Follow up:
Thanks - we were idenitified as eligible. Now off to developing the IEP.

Thank you for all of these great tips. I feel like I am in much better position for the meeting later this week.

Anonymous wrote:It is not enough to have OT issues. OT is a "related service" and is not enough to qualify for an IEP. The key question is whether your child has a disability and needs specialized instruction. If so, does the child need OT to benefit from the specialized instruction.

Just make sure you have asked for an evaluation in all areas of suspected disability. Including learning disabilities. For example: is child's difficulty with written assignments due to fine motor issues or instead due to a written language disability?

I don't think that's true. My kid started K with just OT specified in the IEP.

If you live in Maryland, they are required to give you all documents at least 5 business days prior to the meeting. I agree, bring work samples.
Additionally, it is helpful to prepare a written parental input statement in advance so you don't forget what you want to contribute. You should create a bulleted list of what you would like to share
about your child such as their strengths, needs, and your concerns. You should also bring a picture of your child so the team can remember the focus. Good luck.

- Jennifer Engel Fisher
Weinfeld Education Group

Just went through an IEP meeting where they denied and I was actually able to get them to reconsider and change the decision. My advice:

Swallow your anger/pride and be as polite and conciliatory as possible, while still advocating for your child (you are going to have to work with the school for a long time so it won't help anyone to be hostile or less than perfectly polite -- which is not the same as being a doormat);

Be open minded;

BRING WORK SAMPLES ( especially ones with failing grades) and be ready to pull them out if you need them;

I also asked my child what SHE would want me to tell them. At the end, when they said they were denying, I told them I had asked my child what she wanted them to know and I told them what she had said ("I don't understand anything that's going on in school. I'm drowning. Please help me.") I really think that had an impact. The principal's entire fact changed.

They took our work samples (and our expert report that we had paid for before they even did their evaluation) and reconsidered. They ended up giving her an IEP for writing, not reading, but it's something and as the special ed teacher told me, it's a foot in the door and it's easier to add to it than to get one when you don't have one.

Good luck!

It is not enough to have OT issues. OT is a "related service" and is not enough to qualify for an IEP. The key question is whether your child has a disability and needs specialized instruction. If so, does the child need OT to benefit from the specialized instruction.

Just make sure you have asked for an evaluation in all areas of suspected disability. Including learning disabilities. For example: is child's difficulty with written assignments due to fine motor issues or instead due to a written language disability?

One of the things I learned over the years of IEP meetings was to come with an open mind and be ready to negotiate. You are your child's best advocate. Listen to what the specialists observed, offer your observations as well. I know it all sounds scary and there will be a moment when you feel like bawling. It's normal, they are used to that. Don't be embarrassed. And most of all - good luck tomorrow!

Anonymous wrote:Sorry to partly hijak OPs question, but how to prep for an eligibility meeting when you think they're going to deny eligibility? I think they're dead wrong, and I need to know what to do after they deny him.

thanks.

I am the original poster - so my response is solely from reading the Procedural Safeguards document. (for DC is is called - Notice of Procedural Safeguards, rights of parents of students with disabilities)

I believe you can start with asking for an IEE - independent educational evaluation. If you disagree with the results of the evaluation, you can request and IEE and the school has to pay for the evaluation.
This is section 34 CFR 300.502

I think the idea of making a clear list of how your child's disability causes your child to not be able to access the curriculum. Also, bring work samples to prove your point.

Sorry to partly hijak OPs question, but how to prep for an eligibility meeting when you think they're going to deny eligibility? I think they're dead wrong, and I need to know what to do after they deny him.

thanks.

The PP who said not many people get OT after their third birthday... I'm not sure where she gets her information. My son is in 2nd grade and receives OT and has had it since he was 10 months. There are a couple kids in his class who get OT. My son has had the same OT since he was 3 and it helps to have a long term prospective, since teachers and special ed teachers change every year.

Lie back and think of England...

At our school in FCPS, the psychologist meets with the parent a day or so before the eligibility meeting to go over the testing results. This is called an "interpretive" meeting. The parent gets a hard copy of all the results and reports. You can call the local screening chair and ask when/if this will happen.

If at any point you feel you need to stop the eligibility meeting because you need to read and understand any information, you are well within your bounds to ask the meeting to stop and reconvene at another time.

Yes, you should get the report(s) in advance. The thing about the IEP process is this. In order to qualify, your mus have a disability and your child's disability must have an adverse impact on his/her ability to access the curriculum. So, when I prepare for these meetings that is my focus. How is my son's disability preventing him from accessing the curriculum and what can be done to make it better. I am always prepared with lists for each of these issues - problems and what sort of supports/services so I think would make him successful. Honestly, I can always answer these questions without any reports in my hands because at least in our case, it is pretty obvious. But, it's better not to be blindsided with information at a meeting so I do read them.

As far as OT, at least in MCPS, very few kids get it. My son received OT accommodations (special cushion for his chair and recommendations to the classroom teachers on how to help him be more successful in school), but never OT after his third birthday. But, other than OT, which I can't say would have made a difference, my son always got way more services and accommodations than I could have ever thought of.

We have a meeting scheduled later this month.

Any tips on how to prepare for the session? We believe there are OT issues but were unsure if there were some other learning disabilities at play.

Does the school need to provide the evaluation summary report prior to the meeting? I do much better when I am familiar with what people are discussing then trying to process the report, the discussion, and advocating for my child at the same time.

Thanks for any tips.