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#1 ARCHIVED POSTS FROM
SPECIAL EDUCATION FOLDER:  I NEED AN ADVOCATE
FEBRUARY 11, 1995 - JULY 29, 1995
FILE NAME:  SPEDADV1.TXT
32 PAGES

Subj:  Advocate
Date:  95-02-11 17:01:52 EDT
From:  SoTired

I recieved a call from the school psychologist a few days ago and she told me
I would need an advocate so that the IEP would be written correctly.
This has gotten me extremely worried.
As of yet I haven't been informed of any of the testing results except that
they had no problem deciding that my son does indeed need help.  Seems I have
to wait another 3-4 weeks for a parents meeting for them to tell me what they
have found.
How does one go about finding an advocate?Subj:  Re:Advocate
Date:  95-02-11 19:44:35 EDT
From:  SusanS29

     I would call the school psychologist back and ask her, because this is
an extraordinary thing for any school employee to do. If she doesn't want to
tell you, ask her how one would go about finding an advocate in your
community.
     Do her the courtesy of *not* broadcasting this recommendation as it
could get her in trouble. Typically staff members (esp. including school
psychologists) do not want advocates at IEPs. My personal experience is that
they don't always know as much as they think they do and sometimes have quite
biased views.
       For instance, I saw one "demand" that a child be allowed to use a
calculator for all math--in third grade. We managed to convince the parents
it was too soon for such an extreme intervention and convinced them to hold
the idea in abeyance. We were able to teach the child how to compute with out
a calculator, which is a much higher level of functioning in math. At the end
of the year we didn't know how far he could go in math, but we did know that
rushing to dependence on a calculator would have created an artificial
ability ceiling for him.
       You have plenty of time to sort this out, so interview the advocate
carefully and make sure it's a person with a balanced view of education and
of your child's needs. If you don't care for the first one, try to find
another one, as this person may have a powerful influence both over what kind
of help your child has and what kinds of relation you have with the school
afterwards.
      Talk to the psychologist again. It does sound as if she's "on your
side."Subj:  Re:Advocate
Date:  95-02-11 22:18:47 EDT
From:  Snapdraggn

  I disagree, Susan.  It depends on the situation and on the advocate.
  SoTired, the psychologist may think you need an advocate to help you get
the best result for your child at the IEP meeting.  Your school district is
required by law to maintain a list of agencies where you can get an advocate
to assist you.  One or more of these advocates may be part of the national
"protection and advocacy" system and may be able to assist you without
charge.  Depending on where you live, there may be others who will advocate
for you and your child without charge.  Among other things, an advocate can
help you understand the whole IEP process so you will be less worried. Subj:
Re:Advocate
Date:  95-02-12 02:56:57 EDT
From:  Ty Reg

This is a tough time for you; but a lot of parents have been there and are
willing to provide the information, resources and support you need to
participate in team meetings and in helping set up a program that will work
best for your son.
There is much expertise in this area for whatever problems may arise, and you
may also want to check out the keyword disabilities section, either the
learning disabilities or general discussion areas.
Good luck.Subj:  Re:Advocate
Date:  95-02-12 06:08:22 EDT
From:  SusanS29

"... the psychologist may think you need an advocate to help you get the best
result for your child at the IEP meeting."

That's what I said, Snapdragon.   :)

"Your school district is required by law to maintain a list of agencies where
you can get an advocate to assist you."

Yes. I said to go to the school for suggestions. :)Subj:  Re:Advocate
Date:  95-02-12 11:01:42 EDT
From:  Ratatat

When the disabilities act was enacted in included provisions for each state
to maintain an advocacy protection office.  We have one in my state in the
capitol.  I have written them and they sent me good stuff.  Maybe you could
contact them to find out about local advocacy.

I would think that your child's advocate for their IEP would be your child's
psychologist.  I know my daughter's helped me compile the list of
accommodations that would best address my daughter's needs.  We have a
private psychologist as part of my daughter's assessment team, and she is
available to me to review the accommodations at any time.  She is working FOR
my daughter to help her needs to be met.  Do you think you can go to your
daughter's psychologist to be your child's advocate?Subj:  Re:Advocate
Date:  95-02-12 13:52:44 EDT
From:  SusanS29

    I'm not going to answer for the parent, but the psychologist here is the
*school* psychologist. She is probably already on the team, and may have
reasons why she cannot act aggressively in the child's interest.
     I have been in the situation on occasion where I could not defy the
apparent wishes of my supervisor. So I quietly made sure afterwards that the
parents understood their right to appeal the diagnosis. Which they did--and
won.Subj:  Need an Advocate
Date:  95-02-12 14:57:25 EDT
From:  ALauritzen

SoTired you live in MO. contact the parent training center in your state I
believe there are 2. Ask for their help. Call the Protection & Advocacy in
your state. Call any of the disability organizations especially the ARC they
can direct you to help. You did not indicate your child's disability, but any
or all of the above can help. If all else fails call your State Dept. of
Education. Anne- a parent that has been around for 19 years dealing with the
system. There are alot of us out here that would like to help. Just ask!Subj:
Re:Need an Advocate
Date:  95-02-12 18:06:03 EDT
From:  SoTired

       Thanks all for the information.   The learning disabilities forum
would probably be of a great help if I knew what my son's LD's were.  However
at this time I have no idea.  I have to wait 3-4 weeks to find out what they
came up with.
       My son has a psychiatrist.  I don't believe the school psychologist
has ever even met my son.  His psychiatrist gave the school his views before
they even tested my son.  And the school is in a panic.  Actually the whole
district is in a panic.  Seems they don't know what to do with my son.  So
they are dragging things out which just makes me angry.  Plus never having
had to deal with any of this I am in a quick search of all info so that I can
be prepared.  All the while dealing with a child that says nothing is wrong
with him.
Thanks all.Subj:  Re:Need an Advocate
Date:  95-02-12 19:20:42 EDT
From:  Dorot54272

Dear So Tired,
Request a copy of your States Special Education Rules and Regulations from
the State Dept of Education.  Here in Tennessee a parent can request an IEP
meeting and one must be held within 10 days.  Do you has a copy of your
child's educational records.  If not, you have the right to a copy of ALL of
his records and they must be given to your prior to an IEP meeting.Subj:
Re:Need an Advocate
Date:  95-02-12 19:43:15 EDT
From:  SusanS29

     I think you should know that when a diagnosis is complicated they are
allowed to defer diagnosis.Subj:  Re:Need an Advocate
Date:  95-02-12 20:53:10 EDT
From:  SoTired

SusanS29


I am aware that they can defer it if need be.  However I am also aware that
they have already come up with their "labels".  They are just not telling me
what they are.
If they tell me then their time line will have to start and they don't want
to do that plain and simple.  Subj:  Re:Advocate
Date:  95-02-13 11:20:40 EDT
From:  PwrRang500

Depending what your child's disability/disabilities are.  If he is LD, try
contacting your LDA .  Writing IEP's are hard.  Seldom would find anyone that
knows how to write one including teachers.  I have one advise though, have an
independent evaluation done.  Children's Hospital of Kings Daughters.  A
private sector.  Have their recommendations implemented into your child's
IEP.  And you have to become your own child's advocate.  Read  Federal
Regulation-Appendix C-This at least will tell you what compoments your IEP
should have and how it should be worded. I hope I can be of some help to you.
What ever you do, first contact me before you decide to call a due process
hearing or an attorney.Subj:  Re:Need an Advocate
Date:  95-02-13 17:06:07 EDT
From:  SusanS29

The timeline has started whether they tell you or not.Subj:  Re:Need an
Advocate
Date:  95-02-13 20:45:42 EDT
From:  JSabo5678

I guess I just need to blow off some steam here with people who know where
I'm coming from.
My son, age 12, was diagnosed with learning disabilities last June.  His
problems include visual perception difficulties, auditory memory deficit,
fine motor control problems and a specific writing disability.  His original
IEP was written in June of 1994 in the elementary school.  In September of
1994 he started going to sixth grade at the Middle School.  It had been
determined earlier that it would be in his best interest to place him in
mainstreamed classes and give him access to the resource room three days per
week.  We didn't realize until later into the school year, October, that his
IEP was not being followed.  When we questioned this, we were told in no
uncertain terms by the director of special education in our township that the
"regular" classroom teachers are only given the cover page of the IEP and not
the whole document.  Adam's teachers met with us as a team in October, where
we were told that he was a wonderful little boy who never caused any
problems, and why did we think that all this was such a big deal?  We were
also told that Adam's IEP was written for the elementary school and could not
possibly be followed at the Middle School level.  We requested and OT and
speech evaluation (fine motor problem and stuttering), and also requested
that another IEP be written.  We wanted it to be more specific.  We went to
the IEP meeting, at which time we were handed an IEP which was already
written.  We rejected it and requested another meeting.  We told them that we
wanted an IEP written for our child.  They(school officials) looked at us as
though we were nuts.  Must be an unheard of concept.  At the next IEP meeting
we agreed on some things and wrote a new IEP.  We realize now that this IEP
was a big mistake.  After being on line and reading more about LD and IEP's,
we realize that we were schmoozed once again.  There were several valid
things, though, in the IEP.  One of them was adaptation for tests, and
placing Adam in SE for language arts and math, two subjects in which he was
experiencing problems.  He has a problem with reading comprehension.  When
one of Adam's mainstream teachers did not give Adam an adapted test or send
him to the resource room for one, we questioned him.  He responded in writing
telling us that he did not have to legally follow the IEP.  It was only for
SE teachers!!!  We've dealt with him and enlightened him to educational law.
Some of the other things included in this IEP dealt with his total lack of
organizational skills and his auditory memory deficit.  We do our best to see
that he is organized and has everything he needs when he leaves the house in
the morning, unfor-
tunatly he forgets to turn in his homework assignments.  We recently went to
a parent/teacher conference where we were told that maybe it would be a good
idea to punish him by giving him detention if he is dis-
organized or if he forgets to turn in his homework!!!!!  Maybe this is a new
method, punishing for disabilities.  If you are blind, and you "won't" read
what is on the blackboard, you go to the principal's office.  Just because my
child's disability doesn't show, does not mean it isn't there.  What is wrong
with these people?  Adam is also the victim of "dumping".  We found out that
all the kids in the LD class are doing the same thing.  Isn't it great that
they found kids with exactly the same problems and needs and put them in the
same class.  His language arts teacher does not know what to do if there is
something to do with reading and writing that he just doesn't comprehend, so
she gives him an "F".  Makes sense to me.
We are at our wits end.  We know that it's time to get an advocate, or is it
time to just start due process.  We know that our school district is not
capable of handling LD children.  It's been proven time and time again.  We
also know that there are excellent private schools for the learning disabled
in our area (suburban Philadelphia). Subj:  Re:Need an Advocate
Date:  95-02-13 22:14:07 EDT
From:  SusanS29

     Well, you can sit back and take this or not, as you wish...
      There are appeals processes. Document *everything* that happens. I fyou
have a phone call, write them up into notes and send them to whoever you
talked to "as confirmation of our conversation." Then they can't say "They
didn't say that." (grin)
       You do the same thing with any meetings.
       You go through the appeal process, and if all fails, you file a
complaint with the Office of Civil Rights. You'll win, and it's both fast and
cheap.

        Meanwhile,*you* photocopy your son's IEP and give it to all his
teachers. You are entitled to release this information to anyone you choose
to.

       You don't have to take this.Subj:  Re:Need an Advocate
Date:  95-02-14 01:08:43 EDT
From:  Elbimonroe

SoTired:
You've already gotten lots of good advice.  To interact with other parents,
look for a local Learning Disabilities Association or ChADD (children and
adults with attetnition deficit disorder.)  Even if your son's problem is
totally different than these, there will be parents who have experience with
IEPs at both places.  I have been both a parent and a professional at IEPs
and let me assure you it is nerve wracking from both sides of the fence. You
know more about your child than anyone else there. You deserve to be heard
and your concerns deserve to be considered.  Also you will always be a parent
to your child. For whatever reason you need assistance from the school
professionals to assist you in raising your child right now, but you will
live with consequences of the choices made this year, not them.  Good
luck.Subj:  Re:Need an Advocate
Date:  95-02-14 05:01:12 EDT
From:  CATHGR8

I had great luck in finding out about Protection and Advocacy on AOL.  When
the school stonewalled me yet again, I called them and ran my position by
their attorney over the phone.  She supported it, which alone helped me a
lot!  And she referred me to exact pages to refer to in my letter, from their
Special Education Rights and Responsibilities Handbook.  She told me to copy
her on my letter.  Lo and behold, within 1 hour of delivery I had heard from
the school psychologist finally agreeing to retest for a new IEP, followed by
a call from  the principal, and a confirming letter the next day.  Sometimes
that's all it takes.  Also, she told me to request a copy of the test results
before the IEP.  This may help if you are in the dark as to what they found,
and gives you a chance to go over them with your own psychologist or with an
advocate beforehand. You don't have to have them present or use them to gain
an advantage, they can just help you feel confident about your position and
that makes you a better advocate.Subj:  Re:Need an Advocate
Date:  95-02-14 20:34:50 EDT
From:  Benjbutch

This past week I have been exposed to the term IEP with regards to my
stepson.   I have looked over his files from school, and rather than
progressing with his IEP, they are actually moving backwards.  I believe
there is a good chance that he is dyslexic, yet his SE teacher, when I asked
her if he had been tested for this, told me there is no such thing.  Although
I am not a teacher, I have enough experience to know that this is not
true.Subj:  Re:Advocate
Date:  95-02-14 22:51:35 EDT
From:  STR8NM1

All the advice is okay so far, but you need a lawyer.  We are going thru the
same thing here.  Attorneys are trained to cut thru the crap and in many
states, mine included, if you win the case or appeal, the school district
must refund the $ back to you.  Do not get into a do it yourself project  . .
. it is your child's future at stake!!!! The school board wants to keep their
budget expenses down, sorry, but the fact is that they are more interested in
the money part than the help part.  Good Luck . . . you are not alone!!!Subj:
Re:Need an Advocate
Date:  95-02-15 11:29:57 EDT
From:  SusanS29

"I believe there is a good chance that he is dyslexic, yet his SE teacher,
when I asked her if he had been tested for this, told me there is no such
thing. "

Actually, that's true, Ben. There are learning problems, but saying a child
"has dyslexia" is like saying "he seems to be sick." A child who "seems to be
sick" could have a slight cold or meningitis." Dyslexia is a useless term.

If you've just been exposed to the term "IEP" and don't understand the full
range of reading problems yet, I think it's too soon for you to be assuming
they aren't going to help this child.

Neither the problems nor the solutions are as simple as most people think
they are.Subj:  Re:Advocate
Date:  95-02-15 11:31:39 EDT
From:  SusanS29

    Personally I would not jump to a lawyer. If you lose, the school district
*will not* reimburse you.

    I recommend to people that they 1) work through the system in place 2) go
to the Office of Civil Rights (fast, and no lawyers) and then you still have
the option of legal action.

      Legal action is highly confrontational as well as expensive and slow.
You could go through all this and not get a result for your child for four
years or more.Subj:  Re:Advocate
Date:  95-02-15 15:16:10 EDT
From:  JSabo5678

Where is the best place to find an advocate?  I have called "Pennsylvania
Protection and Advocacy", but the people they have put me in touch with are
unreachable.  Where do I turn from here?
Subj:  Re:Advocate
Date:  95-02-15 15:29:11 EDT
From:  PwrRang500

State Department?Subj:  Re:Advocate
Date:  95-02-15 18:48:52 EDT
From:  Ratatat

Get back to the Protection and Advocacy people and tell them their reference
is unreachable.  Also ask them to send you a Civil Right Complaint Form.Subj:
Re:Need an Advocate
Date:  95-02-15 18:56:04 EDT
From:  Ratatat

RE: Dyslexia.  Susan, I don't want to contradict you, but don't different
professionals use different terms?  Some do use the "label" dyslexia to
define several processing deficits?  Doesn't Hollowell characterize himself
as having ADD and dyslexia?  Could the Orton Dyslexia Society be of help to
this person?  Their number is 1-800-222-3123.

Personally, I would go right to the Civil Rights Office and start
proceedings.Subj:  Re:Advocate
Date:  95-02-16 16:46:37 EDT
From:  JSabo5678

Just a note :  Pennsylvania Protection and Advocacy called me back to tell me
that they had given me phone numbers which were wrong.  I did reach an
advocate in Pennsylvania who is also the local PIN contact.  We made some
good progress in deciding how to proceed.  We are collecting all our
information and suggestions and will reconvene the IEP shortly.  Wait till
they see how specific this IEP will be!Subj:  Signing Ed Plan
Date:  95-02-16 18:06:26 EDT
From:  Kdee

I have rejected a portion on my son's Ed Plan because the Goals and
Objectives for remedial reading were not contained in the Plan.  They have
since been put in.

The Sped Department has given me the origional signature slip to sign.  (The
one which stated that I rejected in part).  They told me to go ahead and sign
in the area where it says approve plan in full.

 Now I want to add a few more modifications to the plan.  One of the
modifications I want put in reads:

If these services are not met then my son will go to another school at the
expense of the school.

My question is since I am adding modiciations should I reject this plan to
get the modiciations put in or approve this plan.  What is the next move on
the Sped. part.
They really have been giving me the run around since November.  The school
does not supply remedial reading and has no intentions of doing so.  I have
filed a complaint with DOE.  Have talked with legal advocates.  Feeling
really stuck now.


 Subj:  Re:Need an Advocate
Date:  95-02-16 18:47:34 EDT
From:  SusanS29

"Some do use the "label" dyslexia to define several processing deficits?"

That's exactly the problem with it. Yes, Hallowell uses the word "dyslexia."
However... he is not an expert on special education. He's a doctor.

The parent was talking about special educators, and special educators really
don't talk about dyslexia unless someone else uses it and they don't feel
like giving a lecture (Grin).

This guy was assuming (quite possibly incorrectly) that the person he talked
to didn't know what they were talking about. Likely they were pretty well
educated.

I have a *real* problem with how the Orton Society throws the term "dyslexia"
around, so at least I'm being consistent (grin).Subj:  Re:Signing Ed Plan
Date:  95-02-16 18:50:20 EDT
From:  SusanS29

I don't think you can ask *them* to sign something like that.

If the IEP isn't being met, then you sit down and reconvene it. It would
actually be against the law to place a child in a public special class or
special school based on what you just mapped out.

You have to take it one step at a time. First they get a shot. Then you
demonstrate *not that they aren't fulfilling the IEP* but that what they do
doesn't help your son.

*That's* how people have won outplacement at school expense: the school did
the best they could, but the child did not progress. As many of you know, I'm
a vocal advocate for parent and student rights, but I would not have signed
and IEP containing such a statement for my school district.Subj:  Re:Signing
Ed Plan
Date:  95-02-16 21:06:57 EDT
From:  JSabo5678

Quick question:  I understand that if the school is following the IEP and
doing the best they can, but the child did not progress that people have won
outplacement.  What about this situation:  We have been told point blank by
the school district several times, "The things you want in your son's IEP
can't be provided in the Middle School".  What should our response have been
to that.  I can usually think on my feet, but this one floored me.  I just
didn't know how to respond.Subj:  Re:Need an Advocate
Date:  95-02-16 22:13:27 EDT
From:  Ratatat

Susan, as usual, I bow to your excellent knowledge of special education.
What would we do with out you here???????Subj:  Re:Signing Ed Plan
Date:  95-02-17 09:55:24 EDT
From:  SusanS29

     Middle schools often try to do that. Why don't you tell us some of the
things they say they "can't provide."

      There are only two justifications for refusing modifications:
      1) The child doesn't need either the modification or modifications to
that degree. That would be the equivalent of putting an unbroken limb in a
cast when an ace bandage would not only serve, but serve better.
      2) The modification doesn't go far enough; the child needs more.

      The whole point of the IEP is so the special services match your
child's need. The child is *not* required to match the program.

       AND -- the good news -- it's never too late to challenge such a
statement.

       However, I would do it a little differently. I would have a witness on
the extension (you do *Not* have to inform them of that, and it's less
agressive than taping), and ask them again: "I wanted to make sure I
understand... I thought you might do (whatever) with Johnny, but you're
saying that kind of support isn't really available at the middle school?"
       Then they say yes.

       THEN they reconsider (grin).Subj:  Re:Need an Advocate
Date:  95-02-17 09:58:59 EDT
From:  SusanS29

    Well... you'd still be talking about "dyslexia" but not differentiate
between reading problems based on language weaknesses vs. those based on
auditory processing problems vs. those based on ADD interfering with
comprehension vs. those based on ADD interfering with figuring out what was
worth remembering vs. those with a memory component vs... well, you get my
drift.

I hate the word "Dyslexia," but I really snapped (grin) when people started
talking about "math dyslexia." Those people still thought reading problems
stemmed from reversals, which is sort of like saying you can't walk because
you sprained your wrist...Subj:  Re:IEP meeting
Date:  95-02-17 16:30:28 EDT
From:  JSabo5678

What exactly are the rules regarding the time of an IEP meeting?  Both my
husband and I work.  We have had to take full days off from work (jobs won't
accomodate with half days) to go to IEP meetings.Subj:  Re:IEP meeting
Date:  95-02-17 19:49:20 EDT
From:  SusanS29

There aren't hard and fast rules, but generally you cannot require the school
staff to stay until 4:30 if, say, school gets out at 3:15, to convene an IEP
which may last an hour or more.

Generally a school will try to work with you, but since they are bending they
will expect you to bend a little-- for instance, they come in 1/2 hour early
and you get to work 1/2 hour late. Another option is to schedule them on
teacher conference days, but sometimes those days are so packed == and the
various people's schedules are so complex on conference days -- that this
just isn't guaranteed.Subj:  Very Vague
Date:  95-02-17 22:17:59 EDT
From:  JSabo5678

We are in the process of gathering the information we need to reconvene our
son's IEP.  Today we had a meeting with the reading specialist who did his
reading evaluation.  While she found many goals he needed to achieve to be a
successful reader and writer, when I asked her what kinds of suggestions she
could make to his teachers to help him meet his goals  her only response was
"well, you know your son better than anyone.  What would you suggest?".  I
asked the same question in three different ways, and each time was offered
suggestions of things we could do at home.  His specific problems involve
reading comprehension, inference, predicting outcomes.  He has trouble
writing in complete sentences, with spelling and punctuation.  He is reading
on a fourth grade level, while his vocabulary is at a 7th grade level.  He
tested very highly in coding skills and overall processing speed.
Fortunately he loves to read.  I know that there must be many ways in which
the teachers could try to help him, but how can we know.  My feeling right
now is that we need to do a private evaluation.  Everything on their
evaluation is so vague.  How can a proper IEP be written from that?  Even the
psychological eval, which is very complete offers very little in the way of
help and remediation.  Since their evaluations did not specifically pinpoint
ways in which Adam can be helped, don't we have the right to ask them to pay
for a private evaluation?Subj:  Re:Signing Ed Plan
Date:  95-02-18 08:09:37 EDT
From:  JSabo5678

In response to some previous messages:  The remark about not being able to
accomodate in the Middle School was made to our faces ( my husband's and
mine) in a room full of administrators and teachers. (I sure they would all
deny having heard it).  But there were two of there who did.

As to what specifics the IEP asked for:  they were things like test
adaptations, having a teacher's notes instead of having to take them off the
board of from the overhead, getting some extra reinforcement in a particular
area when his grade reflected that he just didn't understand what the work
was, having the teachers supply some initial guidance in organizational
skills, using lined paper, and using graph paper for math.  Other things that
were on the IEP were suggested by the school psychologist were :  extra time
for work, less math problems per page, providing him with study guides, short
projects or reports on a subject to replace a test.  I really liked the last
one, because I feel that it teaches the child to do research, organize
materials, and write.  Studying for a test is just that "studying for the
test".  It's something you can forget when the test is over. But if you do a
report, for instance about hurricanes, at least you have learned something
you aren't likely to forget.  I still remember some of my high school term
papers.  And, wow, do you learn some important skills, like how to use the
library and how to organize.

The other things on the IEP dealt with making the teachers aware of what
kinds of ways Adam was affected by some of his disabilities, ie visual
perception and short term memory deficit.

Just a humorous note here,  my son has maintained his sense of humor through
all of this.  One day he told his father (when he had forgotten to do
something), "Hey, dad, you have the same problem I have.  Your hard drive
isn't too bad, but you need to reboot once in awhile".Subj:  Re:Very Vague
Date:  95-02-18 10:34:00 EDT
From:  SusanS29

"His specific problems involve reading comprehension, inference, predicting
outcomes."

Except for general comprehension, the others are tough things to do, and I
don't think anyone should panic over them. You see, if the comprehension is
weak, inference and prediction -- which are 100% dependent on comprehension
-- will *have* to be weak. It could be no other way.

However, that still doesn't solve the problem, because unless your son has a
language problem (and he couldn't, or his listening comprehension wouldn't be
so high)... *something is causing the comprehension problem!* Comprehension
isn't the *problem,* it's the SYMPTOM.

To improve his reading, someone has to figure out what keeps him from getting
to comprehension, which is the GOAL OF READING.

Getting a private evaluation paid for can be tricky. Usually it's paid for
when the school district says "This kid is fine and doesn't need help..."
then the parents get a private evaluation which finds clear learning
disabilities. So they appeal the school's ruling, and *if they win* the
district has to pay for the private evaluation.

I would suggest that if you live near a university you take him to a
university-based reading clinic (any university with a graduate education
program is likely to have one). Those kids are tested by eager-beaver grad
students who are up on all the latest testing and remediation techniques.
They *really like kids.* They write outstanding, detailed reports -- because
their grade depends on it (grin). All their work is supervised by some of the
best minds in reading in the country. Usually, it's moderately priced.

Then you can take *that* report to the school. You might want to enroll him
in the university's reading clinic. It's possible that no one at your child's
school has the talents necessary-- only the degrees...

I say again, the core *symptom* they've identified is comprehension. Now
someone must figure out what keeps him from getting to comprehension.Subj:
Re:Signing Ed Plan
Date:  95-02-18 10:38:04 EDT
From:  SusanS29

     What a terrific example! (What a great kid!)

      Somewhere in all your papers, they were supposed to give you a list of
all your rights, the appeal process, etc.

       Start it now. Do everything in writing, and always set deadlines (we
expect a reply within 10 days. Thank you for your time... or whatever).

        Keep VERY accurate records. If it's in the IEP and they aren't doing
those *very* simple things (most of 'em anyway) they ARE in violation.
period.

       If you exhaust all appeals file a complaint with the Office of Civil
Rights. They're free (your tax dollars at work); no lawyers allowed and it's
fast.

       It's also far less confrontational than a legal action.Subj:
Re:ADVOC/SUSAN
Date:  95-02-18 17:06:37 EDT
From:  BarryNet

Thank you for being fair in the advice you are giving. Parenting is emotional
and confusing. Most of us are sincerely trying to meet special needs fairly
and by the law and district guidelines...but you already know this.  Would
like to talk to you more.  BARRY/NETSubj:  Re:Advocate
Date:  95-02-22 15:56:12 EDT
From:  DEBHEX

When I attended my ARD committee meeting (in Houston, TX) to set up the IEP
for my son--dyslexic--I took an educational advocate.  Our 45 minute meeting
ended up taking 2 hours--but I got what I wanted for my son.  The key is to
know the law to get what you want and that is what an advocate can assist you
in doing.  I heartily recommend and would be glad to discuss further.  GOOD
LUCKSubj:  Re:Advocate
Date:  95-02-22 15:58:26 EDT
From:  DEBHEX

My district did not even suggest an advocate--I did this on my own.  I had a
strong belief in the program I wanted my son in and the type of assistance I
wanted for him.  I presented the advocate as my "friend" and not as an
educational advocate.  They were more concerned with whether or not the
advocate was an attorney.
If you don't stand your ground and have goals for the session you will
receive for your child just what THEY want to give your child.Subj:  Re: IEP
Date:  95-02-22 16:07:38 EDT
From:  DEBHEX

In Texas--Humble Independent School District--the Special Ed Rights booklet
states that you can "tape" the proceedings.  You do need to advise that you
are going to do this.  THIS IS ONE OF YOUR RIGHTSSubj:  Special Ed:School
Retaliation
Date:  95-02-23 14:08:57 EDT
From:  Emu95

Watch the Pr. William V. Coder Case in Manasses Va. Parents & Taxpayers are
being victemized by a system  that is out-of-control.  Where is the
protection of IDEA & Section 504?Subj:  Re:Special Ed:School Retaliation
Date:  95-02-23 16:06:59 EDT
From:  SusanS29

Emu, details please!!Subj:  NEW IEP
Date:  95-02-25 21:11:27 EDT
From:  GHERMY

I live in CA.  My son is overdue for an IEP we were supposed to do one in
Nov. 1994.  I have not pressed for one because I wanted to see how he would
adjust to his new situation.  The last IEP they ti write him out of the SDC
category.  In discussing him with a speech specialist she told me she was not
aware he was diagnosed
add.  I want a new IEP but need help on how to ask for one and how to keep
him in the program he is currently in.  He is very successful where he is
now.        Subj:  Re:Advocate
Date:  95-02-28 13:53:58 EDT
From:  NoHorse

If you live near a University you might try professors in the special
education program. If there is a parent group in any of the special education
areas, i.e., mental retardation, learning disabilities, emotionally disturbed
(you might find a lot of different names for these groups such as EDBD, SLBP,
and others) someone in that group should be able to help you find an
advocate.

Make certain your advocate is KNOWLEDGEABLE about special education, state
law related to education, and current educational practices. A competent
advocate can assure you get what you are entitled to receive and provide
counsel, much as an attorney would do if you hired one for your protection.

Good luck in your quest. Subj:  Re:Need an Advocate
Date:  95-03-02 00:55:01 EDT
From:  Alexand121

HELP!!!!!!!!!!! WE LIVE IN AUSTELL-COBB COUNTY-GEORGIA AND ARE  SEEKING AN
ADVOCATE, ADVICE, ETC. RE:THE ABSOLUTE DISREGARD OF THE
COUNTIES/STATE/FEDERAL LAWS REGARDING SPECIAL ED. AND RELATED SERVICES FOR
ADHD KIDS. WE HAVE AN 11 YEAR OLD WHO WAS DIAGNOSED IN 1991. TO DATE SHE HAS
RECEIVED NO SERVICES NOR HAS SHE BEEN EVALUATED APPROPRIATELY TO DETERMINE
THE IMPACT THE ADHD .WE HAVE REPEATLY REQUESTED, FOLLOWING ALL THE
REQUIREMENTS AS SPELLED OUT IN PL 94-142,SECTION 504, AND ADA.WE WERE
INFORMED YESTERDAY THAT OUR KID WOULD HAVE A PSYCOLOGICAL EVAL. TODAY.
(3/1/95) WE STOPPED HER FROM TAKING HER MEDS(DEXADRINE) SO THAT WE WOULD HAVE
AN ACCURATE EVAL. WE FOUND OUT AT 4:30 TODAY (FROM OUR KID) THAT NOT ONLY WAS
SHE NOT TESTED BUT SHE ALSO RECEIVED ONE DAY OF IN SCHOOL SUSPENSION BECAUSE
OF AN IMPULSIVE ACT. NOT!!!!!!!!!!! WE ARE INFORMED RE: ADHD, ARE MEMBERS OF
C.H.A.D.D.,PARTICIPATE IN THERAPY AND HAVE DONE EVERYTHING WE KNOW TO
DO....THEY ARE NOT MEETING THE REQUIREMENTS OF THE LAW AND WE HAVE GONE AS
FAR AS THE STATE OFFICE WITH NO SOLUTIONS. PLEASE CAN ANYONE WHO LIVES HERE
HELP US.WE ARE IN THE METRO ATLANTA AREA. THANKS TO ANYONE AND EVERYONE.Subj:
Re:Need an Advocate
Date:  95-03-02 08:21:50 EDT
From:  Ratatat

Sounds like it is time to file a Civil Right complaint.  You can get the form
from the Protection and Advocacy office in your state - usually located in
the capitol.  This office is federally mandated to exist to help parents with
the IDEA.  Other than that, call the Department of Justice - this is there
territory.Subj:  Re:Need an Advocate
Date:  95-03-02 23:01:10 EDT
From:  ZANNEFIELD

Have you thought of hiring an attorney and bringing a civil action suit in
circuit court against the school district, and the state board of
education?Subj:  Re:Need an Advocate
Date:  95-03-10 13:15:20 EDT
From:  Suziclix

I ABSOLUTELY AGREE WITH SusanS29. Write down everything everyone says. When
they said it, and under what context. Don't trust the school totally. I wish
I had a tape recorder when the princepal of my son's school suggested that WE
have our son Bakeracted after thier attempt to Bakeract him failed.  They
called the police on my 5 year old, 34 pound son when he went into a really
bad rage at school. Granted, he's got the strength of a 10 year old when he
goes into one these rages, but the fact that they called the police first,
then us, and fully intened to have him hospitalized.  Fortunatly or
unfortunatly, I'm still not sure, my son calmed down before the police had
arrived and could not be taken in costody because the officer did not witness
it.   Now to get back to my point, the
princepal talked with my husband  and I as soon as we got there, told us what
she had done.  She said by Bakeracting him he would get 72 hours
of   FREE  observation and evaluation.  Then told us to have him Bakeracted.
We have no insurance.  3 days of  FREE help sounded real good. Especially
since the first day of school we requested  that our son be on the child
study. And very, very little was done before this particular incident
happened.    Needless to say, we listened to our princepal and had our son
hospitalized.  They kept him not 3 days but 8 days.  Yes we
finally got him officially diagnosed as ADHD, but we already knew that and it
cost us close to 10,000 dollars.And the school was let off the hook so to
speak to diagnosing. 3 days free by Baker acting him, bologna, everybody
laughed at us .  The hospital laughed at us. An attorney laughed at us. The
school pay for it, HA!  Lesson to be learned...
The schools don't know everything or they'll politely lie to you.  The
attorney was the one that turned us the right direction for an advocate.
She could only help make sure his rights were taken care of educationally,
but could only suggest a lawyer for money problem.Subj:  Re:Advocate
Date:  95-03-11 09:49:42 EDT
From:  DSQUAREDS

Hi! PwrRang500! I finally made it here. Ifeel like I'll never find my way
around.
            See ya!
             DSQUAREDSSubj:  Re:Advocate
Date:  95-03-17 22:18:53 EDT
From:  KLEMAL

PEP Parents Educating Parents have advocates.  They are located at the ARC
(American Retarded Citizens?) in Marietta.  They help children with
disabilities, not just retardation.  They helped us emotionally and told us
our legal rights and were willing to go to the IEP if it was needed.Subj:
Re:Need an Advocate
Date:  95-03-23 23:09:00 EDT
From:  J2ja

There are provisions within the department of Education, Office of Civil
Rights that can help many of the parents fighting the battle of Section 504,
Rehabilitation Act of 1973 - specifically in dealing with children with
ADD/ADHD.  As we all know "they don't have a real problem".  That what was
meant to be entirely sarcastic since I have one child diagnosed ADHD and one
that has been exhibiting symptoms of ADHD.  Ther are regional offices
throughout the country - SPECIFICALLY in Atlanta.  A wonderful book I found
in most book stores is "Negotiating the Special Education Maze - A Guide for
Parents and Teachers" - this book lists regional EO offices and other
addresses of personal interest.  There are many agencies and advocate groups
which have experienced lawyers that will take on the system free of charge or
at a greatly reduced cost.  These agencies can be difficult to locate but,
the state bar association can direct you towards some helpful lawyers.  Most
of the lawyers I found dealing with disabled childre have children themselves
that are disabled.  Good luck and DO NOT give in to the beaurocratical jerks
in the school system.Subj:  Re:Advocate
Date:  95-03-24 22:14:31 EDT
From:  StanySpeak

Dear Sotired: contact your parent resource center or SELPA office (special
education local planning area and ask them for your "Parent' Rights
Handbook". You have a right to your child's records a.s.a.p. You are your
child's best advocate. Knowledge is power - the more you know the better you
can advocate for him.
Avoid Special Ed. placement!Subj:  Re:StanySpeak
Date:  95-03-25 17:48:14 EDT
From:  SoTired

*Avoid Special Ed. placement!*


WHY????

Just an update.  The district was holding on to the paperwork just because
they could.  Seems within all the timelines they have here 150 days can be
used before an IEP is actually written.  Rather large slice of the school
year..don't ya think?

Also the child has been in special ed since november so avoiding it was out
of the question to begin with it seems.

Where is my cave to hide in....this world is just too strange.Subj:  Re:  We
Must Educate Them!
Date:  95-03-26 01:15:17 EDT
From:  NKillebrew

Words of Wisdom from Minnesota...It's ugly here, too.  My ADHD/SL/ Tourette's
Syndrome child was dropped from Special Ed in the transition from elementary
to jr. high.  His 6th grade teacher predicted he'd never make it and his 7th
grade teachers confirmed this with F's.  Would you believe he acted out? It
took an expulsion, federal court action (read JB vs. SD191 in the IDELR--IDEA
Law Reporter), 45 days without school, thousands in INDEPENDENT medical
evaluations (don't trust their evals), 30 lost days of mom's work, many
tears, etc. but within four months, with the aid of the best special ed
attorney in this state (she's very inexpensive), we reached an out-of-court
settlement which will help my son receive the education he deserves.  He went
nine months without an IEP and will have to repeat 7th grade. You should know
that he was assigned an "escort" in his school of 1300 children.  Public
lynching still exists--in the north even!

Take this bull by the horns, learn your rights, push your issues, and teach
them what it is they should be doing because many state departments are
inadequately staffed.  Our's just underwent federal monitoring and was found
to be non-compliant in five key areas (one was overrepresentation/
misrepresentation in the EBD class).  Our Independent Parent Advocacy Group
(IPAG) is comprised of veterans of the Special Education War. We're working
at the legislative level now to kill anti-special ed "safe schools"
legislation!

Yes, SoTired, it's a very strange world but we can change it with hard work
and dedication!  Rest up!Subj:  preschooler
Date:  95-03-27 02:05:03 EDT
From:  JulieDale

We are fairly new to the whole world of special ed, and pretty befuddled. Our
4-1/2 year old son has been in special day class since age 3, because of
delayed speech and fine motor skills, mainly.  He also has had some fears and
was somewhat socially tentative, but has made great strides.  He loves his
preschool and his teacher, but sometimes I worry that he's not making the
progress he would if he were in a more "normal" classroom setting.  I
vacillate between having him so happy and secure where he is now vs.
stressing him with a new school but perhaps more stimulation.
This past week we took him to a child psychologist to get an evaluation about
the fearfulness and other delays.  She recommended neurologic psychological
testing.  She will write a report recommending he have it done, but doubts
the school district will pay for it.  Is it possible they might, and how do I
go about suggesting it.  Any time I ask for anything, i.e., occupational
therapy for my son, who still has difficulty holding a fork, let alone a
pencil, I am pointed to other children in the class who have much more severe
handicaps and told that even they don't qualify for occupational therapy.
I'm uncertain how to proceed.  Any input?  Thanks.Subj:  Re:Need an Advocate
Date:  95-03-30 17:28:58 EDT
From:  Mcg00

Dear Tired:  Much information has been forthcoming.  Take it all down, then
review it and decide which will work best for your child.  The school system
wants to be sure that they have all the documentation they need, any
pertinent outside reports, and any other information from you before the
meeting.  They also want you to be a part of the team.  Yes... they will
discuss your son prior to your meeting, but any decisions about eligibility
and program will come through the meetings, and through your team decisions.
Make yourself an advocate for your son and what you want for him, not an
adversary.  Let us know how it goes.....Subj:  Re:preschooler
Date:  95-03-30 19:41:36 EDT
From:  TURN 94

A full evaluation is the responsibility of the school system. If you need
more info on how to request in a positive manner contact your Parent Training
and Information Center in your state.  If you need, I have some training
manuals from ours in Texas. Our cost is $12  409-525-2701Subj:  Re:Signing Ed
Plan
Date:  95-04-02 13:57:51 EDT
From:  Keldonia

you can't add something like,the district will  pay for Educational placement
without another meeting being called to address that issue specifically.  You
can add minor changes that don't drastically the IEP or placement.Subj:
Re:Signing Ed Plan
Date:  95-04-02 14:02:01 EDT
From:  Keldonia

The IEP must be based on the students individual needs. Not on what services
and programs are currently available on any campus. I am seeing an increase
of principals making decisions at these meetings that are direct violations
of IDEA.  Contact your state P&A Advocacy  office or PTI (Parent Training and
Information center).  Subj:  Re:IEP meeting
Date:  95-04-02 14:05:41 EDT
From:  Keldonia

Susan, we have held ARD meetings in the evenings, at parents homes, on
Saturdays etc.  Our decision to do this has always been based on the
situation.  The law says at a mutually agreeable time with no timelines for
duration. Subj:  Re:Advocate in Houston
Date:  95-04-02 14:09:15 EDT
From:  Keldonia

Please contact me. We have agrant to network families in Texas and I
aminterested in knowing if this advocate was someone associated withthis
grant.  Subj:  Re:Need an Advocate
Date:  95-04-02 14:14:27 EDT
From:  Keldonia

contact The Georgia Parent Support Network
1-800-832-8645Subj:  Re:IEP meeting
Date:  95-04-02 21:48:46 EDT
From:  SusanS29

Sure... but you said "mutually agreeable." Many teachers would not agree to
an IEP during evenings or weekends, and I really couldn't fault them for
that.Subj:  Re:Signing Ed Plan
Date:  95-04-07 13:21:30 EDT
From:  EStalkflee

WE HAVE BEEN THROUGH THE IEP PROCESS KNOW WHAT YOU ARE FACINGSubj:
Re:Signing Ed Plan
Date:  95-04-07 13:28:38 EDT
From:  EStalkflee

WE HAVE A 3 YR OLD PLUS 4 OTHER CHILDREN WHO HAVE NEEDED  IEP'S AT ONE TIME
OR ANOTHER. WE HAD A PROBLEM
WITH HEAD START. THEY DO NOT LIKE TO TAKE MOBILITY IMPAIRED CHILDREN. THEY
MAKE UP THE MINIMUM 10% BY TAKING SPEECH DELAYED. SO FAR WE HAVE BEEN VERY
FORTUNATE TO HAVE SOME GOOD PEOPLE FROM  PROJECT HOPE AND THE REGIONAL CENTER
HELPING US.  IN RELATION TO MIDDLE SCHOOL NOT PROVIDING THE IEP REQUIREMENTS
THATS
BOLOGNIA. OUR 8TH GRADER HAS A PROBLEM WITH SHORT TERM MEMORY AND WE HAD TO
PUSH FOR SOME OF HER CLASSES TO BE ACCOMADATED BUT IT IS WORTH IT.Subj:
Medical needs in sp. ed.
Date:  95-04-08 13:37:19 EDT
From:  Garew23

Our family lives in CT.  Our youngest of 3 children (4 years old) has CHARGE
Association which is an acronym for a combination of birth defects.  Our
daughter is visually impaired, hearing impaired, heart anomalies, general
weakness, swallowing difficulties but is fed by mouth and fluids by gastric
tube.  Now, picture this.  A bright, cognitively aware, prechool child who
uses total communication (sign & spoken), will sign her favorite songs, has
over 120 signs she uses interactively, walks with the assistance of a Fisher
Price lawnmower (assistive technology at it's cost effective best..grin),
knows and signs all her colors, counts to 10, will imitate many animals,
recognizes and interacts with many familiar people.  Now my question.  After
an extreme amt of effort, we were able to convince a residential school for
the deaf to allow attendance in their deaf/special needs program.  They make
it very clear to us that this program was not intended for deaf-blind
children.  She has made wonderful strides her first year in preschool and
they want her to attend full day.  Due to her calorie needs we must access
her G-tube for fluids at lunch.  The school system will not fund this medical
need.  Services for the Blind may be able to fund this BUT the school system
will not pay upfront to then be reimbursed.  Our daughter currently receives
nursing care at home while my husband and I are working through "Katie
Beckett" Medicaid waiver.  They only cover skilled nursing visits in the
home. I have learned that efforts are underway to have Medicaid fund these
services in the school setting but not as of yet.  I have contacted a
university law school but we are waiting to see if the local school system
can work this issue out.  Medicaid currently provides 15 hours of nursing for
us.  If she were in school full-time she would only require daily 1hour
visits.  We are very concerned that the opportunity for her to attend full
day will be in jeopardy.  I have ample documentation of her stamina to attend
from her doctors. (she has at last count 8 of them)  We fought very hard for
her teachers to see the child that we see each day.  Her first year has been
a learning experience for their staff and administrators alike.  I would
enjoy hearing from parents with special ed children with healthcare needs. I
can't understand how LED's refuse to fund for services that allow children
with special healthcare needs to attend school in the least restrictive
environment?  I would also like to hear any advice which may help.  I may
also be able to assist someone as my experiences have been challenging as
well as rewarding.  I don't typically have the time to use AOL.  I am close
to being computer illiterate!  I will look for responses.  I hope I can find
them!!   Thank-you for your kind consideration of this message.  garew23Subj:
Re:Medical needs in sp. ed.
Date:  95-04-09 15:55:20 EDT
From:  ALauritzen

Garew23, you need to call the national parent network on disabilities on
Monday morning. Ask for Patty or Larry. Tell them your situation and they can
give you names of people to contact for help in your state. In the mean time,
contact your special education state department, ask for help. Also your
state should have a protection and advocacy service, ask the special
education people. Also you have a parent training center in your state. If
all else fails call Senator Chris Dodd. He is a very strong advocate for
children. But you do need to call the National Parent Network or e-mail them.
1-703-684-6763. or [e-mail].  I will fax your message to them so they
will have a start. AnneSubj:  Re:IEP meeting
Date:  95-04-09 19:13:20 EDT
From:  Keldonia

Susan I stated mutually agreeable time  and then I clearly followed with
"based on the situation" .  I guess some districts are more willing to break
the perception of the professional and parent role tahn others.  We come from
a philosophy of "Whatever it Takes"  comes from the WrapArounD movement
occurring across the country.Subj:  Re:Medical needs in sp. ed.
Date:  95-04-09 19:18:01 EDT
From:  Keldonia

Garew23,  Anne gave you woderful information.  There was a catheterization
case out of Dallas thet won in the Supreme Court.  I have met the mom but I
don't  the particulars.  We won't be back in our office until Thurs. Call
1-800-839-8876.

Or you can call Advocacy Inc. in Texas they are our P&A and are the ones who
won this monumental case.  (I have a copy.)Subj:  Re:IEP meeting
Date:  95-04-10 09:20:48 EDT
From:  SusanS29

Yes, of course, Keldonia. Let's not bicker.

Circumstances will vary greatly from community to community. Where I live,
there are 23 smaller school districts and one larger one within one large
geographic area. All are served by an "umbrella" school district which
provides special education needs (usually in the local district). Teachers
often live 20 miles or more from where they live.

We expect the parents to be at the IEP; also the clasroom teacher, the
special education teacher likely to receive the child to his or her caseload,
and the school counselor at a minimum. Often bringing all these people back
to the school can involve 100 travel miles or more.

See? I'm not posting *to confront you.* I'm making my comments so that
parents will realize that having an IEP after school hours (esp. evenings or
weekends) isn't always feasible. If held in the late afternoon or evening,
all the people involved have to be able to provide for their own children's
safety and well-being at home while they're back at school.

In other places the school district may be small and the staffing simpler. It
might be *much* easier in those cases.

I think parents need to know their rights. It's been my experience (and I'm
sure yours also) that most parents don't have any idea how many rights they
have in regards to their children's special needs.

At the same time, at some point demands do become "extraordinary" and more
than the best-meaning school staff can meet. While parents should educate
themselves about their rights, I think part of that knowledge needs to be
that limits always exist.

The only time I've seen IEPs scheduled successfully during the evening have
been during parent/teacher conference weeks, where everyone had already
cleared their calendar to be at school that night.Subj:  Re:IEP meeting
Date:  95-04-10 09:22:13 EDT
From:  SusanS29

"Teachers often live 20 miles or more from where they live."

Whoops! Freudian slip! (grin)

Should have been "... from where they TEACH."

Sorry.Subj:  Re:Need an Advocate
Date:  95-04-12 21:26:00 EDT
From:  KENWEITZ

just a bit of advice.  As a teacher, I am aware of just how much an IEP
really does not show what the child will be doing, since IEP's can and
sometimes are just carbon copies from one child to the next.  As the mom of a
disabled child, the IEP frustrates me since I know just what goes on.  I
think that IEP's have their place, but they are not done correctly.  Here in
NY we have an agency called Advocates For Children with Special Needs.  They
are dynamite.  Also, most states have an office for advocacy, or something on
the order of OMRDD - Office of Mentral Retardation and Developmental
Disabilities.  Contact them and I am sure that you will find that they are
majorly helpful.  Also, I believe that most states have some sort of office
for advocacy purposes in the state capitols.Subj:  Re:Need an Advocate
Date:  95-04-12 22:48:41 EDT
From:  Ratatat

Right you are!  Every state is supposed to have a Protection and Advocacy
Office as part of the IDEA - federal rule that they have it!  Ours is located
in our state's capital city.  People could call information in their capital
and get the information.Subj:  Re:Need an Advocate
Date:  95-04-12 23:59:34 EDT
From:  ENCINITAS

The federal legislation that mandates and funds Protection & Advocacy (P&A)
permits each state to establish their own criteria for who P&A can serve with
advocacy services.  In CA, the criteria excludes most LD and Communicatively
Handicapped -- this represents over 80% of the identified (much less
unidentified) kids in special ed.  In CA, if your kid falls in this largest
group of special needs children, you are up a creek without a paddle.  There
are 600,000 kids in special ed in CA -- 480,000 of them have no legal help
available, but that for which the parents can pay privately.Subj:  Re:Need an
Advocate
Date:  95-04-13 07:01:47 EDT
From:  Ratatat

The department of Justice is always available to receive complaints, no?Subj:
Re:Need an Advocate
Date:  95-04-13 19:54:35 EDT
From:  SusanS29

" IEP's can and sometimes are just carbon copies from one child to the next."

I worked with a teacher once who wrote the very same IEP for 14 students. She
planned to teach them all together also! -- to keep her schedule simple.

She had all sorts of reading-related goals -- even for  students who were
good readers.

The supervisor made her re-do them. :)Subj:  Re:Need an Advocate
Date:  95-04-16 00:58:28 EDT
From:  EvTrCh

Just to let you all know I am an advocate and have 2 special needs children
with varying degrees of needs.  Over the past several year I have written my
own IEP with great success.  All depends how willing the SpEd teacher and the
SpEd coordinator works with you.  You must be Very demanding and always at
the school complaining but eventually they will listen.  At least they did
for me.  I'M  from MAss the laws here are a little easier then most  E-mail
me if you have any questions!!!!   Good LuckSubj:  Re:Medical needs in sp.
ed.
Date:  95-04-16 01:06:22 EDT
From:  EvTrCh

in order for your child to go to school she needs Med assist.  As far as my
state and my district in Mass they have to provide what ever it takes to keep
your child in the school  However if this is a private school there is a
difference.  If it is a public school, what ever town you live in MUST
provide whatever is necessary to keep your child in that least restrictive
environment.  Tell them there must be a full time nurse on duty at all times
or that is a health hazard for the residential school.  Law says they must
have one. (public residential?)  good luckSubj:  Re:preschooler
Date:  95-04-16 01:13:28 EDT
From:  EvTrCh

If you haven't done it already request a full CORE specifically OT and any
other specifics.  Get that report.  If nothing shows up ask for an
independent eval.  School must pay for both.   My son recieves OT from the
school and has for 6 years.  When the OT therapist went out on Maturnity
leave no mother complained of delay in service except me  thus I recieved an
OT my independent contract.  Ask your pediatrican for a referral.  If you
don't have insurance contact your states department of public health for a
state health card.  If the disabilities are severe apply for SSI through you
local social security administration.   GOOD LUCKSubj:  Re:Need an Advocate
Date:  95-04-16 01:21:11 EDT
From:  EvTrCh

contact you department of public health for a state healthcard or if
disabiling contact the Social Security office For supplemental income for
services for your child.   Sue the school for false alocations and emotional
damage.  above all else don't pay the bill.Subj:  Re:Advocate
Date:  95-04-16 13:50:19 EDT
From:  LRich25867

I think that you might try the Education Law center.  Also how about an
advocate in the form of an adult with a disability who lived to tell about
"special ed"Subj:  Re:Advocate
Date:  95-04-20 22:05:57 EDT
From:  DIVECHRIS

I'm new to AOL so I just read your message.  If you still need assistance you
can leave a message on this board.Subj:  Re:Advocate
Date:  95-04-24 17:02:38 EDT
From:  SHzoltar

I have a friend in the Orlando Fla area who has a son, 4 years old, who has
been diagnosed at times: autistic, ADD, LD, etc.  He is verbal now, does not
show the typical autistic behavior, but my friend needs to make a decision on
what type of education she will ask for her son.  Is there a group out there
that could guide her in the "marginal diagnosis" education opportunities?  He
is a different sort of child, keeps his own counsel, but from my non-expert
point of view his intellectual ability seems to be within the standards for 4
year olds.  Any resource would be welcome at this point.
Thanks.
ShzoltarSubj:  Re:Advocater
Date:  95-04-24 22:31:07 EDT
From:  WBYC1

If you are still seeking information you can post a message for me and I will
attempt to provide information.  I am a special education educator, parent of
a SPED student and an educational advocate.  Good luck.Subj:  Re:Advocate
Date:  95-04-25 17:01:28 EDT
From:  ALauritzen

You might tell your friend to contact the Parent Information and Training
Center in Tampa for some help. It is called the Parent Education Network
Project. 813-289-1122. Janet Jacoby is the contact person. AnneSubj:  Re:Need
to learn about advocates
Date:  95-05-03 00:01:10 EDT
From:  LTroudy

Hi I am new at all this  E mail stuff.  I am a special education teacher and
have been for 18 years.  I am currently tutoring  a  year old girl  with CP
and  we are just completeing her tiannaul evaluation.  She is currently
receiving about 1 hour a day of RSP help ( poor at that ) and her WISC # 3
scores were fairly dismal.  I work in the district that serves her so am in a
bind as to suggestions that I can make.  The district is small and only has
one self contained class and it has mostly "very low" functioning children or
"very hard to handle cases.  She is socially very normal and loves her
friends teachers and school .  I can't imagine her going in there and the
thought of her remaining in the regular class is somewhat overwhelming too. (
Performance score  54) The world happens at such a fast pass and auditory
processing skills are non exsistant.  Mom is very supportive but knows little
about  " how all this works".  Any help on support groups in So. California
and how I can get her connected.  Any groups working with mild CP?  Read all
the info on OT and that sure does sound up her alley.  She has little visual
motor integration.  Her handwriting is decent but can't do block designs,
picture completion or picture arrangemt at all.   ( Scaled scores were 1 or 2
)  Help   Please write something.  Thanks Laurie in DB Subj:  Re:Need to
learn about advocates
Date:  95-05-03 00:15:27 EDT
From:  SusanS29

"( Performance score  54)..."

When a subset of scores are that extremely low when compared to the verbal
scores, using the performance  scores is invalid. For instance, the full
score *shouldn't even be calculated.* You might as well give the performance
section to a blind student and then try to call it valid.

Go with the verbal scores. She will need support in the classroom for her
perceptual deficiencies, and she's entitled to them, but the parents will
probably have to be the ones to fight for her.Subj:  Re:Need to learn about
advocates
Date:  95-05-03 23:11:02 EDT
From:  LTroudy

From Laurie DB
Regarding my Cp gal with the 54 performance, they did not calcualte a full
scale- and this score was even prorated without coding and picture
completion.  I have been reading a lot on the message boards about OT and it
sounds like some sensory integration work would not be a bad idea if I can
get the mom linked to some services that don"t cost her and can be rpovided
by the district.  I spoke with the district rep today and they are looking at
an inclusion program at a near by school which is far better  than  the RSP
at her site and much better than the one SDC class.  I think  we are only
bidding our time and missing out on some key service time in that are a( if
we haven't) already.  I am searching for some parent groups locally to get
her connected to get her empowered with knowledge and names as this area is
rather new to me.    Thanks for the contact. Subj:  Re:Need to learn about
advocates
Date:  95-05-04 23:56:23 EDT
From:  Socadream

I too, am in So Cal.  Have that mother run to TASK (Team of Advocates for
Special Kids).  the number is1-714-533-8275, they know a LOT!!  In addition,
give PAI a call (Protection and Advocacy, Inc.) They too, are advocates (No
charge), they even have lawyers, if that becomes neccessary. (1-818-546-1631)
Good Luck--she's lucky to have an interested teacher.Subj:  Re:Need to learn
about advocates
Date:  95-05-05 12:39:20 EDT
From:  LTroudy

Thanks for the info.  I will pass it on to her.  She is off  to the
neurologist today to update .  We are going to see what that says.  I still
would like to see what exactly OT is.  If their is anyone on this message
board that does OT, could you write and tell me what you do and how do we in
the public schools.  I am pretty rusty in these areas anymore as my RSP
population really doesnt tap in to many outside resources. Subj:  Re:Advocate
Date:  95-05-07 07:51:59 EDT
From:  RoseO

HI! If you live in New Jersey they have a Parent Information Center, in
Teaneck.  Ask for Ruth Watson.  Other states have this group also. Call your
state Board of Education, ask for the special Ed. Dept. They should have a
booklet on the Special Ed. laws, read the information like your Bible.
Become informed. Go to the Library ask other parents, find out if you have
any parent groups in the community. Check hospitals, they have programs for
early intervention. Network yourself in your community.  If your live in New
Jersey, I have a parent advocate in the central - momouth area.  By your
rights, the school has to send you a copy of the testing, always ask for it
in writing. If you have to make copies and send cc to child study team, head
of Special services, Principal, Superintendents and Board of Education
members if you have to.  Start your own parent group.  If you can afford it,
have your child tested privately. You will have the best profile of your
child this was.  I have 3 children with learning disabilities, one has
finished college, the middle one is in college and the last one will be going
to middle school.  I just started reading what's on AOL. I can't believe how
many people need help. Write to RoseO, I will gladly give you any information
I have. Need to know a little more about your needs. Good Luck! Subj:  San
Diego Advocate
Date:  95-05-07 13:33:29 EDT
From:  Battaile

Does anyone know of a good advocate in the San Diego County area?Subj:
Re:IEP/ Susan S29
Date:  95-05-10 00:03:06 EDT
From:  Woodacre

Just found this forum and I'm fasinated. My 10 yr. old step-son is full
included in the 4th grade and pulled out for 45 minutes 4 times a week for
resource help. We had him tested at UCSF Dept. of Behav. Peds.  They indicate
he needs at least 1 1/2 hours a day of pull-out time. The school said they
cannot provide this because the specialist is only part time and doesn't have
enough time and they can't afford it.  His performance is way below grade
level. He is ADHD and does have mild CP which makes writing very difficult
for him, he uses a computer when he can. My querstion is we were told that
under 504 they are required to provide him with a specialist for 49% ofhis
day.  Is this true?  Can I get a copy of 504 online somewhere? Subj:  504
Date:  95-05-10 00:06:05 EDT
From:  Woodacre

Does anyone know how to get a hold of the 504 law on-line?  Is it
possible?Subj:  Re:504
Date:  95-05-10 07:01:27 EDT
From:  Ratatat

Wood,

You should be able to get a copy of the IDEA (Individuals with Disabilities
Act) and Section 504 from your school district's superintendent's office.
Or, try your local public library, or call your state's department of
education or department of justics.  Also, contact the Protection and
Advocacy Office in your state - this office exists to help parents with kids
who are being educated with the special laws mentioned above.Subj:  Re:504
Date:  95-05-10 09:19:18 EDT
From:  LindaWalsh

You can get a copy from the Department of Justice by calling 202-514-0301 and
requesting it.

While you're at it, you might request a copy of IDEA too.  They send the
requested info pretty promptly.

Subj:  Re:504
Date:  95-05-10 21:12:21 EDT
From:  LTroudy

504 is all together different from special education laws and does  have more
loop holes.  By law your child is entltled to up to 49% of his time in the
RSP program at that point - being in the least restrictive environment.  It
is not rquired however to be on that site.  I am an RSP teacher who worked at
three sites during the week, and that was due to the fact that the sites did
not have enough students to fund a teacher.  Students who needed up to 49% of
their day in direct service were moved to another campus.  The law says it
does have to be provided, not where it is provided.  In that 49% it does not
have to be pull out time.  Collaborative service and support by a special
education aide can also count.  I have several students who receive 49% of
their day with RSP service but are only pulled for 1 hour.  The aide works
with them, or parent volunteers follow my plans in addition to LSS support.
504 plans are not to overlap with special eductaion, they are to provide
support for the student who does not,  as a rule qualify for special
education services.  A child with ADD or ADHD can fall either way, based on
parent choice and qualifying data.  The child can go in speical ed as Other
Health Impaired, if he can not make satisfactory progress in the regular
class without the support.  Many of the ADD kids often have other hadicapping
conditions.  Has your child been fully evaluated by the school psychologist
to rule in or out any other learning problem? .  504 does not offer this  or
concern itself much with this.  The other disadvantage is most schools are
very untrained and unexperienced with 504 so you will be a guinea pig.
Special Ed. has a lot of experience behind it.     If you need more help with
the RSP side of it all write me at L Troudy Subj:  Re:Fully included
Date:  95-05-10 21:16:26 EDT
From:  LTroudy

My experince of  late is that the fully included student gets more of their
assignments modified and less direct instruction.  I have not seen it real
successful from the aspect of growth in reading and language, though socially
it is very beneficial.  I have also shared these kids with the full inclusion
teacher?RSP.  The benefit of full inclusion is your not tied to % of time
served.  Several of the fully included students have opted to go back to RSP
for more direct instruction.  Keep in mind I have no idea the potential and
expectancies of the student we are addressing. Subj:  Re:IEP/ Susan S29
Date:  95-05-11 21:14:58 EDT
From:  SusanS29

"The school said they cannot provide this because the specialist is only part
time and doesn't have enough time and they can't afford it..."

This is an uacceptable explanation. The child is not required to meet the
school's setup; the school is required to meet the student's needs.

"My querstion is we were told that under 504 they are required to provide him
with a specialist for 49% ofhis  day."

There is no such requirement that I know of. Do you have CHADD's "EDUCATOR'S
MANUAL?" That would be far more helpful to you than a copy of 504.Subj:
Re:IEP/ Susan S29
Date:  95-05-12 22:20:24 EDT
From:  Bre5

I am going to order the CHADD manual, too. My son is going to get 120 minutes
a week of special ed. services starting next September, which means the spec.
ed. teacher will be in the regular classroom (inclusion team-teaching model)
with him and 4 other spec. ed. students for that amount of time per week, not
that he will be actually "helped" for that amount of time. I know from
experience that it will mostly mean that she checks once in a while to see if
he's doing his work, or corrects his paper. He will not get different
instruction, which is what I think he needs with his ADHD and auditory
processing disorder. I hope this manual will help me figure this out.Subj:
Re:IEP/ Susan S29
Date:  95-05-12 22:27:11 EDT
From:  Ratatat

Bre,  you will be very happy with the CHADD Educator's Manual.  I think it
will help clarify many points for you re: what your school's obligations are
to your child!

Let us know what you think of it!Subj:  Re:IEP/ process
Date:  95-05-13 00:21:13 EDT
From:  LTroudy

Bre - regarding the # of minutes, that is only a small portion of how the IEP
is written.  When the present the goals and objectives to you, you do not
have to except them.  You may go into the meeting stating that you agree with
the number of minutes but that you would like a very structured plan of the
services that are going to be offered.  Not just that assignments will
modified to meet the students needs, but HOW they will be modified.  Hold
firm to specifics.   Addressing areas of improvement can be written very
specifically :  While working for up to 45 minutes a day in the resource
classroom the special ed.  teacher will provide instruction  in  %$&^ series
and will work in a group of no more than five.  Progress  will be measured in
the following ways   1. *****   2. ******  Instruction will be provide
through direct instruction and  etc.     Most IEPs that I review are vary
vague and non specific.  You need to get the teacher to move to provide you
with as many specifics as possible.  If a child needs to be educated outside
the regular classroom, there is a specific reason why  and the alternative
education that needs to be provided needs to be clearly laid out.  I share
with my parents what the cause of failure is ( not only the handicapping
condition ) but also the current levels of instruction IE: whole language for
a child who works best part to whole won't work.  I would then write a plan
specific to part to whole instruction.  Getting a copy of the strengths and
weaknesses that were determinded from the WISC or Stanford ( or whatever
measure they used ) is very important.  Learn as much as you can about the
areas and then make sure  the childs plan is tailored to those areas.   Know
your information.  I have found as a Resource Teacher that many of my peers
know very little about interp.  the psych eval.    The point of having it was
not to determine if your child is smart???? but how he learns and where are
the holes that you need to avoid and the CLASSROOM  teacher needs to avoid.
If the special education teacher can't share with very specifically his plan
of attack, thats a red flag.    Subj:  Re:IEP/ process
Date:  95-05-13 10:13:41 EDT
From:  SusanS29

"I have found as a Resource Teacher that many of my peers know very little
about interp.  the psych eval.    The point of having it was not to determine
if your child is smart???? but how he learns and where are the holes that you
need to avoid and the CLASSROOM  teacher needs to avoid..."

AMEN!!!

"If the special education teacher can't share with very specifically his plan
of attack, thats a red flag.
"

AMEN again!

L Troudy, you sound like an outstanding resource teacher. Can we please clone
you? Just step over here to this little transmorphing station... (grin)


She's right. A resource teacher should be able to give the *rationale* for
the approach she's going to use. It may not work for all sorts of reasons,
but anyone who has a *rational* plan can then adjust the plan in the face of
realities (maybe intensive phonics instruction seems like a reasonable
approach based on the psych eval, but the child had a teacher who treated him
harshly during phonics instruction and he's *completely* resistant to it. I
have had students who were completely resistant to phonics. Just an
example.)Subj:  Re:IEP/ process
Date:  95-05-13 10:49:51 EDT
From:  LTroudy

In addition to what I shared yesterday regarding the IEP process, it is
simply that a process.  It is not an iron clad contract.  Write into the
process monthly conferences between you and the resource teacher and that
team becomes more proficient add the regular class teacher.   I do not
hesitate to ammend my IEP frequently.  My parents know that what I go in with
is a rough draft and when I say I will work for these hours with this plan, I
didn't know that they had song flutes  on Tuesday and PE on Wednesday.  I
have found some programs start off great and and are very slow and systematic
in the beginning, but as  reading emerges, I want to move out of the snails
crawl into a more aggressive program.  Changes usually communicate
understanding.   Not all meetings are called  say hey great news , but may
share that things are going to take longer than I thought, but I want you to
know that, not find out at the end of the year we were years behind the plan.
My communication with the parent is vital, the same with the teacher.  I am
responsible for changing their educational path, but in actuality spend less
time with the child than the parent or reg. class teacher.  My time better be
used wisely ! Subj:  Re:SOTIRED
Date:  95-05-16 21:07:26 EDT
From:  JJChopson

Contact your state Partners in Policymaking.  They train parents of children
with disabilities to better advocate for their children.  I went through this
class in IN and it has really helped a lot.  Theres a lot of info you need to
be a good advocate and you can learn it after many, many years of 'swimming
through the muck' or by finding training.  Good Luck
Subj:  Need help  for 11 yr. girl.
Date:  95-05-19 10:13:24 EDT
From:  Cardeza

Smart child, but no one seems to be willing to help in  Phila., PA school
system.   Reading and math very low.
Child can not become a self sufficent adult with out these skills.
Parents, to emotionally involed to get the job done.


                                                               Thank you,


                                                               CardezaSubj:
Re:Need help  for 11 yr. girl.
Date:  95-05-19 13:30:46 EDT
From:  LTroudy

A little more inormation would help.  What have you aready done within and
outside the school district?  There are many roads to discover.  Let's
eliminate the ones the have laready been traveled. Subj:  Re: 504
Date:  95-05-23 19:45:20 EDT
From:  Ty Reg

You might want to check the Arc's home page, they have SO MUCH information!

Contact [e-mail], [e-mail] for information

Please post the address of the WWW page if you learn what it is.

Subj:  Re:SOTIRED
Date:  95-05-25 22:17:45 EDT
From:  Meloid

I've never heard of this group.  Is there one in Illinois?  I live in a
northern suburb of Chicago.  Any info will be appreciated.Subj:  Mediation
Date:  95-06-15 00:03:50 EDT
From:  Katrina741

I will be going to mediation on Friday June 16, 1995.. School has been found
to be in non-compliance with my son's ed plan.  I am asking for compensatory
services, which they are refusing to give him ( I want tutoring for the
summer)  They keep telling me he isn't regressing nor will he.  I KNOW that
but am asking for compensatory.  They can't seem to get this through thier
heads.  Anyway looking for advice for this mediation meeting and any
strategy's that may help me get what I need for my son.
Subj:  Re:Mediation
Date:  95-06-15 12:40:26 EDT
From:  Ratatat

Katrina,

You meeting is tomorrow...so I don't know if that allows you enough time to
do a thorough search for strategies to help you in your meeting.

The Protection and Advocacy Office in your state should be able to help
you.Subj:  Re:Mediation
Date:  95-06-16 16:06:51 EDT
From:  SusanS29

"They keep telling me he isn't regressing nor will he.  I KNOW that but am
asking for compensatory.  They can't seem to get this through thier heads."

That's why you need mediation.  :)

Can you communicate with the mediator ahead of time? If so, tell him or her
what you just told us.Subj:  Re:Need an Advocate
Date:  95-07-02 09:34:44 EDT
From:  BIMBAMPREZ

Wow! I'm in South Fl and it sounds so familiar! You are your child's best
advocate, but you need to STUDY - learn about his disabilities, have outside
(non partial) testing and learn what the scores mean and how they are
influenced by other score, get a copy of the IDEA act and Federal booklets
outlining your rights, etc. Show your psychologist the present IEP. I've been
dealing with this for 6 years (child is entering 7th grade). TAPE RECORD
(recommended by our state advocates organization!) your meetings and then
transcribe them immediately. In my town, teachers do not have to attend an
IEP meeting using recording devices, and I always invite them to attend, even
if they don't participate (just to hear what's being discussed will help them
deal with my child in their class). You have the right to be informed as to
who attends the meeting prior to the meeting (so you don't walk in with 15
"professional" to your one (self). I always take my tutor and sometimes the
psychologist (if his schedule allows).  Know your rights as a parent- you
have the final say regarding retention, placement, etc. You can also call an
IEP meeting anytime you wish, when things need to be modified, added, etc.
You can have items in the IEP that require the teachers to ask for homework,
to check on the accuracy of what your child has written down for that's day's
assignment (we have a very good daily assignment sheet that is checked daily
for accuracy and all assignments need to be copied from the board IN WRITING
- my child doesn't auditorally process well, so auditory assignments are
worthless). If you find an advocate, you need to be sure you all agree. Some
advocates may not know the complexity of your individual situation. As much
as I know, I am now still involved in controversy...the teachers have
threatened me with their own due process! I also keep a phone document in my
computer and write down what my conversations were with various School Board
reps or school reps after each conversation. If there is an issue of
non-compliance of the IEP I fax the issues (keeping judgements out of it -
needs to be all factual) to district superintendents, area superintendents,
principal, etc. It's a time consuming job, but your child needs your support
if they are to be successful. My child's psychologist has advised not to
spend so much time on the goals, but the implementation - habilitate the
classroom - not necessarily rehabilitate the child - we have a private tutor
for that. Try to keep as much pressure off the child as possible. I fax my
messages instead of sending a note to school with my daughter. Take the kid
out of the process. Hope this helps! Subj:  Re:Need an Advocate
Date:  95-07-02 09:49:05 EDT
From:  BIMBAMPREZ

All dyslexic means is a problem having to do with reading. It's a much
overused term and not very specific in dealing with the schools. I had that
same diagnosis on my daughter 6 years ago, and we've since learned alot. The
approach to remediate may very well be based on an Orton Dyslexic approach,
but there's other approaches too. I would recommend a speech and language
evaluation. In my daughter's case her reading problems stem from an auditory
processing deficit and short term memory. Phonics was a DISASTER. By the time
she sounded out the first consonant, guessed at the vowel in the middle, and
saw the last consonant, she forgot what the first sound was! Instead of
struggling with a word and taking "incorrect pictures" of the word in all the
wrong ways, give him the word - this allows his brain to take an accurate
picture. It's also taken ALOT OF TIME and MANY TUTORS to finally come up with
a program that works. Your testing needs to be done first so see where the
problems are and again, speech and language testing - not necessarily reading
tests. but tests to pinpoint why there is a problem reading. Hope this
helped!Subj:  Re:Signing Ed Plan
Date:  95-07-02 09:55:17 EDT
From:  BIMBAMPREZ

"the school does not supply remedial reading"

If it's in the IEP as a necessary need for your child, they must supply it!
Also, NEVER SIGN OFF ON AN IEP THAT YOU DON'T APPROVE OF! I've been to many
IEP meetings where I ask for copies to submit to the psychologist, tutor,
etc. prior to my signing. I sign the participation form and note that I'm
signing under the premise of not accepting the present form of the IEP of
that date. The school won't give you anything they think will cost extra $$,
etc., but they need to realize that their district's or teacher's contracts
DO NOT SUPERCEDE the Federal IDEA Act - and they hate it when parents know
this. I've filed with OCR in Atlanta, and seen things change in one issue.
It's frustrating and time consuming, but it's for our kids.Subj:  Re:Signing
Ed Plan
Date:  95-07-02 09:57:52 EDT
From:  BIMBAMPREZ

First you identify the needs - then it's up to them to be sure they are met -
not the other way around. My child is in Middle School and it's a constant
battle - some of this I've already addressed in other messages if you can
find them.Subj:  Re:Very Vague
Date:  95-07-02 10:04:10 EDT
From:  BIMBAMPREZ

I always have private evaluations - theirs always seem to come out with the
answers they want. I have a private tutor and they always try to push all the
responsibility onto the home. My last statement to them (at least a dozen
times after transcribing the tape) was "How are you going to habilitate the
classroom to make my child successful?" She is mainstreamed except for a
language class (reading). Also, I've learned with past psychologist that they
are good for testing but not good when it comes to how to implement
modifications on an IEP. I finally found one, and in concert with the tutor,
we know what we need and are in a constant battle to get it. You just need to
find the right psychologist that can take it the next step for you.Subj:
Re:Need an Advocate
Date:  95-07-02 13:14:58 EDT
From:  SusanS29

" Phonics was a DISASTER. By the time she sounded out the first consonant,
guessed at the vowel in the middle, and saw the last consonant, she forgot
what the first sound was! "

You have described this *so well.* I have taught students like this in my
resource room. These kids can learn to read, but not with phonics as the
first, main and primary approach.Subj:  Beyond Advocacy
Date:  95-07-03 01:57:01 EDT
From:  RAldridge1

Help, help, help!  What does one do when they live in a rural area (400 miles
from the nearest large city, 80 miles from Eureka) where no agency dare roam
(such as Protection & Advocacy), where Office of Civil Rights has done little
to nothing, and the district is run by a good ol' boy network of harassing
and retaliatory males who don't appreciate a woman who dares to advocate on
behalf of their learning disabled child?  I have had three Fair Hearings in
18 months and they are still out of compliance.  There are no advocates here
due to our remoteness.  Filing state complaints hasn't helped.  Filing with
OCR hasn't helped.  The district bulldozes its way through the IEP's,
controlling how long, what we can discuss, etc.  I am trapped!!  I can't
believe their is no remedy out there somewhere.  The educational system is
for our children yet it serves the administrators and their salaries.  Anyone
else fed up and have any ideas?Subj:  Re:NEW IEP
Date:  95-07-29 23:07:36 EDT
From:  WMinto

BY LAW YOU HAVE THE RIGHT TO REQUEST AN I.E.P. AND TO MODIFY IT TO MEET HIS
NEEDS. CHECH INTO THE SECTION 504 PLAN. THE SCHOOL DISTRICT SHOULD HAVE A
COPY TO SEE IF YOUR CHILD IS PROTECTED UNDER THIS. P.S. YOU ALSO HAVE THE
RIGHT TO BE PRESENT DURING THE I.E.P.  IF YOU HAVE ANY QUESTIONS CONTACT ME.
(WMINTO)