I think part of the difference in perspectives amounts to what the IEP is for. My kid has a speech therapy IEP; it’s great because it’s free services that we’d otherwise pay for and many are specifically targeted to the classroom setting. He’s widely recognized as very advanced academically & well behaved, so I would never worry that his IEP would make people think otherwise. So speech (articulation issues) and physical therapy are basically one bucket. Specific academic issues like dyslexia are now, I hope, another bucket that no one associated with being a “bad” kid. Behavior IEPs, on the other hand, can absolutely be helpful — even crucial — to a kid’s success, but yes, they can absolutely be stigmatizing if widely known and definitely cause teachers to treat the kid differently. |
IEPs are not for “temporary” issues. That’s terrible advice. |
Not necessarily. |
Thread is from 2012!!! It should be locked or redirected.
For DC questions, start here https://specialeducation.dc.gov/page/frequently-asked-questions-7 To poster who revived the old thread, you will find accurate, relevant and up to date info on the Kids with Special Needs forum. It's not just for kids with diagnosed disabilities. A lot of the content is about learning, school environment and resources to hero families. No judgement. No stigma. Federal law guarantees every child an appropriate public education even if they have challenges that meet the criteria for what could be diagnosed as a disability. It sounds scarier than it is to be diagnosed as disabled. The term disability covers everything from very common ADHD to complex medical issues in hospitalized kids. An IEP at any age is supposed to ensure your child doesn't slip through the cracks. If your school is suggesting an IEP, it's worth exploring. DC is legally on the hook for delivering what's documented in an IEP. It's not set in stone but it can be good support |