Special Education and Speciaty Programs

[Anonymous]

We have entered the lottery for French Immersion and Performing Arts. Does anyone have experience with a child diagnosed with HFA / ADHD attending these PGCPS programs. I assume they cannot deny entry on the basis of being identified with a disability. Is that correct? Thanks.

[Anonymous]

Anonymous wrote:We have entered the lottery for French Immersion and Performing Arts. Does anyone have experience with a child diagnosed with HFA / ADHD attending these PGCPS programs. I assume they cannot deny entry on the basis of being identified with a disability. Is that correct? Thanks.

I have a friend whose neurodivergent child is at Dora Kennedy. It has been a struggle for sure. They also had 2 neurotypical children at the school so I think that made it more manageable. (older child could help with homework, twin was in the same grade etc.)
I have a different friend whose child has ADHD and is at Pullen and it has been fine.

My general observation is that the administration at specialty programs have the attitude that they don't need to focus on providing accommodations for these kids. In their mind, if parents complain too much they should just go back to their neighborhood program.

[Anonymous]

OP here, and we got lucky and got into Dora Kennedy, so I need to decide between Greenbelt Elementary and DKFI.

I am wondering about the school cultures. From the outside GES seems more earthy, artsy. DKFI seems more academically focused, structured. Immersion would be interesting for us. We speak Spanish as a second language, so learning French would be a third.

[Anonymous]

They will not deny entry based on your child's diagnosis. They have a (small) special education team to work with kids who have IEPs or 504 plans.

My DC attended DKFI and was diagnosed with a (mild) learning disability in 5th grade. The special education teacher was wonderful and responsive, and really worked with them to provide accommodations in a way that didn't make them stand out to peers. Having said that, some teachers were better than others at understanding their needs and making accommodations. We were fortunate to have a phenomenal ELA teacher that noticed his subtle struggling (he was able to compensate fairly well) and pushed for testing and an IEP, and later really helped to address his needs within the ELA team, as it was a language-based learning disability. We had a mostly good experience, but DC's needs were fairly mild.

My child's classmate had ADHD and also had some accommodations. He struggled tremendously and eventually left the school because his parents did not feel that DKFI was meeting his needs and providing the accommodations that were outlined in his 504 plan. They just felt like it was a fight every time to get them to do what they were supposed to do.

All of this was over five years ago, so things certainly could have changed since then.

[Anonymous]

Thanks for sharing your experience, PP.