WWYD - ADHD kid denied IEP
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Anonymous
| To OP or friend of OP - do you have a full, independent NT done on the boy? Maybe I missesd it in the thread, but you are going to need to invest in thorough outside testing to even begin to argue for an IEP. I would not trust FCPS testing. And yes you can get an IEP for Emotional and Behavioral problems in FCPS. |
Anonymous
PP here who was denied in MCPS--not to hijack the thread, but how did you do this? How did you show academic impact if child is earning almost all As? (in MS) Would love some tips. Thanks. |
Anonymous
| I think the key term is educational impact, not academic impact. Educational impact encompasses peer relationships, social skills etc. |
Anonymous
PP here. I tend to be very concrete when it comes to stuff like this. So, each IEP meeting, I list each problem I can think of along with examples (which comes from phone calls I get throughout the year, conversations with teachers, conversations with my son, my observations, etc). Then I identify each service and support that will make things better. I don't care one iota how the goals are written, whether he achieves them, and that sort of thing. I hear so many parents focus on this, but to me the real issue is what are the services and accommodations. Also, I recognize that the school is not going to meet all of his needs (for example, he had an eating disorder for years but none of us could identify an educational impact. For some kids, it might have had an educational impact, but not my son.So, while it was severe and often overwhelming to me, it was not an IEP issue). This has been working for seven years so far. My son is bright, but because of the ADHD, he can be a real handful. I would 't quite describe him as a behavior problem, but there are times . . . And, for awhile, organization was a huge problem. He was not bringing his work home or if he did, he couldn't find it. So, until recently, he had goals and service hours to help him with organization and backpack management. He actually met these goals, much to my amazement and I am totally thrilled. As far as the behavioral stuff, well, he needs small, co-taught classes, extra time, alternative test taking, some differentiated assignments (ex., he can't work in groups, for example, because he can't focus on demand. He can get the work done in the allotted time, but, unlike most kids who need a block of time to plod through the work, my son needs a significant amount of time to get started and then can do an hour's worth of work in ten minutes. This makes group work a dismal failure for both him and anyone who gets stuck with him). There are probably more things, but it's hard to remember them. Once they get put in place, our school is good about following them, so I get a break from thinking about it. I hope this is somewhat helpful. I know that my son would fail if he didn't get accommodations and supports. I can only imagine your frustration when you know your child has needs that aren't being met. |
Anonymous
Sometimes that is the case if the child turns out to be GTLD. |
Anonymous
How so? The child is acting out bc he has an issue and not bc he/she is bored. If the behavior gets worse after introducing a more challenging curriculum (or skipping a grade in this case), it should be obvious the behavior issue is not due to boredom. My kid's teachers gave him more challenging work when he was acting out bc they thought he was "bored": he has an IQ in the profoundly gifted range/above grade level academically and he refused to do any work. His behavior issues are due to ASD/ADHD not bc of his high IQ. He needs supports for his deficits (IEP, FBA, and BP) not more challenging schoolwork. |
Anonymous
| Your friends needs to find an education advocate/consultant in her area and let that person spearhead the discussions with the school. She also needs to have the child thoroughly evaluated with a neuro-psych assessment. Since the school isn't doing it, she can invoke her right to an IEE. The advocate can help with all of this. |
Anonymous
What does a 5/6 year old child do to get suspended for over 10 days? |
Anonymous
| Varies based on kid. My child is much better behaviorally if given lots of work, of almost any kind. At the same time, I would not want him accelerated into K because the sitting and waiting requirements are much greater, and he's terrible with that. The K teacher just takes him to the 5th grade room to get books and lets him read for significant periods of time when the other kids are working on easier stuff. She's sort of come up with that as an accommodation and it's helping. |
Anonymous
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It does vary by child... and by age. My child did not have behavior issues until 2nd grade. When his teachers tried to introduce more challenging work bc they thought his newly emerged misbehaviors were due to "boredom", DS's behavior became worse. His school provides plenty of challenges anyway; he attends a language immersion school whose target language we don't know and the entire curriculum is taught in both English and the target language. They switch languages every other day.
The point being that even smart kids may have a diagnosis and need an IEP and supports... And blaming behavioral issues on "boredom" bc Larla is soooo smart is not helpful. |