state, maybe I have contact person.  Let me know where you
are.  JanSubj:  Re:Online Resource Database
Date:  94-04-12 13:09:52 EDT
From:  SusanS29

     I have heard of an 800 number but I don't know what it is. You can call
it for some sort of clearinghouse on information.
      I would suggest calling the Council for Exceptional Children
(headquartered in Washington, DC but I don't have the number.) I think they
can help you.Subj:  Re:Online Resource Database
Date:  94-04-14 07:39:48 EDT
From:  Doug6kf

OK, I will check out the DC number.  In the mean time, let's see what we can
do.  My suggestions:
Float this question to AOL members where it will get max notice: "Is there an
Online Resource Database for children/adults with special needs?"

Encourage people to post it to other services.  They could reply to Doug6kf
at AOL.  (if you like, I'll find my internet address at work.)  Give it 3
weeks with max coverage.  Let's see what we can get in 3 weeks, and take it
from there.Subj:  Re:IEP's
Date:  94-04-14 12:15:41 EDT
From:  SusanS29

"Cognitive delay" can also mean learning disability." I believe the DSRIII
uses "specific cognitive delay" for LD. The terminology can get extremely
confusing.Subj:  READING DISORDER
Date:  94-04-27 19:26:11 EDT
From:  WFMK32A

MY DAUGHTER WHO IS 13 YRS OLD AND IN 6TH GRADE HAS A READING DISORDER WHICH
WE HAVE BEEN BATTLING WITH NOW FOR YEARS. SHE IS CURRENTLY READING AT A
PRE-PRIMER LEVEL AND HAS  SHOWN LITTLE OR NO IMPROVEMENT OVER THE LAST FEW
YEARS. THE LAST PROGRAM WE USED WAS " READING RECOVERY". WE ARE NOW GOING TO
TRY THE 'STEVENSON READING METHOD' 2 QUESTIONS FOR ANYONE OUT THERE. 1 HAS
ANYONE HEARD OF THIS METHOD AND HOW DID IT GO? 2 CAN ANYONE SUGGEST ANY OTHER
ALTERNATIVES WHICH MAY HELP. WE HAVE USED ONE ON ONE, TUTORING, PHY
COUNSELING, ETC. SHE HAS BEEN IN A SPECIAL ED CLASS SINCE 1ST GRADE. HELP,
HELP , HELP!!!!!!!!!!!!!!}Subj:  Re:I need help
Date:  94-05-04 16:57:32 EDT
From:  IMedType

I'm probably getting in on this too late to help, but since am trained
special ed advocate, will try to list the basic rules of the federal law.
Each individual state has their own laws concerning Sp.Ed. but those laws
cannot give less to a student than what the federal law mandats.  My first
suggestion to anyone needed help is to call their State DepT of Ed. and
obtain the applicable laws. Same for Federal.  The law you need is 94-142,
new name IDEA.

1.Subj:  Re:Needing help
Date:  94-05-04 17:08:01 EDT
From:  IMedType

Im sorry, it' s me again.  I hit the wrong button.  1.  Any parent who
suspects that their child has a problem can request their child be evaluated.
Put the request in writing.  Keep a copy.  In the request as for a full
psychological/education evaluation, to include speech and
language/occupational therapy (if suspected a problem), an ADD evaluation,
and any other sort of testing you think is appropriate.  The school MAY NOT
REFUSE for any reason to test. 2. You wil be given a consent for to sign.
READ it and make sure the tests you want are listed. If not write them in
yourself.  Ask for a copy.  3.  The school now has a time line to follow and
I think it is 45 days (school days)  I may be wrong about the exact numbers
but it will be in the law.  This means from the time of consent to the end of
the timeline all the testing requested must be done and you must have a copy
of the results in your hand and be at a MDT meeting.  They cannot put you on
a waiting list, tell you they have no money, or tell you IQ scores are too
high or too low.  NO determination of eligibility is made on an IQ score
along and that is written in the federal law.  There is no way out of
testing.  If you have been refused, you write a complaint to either your
State Dept of Ed, Division of compliance or to OCR and file a discrimination
complaint.  At the MDT they will tell you and explain to you the results.  IN
order to BE LD  YOU MUST BE OF AVERAGE OR ABOVE AVERAGE INTELLIGENCE.  If
your  tests proves you to be less than average then you are more than likely
eligible for services in the categor of mental retardation.   The opinion
reached must be done so using a variety of testing methods, not one.  If you
do not understand your report, take it to a local advocate or a doctor or
psychologist and have it explained to you by someone not associated with the
school.  If you do not agree with the opinion, you have the right to have an
outside, independent evaluation done of your child at NO COST to you.  Simply
state  you do not agree and you want an outside evaluation.  They cannot
refuse that either.   If when you get to the MDT meeting you do agree, and
they do find your child MR or LD or ADD or LD/ADD or whatever, your next
struggle is getting an appropriate placement and there are rules for that.
Subj:  Susan is right
Date:  94-05-06 14:50:13 EDT
From:  W brion

Under FEDERAL law you can  request an evaluation of your child, as a parent
representive to various DOE committees, I have copies of the relevant laws,
and can send them to folks who are interested.Subj:  Transition help
Date:  94-05-19 14:32:59 EDT
From:  RabbottL

We live in So. Calif. I have a 15 year 9th grade son. He is communicatively
handicapped. He has improved greatly from the time he was diagnosed (6th
grade). He does not want to be in RSP any longer. He says that he doesn't
learn anything. From the little I have been able to see and the stories he
tells, he is probably right. The teacher is patronizing and he resents it. He
has been an honest and responsible child and I respect his opinion.  We need
some kind of transition program to support him in his regular high school
classes next year. The district does not provide any help unless we pull him
out of regular classes and put him into RSP.  Any suggestions?? Would an
advocate help? Subj:  Re:Online Resource Database
Date:  94-05-31 19:22:03 EDT
From:  Doug6kf

Still looking for an online database.  There is one in Minneapolis, Minnasota
under United Way, "First Call for Help", but it is available on disk at
selected locations, not as a dial-in service.  I am still pursuing this.  If
anyone has experinece with the Minneapolis service, let me know.Subj:
Re:IEP's
Date:  94-06-04 00:51:10 EDT
From:  NanEB

I am a Special ed. teacher and this sounds like a battle between you and the
system. I always thought IEPs were suppose to be a collaboration. I try to
really think of the individual students needs and to convey my ideas to the
parents. I have never had a conference like this. My biggest problem is
scheduling conferences when parents are available. I have gone to their house
when necessary. If everyone would think only of the student and what his or
her needs are than what is the problem. You'all need to leave personal
differences somewhere else and so does that teacher. The kids are the
important ones. Maybe the teacher has some good ideas too. Give them a
chance. I will probably make a lot of you mad with this note, but it needs to
be said. Nan BarnesSubj:  What is RSP?
Date:  94-06-04 12:26:47 EDT
From:  SusanS29

What does RSP stand for? (Each state has its own set of terms.)

That said, they can't insist he go into any program unless they can
demonstrate that this is the level of intervention he needs. The child does
not fit the program--the program has to fit the child.
        What have you done to appeal their statements? You have all sorts of
appeal rights. Does your child have an IEP? You have no rights without
one.Subj:  Re:READING DISORDER
Date:  94-06-04 18:17:06 EDT
From:  TeachOn

I suggest SRA's Corrective Reading Decoding and Corrective Reading
Comprehension .....SRA stands for Science Research Associates and uses a
direct instruction method that can be done by a tutor one on one or in a
group.  I have taught students with many different disabilities to read using
this program.  It happens to be a scripted program so a parent who did a lot
of preparation (reading the method and procedures in the manual) could do it
themselves.Subj:  Re:I need HELP
Date:  94-06-25 15:18:16 EDT
From:  Cloud43

The Menninger Center for L.D. is in Topeka Kansas at 913-273-7500.  Perhaps
they
could refer you to someone for testing or tutoring.  Also try the National
Center for
L.D. 212-687-72ll in NYCSubj:  Re:I need HELP
Date:  94-08-01 01:31:04 EDT
From:  Socadream

Parents of ADDHD/Add and/or Sld/LD kids should be aware of CHADD(Chapters all
over US). This organization is very helpful with seminars, resources,
advocates, copies of articles, laws etc... I am the parent and spouse of
ADDHD and LD(Auditory Processing) and have fought many battles with the Long
Beach School District here in So. Cal.  Also the Learnig Disabilities Assoc.
and Task (a FEDERAL help center). Call information for local phone numbers.
I am in the process of filing two 504 (Civil Rights) violations for my 14 yr.
old boy (ADDHD) and 11 yr. old girl (LD).  I have been at this for 9yrs!!!
We all have to play the game.  What we should do is come together and change
the rules!!!!  Speak up, board meetings, converences, letters to the editors
whatever it takes.
     Also, if anyone is thinking about moving to So Cal, inspite of
earthquakes, fires and riots...UCI IRVINE is on the cutting edge of Special
Ed research and the Irvine School district is working with them (from what I
hear.  Anyway,  Be assertive, informed and get an advocate---First!
                               Been there, done that, SocadreamSubj:  Data
base resource
Date:  94-08-30 22:35:46 EDT
From:  Ratatat

If you are looking for a great resource for information on parent support
groups, publications, directory of organizations, parent resources, legal
information, and other helpful information call or write with your specific
needs:

NICHY (National Information Center for Children and Youth with Disabilities)
P.O. Box 1492
Washington, DC 20013-1492
[phone]

They send great stuff - you'll love it.Subj:  Getting Help
Date:  94-09-11 16:44:32 EDT
From:  Blf1

It is so frustrating to me to hear your story.  I am a special education
teacher who is training to become a school psychologist.  The answer that
your school system has given you is totally inappropriate.  I live in New
York, and I guess that the laws are different than they are in Kansas.  In
New York, if you write or call the State Department of Education they will
send you a booklet on your rights.  If you can't get help from them, or the
advocates that other  sunscribers have sent you, you may want to consider
getting an evaluation done on your child outside the education system by an
independent psychologist.  This will be costly, but in the long run may be
well worth your while.  Before you incur any costs, make some calls, and
inquire what they can do for you in terms of helping you get your services.
Your child deserves help, so please persist even though it is frustrating.  I
wish you success and congratulate you on your persistance.  My best,
BLF1Subj:  Help is on the way!
Date:  94-09-19 22:11:30 EDT
From:  RAW 54

I'm a school psychologist and licensed educational psychlogist in California.
I know how confusing special ed. laws are and would like to help you if I
can.  I may not have all the answers, but can send you in the right direction
to get them answered.  Drop me a line!Subj:  Re:Help With School Search
Date:  94-09-23 23:01:12 EDT
From:  JUEDS

The Landmark and the Carroll Schools are wonderful. You need to call the
schools to inquire  which LD students can attend the schoolsSubj:  Private
Schools
Date:  94-09-25 14:56:43 EDT
From:  MotherRN

The Forman School in Conn. is great for LD. Students.Subj:  Re:kinetic
learner??
Date:  94-10-01 08:39:57 EDT
From:  Roberta217

You might be interested in the work of Howard Gardner and others on the
subject of multiple intelligences:  that there are 7 different ways of being
intelligent.  Two books by one of his proteges, Thomas Armstrong, Seven Kinds
of Smart and Multiple Intelligences in the Classroom (published by the
Association for Supervision and Curriculum Development) are very helpful and
informative.  The second one in particular gives very specific suggestions
for using each of the intelligences, including kinesthetic.  In my years of
working with children of all abilities, this is one of the most helpful
"ideas" to come my way.  Good Luck!Subj:  Re:IEP's
Date:  94-10-02 05:08:29 EDT
From:  Socadream

My 11 yr old daughter is being tossed out of 3 exell classes because she is
in Spec Ed (for a learning disability).  The teacher says she has never had a
RSP student in her classes.  (she is a veteran teacher, so I'm assuming the
school has a policy of making sure the very bright LD child is always kept
from the excell classes.  School has been in session for only 2 weeks and it
wasn't until the teacher was notified of my daughter's need for a
taperecorder that the teacher now wants my daughter out.  With no other
knowledge of her background, the teacher is telling me she should be in a
sheltered class!  We are having an informal meeting (there will be approx. 8
school personell there) along with a rep from the Teacher's Union to discuss
the legality of a taperecorder in the classroom.  Here we go.  Another fight.
The counselor and us are in aggrement that she will be put in a regular
classroom, with accomodations.  I would like to dig into the way this school
is discrimination against bright LD kids.  Can I legally request that the
Union Rep leave the meeting (using FERPA?) since he will not be involved in
our daughters education.?
SocadreamSubj:  Re:IEP's FERPA
Date:  94-10-02 12:31:12 EDT
From:  CLARKL124

YOU PROBABLY CAN.  WE JUST WON A FERPA VIOLATION AGAINST OUR SCHOOL DISTRICT
BECAUSE A TEACHER HAD HER OWN PERSONAL ATTORNEY AT AN IEP.  THE PARENTS ASKED
THE LAWYER TO LEAVE, HE REFUSED, WE ASKED THE TEACHER TO THEN LEAVE BECAUSE
WE HAD THE MAINSTREAM TEACHER THERE WHICH MADE THE IEP LEAGAL, SHE REFUSED.
THE SCHOOL SUPT. AND THE SCHOOL SYSTEM LAWYER WERE PRESENT AND BACKED THE
TEACHER.  WE WALKED OUT AND FILED THE FERPA WHICH WE WON.  THE DISTRICT IS
NOW REQUIRED TO TRAIN ALL PERSONNELL ON FERPA AND WHO MAY ATTEND IEP'S.
SUGGESTION IS TO FIND A LAWYER AT A LOCAL UNIVERSITY WHO SPECIALIZES IN THIS.
MOST LAW SCHOOLS HAVE 3RD YEAR STUDENTS WHO DO THIS AT NO COST.  GOOD LUCK.
Subj:  Re:IEP's
Date:  94-10-02 15:02:50 EDT
From:  SusanS29

I would invite this lady -- *immediately*-- to a meeting in the principal's
office. You could be *extremely* courteous and invite the superintendent as
well (VBG!!)

Then... tell them about the Office of Civil Rights, and your child's rights,
and how if they don't wake up and smell the coffee the OCR will serve the
coffee for them...They CANNOT kick your daughter out simply because of SLD.
PERIOD.Subj:  Re:IEP's
Date:  94-10-05 04:07:04 EDT
From:  VIDEOHO

I do not know what state you are in, but if you contact the office of
complaints at the state level of education they will launch an investigation
into your problem. I do know that in the school district that my son attends
at this time the O.C.R. and the Cal. Dept. of Education, complaints Dept. are
investigating San Diego City Schools because of the way they have instituted
"Inclusion". Almost every parent with a handicapped child at this time is
fighting for their childrens rights and programs. 4out of 5 childrens
I.E.P.'s are being ignored for one reason or another. There is a vast
resource of volunteer advocates through out the country. Most of them are
parents that have been through this before. Contact your local Learning
Disabled Association, they may have some names for you.  Subj:  Residential
Treatment
Date:  94-10-19 19:42:21 EDT
From:  JoeRoy2

I am interested in communicating with people who are knowledgeable about
Managed Care Organizations (HMO's) and residential services for youth. We
here in TN are going to go to a system where residential treatment may be
taken over by MCO's (or HMO's) and I need to know how the residential system
has been impacted by these giants.Subj:  Help!!!
Date:  94-10-20 22:16:03 EDT
From:  Pteacher

My daughter has a chronic kidney disease.  I am trying to gain information on
ADA and would like to know if she qualifies.  Please send information through
EMAIL to Pteacher.Subj:  Re:Help!!!
Date:  94-10-20 23:07:08 EDT
From:  SusanS29

     The question isn't whether she has chronic kidney disease but whether it
affects her ability to benefit from education. If it does she's eligible for
various services, those services tailored to addressher special educational
needs.Subj:  READING TECNIQUES FOR SP. ED.
Date:  94-10-24 22:48:21 EDT
From:  Smeghead99

     OUR SCHOOL IS GOING TO SITE MANAGE BOTH SPECIAL ED FUNDS AND PROGRAMS
STARTING IN 1996.  WE ARE DISSATISFIED WITH THE RESULTS OF OUR CURRENT
PROGRAM, WHICH IS ESSENTIALLY HAVING UNTRAINED AIDES PULL OUT SPECIAL NEEDS
KIDS--THEN HAVING THE KIDS READ A PAPERBACK BOOK TO THEM.
     I WOULD LIKE TO KNOW WHAT REMEDIAL READING TECHNIQUES OTHER SCHOOL
DISTRICTS ARE USING.
Subj:  Respite Care for autistic kids
Date:  94-11-02 22:42:07 EDT
From:  HWaks

Does anyone know about in-home respite care for autistic pre-schoolers in the
Bronx, N.Y.?  If not, how would one go about finding qualified babysitters
for a nonverbal autistic 4 year-old?
Subj:  to Nan the Sped teacher
Date:  94-11-05 05:32:04 EDT
From:  Parlante

Nan, I am both a teacher (music) and a parent so I understand that you feel
defensive. But teachers must realize that they can't holler that things would
be great if just parents were involved in their children's education, then,
when they are, cry foul; i.e., "we really meant join the PTA, bake cookies,
listen to us complain about your kid at parent teacher conferences, but for
God's sake, stay out of our classroom." Remember, we have raised our child
from birth and know him intimately in a way you never can. Also, you may have
him for a year or two. We will have him the rest of our lives. And if that's
not enough, at least in Sp. Ed. the LAW is on OUR side. As a parent I will
listen to you and embrace anything you offer that might work, but as a
parent, I know what will and won't work with my Jeremy from much experience.
Also, you wouldn't believe how many teachers still only know what they
learned in school 5, 10 or even 30 years ago and have no idea about the
latest knowledge, research and thinking on a particular disorder. Parents who
care have a darn good motivation to search out that knowledge and can be an
excellent resource to teachers who are open to learning. We are supposed to
be a TEAM. I see many more instances of teachers shutting parents out of the
team than the other way around. As a teacher, my biggest complaint has always
been parents that don't care--not parents who care too much. Please open your
heart, ears and mind to parents and hopefully, they will do the same for
you.Subj:  to Nan the Sped teacher
Date:  94-11-05 05:33:08 EDT
From:  Parlante

Nan, I am both a teacher (music) and a parent so I understand that you feel
defensive. But teachers must realize that they can't holler that things would
be great if just parents were involved in their children's education, then,
when they are, cry foul; i.e., "we really meant join the PTA, bake cookies,
listen to us complain about your kid at parent teacher conferences, but for
God's sake, stay out of our classroom." Remember, we have raised our child
from birth and know him intimately in a way you never can. Also, you may have
him for a year or two. We will have him the rest of our lives. And if that's
not enough, at least in Sp. Ed. the LAW is on OUR side. As a parent I will
listen to you and embrace anything you offer that might work, but as a
parent, I know what will and won't work with my Jeremy from much experience.
Also, you wouldn't believe how many teachers still only know what they
learned in school 5, 10 or even 30 years ago and have no idea about the
latest knowledge, research and thinking on a particular disorder. Parents who
care have a darn good motivation to search out that knowledge and can be an
excellent resource to teachers who are open to learning. We are supposed to
be a TEAM. I see many more instances of teachers shutting parents out of the
team than the other way around. As a teacher, my biggest complaint has always
been parents that don't care--not parents who care too much. Please open your
heart, ears and mind to parents and hopefully, they will do the same for
you.Subj:  Re:READING TECNIQUES FOR SP. ED.
Date:  94-11-05 13:34:50 EDT
From:  Dyslexic4D

Smeghead99 and anybody else that's interested in materials and techniques for
special education students, you really ought to check out the Sequential
Spelling technique developed by the AVKO Educational Research Foundation.  If
you're interested in training parents to help their kids at home, AVKO has a
great free pamphlet on How to Set Up a Course for adults whose children (or
spouses) have reading/spelling problems.  They also have a free catalog.
They have really helped me to help my son and my grandson.  Their address is
AVKO Foundation Suite L, 3084 W. Willard Road, Clio MI 48420-7801.  Their
phone is [phone].Subj:  Social skills and curriculum
Date:  94-11-11 10:54:38 EDT
From:  OAKFIELDHS

Does anyone have a curriculum for developing social skills/work
ethic/interpersonal relationships among special ed kids? Our Special Ed
teacher needs anything she can get - pronto! Email to this screen name, or to
ARFLUV please. Thanks!Subj:  Hughes Act, Title 5, CA Code
Date:  94-11-26 17:47:37 EDT
From:  REDGAD

Is there anyone out there who has info. Re: the Dunnigan et. all. Vs. Nevada
Co. Office of Ed. and the state of California that resulted in the Hughes
Act, Title 5 of the CA  code of Regulations, Sections 3001 and 3052.  Because
there was a child involved the court records in Nevada Co. are restricted and
the principal parties involved are tired of telling there storey. I
particularly need any background info. leading to the filing of the class
action law suit that lead to this land mark CA spec. ed law but any info.
will be appreciated.  Thanks.  REDGAD Subj:  Re:I need HELP
Date:  94-11-26 20:37:53 EDT
From:  AM RSTR

There is not an easy solution to your child's poblem.  I suggest that you
talk directly to the Special Ed. instructors at his school and ask them for
their opinion.  It seems to me that the principal is not very understanding
and approaching the Special Ed. teacher for advice might be the best idea.
Ask the teacher to "go to bat" for you.
Subj:  haven't read all ...but here to
Date:  94-11-29 13:56:31 EDT
From:  Speechtcr

I am a speech, language and hearing teacher for Eastern Suffolk BOCES in New
York.  I have just found this foled and am reading through about some of the
areas you have as concerns.  I see most postings have been from parents in
this area.  I am also a parent and have lived through some of the
frustrations you have also seemed to encounter(especially childhood allegy
problems).  If I can be of help to anyone (I have also taught special ed
classroom and work with MH, Autistic, Downs, and ED students currently.  I am
not always an expert on these subjects, but if I can be of help, please email
me.
Thomas RosatiSubj:  Report Due for Special Ed Class
Date:  94-12-12 01:11:08 EDT
From:  Mi617

I have a report due for a Special Ed class. I am a Reg.Ed teacher now and I
have to write up a unit plan in one subject and I need  lesson plans on
it.I've been thinking about Math as my subject, but I could use some help
from a Special Ed. teacher on what proceedures work best with handicapped
children.If you could give me some hands on activities you use it would also
aid in my lesson.I would appreciate any info you might have on the subject.
Thanks
Mi617 (Michael)Subj:  elective or selective mutism
Date:  94-12-26 02:26:04 EDT
From:  DReiner693

I am looking for information regarding elective or selective mutism in
primary school aged children.Subj:  Re:Report Due for Special Ed Cla
Date:  94-12-26 15:20:41 EDT
From:  CoTeachNet

Hi!
I teach LD children in an REI (co-taught) situation in which our special
students receive instruction within a regular classroom setting.  Of course
it greatly depends on the severity of the handicap, and what the IEP says
must be done, but some of the suggestions I make to my teachers are:
o  Write out the problems before hand if they have writing difficulties
o  Reduce the number of problems
o  Remember that it often takes these children 3X as long to complete their
homework so plan accordingly
o  Place their desks in front if distraction and inattention is a concern
o  If copying from the board is difficult, provide them with a written copy
on their desk to copy from or provide the actual problems to do
o  Provide a calculator if facts are a problem and problem-solving is the
desired outcome
o  Provide peer tutoring from an older student
o  Heard of "Book Buddies" when an older class will go into a younger class
and read them books and do projects?  Well try "Math Buddies"!  Same idea,
but the older class can work with manipulatives or play math games with the
younger class.  If there are LD students in the older class, this can provide
practice in their deficit areas without the stigma.

Hope some of these help and this isn't too late for your paper!
Sincerely, Candy from CoTeachNet
Subj:  shadow teachers???
Date:  95-01-10 17:41:55 EDT
From:  Huntley974

I'm the father of a 4 year old boy with a language delay.  Both his speech
therapist and the educational consultant we've been talking to are suggesting
that we hire a "shadow teacher" (also sometimes referred to as a "therapeutic
companion" I gather) to go to his school with him.  The purpose would be to
help facilitate communication with other children, and to help ensure that
the teachers are teaching him in ways that will most help him.  The only
literature I've been able to find on this is a thesis by a student at Pacific
Oaks college in Pasadena.  Does anybody out there have experience, advice,
leads on other info., pointers, anything on this subject?????  If so, please
e-mail me back at [e-mail].    AND THANK YOU!!!!!Subj:  Re:READING
TECNIQUES FOR SP. ED.
Date:  95-01-15 14:12:27 EDT
From:  VLeaptrott

To: Smeghead99
Date: 1/15/95
From: VLEAPTROTT

A friend of mine that teaches a Moderately Intelledtually Disabled class on
the elementary level swears by the Edmark Program.  She has children jumping
up and down in their seats waiting for their turn to read to her.  She has
kids that are reading better than the Mildly handicapped students.Subj:
Re:READING TECNIQUES FOR SP. ED.
Date:  95-01-15 19:45:26 EDT
From:  Mariann118

I saw the Edmark Program being used sucessfully in a special ed program about
5 years ago.  The teacher is long gone and no one seem to know where to get
the program from.  Any info?
MarianneSubj:  Re:READING TECNIQUES FOR SP. ED.
Date:  95-01-18 22:18:58 EDT
From:  Boulevard

Edmark is being used in our EMH classrooms - 2 teachers use it in conjunction
w/DISTAR or Open Court - one uses it exclusively.  My son (age 7, Down
Syndrome) is actually blending words, not just developing a sight-word
vocabulary, so I know the techniques combining different approaches are
working.  I'll see what I can come up with from the teachers - I'm a speech
path. in the middle of semester-end reports, so it may be a few days.Subj:
Re:shadow teachers???
Date:  95-01-18 22:20:42 EDT
From:  Boulevard

beats me what the difference between a shadow teacher and a good
paraprofessional is - I've gone into classrooms and done those same things
with my students (I'm a speech path.) and I've seen some excellent
inclusion/integration paras facilitating wonderful communication skills.Subj:
Re:Help With School Search
Date:  95-01-23 19:58:39 EDT
From:  Cherie680

I have another school to add to your list - North American Wilderness Academy
(NAWA). It is located in northern Calif. There are two programs - USA Academy
which travels around the US and Mexico and the California Academy which is on
a 556 acre mountain campus. (There is also a summer camp and summer school.)
They use experiential (hands-on) education and the teacher to student ratio
is 1:4.  For more information you can call 1-800-358-6292.Subj:  searching
for schools-  Arkansas
Date:  95-02-13 19:58:15 EDT
From:  Laura24085

I am a teacher of preschoolers with autism in N.Y.C.  A family in the program
will be moving to the Little Rock, Arkansas area next school year'('95-'96)
and has had no luck getting information about autism programs.  Their son
will be five by the time they move.  If anyone has any information or
suggestions please E-mail me.  We thank you.
                                              Laura24085Subj:  Re:ITP
Date:  95-02-16 14:49:37 EDT
From:  SharBen

Susan,
My daughter is finally having her first ITP today at 1PM (L.A./CA time) with
the Dept. of Rehab, her special ed counselor, her parents (both) and I am not
sure who else. If you are on-line now (10:35 a.m.), please give me some
insight into what I (her mother) should request of the Dept. of Rehab. My
daughter has ADD, she was diagnosed at age 10, after floundering around not
knowing what was wrong for three years. She is 18 (b-day, 12/31/94) and now
considered "adult" by the Dept. of Rehab. This is her FIRST ITP, which I
fought strongly for through letters to the unified school district. Now, time
has arrived to have the meeting, which I was informed about yesterday
afternoon! No time to prepare. Are there specific questions I should ask
besides how do we proceed with college funding, what type of funding is
available. Does she qualify for housing funding? She plans to go to a
two-year college first, right now her interest is in child development, but
what happens if she should decide to change that interest??? HELP!
SharBenSubj:  Lost in the fog!
Date:  95-02-16 21:01:05 EDT
From:  SoTired

While still awaiting the outcome of the initial evaluation it has occured to
me that my son has been in a special ed. class since last November.  But
while reading all the material I can get my hands on I seem to keep reading
that to have such a placement I would have had to agree to it in writing,
which I haven't done.
So if he is already there would not the upcoming IEP be for different
placement instead of original placement?Subj:  Re:Lost in the fog!
Date:  95-02-17 10:13:55 EDT
From:  SusanS29

     Just call them and tell them that you were going through your records
and couldn't find where you had signed for initial placement. if you signed,
they'll have a copy of it.

      IEPS are rewritten once a year minimum, and sometimes more often for a
whole variety of reasons. Just the fact that an IEP is coming up doesn't mean
they haven't followed procedure for placement.

       However, if this is a public school and he's never had an IEP before,
they are in violation of procedure. If in addition you never authorized
placement, that's a BIG violation of procedure.

       Even then, you wouldn't necessarily want to go to the mat over it. Is
he getting good services? If so, then hold their fingers to the fire in the
future about procedures, because it helps your son out in the long run, but
don't cry over spilled milk.Subj:  Re:Lost in the fog!
Date:  95-02-17 13:03:38 EDT
From:  SoTired

     He has never had an IEP.  Strange as it sounds we are supposingly still
waiting the district's determination of whether he should be in "special
education".   But I would think that by placing him in "special education"
the determination had already been made.
      I know for a fact I never signed for such a placement because I haven't
signed anything but medical release forms since he was placed in his present
class.
      Thanks all for letting me "babble"!  It really helps lift the
"fog".Subj:  Re:Lost in the fog!
Date:  95-02-17 19:57:04 EDT
From:  SusanS29

" But I would think that by placing him in "special education" the
determination had already been made."

Yes. He has been placed, and this is a clear violation of the regs.

The way to handle it is to ask for a copy of your signed permission.

Obviously, they don't have it. THAT will get the ball rolling, believe me. It
is unconscionable that your child would be in special education for a week,
much less all this time, without an IEP. I don't understand where the teacher
is coming from... how can he or she *teach* without an IEP?

I would be very concerned about whether what your child is being taught meets
his needs or not.

The goals and objectives placed on his IEP *must* line up with weaknesses
stated in the Present Levels.

The Present Levels *must* line up with test scores and other detailed
information about where your child is right now.

Present Levels and goals/objectives *must* match your child's most urgent
needs.

I hope that helps.Subj:  Re:Lost in the fog!
Date:  95-02-18 00:45:43 EDT
From:  SoTired

      He is not being taught.  He is a 10th grader doing 2nd grade math.
Most the rest of the time the teacher lets him sleep or come home.
The teacher is afraid of him!Subj:  Nevada Teachers - Need Info.
Date:  95-02-22 14:09:22 EDT
From:  TraciC

Hi my name is Traci from Detroit, MI.  Please excuse me if this is posted in
the wrong place, however I did not see what would look like a better place in
this forum.  At any rate, I am considering a move to the Reno/Lake Tahoe
areal after I graduate from college in special ed. next April.  I have a few
questions about the area that I hope someone can help me with.  Here goes:

1.  What is the job availability like their for special educators?

2.  With my degree with an emphasis on Mental Impairments allow me to
     teach in other areas as well?  I've had some experience with LD
     children and thoroughly enjoyed it.

3.  What kind of salary range is there for first year teachers?

4.  What school districts are around that area and which do the most
     hiring?

5.  What is the cost of living like?

6.  Does the University of Nevada - Reno have masters level education
     programs?  If so, are they any good.

7.  What is the weather like in the Winter, Summer, and is there a Fall
     season their...i.e. do the leaves change.?

     Any information that could be provided would be greatly appreciated.
Or, if anybody could point me in the direction where I could get this
information I would be equally as happy.  Thanks

Traci Campeau

Email: [e-mail]

Snail Mail:
324 E Breckenridge
Ferndale, MI 48220



Subj:  Re:Nevada Teachers - Need Info.
Date:  95-02-23 16:22:29 EDT
From:  SusanS29

"With my degree with an emphasis on Mental Impairments allow me to
     teach in other areas as well?  I've had some experience with LD
     children and thoroughly enjoyed it."

LD students can be a real blast to teach, but they require different
approaches than students with mental impairments do. I don't recommend
looking for an LD position unless you have LD certification.

Some states will allow you to have a temporary certification while you
acquire the needed courses, and I've seen taht work out well. Since you're
taking clases, you have access to other teachers dealing with the same
problems, professors, library, etc.Subj:  Re:Lost in the fog!
Date:  95-02-27 16:31:50 EDT
From:  Snapdraggn

  It sounds like you are really having trouble with your school district.
I'd suggest you try to get an advocate to help you get some services for your
son while he still has enough time left in school to benefit from them.
   Every state has a "Protection and Advocacy" office (including regional
offices) to help people with disabilities get services.  This includes
parents of students who need special education services.  They do not charge
anything for their help.  Unfortunately, these offices go by different names
in different states, so I can't suggest a specific name for you to look up in
the phone book.
   If you tell me what city and state you're in I can get you a phone number
for the nearest Protection and Advocacy office.  Otherwise try your State
Education Department or call your local state legislator's office and ask
him/her to get you the number.
     By the way, I really like your Profile!Subj:  Notification
Date:  95-03-10 19:53:14 EDT
From:  Barb4

My son was recently diagnosed with a seizure disorder.  With all the testing,
lab work, and adjustment to medication, he has missed on average 1 day a week
of school.  In addition to this medical problem, he also has had esophageal
problems, causing him to gag & choke on food.  After a hospitalization in
November for an esophageal obstruction, he's been on zantac, and his diet has
been limited.  I have shared all of this information with my sons teacher.
I've written up information to pass to other teachers (resource teachers, and
so on) in the school, so everyone is aware of what is going on.

The last 3 weeks, my son has had more lab work..medication adjustments, etc.,
and has missed as much as 2 days a week.  He's felt sick so often, it has
been difficult for him to get up and go into school.  With everything being
so hectic here (I also have 3 other children), I haven't been in his
classroom, other than to say HI twice.  I've picked him up from school a few
times & have talked to the principal and office support personnel.

I have sent notes in my sons backpack asking about extended school services,
makeup homework, and so on.  The first week, I received a note from the aide
telling me the teacher was out sick.  The second week, I stopped in the
classroom, and the aide told me the teacher was out that day as well.  My son
missed Thurs/Friday and this past Monday.  On Tuesday, my son said the
teacher was in the hospital.  I sent in another note, asking if this was
true, and found out it was, and that the teacher had been out for 3 weeks in
a row!

I was furious that I had not been notified.  I assumed she had been out just
the day I had inquired about, since nobody told me otherwise.  In my
conversations with everyone..nobody told me she had been out.  When I called
the principal to complain, she said it was her decision not to inform all the
parents, because they thought the teacher would be returning any day.  I told
her I inform the school of anything that is important that is happening at
home with my son and I expect the same thing from the school.  In addition,
when I asked who was acting as the sub during this time, I was informed the
two aides in the class were handling everything..that a sub would have been
too difficult to train, and the aides were capable of handling the situation.

The day after I called the principal, I hired a sitter and spent the day in
my sons class.  The aides seemed like they had the class under control, and I
felt better.  However, the class had to make adjustments (reading groups
changed, and so on).  In addition, I learned the teacher had suffered a
seizure and was taken by ambulance from the school to the hospital.  That is
a major incident, and even though the children didn't witness it (and my son
was out that day), I'm sure they were worried.

I called the board of ed., and was told the school and the principal were not
in violation of any law by not informing me.  How can this be?  As often as I
was at the school, I feel like they intentionally kept the information from
me.  Does anyone know if what the board of ed. told me is true?

Thanks for reading such a long message.
Barbara (e-mail me at [e-mail])Subj:  Re:Notification
Date:  95-03-10 22:32:11 EDT
From:  SusanS29

"I called the board of ed., and was told the school and the principal were
not in violation of any law by not informing me."

I understand your frustration, and I don't think they handled it well, but I
really don't see any violation of law here.Subj:  Re:Online Resource Database
Date:  95-03-10 23:53:42 EDT
From:  HOTEL1020

where in Virginia?  Any experiences with inclusion?
i' m in Tidewater and just getting geared up for my
dev.del. child.Subj:  Re:I need HELP
Date:  95-03-25 16:03:00 EDT
From:  BRessmeyer

HI! I am a special education teacher and as a part of my job I test children.
It is very upsetting to me when children do not qualify because they are too
"low" for learning disabilities or too "high" for intelectually impaired.  To
qualify for the learning disabilites program you must have average
intelligence.  It sounds like your son unfortunately falls in the "slow
learner" category and there is no services available for him at the school
level.  He is performing  as best as he can and all we can do is support him.
I see kids like this everyday and it too breaks my heart.  Hang in
there!Subj:  Re:I need HELP
Date:  95-03-26 21:38:21 EDT
From:  SusanS29

"To qualify for the learning disabilites program you must have average
intelligence."

This is not true everywhere. Each state has its own requirements. Where I
live the only requirement is that the child not be retarded (and of course
show perceptual impairments -- but then some states don't require *that.*)

It depends on where you live, who qualifies. A child who qualifies in your
state could move across the border to another state and not qualify any more.
Crazy, but true.Subj:  Re:I need HELP
Date:  95-04-06 04:02:34 EDT
From:  Keldonia

According to federal law, a child's placement is determined by the IEP
committee or 504 committee. Categorical placements were deemed descriminatory
decades ago.  There should not be an LD class or an MR class. My daughter has
mild MR and has never "fit" anywhere !! You must individualize  !  Based on
the child's needs, placement should be determined by strengths and
weaknesses. Subj:  Re:I need HELP
Date:  95-04-19 13:23:41 EDT
From:  MAMAN5

I really need information!  Our 5 1/2 year old daughter has just been tested,
at my insistence, and found to have disabilities in the areas of rote
learning.  In other words, she cannot identify letters of the alphabet or
numbers, although she can tell the difference between them.  She cannot name
those she is shown, either.  She is the fifth of five children, the others of
which are very bright.  Her next older sibling, a brother, is profoundly
gifted and somewhat ADHD.  My daughter is, I believe, very much brighter than
her IQ testing would indicate.  She just cannot tell us all the things she
knows.  Since she will be attending Kindergarten next fall, we are very
concerned that her difficulty with numbers and letters will pose a large
obstacle in her path to reading--at the moment her perception is that she may
not ever learn to read.
What I want to know is, exactly how do special ed teachers approach a child
like this?  Can they learn to read in an alternative manner?  Are there
schools that specialize in this sort of thing?  She is presently in a very
good private school, but I expect that they will get quite frustrated with
her before long.  I want her to feel capable and successful even if she has
to attack learning in a different way than most kids.  I have the time,
inclination and money to do what's best for her.  Is there a 'best'?  I
searched the University bookstore for any books that could guide me and found
zip.  Help!Subj:  Re:I need HELP
Date:  95-04-19 17:22:18 EDT
From:  Ratatat

I don't have any special knowledge about learning disabilities, but I know a
little about ADD and quite a lot about kids.

If my 5 1/2 year old daughter still didn't know her numbers I wouldn't be
concerned.  She is going into kindergarten this coming year.  Isn't that
where children are supposed to learn their alphabet and some numbers?

Developmentally speaking, children can be very different yet all within the
normal range.  The younger the children the more this is true.  I would
recommend that you take a deep breath and try to be more calm.  I don't think
your daughter is outside of the range of normal development.

Generally speaking, is your daughter happy?  Does she like school?  Then
relax a little.

My daughter didn't learn to really read until she was in the middle of second
grade.  She has ADD.  She is now in 6th grade an on the honor roll.  Sure, it
took a lot of support and unconditional love from home, and a lot of work on
her part - but just look at her now.

Development is a slow process.  I would be more concerned about where your
daughter's anxiety comes from that she is afraid she'll never learn to read.
She is too  young to be worrying about that.Subj:  Re:I need HELP
Date:  95-04-19 23:51:45 EDT
From:  OmAtty

Call your state parent information and training center.  They are federally
funded resource centers for parents on educating children with all kinds of
disabilities.  If you need the phone number, email me with your state and
I'll get it for you.  They can also give you the name of a local learning
disabilities group if there's one around who can also provide help.

SusanSubj:  Re:I need HELP
Date:  95-04-22 03:16:20 EDT
From:  Keldonia

By the age of five, most children can identify numbers and letters.  The
testing needs to determine exactly how she processes.  She may know her
letters but can't express what she knows. If she isn't retaining the
information , then what part of her processing isn't connecting.  Sometimes
visual motor integration is needed other times you have to identify a
specific learning strategy based on her strengths. Ha ! Sounds like an
IEP.Subj:  Re:I need HELP!
Date:  95-04-24 20:55:47 EDT
From:  MAMAN5

I wish someone would publish a dictionary to the alphabet soup that
Educational Psychology loves.  Could you give me a clue as to what an IEP is?

This child has a problem processing--getting the input in and then, later,
retrieving it.  Sooner or later it gets completely absorbed, but later
doesn't often cut it.

We are working with someone who can show us some compensatory strategies for
helping her really internalize this stuff.  I have looked for books, guides,
etc.  Is there nothing written that isn't in psychobabble?Subj:  Re:I need
HELP!
Date:  95-04-24 22:14:48 EDT
From:  Ratatat

Sure, IEP means individualized education program.  I think it is a lot easier
to say IEP, don't you.  That is probably why the alphabet soup.  If you want
to have a publication that can really help, I highly recommend the following
newly released book.  I have read it and it is wonderful.

Taming the Dragons:  Real Help for Real School Programs by Susan Setley,
Starfish Publishing, St. Louis, MO

You can order with a credit card from Frontier Publishing at 1-800-725-0054,
or check or local book store.

It explains what learning disabilities are and gives lots of idea on how to
help a child who must struggle with these challenges. I am sure it will be a
breath of fresh air.Subj:  Re:I need HELP!
Date:  95-04-25 17:06:01 EDT
From:  ALauritzen

Contact the Parent Training & Information Center in your state. Or call the
National Parent Network on Disabilities for a contact person. There is lots
of information out there for free, that you can have access to. NPND
1-703-684-6763 or [e-mail]
AnneSubj:  Family Driven Support Services
Date:  95-04-25 22:46:46 EDT
From:  DrKate13

I have recently completed a city wide interview project in Philadelphia with
parents who make use of family driven support services through their
casemanagement provider.  I am wondering about awareness of and use of these
supports by parents outside of Philadelphia.  Do you participate in such a
program?  Do you make the decisions?  Or is your support services system, "in
name only"? (still the same old, "here's what you can have for your child;
take it or leave it").  Since I am now "on-line", I thought it would be nice
to throw the topic out there to the experts.  Thanks.Subj:  Re:I need HELP
Date:  95-04-29 13:41:31 EDT
From:  Laryflyfsr

I hope by now you've found help for Travis.  As that administrator is
choosing to ignore the law (re your written request), your recourse becomes
an appeal to whoever is in charge of "search and serve" at the County level.
At our school (I am a department chair in sp. ed.), the administrator is not
the one who determines whether a student is tested.  I am.  Have you
befriended the local sp. ed. administrator?  In California, a written request
for testing almost compels us to test.  Subj:  Need info on West VA schools
Date:  95-05-02 17:35:46 EDT
From:  MercedesW

One of my students is planning on moving to West Virginia - right now, he is
entitled to attend special education classes until age 21 in Pennsylvania -
his mom is wondering what the age requirements are for special education
classes in West Virginia.  Would appreciate any help from anyone.

Thanks  MercedesWSubj:  Re:Need info on West VA schools
Date:  95-05-03 00:28:19 EDT
From:  SusanS29

Mercedes, the "21 year rule" applies in every state of the union because it's
a federal regulation.

However, the student will have to meet the new state's eligibility
requirements, and *they* may vary substantially. Some states diagnose when a
student is 1.5 standard deviations below IQ; others if the student is 2 years
behind; there are all sorts of variation.

It often happens that a student is eligible for services in one state but not
another, but not based on age.Subj:  Re:Need info on West VA schools
Date:  95-05-03 06:49:51 EDT
From:  MercedesW

Thanks Susan - but I had one parent who just moved up from Texas who said her
son could have gone to school until he was 23 - so I wasn't sure how many
other states went past age 18 or 21.  Will pass the info to my student and
his parents.  Thanks again.Subj:  Re:Need info on West VA schools
Date:  95-05-03 17:13:16 EDT
From:  SusanS29

21 is federal law. If Texas extends it to 23, the last two years are funded
completely by state and/or local money. Texas is the exception, also. 21 is
all a parent can count on, and then only if the need for continued education
can be demonstrated.Subj:  Re:Need info on West VA schools
Date:  95-05-04 06:59:36 EDT
From:  MercedesW

Thanks again - the parent really appreciated the info.Subj:  Re:Where in VA?
Date:  95-05-04 15:34:37 EDT
From:  SHamp5413

Just today found you message, and don't know if you've gotten help, BUT I
have worked with the Rural Infant Services Program in Saluda, VA and they
provide excellent early intervention services. I don't have the phone number,
but you should be able to find it by the name, in the phone book the acronym
is RISP).
Good luck! Subj:  Re: Where in VA?
Date:  95-05-04 15:37:12 EDT
From:  SHamp5413

Just realized you were probably talking about a school-aged child. OOPS. That
wasn't my area, sorry.Subj:  Re:I need HELP
Date:  95-05-04 15:45:42 EDT
From:  SHamp5413

Dear MAMAN,
I am a Special Educator, and have heard of some children who are unable to
read, print due to a learning or processing  problem, having success through
learing braille, and the use of the abacus. Also, Recordings for the Blind
regulalry provides recordings for LD or Dyslexic persons. You may want to
persue one of these areas.
Susan Subj:  Re:Online Resource Database
Date:  95-05-25 00:29:46 EDT
From:  NancyCels

try "ask ERIC"...it has lots of info on education especially... have found it
very useful... tho it has its limitations! Subj:  LDD PEN PAL WANTED
Date:  95-05-29 20:28:50 EDT
From:  S DEADHEAD

 I am 11 years old and would like a Pen Pal with LDD. I would like to write
you letters and know you understand. I am a girl and I will be in the 6th
grade next year. My name is JamieSubj:  Re:Need info on West VA schools
Date:  95-06-01 00:03:36 EDT
From:  L Josie

The age is the same for WV.  I have been an advocate for 18 years in WV and
would be very glad to share any information requested.  Either post a
message, or send specifics to LJosie.  Tell the Mom good luck!!Subj:
Inclusion at HS level
Date:  95-06-04 01:34:24 EDT
From:  JHeerema

Anybody else have inclusion at the high school level.  We need all the help
we can get.  Please give advice.Subj:  Traumatic Brain Injury
Date:  95-06-06 00:17:43 EDT
From:  BuffyPC

I am interested in talking with someone who has successfully worked with high
school student(s)with traumatic brain injury.  I am especially wanting any
information about behavioral seizures where safety issues arise for both the
student and others.  I am wanting to know about pre-seizure "signs" in
helping to alleviate stress.  ThanksSubj:  Re:Inclusion at HS level
Date:  95-06-06 00:26:54 EDT
From:  BuffyPC

Yes, inclusion at the HS level has become more exciting AND difficult due to
the many changes going on at the elementary level.  I do feel that many times
the word "APPROPRIATE" has been taken off from the concept of inclusion.  I
have semi-ind. learners and have wonderful, meaningful situations going on
with peer-helpers!  The only negative aspect to the peer helpers is in my not
having enough time to do all I would like to with the peer helpers in
addition to the students in my room. My special ed. students are usually in
my room 3 of the 7 hours school day.  I really am encouraged by COMMUNITY
INCLUSION versus plain ole' ACADEMIC INCLUSION, at the high school level.
Hopefully I will be talking to you soon.    Subj:  Re:I need HELP
Date:  95-06-09 21:27:55 EDT
From:  KP907

We are currently fighting our school system too. My son has ADD, but is of
average intelligence, so he does not qualify for extra help.  If possible,
find a doctor or psychologist to test him, then take copies of the results to
the school.  If they will not help, go to the school board itself.  Good
Luck!Subj:  Re:I need HELP
Date:  95-06-09 22:56:49 EDT
From:  Ratatat

<<We are currently fighting our school system too. My son has ADD, but is of
average intelligence, so he does not qualify for extra help.  If possible,
find a doctor or psychologist to test him, then take copies of the results to
the school.  If they will not help, go to the school board itself.  Good
Luck!>>

Your school system is obligation to accommodate a child with ADD.  Children
with ADD have special needs that can be met in the regular classroom by
setting up consistent routines, helping the child get and stay organized,
teaching study techniques that fit your child's way of learning, adjusting
the environment in the classroom, etc...

You school is obligated to do these things for a child with ADD under Section
504 of the Rehabilitation Act.  This is a civil rights law which applies to
all students receiving public education.

Contact your state's Protection and Advocacy Office and ask for all the
information they have about educational accommodations for children with ADD
in your state.

If you school refuses to provide appropriate accommodations to a child
diagnosed with ADD and then formulate an IEP (based on the 504 requirements),
then they are in violation of your child's civil rights!

Educate yourself about this law as best you can.  A parent who knows what the
*deal* is, is a better advocate for their child.Subj:  Help
Date:  95-07-07 19:11:29 EDT
From:  CPJ12

Special Education Director needs info on how to get in touch with Bartow
County Schools Dept of Education Gail Wilkins 606-3917.  Have flyer but state
or area code not listed. Subject supported employment and transition.  please
respond e-mail asap  am wrting a grant deadline is 13th of July.Very Very
important!Subj:  Re:Help
Date:  95-07-07 21:03:05 EDT
From:  Ratatat

Do you have a clue what state Bartow County is in?Subj:  FETAL ALCOHOL
SYNDROME&EFFECTS
Date:  95-07-21 16:46:42 EDT
From:  GRNYB

WE ARE RAISING MY STEP DAUGHTER WHO HAS BEEN DIAGNOSED FAS/FAE. WE ARE IN THE
NJ AREA. ANYONE WHO HAS ANY KNOWLEDGE OF A SUPPORT GROUP PLEASE LET US KNOW.
ACTUALLY ANY INFO ON THIS DISEASE WOULD BE APRRECIATED. THANKYOU .
GRNYB
Subj:  Re:FETAL ALCOHOL SYNDROME&EFFECT
Date:  95-07-22 14:08:19 EDT
From:  SusanS29

GRNYB I hope you find the help you need, but please post using both upper-and
lower-case letters. It's much easier to read, and ALL CAPS is how we SHOUT
"on-line."

Thanks.Subj:  Re:FETAL ALCOHOL SYNDROME&EFFECT
Date:  95-07-23 18:06:11 EDT
From:  CathyChat

May I suggest that you look at the adoption forum message board in the
FAS/FAE folder.  Many adoptive parents are raising substance exposed
children, and would welcome you to join their online support group.  I am a
forum moderator there, and also raising three siblings who are FAS/cocaine
exposed. I plan to devote the topic of a parenting chat to this soon, and
possibly upload a library file of information and bibliography.  I think if
you post your request there, you will be pleased at the responses.

Hope to see you there.
Cathy
KEYWORD: ADOPTIONSubj:  Re:FETAL ALCOHOL SYNDROME&EFFECT
Date:  95-07-23 20:12:39 EDT
From:  SusanS29

CathyChat, thank you for helping this person out.

SusanS29-HostSubj:  Slow learner:
Date:  95-07-24 05:22:15 EDT
From:  Msickman

My son is in the 8th grade , and doing learning on a 4th grade level. He was
living with me in va. for 5th,6th, and part of 7th grades,he was in a special
education class here where he would just received special help in reading
and vocabulary, because its hard to get him to read with understanding.  His
spelling was fine as long as he studied the words of the week, but if asked
the following week about the previous week he would not remember. he has been
tested and the results were he need the special education class in the
english.

He went back to NY with his mother and they gave him all 4th grade level
assignments which he enjoyed because he could do the work,but at the end of
the school year  wwhen he had to take the state required tests the teachers
tryed to cram 7th grade level work on him . he did poorly on the tests but
gave him a passing grade for the year.

Now he is back in Va. and headed to the 8th grade truly unprepared, I NEED
HELP!!!!!  HOW DO I GO ABOUT GETTING HIM READY.............

thanks.....
jay