Reply to Denied evaluation for autism spectrum child at FCPS. Now what?

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Reply to "Denied evaluation for autism spectrum child at FCPS. Now what?"

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[quote=Anonymous][quote=Anonymous]

1: Your child needs to be found eligible for special services because of a delay that causes "educational impact."  He could be completely non-verbal, deaf, blind, whatever, but still functioning on grade level.  He would not get services for that.

I would start with a speech pathologist because it seems as though you're worried about social skills.  See if a private speech pathologist could make a recommendation about the need for speech and "language" within the school.  You may be able to get an IEP for that, if there's a delay in any area (receptive, expressive, articulation, pragmatics).  But, again, it has to be educationally impactive.  If he doesn't care about talking to other kids, and that's not impacting his education, then he won't get services.  Under all of the "basis for committee decision" pages for ALL disabilities, we have to answer "yes" for an educational impact and explain what the impact is.

I would seriously look into community programs like those sponsored by Parktakes to work on socialization outside of school.  I find that my students who are enrolled in those programs, even if they have tons of services in school, do MUCH better.  They are able to generalize their social skills better when they know it's expected inside and outside of the classroom.  [/quote]

I know that others have already made separate criticism of your advice, but I find these two aspects so egregious to require note.

First, it is NOT true that a child who is non-verbal, blind, or deaf but on grade level will be denied services.  As many others have noted being "on grade level" is not the same as saying there is "no adverse impact on educational performance."  Imagine a blind child who, with the help of peer, parents and a sympathetic teacher, is able to complete homework and in class assignments because those people read and write for the blind child, but that child fails some tests which can't be accommodated.  That child may end up with a "B" or "C", and be labelled "functioning on grade level".  But, obviously that child qualifies for a host of services -- braille, reader technology, computer or scribe writer, and any special instruction that is necessary to provide access to the instruction and to demonstrate acquired skills.  That child would qualify for those services even if, somehow, he/she remained "on grade level" without them.

Also, take your example of a non-verbal child who "doesn't care" about talking to other kids.  Of course, being non-verbal has an educational impact, even if the child is "performing on grade level".  Verbally participating in class is a critical part of "being able to access classroom instruction" and "demonstrating skills".  A child who can't or won't speak isn't able to -- ask the teacher questions, participate in group discussion, offer his/her own insights, participate in group work with peers, etc.  The fact that many of these activities may not be graded doesn't mean that there is no obligation to create an inclusive environment.  A non-verbal child who is "on grade level" clearly can demonstrate "adverse impact on educational performance".  And, by the way, we don't determine services based on whether a child "cares" if he or she can do something.  My child has difficulty writing, but even if he doesn't "care" to write, he still gets and IEP and services.

As others have said -- "adverse impact" doesn't equate with "grades" or being "on or above grade level."  In fact, federal law says that a child can be passing from grade to grade (i.e. on grade level) and still receive help under IDEA.  [/quote]

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