Tell me about aging out of the dev delay code

[Anonymous]

Anonymous wrote:I was told that DS aged out of the developmental delay could. He still clearly needed services, so they switched to OHI with only a mild CP diagnosis.

CP is a specific diagnosis, but it's not reflected in the IEP codes. That's why it falls under OHI as do things like ADHD.

But it sounds like more than one of us who have kids with complex diagnoses of LDs, low tone etc. who need ST, OT, etc. we get pressured for an ASD code whether or not we've gotten that as a diagnosis.

[Anonymous]

PP - If this is true, then you want to fight an improper code because for one thing it could take a spot in a specialized program for students who could benefit from specific targeted programming for an ASD. Also it is trying fit children with differing strengths and needs into a convenient "centralized program" or set of services. You probably need to decide what are the key elements that you want for DS and go for them, and a label of OHI should be a pretty flexible one to use. However, you may find it worthwhile to get a private evaluation done to be sure that the related therapies are provided and accommodations provided which enable your child to demonstrate his knowledge without undue stress on him. By this I mean if low tone makes handwriting difficult, then he should have access to teacher notes, to a scribe in testing, possibly a voice activated computer to do work. There is also the quick assumption to see physical aspect of CP and equate with cognitive skills. In any case, you will most likely need to supplement without side therapies and/or a tutor.

[Anonymous]

Anonymous wrote:
PP - If this is true, then you want to fight an improper code because for one thing it could take a spot in a specialized program for students who could benefit from specific targeted programming for an ASD. Also it is trying fit children with differing strengths and needs into a convenient "centralized program" or set of services. You probably need to decide what are the key elements that you want for DS and go for them, and a label of OHI should be a pretty flexible one to use. However, you may find it worthwhile to get a private evaluation done to be sure that the related therapies are provided and accommodations provided which enable your child to demonstrate his knowledge without undue stress on him. By this I mean if low tone makes handwriting difficult, then he should have access to teacher notes, to a scribe in testing, possibly a voice activated computer to do work. There is also the quick assumption to see physical aspect of CP and equate with cognitive skills. In any case, you will most likely need to supplement without side therapies and/or a tutor.

Are you kidding me? Fight the code? Sue the school? Fork over the money, you well intentioned twit.

IDEA and FAPE is for EVERYONE. We're not taking a spot. We need a spot.

[Anonymous]

The only people I see who fight the code are avoiding asd. If we were told we should do id at this point we would object t as we haven't done private testing.

[Anonymous]

Its easy to lump kids into a few basic codes, one being autism. We got the appropriate code/no issue and services. No fighting, they IEP was fine they offered. I was surprised at how smooth it was given I was ready for a huge battle. We provided a private evaluation, they did more testing and then the IEP. Easy.

[Anonymous]

Anonymous wrote:
PP - If this is true, then you want to fight an improper code because for one thing it could take a spot in a specialized program for students who could benefit from specific targeted programming for an ASD. Also it is trying fit children with differing strengths and needs into a convenient "centralized program" or set of services. You probably need to decide what are the key elements that you want for DS and go for them, and a label of OHI should be a pretty flexible one to use. However, you may find it worthwhile to get a private evaluation done to be sure that the related therapies are provided and accommodations provided which enable your child to demonstrate his knowledge without undue stress on him. By this I mean if low tone makes handwriting difficult, then he should have access to teacher notes, to a scribe in testing, possibly a voice activated computer to do work. There is also the quick assumption to see physical aspect of CP and equate with cognitive skills. In any case, you will most likely need to supplement without side therapies and/or a tutor.

Wouldn't a kid like that benefit for OP? If a child is that complex they may need the specialized setting. If a child takes a spot, its because they need it or there is no other option. Our county does not have a school set up specifically for kids with language disorders or reading disabilities. It would be nice if there were specialized classrooms, but there aren't so kids are put where is convenient.

[Anonymous]

Anonymous wrote:

Anonymous wrote:
PP - If this is true, then you want to fight an improper code because for one thing it could take a spot in a specialized program for students who could benefit from specific targeted programming for an ASD. Also it is trying fit children with differing strengths and needs into a convenient "centralized program" or set of services. You probably need to decide what are the key elements that you want for DS and go for them, and a label of OHI should be a pretty flexible one to use. However, you may find it worthwhile to get a private evaluation done to be sure that the related therapies are provided and accommodations provided which enable your child to demonstrate his knowledge without undue stress on him. By this I mean if low tone makes handwriting difficult, then he should have access to teacher notes, to a scribe in testing, possibly a voice activated computer to do work. There is also the quick assumption to see physical aspect of CP and equate with cognitive skills. In any case, you will most likely need to supplement without side therapies and/or a tutor.

Wouldn't a kid like that benefit for OP? If a child is that complex they may need the specialized setting. If a child takes a spot, its because they need it or there is no other option. Our county does not have a school set up specifically for kids with language disorders or reading disabilities. It would be nice if there were specialized classrooms, but there aren't so kids are put where is convenient.

This.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:This is OP. Thanks for the replies so far. Did anyone have to fight the system to get or reject a particular code? I've heard that the code doesn't affect the services. So then why do we need to change the code anyway (beyond the legal requirement)? And if ID/MR is on the table doesn't that affect SSDI or other funding?

Yes, we fought the system because we did not want an autism label for our child. It was a struggle, and we won. He was correctly labeled instead with a communication disorder.

Which would be what IEP code?
http://montgomeryschoolsmd.org/uploadedfiles/departments/ims/support/iep_disability_codes.pdf

I am the PP. My son qualified under speech/language.

They tried lying to us, saying that he would only get speech with the coding. We told them, nope, check again: Any one of the categories gets you ALL of the services needed. People really need to call out schools on all their shitty lies.

[Anonymous]

Anonymous wrote:

Anonymous wrote:
PP - If this is true, then you want to fight an improper code because for one thing it could take a spot in a specialized program for students who could benefit from specific targeted programming for an ASD. Also it is trying fit children with differing strengths and needs into a convenient "centralized program" or set of services. You probably need to decide what are the key elements that you want for DS and go for them, and a label of OHI should be a pretty flexible one to use. However, you may find it worthwhile to get a private evaluation done to be sure that the related therapies are provided and accommodations provided which enable your child to demonstrate his knowledge without undue stress on him. By this I mean if low tone makes handwriting difficult, then he should have access to teacher notes, to a scribe in testing, possibly a voice activated computer to do work. There is also the quick assumption to see physical aspect of CP and equate with cognitive skills. In any case, you will most likely need to supplement without side therapies and/or a tutor.

Wouldn't a kid like that benefit for OP? If a child is that complex they may need the specialized setting. If a child takes a spot, its because they need it or there is no other option. Our county does not have a school set up specifically for kids with language disorders or reading disabilities. It would be nice if there were specialized classrooms, but there aren't so kids are put where is convenient.

Once you separate a kid out of gen ed, it's like being "mommy tracked." No matter your abilities, you get a second class education.

Separate is not equal.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:This is OP. Thanks for the replies so far. Did anyone have to fight the system to get or reject a particular code? I've heard that the code doesn't affect the services. So then why do we need to change the code anyway (beyond the legal requirement)? And if ID/MR is on the table doesn't that affect SSDI or other funding?

Yes, we fought the system because we did not want an autism label for our child. It was a struggle, and we won. He was correctly labeled instead with a communication disorder.

Which would be what IEP code?
http://montgomeryschoolsmd.org/uploadedfiles/departments/ims/support/iep_disability_codes.pdf

I am the PP. My son qualified under speech/language.

They tried lying to us, saying that he would only get speech with the coding. We told them, nope, check again: Any one of the categories gets you ALL of the services needed. People really need to call out schools on all their shitty lies.

This. So much this. It really sucks how much schools try to take advantage of you if they think they can.

[Anonymous]

Our child switch to medical other, because he has a medical condition, not in their list.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
PP - If this is true, then you want to fight an improper code because for one thing it could take a spot in a specialized program for students who could benefit from specific targeted programming for an ASD. Also it is trying fit children with differing strengths and needs into a convenient "centralized program" or set of services. You probably need to decide what are the key elements that you want for DS and go for them, and a label of OHI should be a pretty flexible one to use. However, you may find it worthwhile to get a private evaluation done to be sure that the related therapies are provided and accommodations provided which enable your child to demonstrate his knowledge without undue stress on him. By this I mean if low tone makes handwriting difficult, then he should have access to teacher notes, to a scribe in testing, possibly a voice activated computer to do work. There is also the quick assumption to see physical aspect of CP and equate with cognitive skills. In any case, you will most likely need to supplement without side therapies and/or a tutor.

Wouldn't a kid like that benefit for OP? If a child is that complex they may need the specialized setting. If a child takes a spot, its because they need it or there is no other option. Our county does not have a school set up specifically for kids with language disorders or reading disabilities. It would be nice if there were specialized classrooms, but there aren't so kids are put where is convenient.

Once you separate a kid out of gen ed, it's like being "mommy tracked." No matter your abilities, you get a second class education.

Separate is not equal.

Fully agree, but we are in a mixed class where some kids are barely functioning and pulled out for behavior all the time. Between being pulled out and the bad curriculum I cannot imagine these kids learning enough to keep up with their peers so are they better off in a regular classroom or in a SN classroom. My kid gets dinged on work for really petty reasons so I can't imagine what it is like for those kids with far more severe issues. I wish we had specific language based classrooms here like they do in other parts of the country with teachers who understand language disabilities.