Does having an IEP or 504 hurt a child's chance for private school admissions?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We are right there with you and plan to send DS to private school starting in 6th grade. DS has ASD/ADHD and has an IEP mostly for social communication issues. Gets great grades fully mainstreamed at a dual language school and is very talented in chess and math. (The current world champion in chess, Magnus Carlson, is suspected of having Asperger's too).

His psychiatrist and neuropsych think DS will do fine at a top tier private school and the schools also recruit for chess (and he has legacy status at one) so we'll see how it works out. We plan on submitting a current neuropsych eval along with everything else. If private school does not work out there are also public magnets.

What are your DS's social communications issues and what are the supports and specialized instruction that he receives in public, but will not have in private? Wondering how the withdrawal of this support/ instruction will affect the child's performance (and social situation - since it will be middle school, after all!).

His issues are mainly that he will not engage with peers and is slow to warm up to other kids. He is fine with adults and older and younger kids. He gets speech with SLP for pragmatics, social skills class with the school counselor, lunch bunch arranged by SN teacher, and OT for fine motor - touch typing practice with OT. Academically, DS gets extra help with written composition but he also tests three grade levels ahead in both reading and math fully mainstreamed.

The private schools we are looking at provide excellent instruction in writing and DS probably does not need more than that. As for the social communication issues, we have noticed that they have improved dramatically since he has been medicated for his ADHD and since he started playing chess. DS is exceptionally gifted in math and chess and has "chess" friends and other kids who seek him out wanting to be friends. Some of these kids are at the private schools we will be applying to.

DS has had an IEP since prek and is now in 4th grade. DS has ASD/ADHD but not anxiety according to his neuropsych eval: most people will never guess that DS has any diagnosis and/or an IEP.

If you don't think he needs any accommodations at these schools, then I'd consider not even disclosing the IEP and diagnosis. Arguably it's an ADA violation for them to even ask that question.

We plan on disclosing all including a current neuropsych eval. And we want him to get accommodations for his ADHD which private schools can and are use to providing. Our feelings are that if the school does not take him for who he is, why bother?

+1 Agree with PP that this is best strategy for long term. Goal shouldn't just be getting into a school but finding one that suits the child. If you feel need to 'hide' things about your child, you probably shouldn't be applying there in the first place.

There's such a thing as disability discrimination, that's why. There's a reason why employers can't ask you about things like this. If you think the information is not relevant to your child's success at the school, then there is no reason to disclose it. But, this PP thinks that it is relevant, so I agree that it should be disclosed. But there's no need to disclose anything more than what's required. Why send in the full neuropsych report?

Why not? They will have his grades, standardized test scores, recommendations, IEP, a record of his accomplishments and talents, etc. The neuropsych eval will give a fully rounded picture of who he is and how he learns.

If the school "discriminates" just because he has a disability, I would not want him at the school.

Also for the SSAT, PSAT, SAT, GREs, MCAT, etc if you want accommodations for a disability
, you have to submit a full neuropsych eval to the college board or whoever runs the testing so submitting a full neuropsych eval to a school where DS will be spending middle school and high school is reasonable.

I do understand what you're saying especially since you do think your child needs supports in school. But, I also think you're being naive to discount the actual disability discrimination that exists. Unless the disability is relevant to the job/school/whatever, you're under no obligation to disclose.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We are right there with you and plan to send DS to private school starting in 6th grade. DS has ASD/ADHD and has an IEP mostly for social communication issues. Gets great grades fully mainstreamed at a dual language school and is very talented in chess and math. (The current world champion in chess, Magnus Carlson, is suspected of having Asperger's too).

His psychiatrist and neuropsych think DS will do fine at a top tier private school and the schools also recruit for chess (and he has legacy status at one) so we'll see how it works out. We plan on submitting a current neuropsych eval along with everything else. If private school does not work out there are also public magnets.

What are your DS's social communications issues and what are the supports and specialized instruction that he receives in public, but will not have in private? Wondering how the withdrawal of this support/ instruction will affect the child's performance (and social situation - since it will be middle school, after all!).

His issues are mainly that he will not engage with peers and is slow to warm up to other kids. He is fine with adults and older and younger kids. He gets speech with SLP for pragmatics, social skills class with the school counselor, lunch bunch arranged by SN teacher, and OT for fine motor - touch typing practice with OT. Academically, DS gets extra help with written composition but he also tests three grade levels ahead in both reading and math fully mainstreamed.

The private schools we are looking at provide excellent instruction in writing and DS probably does not need more than that. As for the social communication issues, we have noticed that they have improved dramatically since he has been medicated for his ADHD and since he started playing chess. DS is exceptionally gifted in math and chess and has "chess" friends and other kids who seek him out wanting to be friends. Some of these kids are at the private schools we will be applying to.

DS has had an IEP since prek and is now in 4th grade. DS has ASD/ADHD but not anxiety according to his neuropsych eval: most people will never guess that DS has any diagnosis and/or an IEP.

People will guess from this. And the preference of talking to adults.

[Anonymous]

actual disability discrimination that exists. Unless the disability is relevant to the job/school/whatever, you're under no obligation to disclose.

The point is is that the disability very much IS "relevant to the school," unless the student intends to ask for absolutely nothing during the student's years at the school.

Sure, there are kids with ADHD who just need one pill of Adderall XL in the morning, administered by mom, and they're good to go for the school day with nothing more from the school.

But the minute the family starts asking for extended time, double time, particular seating, permission for transcribers, limited homework, copies of teachers' notes, different discipline measures … social cueing, teacher time after school, counselor-led 'lunch bunch," …. now you're asking something extra of the school. Sometimes, the school won't play and it will be suggested that the student's needs might be better met in a different setting. aka, you don't get a re-enrollment contract in March.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We are right there with you and plan to send DS to private school starting in 6th grade. DS has ASD/ADHD and has an IEP mostly for social communication issues. Gets great grades fully mainstreamed at a dual language school and is very talented in chess and math. (The current world champion in chess, Magnus Carlson, is suspected of having Asperger's too).

His psychiatrist and neuropsych think DS will do fine at a top tier private school and the schools also recruit for chess (and he has legacy status at one) so we'll see how it works out. We plan on submitting a current neuropsych eval along with everything else. If private school does not work out there are also public magnets.

What are your DS's social communications issues and what are the supports and specialized instruction that he receives in public, but will not have in private? Wondering how the withdrawal of this support/ instruction will affect the child's performance (and social situation - since it will be middle school, after all!).

His issues are mainly that he will not engage with peers and is slow to warm up to other kids. He is fine with adults and older and younger kids. He gets speech with SLP for pragmatics, social skills class with the school counselor, lunch bunch arranged by SN teacher, and OT for fine motor - touch typing practice with OT. Academically, DS gets extra help with written composition but he also tests three grade levels ahead in both reading and math fully mainstreamed.

The private schools we are looking at provide excellent instruction in writing and DS probably does not need more than that. As for the social communication issues, we have noticed that they have improved dramatically since he has been medicated for his ADHD and since he started playing chess. DS is exceptionally gifted in math and chess and has "chess" friends and other kids who seek him out wanting to be friends. Some of these kids are at the private schools we will be applying to.

DS has had an IEP since prek and is now in 4th grade. DS has ASD/ADHD but not anxiety according to his neuropsych eval: most people will never guess that DS has any diagnosis and/or an IEP.

People will guess from this. And the preference of talking to adults.

We are disclosing his diagnosis and fact he has an IEP so the school won't have to guess since we'll be submitting his full neuropsych eval.

DS is a chess prodigy, a talent NYC private schools recruit for so if a school discriminate against him because of his disability, he'll play for another school that wants him.

[Anonymous]

What is the alternative? The most important thing with HFA is early intervention. I think it's better to get him all the help he can get, so by 5th grade he is thriving and has a positive image of himself and school.

Otherwise you preserve his paper record at the cost of going without enough help. Then he could end up feeling like he's not good at school or making friends, which will be just as big a problem when he applies to private schools.

[Anonymous]

Anonymous wrote:

actual disability discrimination that exists. Unless the disability is relevant to the job/school/whatever, you're under no obligation to disclose.

The point is is that the disability very much IS "relevant to the school," unless the student intends to ask for absolutely nothing during the student's years at the school.

Sure, there are kids with ADHD who just need one pill of Adderall XL in the morning, administered by mom, and they're good to go for the school day with nothing more from the school.

But the minute the family starts asking for extended time, double time, particular seating, permission for transcribers, limited homework, copies of teachers' notes, different discipline measures … social cueing, teacher time after school, counselor-led 'lunch bunch," …. now you're asking something extra of the school. Sometimes, the school won't play and it will be suggested that the student's needs might be better met in a different setting. aka, you don't get a re-enrollment contract in March.

yes, on the same page. if they are asking for accommodations they need to disclose.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We are right there with you and plan to send DS to private school starting in 6th grade. DS has ASD/ADHD and has an IEP mostly for social communication issues. Gets great grades fully mainstreamed at a dual language school and is very talented in chess and math. (The current world champion in chess, Magnus Carlson, is suspected of having Asperger's too).

His psychiatrist and neuropsych think DS will do fine at a top tier private school and the schools also recruit for chess (and he has legacy status at one) so we'll see how it works out. We plan on submitting a current neuropsych eval along with everything else. If private school does not work out there are also public magnets.

What are your DS's social communications issues and what are the supports and specialized instruction that he receives in public, but will not have in private? Wondering how the withdrawal of this support/ instruction will affect the child's performance (and social situation - since it will be middle school, after all!).

His issues are mainly that he will not engage with peers and is slow to warm up to other kids. He is fine with adults and older and younger kids. He gets speech with SLP for pragmatics, social skills class with the school counselor, lunch bunch arranged by SN teacher, and OT for fine motor - touch typing practice with OT. Academically, DS gets extra help with written composition but he also tests three grade levels ahead in both reading and math fully mainstreamed.

The private schools we are looking at provide excellent instruction in writing and DS probably does not need more than that. As for the social communication issues, we have noticed that they have improved dramatically since he has been medicated for his ADHD and since he started playing chess. DS is exceptionally gifted in math and chess and has "chess" friends and other kids who seek him out wanting to be friends. Some of these kids are at the private schools we will be applying to.

What private schools are you thinking of applying to with your son's profile. Interested because mine has a similar profile.

DS has had an IEP since prek and is now in 4th grade. DS has ASD/ADHD but not anxiety according to his neuropsych eval: most people will never guess that DS has any diagnosis and/or an IEP.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We are right there with you and plan to send DS to private school starting in 6th grade. DS has ASD/ADHD and has an IEP mostly for social communication issues. Gets great grades fully mainstreamed at a dual language school and is very talented in chess and math. (The current world champion in chess, Magnus Carlson, is suspected of having Asperger's too).

His psychiatrist and neuropsych think DS will do fine at a top tier private school and the schools also recruit for chess (and he has legacy status at one) so we'll see how it works out. We plan on submitting a current neuropsych eval along with everything else. If private school does not work out there are also public magnets.

What are your DS's social communications issues and what are the supports and specialized instruction that he receives in public, but will not have in private? Wondering how the withdrawal of this support/ instruction will affect the child's performance (and social situation - since it will be middle school, after all!).

His issues are mainly that he will not engage with peers and is slow to warm up to other kids. He is fine with adults and older and younger kids. He gets speech with SLP for pragmatics, social skills class with the school counselor, lunch bunch arranged by SN teacher, and OT for fine motor - touch typing practice with OT. Academically, DS gets extra help with written composition but he also tests three grade levels ahead in both reading and math fully mainstreamed.

The private schools we are looking at provide excellent instruction in writing and DS probably does not need more than that. As for the social communication issues, we have noticed that they have improved dramatically since he has been medicated for his ADHD and since he started playing chess. DS is exceptionally gifted in math and chess and has "chess" friends and other kids who seek him out wanting to be friends. Some of these kids are at the private schools we will be applying to.

What private schools are you thinking of applying to with your son's profile. Interested because mine has a similar profile.

DS has had an IEP since prek and is now in 4th grade. DS has ASD/ADHD but not anxiety according to his neuropsych eval: most people will never guess that DS has any diagnosis and/or an IEP.

We will apply to schools in NYC where we are moving: Collegiate, Horace Mann, Dalton, Trinity, Browning, Columbia Grammar, Fieldston, and Buckley. DS has legacy status at one and we don't need financial aid.

[Anonymous]

Also, many of the top chess kids in NYC are from PUBLIC schools. NYC schools, public and private, promote chess and teach it as part of their curriculum.

[Anonymous]

We will apply to schools in NYC where we are moving: Collegiate, Horace Mann, Dalton, Trinity, Browning, Columbia Grammar, Fieldston, and Buckley. DS has legacy status at one and we don't need financial aid.

OP, I daresay that you sound like a snob who cares more about the name brand of the school your child goes to than actually helping your child get a good education. Public schools are the best place for a child with these issues, because they have staff who are trained to handle them.

It's time to accept that you have a child with a disability, and that they are on a different path.

---mom of a child with ASD

[Anonymous]

Anonymous wrote:

We will apply to schools in NYC where we are moving: Collegiate, Horace Mann, Dalton, Trinity, Browning, Columbia Grammar, Fieldston, and Buckley. DS has legacy status at one and we don't need financial aid.

OP, I daresay that you sound like a snob who cares more about the name brand of the school your child goes to than actually helping your child get a good education. Public schools are the best place for a child with these issues, because they have staff who are trained to handle them.

It's time to accept that you have a child with a disability, and that they are on a different path.

---mom of a child with ASD

wtf, seriously?

[Anonymous]

Anonymous wrote:

We will apply to schools in NYC where we are moving: Collegiate, Horace Mann, Dalton, Trinity, Browning, Columbia Grammar, Fieldston, and Buckley. DS has legacy status at one and we don't need financial aid.

OP, I daresay that you sound like a snob who cares more about the name brand of the school your child goes to than actually helping your child get a good education. Public schools are the best place for a child with these issues, because they have staff who are trained to handle them.

It's time to accept that you have a child with a disability, and that they are on a different path.

---mom of a child with ASD

Ok this strikes out of line and over the top. PP seems to have a good handle on her kid. She will disclose her child's diagnosis as needed/relevant and the schools will decide. What will be will be.

[Anonymous]

Anonymous wrote:

We will apply to schools in NYC where we are moving: Collegiate, Horace Mann, Dalton, Trinity, Browning, Columbia Grammar, Fieldston, and Buckley. DS has legacy status at one and we don't need financial aid.

OP, I daresay that you sound like a snob who cares more about the name brand of the school your child goes to than actually helping your child get a good education. Public schools are the best place for a child with these issues, because they have staff who are trained to handle them.

It's time to accept that you have a child with a disability, and that they are on a different path.

---mom of a child with ASD

DS has had a diagnosis and IEP since he was 4 yrs old and attends a public school. We are looking at these schools for 6th grade and his psych and neuropsych think these schools or a public magnet will work for DS... So yeah, we accept DS has a disability but also strengths. LOL!

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We are right there with you and plan to send DS to private school starting in 6th grade. DS has ASD/ADHD and has an IEP mostly for social communication issues. Gets great grades fully mainstreamed at a dual language school and is very talented in chess and math. (The current world champion in chess, Magnus Carlson, is suspected of having Asperger's too).

His psychiatrist and neuropsych think DS will do fine at a top tier private school and the schools also recruit for chess (and he has legacy status at one) so we'll see how it works out. We plan on submitting a current neuropsych eval along with everything else. If private school does not work out there are also public magnets.

What are your DS's social communications issues and what are the supports and specialized instruction that he receives in public, but will not have in private? Wondering how the withdrawal of this support/ instruction will affect the child's performance (and social situation - since it will be middle school, after all!).

His issues are mainly that he will not engage with peers and is slow to warm up to other kids. He is fine with adults and older and younger kids. He gets speech with SLP for pragmatics, social skills class with the school counselor, lunch bunch arranged by SN teacher, and OT for fine motor - touch typing practice with OT. Academically, DS gets extra help with written composition but he also tests three grade levels ahead in both reading and math fully mainstreamed.

The private schools we are looking at provide excellent instruction in writing and DS probably does not need more than that. As for the social communication issues, we have noticed that they have improved dramatically since he has been medicated for his ADHD and since he started playing chess. DS is exceptionally gifted in math and chess and has "chess" friends and other kids who seek him out wanting to be friends. Some of these kids are at the private schools we will be applying to.

DS has had an IEP since prek and is now in 4th grade. DS has ASD/ADHD but not anxiety according to his neuropsych eval: most people will never guess that DS has any diagnosis and/or an IEP.

People will guess from this. And the preference of talking to adults.

We are disclosing his diagnosis and fact he has an IEP so the school won't have to guess since we'll be submitting his full neuropsych eval.

DS is a chess prodigy, a talent NYC private schools recruit for so if a school discriminate against him because of his disability, he'll play for another school that wants him.

That is great. You might want to consider focusing less on the chess prodigy aspect of your child and perhaps more on social/emotional/academic fit. That is to say, not the recruiting talent as the number one item. GL in NYC.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We are right there with you and plan to send DS to private school starting in 6th grade. DS has ASD/ADHD and has an IEP mostly for social communication issues. Gets great grades fully mainstreamed at a dual language school and is very talented in chess and math. (The current world champion in chess, Magnus Carlson, is suspected of having Asperger's too).

His psychiatrist and neuropsych think DS will do fine at a top tier private school and the schools also recruit for chess (and he has legacy status at one) so we'll see how it works out. We plan on submitting a current neuropsych eval along with everything else. If private school does not work out there are also public magnets.

What are your DS's social communications issues and what are the supports and specialized instruction that he receives in public, but will not have in private? Wondering how the withdrawal of this support/ instruction will affect the child's performance (and social situation - since it will be middle school, after all!).

His issues are mainly that he will not engage with peers and is slow to warm up to other kids. He is fine with adults and older and younger kids. He gets speech with SLP for pragmatics, social skills class with the school counselor, lunch bunch arranged by SN teacher, and OT for fine motor - touch typing practice with OT. Academically, DS gets extra help with written composition but he also tests three grade levels ahead in both reading and math fully mainstreamed.

The private schools we are looking at provide excellent instruction in writing and DS probably does not need more than that. As for the social communication issues, we have noticed that they have improved dramatically since he has been medicated for his ADHD and since he started playing chess. DS is exceptionally gifted in math and chess and has "chess" friends and other kids who seek him out wanting to be friends. Some of these kids are at the private schools we will be applying to.

DS has had an IEP since prek and is now in 4th grade. DS has ASD/ADHD but not anxiety according to his neuropsych eval: most people will never guess that DS has any diagnosis and/or an IEP.

People will guess from this. And the preference of talking to adults.

We are disclosing his diagnosis and fact he has an IEP so the school won't have to guess since we'll be submitting his full neuropsych eval.

DS is a chess prodigy, a talent NYC private schools recruit for so if a school discriminate against him because of his disability, he'll play for another school that wants him.

That is great. You might want to consider focusing less on the chess prodigy aspect of your child and perhaps more on social/emotional/academic fit. That is to say, not the recruiting talent as the number one item. GL in NYC.

Thanks! DS already knows kids at many of the schools from chess. He competes all the country and basically sees the same group of people most weekends. We don't expect this to change even after moving to NYC. He does not need academic supports and is an excellent student. His current IEP is for social communication issues and supports in writing but he does not need more supports than what a good writing curriculum will provide. He tests above grade level in all academic areas at a dual language school where he spends only 50% of his time in English.