Anonymous wrote:Anonymous wrote:This was back in the day, and maybe things have changed.
My son has mild autism, dyscalculia (disability in math), severe inattentive ADHD and very low processing speed, all of which meant he could not complete any work in the classroom at all. He was given an IEP straightaway, at Bethesda Elementary. He had pull-outs, a scribe (before he was able to write legible with reasonable speed) and group speech therapy for his speech delay, which also doubled as a social skills group.
Later on, with medication, executive function coaching and tutoring, he did a lot better. He was placed in the GT/LD program for middle and high school (gifted and talented, learning disordered, full of kids like him) and did well. He transitioned to a 504, since he did not need the IEP anymore.
This isn't a question of diagnoses, but of degree of impairment in the classroom. In elementary, my son simply could not function without services and accommodations. I've known plenty of ADHD/autistic kids with just a 504, because they were more functional than my son.
So how impaired is she?
Not surprising, considering this was BE.
Our experience at a different Bethesda [located] elementary could not have been more different. It was obvious there was an ongoing DS/school environment problem. We sought out and provided ASD, ADHD, private evals. The school in turn sent him to the office multiple times per week. Called us relentlessly to complain. Withheld recess for weeks. Yet, refused to consider eligibility for a 504 or IEP until we hired an attorney (this was years ago; we did not know enough to request in writing, ourselves). Tremendous foot-dragging on their end. Process took over a year.
OP, as you can see, each experience is different. For us, it was time and money well spent.
Anonymous wrote:Anonymous wrote:Anonymous wrote:PP here- our advocate was better than our attorney, Kim Glassman, who was not worth really anything we paid.
OP here. Thank you, this is helpful. Do you mind sharing how much you paid per hour for the advocate? We have gotten quotes from $150 up to $300 per hour for advocacy and it has been so varied.
How much did the attorney charge?
Anonymous wrote:Anonymous wrote:Anonymous wrote:Anonymous wrote:I would start with an advocate to advocate for the IEP. Them get a lawyer for the placement issue down the line, since you aren't going to go from no IEP to restrictive placement in one step.
Nope, just go right to a special ed lawyer. Advocates are not a regulated field - waste of time and money.
OP here. The problem is that many of the lawyers we have spoken to want us to get an ed consultant first to do observations, etc to help the case. What do you do in this circumstance?
I would get a really good private evaluation first.
Anonymous wrote:Anonymous wrote:PP here- our advocate was better than our attorney, Kim Glassman, who was not worth really anything we paid.
OP here. Thank you, this is helpful. Do you mind sharing how much you paid per hour for the advocate? We have gotten quotes from $150 up to $300 per hour for advocacy and it has been so varied.
Anonymous wrote:Anonymous wrote:I’ve yet to meet a parent that got what they needed without a lawyer.
I’m one of the posters who said don’t bother. And how many do you know who didn’t get what they wanted with a lawyer? It’s unfortunate but all of us know so many who have spent a fortune on lawyers for different reasons, especially after 2020 and trying to get compensation or placement or services. We all did the best we could but in the meantime, our kids got older. I’m one who didn’t and just quickly pulled my kid when things got bad. I’m fortunate that I found an alternative that worked and could afford to supplement and spend money on that instead.
Do what is right for your child. You will be the best advocate and always trust your gut.
Anonymous wrote:This was back in the day, and maybe things have changed.
My son has mild autism, dyscalculia (disability in math), severe inattentive ADHD and very low processing speed, all of which meant he could not complete any work in the classroom at all. He was given an IEP straightaway, at Bethesda Elementary. He had pull-outs, a scribe (before he was able to write legible with reasonable speed) and group speech therapy for his speech delay, which also doubled as a social skills group.
Later on, with medication, executive function coaching and tutoring, he did a lot better. He was placed in the GT/LD program for middle and high school (gifted and talented, learning disordered, full of kids like him) and did well. He transitioned to a 504, since he did not need the IEP anymore.
This isn't a question of diagnoses, but of degree of impairment in the classroom. In elementary, my son simply could not function without services and accommodations. I've known plenty of ADHD/autistic kids with just a 504, because they were more functional than my son.
So how impaired is she?
Anonymous wrote:Anonymous wrote:I’ve yet to meet a parent that got what they needed without a lawyer.
Plenty of us were able to get our kid what they need without a lawyer including outside placement.
Anonymous wrote:Anonymous wrote:Anonymous wrote:I would start with an advocate to advocate for the IEP. Them get a lawyer for the placement issue down the line, since you aren't going to go from no IEP to restrictive placement in one step.
Nope, just go right to a special ed lawyer. Advocates are not a regulated field - waste of time and money.
OP here. The problem is that many of the lawyers we have spoken to want us to get an ed consultant first to do observations, etc to help the case. What do you do in this circumstance?
Anonymous wrote:Anonymous wrote:Anonymous wrote:This was back in the day, and maybe things have changed.
My son has mild autism, dyscalculia (disability in math), severe inattentive ADHD and very low processing speed, all of which meant he could not complete any work in the classroom at all. He was given an IEP straightaway, at Bethesda Elementary. He had pull-outs, a scribe (before he was able to write legible with reasonable speed) and group speech therapy for his speech delay, which also doubled as a social skills group.
Later on, with medication, executive function coaching and tutoring, he did a lot better. He was placed in the GT/LD program for middle and high school (gifted and talented, learning disordered, full of kids like him) and did well. He transitioned to a 504, since he did not need the IEP anymore.
This isn't a question of diagnoses, but of degree of impairment in the classroom. In elementary, my son simply could not function without services and accommodations. I've known plenty of ADHD/autistic kids with just a 504, because they were more functional than my son.
So how impaired is she?
You were lucky. We got 30 minutes group speech that was worthless as it was 6 kids with unrelated needs.
I don't recall exactly how much he had in school, but it sounds similar to what DS got. The SLP at that elementary was wonderful. I was so sad when she retired. We also paid for private speech therapy, but the school SLP was actually better.
Anonymous wrote:Anonymous wrote:Anonymous wrote:I would start with an advocate to advocate for the IEP. Them get a lawyer for the placement issue down the line, since you aren't going to go from no IEP to restrictive placement in one step.
Nope, just go right to a special ed lawyer. Advocates are not a regulated field - waste of time and money.
OP here. The problem is that many of the lawyers we have spoken to want us to get an ed consultant first to do observations, etc to help the case. What do you do in this circumstance?