Anonymous wrote:It's possible that the middle of the class is the best the teacher can do. I've had classes where a third or fourth of the students had 504's or IEPs that included preferential seating. It's a physical impossibility!
I agree that a polite email to the teachers-- soon-- is a good idea.

I have seen teachers be very creative when meeting the needs of children with preferential seating. For example, one teacher did 2 rows of a horseshoe type seating arrangement so there were only two rows of seats. Takes some ingenuity and thought. In no way should a teacher give up and not provide accommodations.

I would also pick and choose my battles with teachers. I would begin by asking my child if she/he could pay attention in the seat they are assigned to? Is there a place that would be better? Etc. If my child wasn't in the front row but liked their location (maybe a good study buddy is nearby or my child is further away from a child that distracts her/him) then I would be ok with the seating arrangement. If my child said they could not see the board or had trouble paying attention because of the location, then I would send an email requesting a seating move and a location that would be better.

OP here - Thanks everyone for the input. This is really helpful!

It's possible that the middle of the class is the best the teacher can do. I've had classes where a third or fourth of the students had 504's or IEPs that included preferential seating. It's a physical impossibility!

I agree that a polite email to the teachers-- soon-- is a good idea.

My experience, also is that you have to contact the teachers directly. Give them a few days and then send a friendly email.

Anonymous wrote:I would suggest talking to the teacher sooner (at least in my experience with my daughter.) If your child has to be placed in the front of the class it is better to do it as the teacher is creating the seating charts. It was very awkward for my daughter to move into the front row after seating charts were created as it meant she "kicked" out one of the front row kids to move to the back.

+1.

Make the request by email so it's in writing. Frame it as -- I know you have a lot of kids and it is early and you are still sorting things out, but I wanted to remind you that Larla's IEP specifies X kind of seating. Then explain why the present seating isn't working for Larla and what would be better. State that you are open to a discussion about the seating if the teacher has other reasons why she thought this particular seat would be good (maybe teacher sat Larla between 2 non-talker/studious cooperative types). I thought it would be more constructive to share this information now, while the seating charts are being finalized, rather than later, when it may be harder and create more of a stigma to move Larla if necessary. Please contact me if you have any questions or want to discuss. etc.

I would suggest talking to the teacher sooner (at least in my experience with my daughter.) If your child has to be placed in the front of the class it is better to do it as the teacher is creating the seating charts. It was very awkward for my daughter to move into the front row after seating charts were created as it meant she "kicked" out one of the front row kids to move to the back.

My 8th grader has preferential seating in her IEP for ADHD w/ LDs. What we have found in MS is that "preferential" seating may not be the same in every class. Her plan says something like "preferential seating to minimize distractions and increase focus".

So in a class with a lot of posters/writing on the walls, preferential seating may be in the middle of the room so she isn't distracted by those things.

It may mean close to the teacher, but there could be things on the teacher's desk or up front that distract her.

We also use it to get her moved from a table with kids who tease her.

So I would give it another week or so, then talk to your DD about her classes and talk with her about where she is seated and if it is working for her.

Email her teachers to let them know that she should get priority seating.

Is she having a problem getting to the classroom in a timely manner? I just spoke with my DC (he also has priority seating- he will be a sophomore), and he said that he tries to get there as quickly as he can and if there is a problem he talks to the teacher and she/he sorts it out. He also said many teachers have assigned seating, but may wait a day or two to see where kids sit- then when the assigned seating is assigned he is where he needs to be.

Let me preface this by saying my SN child is not my first. My experience in MS and HS is that it takes a week or so to work out the kinks in the classroom. Knowing this, I am waiting until the middle of next week to decide if I have any issues with how my 6th grader's IEP is being implemented. If, after I ask questions next week, I have concerns, I will be contacting the special ed coordinator. Each teacher now has 300 kids a day to figure out instead of the 25 that ES teachers have.

My 6th grader just started middle school and is going from one teacher to 7 teachers a day. She has a 504 plan for her ADHD that stipulates seating near the front of the room / away from distractions. This has always been very helpful for her.

After day 2 at her new middle school school, I asked her about her seating and it seems that it is hit or miss. In some classes she is in the middle of the room, in others she in the front row.

I am wondering about how best to handle this. I don't think as a brand new 6th grader she has the confidence to discuss this with her teachers. Should I just let it be? Or should I contact the special needs coordinator and ask for her help with it.

Suggestions? Advice?