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[quote=Anonymous][quote=Anonymous]OP, your IEP team is whack.   It is not possible to have both an ISP and a 504 plan at the same time. If your kid already has an IEP, then she is already “labelled”.    (Or maybe I’m whack If I did not understand your OP.)

An IEP legally requires 1) identifying a “disorder (like dyslexia, dyscalculia, ADHD, language disorder, etc.) and 2) showing that the disorder has an “adverse educational imp t (which does not have to be “bad grades”) and 3) need for special instruction.  If the IEP team is noticing new issues and thinks your daughter needs accommodations (like extra time, copy of class notes, frequent reminders, etc.), then those accommodations are supposed to be added to the IEP.

If you have an IEP and your team is saying to you that they can only add the accommodations to a 504 plan, they are either extremely ignorant (best case scenario) or liars (worst case scenario).  Sometimes teams try to move kids from an IEP to a 504 because they think the kid has accomplished goals and doesn’t need further support and they portray stepping down to a lower level of support as a positive next step (best case scenario).  But, often the team is just tryinv to push the student down to a lower level of support that has fewer legal protections.

Please repost your question in Special Needs if you have more Qs about IEP v 504.

As far as getting an evaluation - as I said above, if your DC already has an IEP, she is “labelled” - you have to identify disorder to get an IEP, the disorder is a label.  Your DH is right in part because of course labels don’t fully define people and their abilities. And society still has some stigma about these labels.

BUT, you are also right. if your DC already has an IEP, there’s a pretty high likelihood that that IEP rests on some pretty crappy testing and data. Schools don’t like to put a lot of effort into testing because it’s time and money. A full psychoeducational or neuropsychological exam, if you can afford it, it’s almost always better and more complete view of the student. labels can be helpful and some ways - A label can help us find peers with similar strengths and weaknesses, a label can provide access to treatment, a label can help us research our medical issues, etc.

I think knowledge is power. As a parent I want my kids to have as much knowledge about themselves as possible before they leave the nest. Maybe if your DH isn’t ready for a psychoeducational exam, you could convince him to at least go and visit with a psychologist (or educational advocate) who offers these kinds of exams to get more education about what kind of testing is typically done and what I can tell you about your child. Sometimes parents do better when they hear these issues from a doctor then from the other parent[/quote]

I think I’m causing some confusion here because I’m in a neighboring state that requires an IEP for gifted students. That is what my child has. The gifted program is essentially just a pull out once or twice a week for enrichment. They have also identified some attention issues, time management issues, etc, but nothing that is affecting current academics. But they have voiced concerns that these problem areas might become more of a serious issue as our child moves to middle school next year.  I am not clear on exactly what the IEP covers and the 504 covers as it was just mentioned to me for the first time. The 504 was suggested for middle school, not elementary.[/quote]

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