What kind of need do you need to demonstrate to get a 1:1 in MCPS?

[Anonymous]

There is at least one in my kid's school and his needs are greater than that child's. What is the profile of a kid who gets this?

[Anonymous]

It won't be offered so it takes parents willing to fight for it.

[Anonymous]

There are a lot of possible reasons. I know one child who got a 1:1 because he has an intellectual disability but is mostly in gen ed. I also know of a couple with physical disabilities that need assistance and monitoring throughout the day. I know other children who got at least part-time assistance due to elopement, meltdowns, and/or severe attention and hyperactivity issues and by severe I mean severe in that it was disrupting the rest of the class.

There's one child in my DD's class this year with a paraeducator for part of the day and I can't figure out for the life of me why, but I'm guessing he may have needed more help in previous years. I know it's not my business but I was volunteering and was surprised and happy there was another adult helping out as my own child has SN and I saw this para helping my child.

It also helps to have an advocate or attorney or both.

[Anonymous]

Anonymous wrote:It won't be offered so it takes parents willing to fight for it.

This is exactly right. I know one set of parents who had to go to due process to get 1:1 help for their DD. It was expensive.

[Anonymous]

Anonymous wrote:There are a lot of possible reasons. I know one child who got a 1:1 because he has an intellectual disability but is mostly in gen ed. I also know of a couple with physical disabilities that need assistance and monitoring throughout the day. I know other children who got at least part-time assistance due to elopement, meltdowns, and/or severe attention and hyperactivity issues and by severe I mean severe in that it was disrupting the rest of the class.

There's one child in my DD's class this year with a paraeducator for part of the day and I can't figure out for the life of me why, but I'm guessing he may have needed more help in previous years. I know it's not my business but I was volunteering and was surprised and happy there was another adult helping out as my own child has SN and I saw this para helping my child.

It also helps to have an advocate or attorney or both.

Not MCPS but I have heard of another school district where the (rich) parent willing to fight for a para was supported by the school despite that child having relatively mild needs, precisely because the para could help a group of kids with parents who were not set up to advocate. It all seemed to work out to everyone's satisfaction.

[Anonymous]

I know a child who was in a special ed program for ES. She finished reading and math at about the 2nd grade level. There was no program in MS which allowed her to work at the level she was at. The MS said she would be in 6th grade reading and math with a 1:1...absurd! Child is now in a private special ed school.

[Anonymous]

Anonymous wrote:I know a child who was in a special ed program for ES. She finished reading and math at about the 2nd grade level. There was no program in MS which allowed her to work at the level she was at. The MS said she would be in 6th grade reading and math with a 1:1...absurd! Child is now in a private special ed school.

Why is that absurd? Research shows pretty clearly that kids learn better in inclusive settings. If this kid only got to 2nd grade level in the self contained program, maybe that's evidence to support the research findings.

[Anonymous]

The kids I know who have full 1:1 support (e.g. the same adult assigned to them all day) have behaviors, physical disabilities, or health problems that cause safety issues in school. E.g. kids with seizure disorders who are significant fall risks, kids with profound CP who need help with all motor skills, or kids who are runners.

I've known kids with ID or other significant needs who have "adult support" in the classroom, which means that there are extra staff available to help them when they need it, but that support may be intermittent (e.g. they have an adult in math and reading, but not at recess or during circle time) or it may be shared (e.g. 2 kids working at a table with 1 para).

[Anonymous]

Anonymous wrote:

Anonymous wrote:I know a child who was in a special ed program for ES. She finished reading and math at about the 2nd grade level. There was no program in MS which allowed her to work at the level she was at. The MS said she would be in 6th grade reading and math with a 1:1...absurd! Child is now in a private special ed school.

Why is that absurd? Research shows pretty clearly that kids learn better in inclusive settings. If this kid only got to 2nd grade level in the self contained program, maybe that's evidence to support the research findings.

That child needs direct instruction in a very small group with teacher trained in teaching reading (preferably OG method). A one to one Para is NOT going to do anything to improve that child's academics. The para would read the 6th grade material to the child and help him or her complete work. That child is NOT learning how to independently complete work or learn to read.

[Anonymous]

Anonymous wrote:I know a child who was in a special ed program for ES. She finished reading and math at about the 2nd grade level. There was no program in MS which allowed her to work at the level she was at. The MS said she would be in 6th grade reading and math with a 1:1...absurd! Child is now in a private special ed school.

I know a child with a similar experience being in an inclusive setting for elementary and MS with a 1:1 with low academics and have heard from the parents that the setting was did wonders for his socialization and her ability to verbalize, get along in the NT world, and manage many practical aspects of his life. My personal feeling from knowing the situation is that this child will be able to be independent in adulthood much as a result of this experience.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I know a child who was in a special ed program for ES. She finished reading and math at about the 2nd grade level. There was no program in MS which allowed her to work at the level she was at. The MS said she would be in 6th grade reading and math with a 1:1...absurd! Child is now in a private special ed school.

Why is that absurd? Research shows pretty clearly that kids learn better in inclusive settings. If this kid only got to 2nd grade level in the self contained program, maybe that's evidence to support the research findings.

Please site your research.

[Anonymous]

You know that there's tons, right? Just Google the terms. This is why LRE is the law. This research refers to a broad definition of learning which includes social interactions and all the other things you pick up outside academics. This doesn't mean some kids won't benefit from more restrictive (= more supportive) environments for some or all their years of school. It just means there can be advantages to being in an inclusive setting and that they should be taken into consideration before putting a child into a self-contained program. You don't seem to know a lot about the history of SN in the United States when some kids were put in special schools and institutionalized.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I know a child who was in a special ed program for ES. She finished reading and math at about the 2nd grade level. There was no program in MS which allowed her to work at the level she was at. The MS said she would be in 6th grade reading and math with a 1:1...absurd! Child is now in a private special ed school.

Why is that absurd? Research shows pretty clearly that kids learn better in inclusive settings. If this kid only got to 2nd grade level in the self contained program, maybe that's evidence to support the research findings.

Please site your research.

And good luck finding research supporting a 2nd grade reader helps 6th grade readers in any way

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I know a child who was in a special ed program for ES. She finished reading and math at about the 2nd grade level. There was no program in MS which allowed her to work at the level she was at. The MS said she would be in 6th grade reading and math with a 1:1...absurd! Child is now in a private special ed school.

Why is that absurd? Research shows pretty clearly that kids learn better in inclusive settings. If this kid only got to 2nd grade level in the self contained program, maybe that's evidence to support the research findings.

Please site your research.

Here are a few literature reviews:

http://www.wrightslaw.com/info/lre.incls.rsrch.whitbread.htm

http://www.mcie.org/usermedia/application/6/inclusion_works_final.pdf

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I know a child who was in a special ed program for ES. She finished reading and math at about the 2nd grade level. There was no program in MS which allowed her to work at the level she was at. The MS said she would be in 6th grade reading and math with a 1:1...absurd! Child is now in a private special ed school.

Why is that absurd? Research shows pretty clearly that kids learn better in inclusive settings. If this kid only got to 2nd grade level in the self contained program, maybe that's evidence to support the research findings.

Please site your research.

And good luck finding research supporting a 2nd grade reader helps 6th grade readers in any way

https://www.researchgate.net/publication/8677679_Academic_Progress_of_Students_Across_Inclusive_and_Traditional_Settings