Anonymous wrote:

Anonymous wrote:“Is it keeping him/her from accessing the curriculum?” (Referring to completely illegible handwriting with words all squished together, letters of varying sizes, sloping severely down hill, completely off the lines—tall and small mixed, then continued at the edge of the page in a vertical letter by letter finale getting smaller and smaller….) Chased with…
“Your DC is not the only one with poor handwriting.”

chased with "school doesn't actually teach handwriting any more" - and the even more modern response is "well between texting and computers no one has to write by hand anymore"

followed by horrified realization in 6th grade that your child literally cannot write a legible sentence.

Anonymous wrote:“Is it keeping him/her from accessing the curriculum?” (Referring to completely illegible handwriting with words all squished together, letters of varying sizes, sloping severely down hill, completely off the lines—tall and small mixed, then continued at the edge of the page in a vertical letter by letter finale getting smaller and smaller….) Chased with…
“Your DC is not the only one with poor handwriting.”

chased with "school doesn't actually teach handwriting any more" - and the even more modern response is "well between texting and computers no one has to write by hand anymore"

Anonymous wrote:

Anonymous wrote:“We don’t agree with the diagnosis” says iep team member with zero medical education of three different MD/PhD evaluations of DCs complex medical diagnosis…

OMG! I experienced that, too! WTF! I asked that statement be documented in the notes. I then stopped the meeting and asked that we reconvene when a Central Office Administrator/PSL could attend.

Again, rockstar response! I completely lose my presence of mind when confronted by this kind of stupidity, and don't know what to say. I ended up just opening and closing my mouth like a gasping fish while I think what to say. It would never have occurred to me in a million years to demand that such a statement be documented in the record (even though I was always recording) and ask to suspend the meeting at that instance, pending continuation with central. Because, I mean HTF could anyone continue an IEP meeting with a team member who is so obviously ignorant?

Again, thanks for sharing your award winning response.

Anonymous wrote:Straight face: 15 minutes of OT per week is sufficient (8 yo receives multiple hours per week of private OT & cannot yet form all 26 letters of the alphabet never mind write a word/sentence)

Your kid gets 15 minutes of OT a week?! Mine gets 30 minutes a month and I was led to believe that’s amazing.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:“We don’t agree with the diagnosis” says iep team member with zero medical education of three different MD/PhD evaluations of DCs complex medical diagnosis…

OMG! I experienced that, too! WTF! I asked that statement be documented in the notes. I then stopped the meeting and asked that we reconvene when a Central Office Administrator/PSL could attend.

Why would they even say that? Was it an eligibility/reeval?

Agree with these posters and others. No matter what is written in the IEP most years you are way better off just getting services outside of school. The absolutely put kids in group intervention with vastly different needs and when you question it, you get so much gaslighting and BS it's just a supreme waste of time. Occasionally someone does right by your kid, but it's a gamble to expect the school to do that.

Yes, they put the kids together in these small groups where each kid has varying needs and calls that your ‘10 minutes’ that week. It’s non-personalized and little help getting to the root of the problem.

Anonymous wrote:

Anonymous wrote:“We don’t agree with the diagnosis” says iep team member with zero medical education of three different MD/PhD evaluations of DCs complex medical diagnosis…

OMG! I experienced that, too! WTF! I asked that statement be documented in the notes. I then stopped the meeting and asked that we reconvene when a Central Office Administrator/PSL could attend.

Why would they even say that? Was it an eligibility/reeval?

Anonymous wrote:I’m a parent of a SN kid with an IEP and I’m a speech therapist with the schools. We just do t have the resources or enough staff to meet your demands. Even if you bring an advocate and get them the accommodations/service times you want-guess what, there won’t be compliance. It’s just not humanly possible.

We spend most our time on legal documentation and paperwork and very little on the kids. People falsify the minutes they give. The quality of the therapy and teaching is horrific. It’s a mess.

Let me be frank:
If you have a concern you want addressed for your child, do it though private therapy outside schools. No one will ever say that to you, but that is just the reality. Forget the advocates. Save your money and time and take your kids to therapy or tutors afterschool.

+1 I’m a special Ed teacher with one child with a 504 and another with an IEP. You can spend your time, effort and money fighting the school team, but don’t think if it gets written in the IEP that the service is being delivered with any kind of quality. The sped teachers and service providers have way too many kids on their caseloads, and often have to form groups that aren’t a great match to get to all their students. Your energy is much better spent finding quality private providers, and your child will receive more benefits from a more personalized approach. I know many will say that the schools are required to provide services no matter what, but when there are no staff and not enough time in the day/week, you can complain all you want to as many supervisors you want, nothing will change because it’s not possible.

I’m a parent of a SN kid with an IEP and I’m a speech therapist with the schools. We just do t have the resources or enough staff to meet your demands. Even if you bring an advocate and get them the accommodations/service times you want-guess what, there won’t be compliance. It’s just not humanly possible.

We spend most our time on legal documentation and paperwork and very little on the kids. People falsify the minutes they give. The quality of the therapy and teaching is horrific. It’s a mess.

Let me be frank:
If you have a concern you want addressed for your child, do it though private therapy outside schools. No one will ever say that to you, but that is just the reality. Forget the advocates. Save your money and time and take your kids to therapy or tutors afterschool.

Anonymous wrote:“Is it keeping him/her from accessing the curriculum?” (Referring to completely illegible handwriting with words all squished together, letters of varying sizes, sloping severely down hill, completely off the lines—tall and small mixed, then continued at the edge of the page in a vertical letter by letter finale getting smaller and smaller….) Chased with…
“Your DC is not the only one with poor handwriting.”

+1 This is how they justify zero hours by a practically non existent OT in the district. Meanwhile, the DC is crying bc they can’t write in the provided box or on the line in the black and white composition book for 7 years at FCPS.

“Is it keeping him/her from accessing the curriculum?” (Referring to completely illegible handwriting with words all squished together, letters of varying sizes, sloping severely down hill, completely off the lines—tall and small mixed, then continued at the edge of the page in a vertical letter by letter finale getting smaller and smaller….) Chased with…
“Your DC is not the only one with poor handwriting.”

From DS's 4th grade general ed teacher: Your DS doesn't need to be in special ed. He's capable of doing the work in the gen ed classroom.

This is the same year in which we had to have an FBA done because DS started having meltdowns in the special ed classroom. The special ed teacher, and all the other teachers he'd had up to that point, couldn't understand what was going on because he NEVER had behavioral issues/meltdowns (which is one of the reasons we struggled to get them to evaluate him in the first place).

Turns out, his gen ed teacher was causing DS so much anxiety (pop quizes, calling on him without warning, isolating kids as a consequence, etc.) that he held it together in the gen ed classroom but let it all out in the special ed classroom which was a safe space for him. I got called to school when he said he wanted to kill himself. Although I've had my battles with the school, they were fabulous in this area. They quickly got an FBA done, it was excellent and the plan we came up with was very affective. They also addressed the gen ed teacher's poor practices. It was the only year the teacher was at that school.

Anonymous wrote:“We don’t agree with the diagnosis” says iep team member with zero medical education of three different MD/PhD evaluations of DCs complex medical diagnosis…

OMG! I experienced that, too! WTF! I asked that statement be documented in the notes. I then stopped the meeting and asked that we reconvene when a Central Office Administrator/PSL could attend.

Anonymous wrote:When someone from the school team says, "we don't do that" in response to an accommodation request. (it has to be an i individualized determination about what your kid needs and what is a reasonable way to meet that need.

When someone says "but he has good grades" (as a reason for denying a 504 or IEP)

When someone in the team refers to me or calls me to my face "Mom" as if that is my name. (Even though we all introduced ourselves at the beginning of the meeting, and I remember and use 7 different names of strangers, and they've only got to remember one name - mine.

"We don't have the staff for that" or "That's not how I do things in my class. BOTH in response to raising a complaint about accommodations not be provided as per plan.

Amen. I had all of these the last meeting

“We don’t agree with the diagnosis” says iep team member with zero medical education of three different MD/PhD evaluations of DCs complex medical diagnosis…