Had the Big Meeting!

iVillage Member
Registered: 02-10-2005
Had the Big Meeting!
9
Sun, 09-16-2007 - 1:31am

So, we finally had our first meeting with the school. They had a "Student Success Team" where we sat down and discussed DS' issues. We explained that we are being proactive,and his main issue so far is the hand flapping and jumping. He needs to see an OT. Besides that, the teacher said he does fine if directions are given one-on-one to him, his grades are fine and he interacts with others appropriately.

DH and I brought a letter requesting the assessment, as well as a copy of the initial assessment (showing a "high probability" of Asperger's). Basically, they said there will have to be an incident before they'll take any action such as an assessment, and just because we wrote a letter requesting the assessment, doesn't mean we'll get one. Wow!

This goes against everything we've been told by several other professionals. My contact at the school district said to simply write the letter and give it to the principal and school psych. DH's co-worker, the LEP, said the same, and my sister's co-worker (head of Spec. at her school) said that by law they have to do the assessment if the parents request it. The school pysch (who no longer works there after starting 1 week before) said the same thing.

A concern that the teacher had is that he's in a 3rd/4th grade combination class and there are a lot of distractions. So, the VP called yesterday and they have now moved him to an all 3rd grade GATE class (he didn't get into GATE originally, but they happened to have an opening).

By the way, 15-20 min. into the meeting, his teacher left and said she had another appointment. A few minutes later, the VP left. Are school faculty usually this rude during a planned meeting?

We'll see how his new class goes. Not sure what to think now.

iVillage Member
Registered: 03-26-2003
Sun, 09-16-2007 - 10:30am

That assessment thing really varies depending on what state you are in. In some states yes they do have to do it right away.

However, with RDI and the like they have to try interventions first prior to testing.

What is the purpose you have in testing? Is there a school concern that you have or is it for the purpose of diagnosis.

The purpose of school testing is not to provide a diagnosis but to help support students educationally. I know you want to be proactive but they can be proactive with general education supports or even a 504 plan. There are actually many supports that can be provided.

I would definitely consider taking him for an outside evaluation through insurance to rule out or in an AS diagnosis and then make a treatment plan from there. Even a diagnosis does not automatically qualify a child for special education or indicate assessment. To qualify it has to be significantly affecting their education as well. In addition, it takes 60 days to complete evaluations.

From the sound of it, it may be more beneficial to your son to make sure he has the supports neccessary in school through the student study meetings and such, keep close watch if he starts to struggle and then go to the testing route and take him outside for diagnostics.

Renee

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iVillage Member
Registered: 08-27-2007
Sun, 09-16-2007 - 1:53pm

Ok I also had the same issue, the VP was in an out of the meeting and the teacher left within 15 minutes. By the end it was pretty much just us and the phycologist ( dang I can never spell that word). I was feeling the same way about not everyone getting all the information.


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iVillage Member
Registered: 11-28-2006
Sun, 09-16-2007 - 10:12pm

Sugarbaby, try this.

iVillage Member
Registered: 11-28-2006
Sun, 09-16-2007 - 10:49pm

Sugarbaby, I was just poking around over on the LD board on IV and found this article....



Knowing Your Child's Rights

By: National Center for Learning Disabilities (2006)


Your child has the right to a free and appropriate public school education. Getting involved in his or her education is among the most important things you can do as your child's advocate. As you'll see below, you have a right to be a part of every decision regarding your child's education, including the process of finding out if your child needs special services. You know your child best, and your input should be considered at every opportunity.


In order to make sure that your child with learning disabilities gets the help he or she needs throughout his or her school career, you should familiarize yourself with the rights you have as your child's advocate. These rights are federally mandated by the Individuals with Disabilities Education Act (IDEA).


Your child's rights in determining eligibility for special education and related services:



  • You have the right to request in writing that your child be evaluated to determine if he or she is eligible for special education and related services. This evaluation is more than just a single test. The school must gather information from you, your child's teacher and others who would be helpful. An assessment of your child must then be conducted in all the areas that may be affected by the suspected disability.
  • If the public school agrees that your child may have a learning disability and may need special help, the school must evaluate your child at no cost to you.
  • Teachers or other professionals can recommend that your child be evaluated, but the school must get your explicit written consent before any part of the evaluation is started.
  • If the public school system refuses to give your child an evaluation, they must explain in writing the reasons for refusal, and must also provide information about how you can challenge their decision.
  • All tests and interviews must be conducted in your child's native language. The evaluation process cannot discriminate against your child because he or she is not a native English speaker, has a disability or is from a different racial or cultural background.
  • Your child cannot be determined eligible for special education services only because of limited English proficiency or because of lack of instruction in reading or math.
  • You have the right to be a part of the evaluation team that decides what information is needed to determine whether your child is eligible.
  • You have the right to a copy of all evaluation reports and paperwork related to your child.
  • You have the right to obtain an Independent Education Evaluation from a qualified professional and challenge the findings of the school evaluation team.
  • You have the right for your child’s evaluation to be completed within a specific timeframe. Some states have set a limit.
iVillage Member
Registered: 06-25-2003
Sun, 09-16-2007 - 11:27pm

Lainie,


That is a fabulous idea!

-Paula

visit my blog at www.onesickmother.com
iVillage Member
Registered: 02-10-2005
Fri, 09-21-2007 - 7:44pm

Wow! Thanks so much for the help! I forgot I posted this and just found everyone's answers.

I spoke to my contact at the school district today. She was the one who originally said that we need to simply write a letter requesting the assessment and they'll have to do it. Well, I think THEY have gotten to her, for her story changed and she said the school is doing exactly what they need to.

So, it sounds like the school doesn't take care of the needs of children specifically with Asperger's. If DS were more obviously mentally or physically handicapped, they'd jump all over this. The school district lady seemed to say that it's fine if he jumps and flaps his hands as long as it doesn't bother anyone.

I thought social skills played a big part in education.

I feel silly even pushing this because it seems mild. The potential for trouble with peers is certainly there though.

I'm just feeling stuck.

iVillage Member
Registered: 02-10-2005
Fri, 09-21-2007 - 7:52pm

Tebald....

Thanks for all that info! Really. I appreciate it.

The rights says the following

"# If the public school agrees that your child may have a learning disability and may need special help, the school must evaluate your child at no cost to you. "

These people who know NOTHING about Asperger's do not agree that he needs help because he appears to be normal. So everything else that you listed on the "Rights" means nothing if THEY don't agree that he has a problem.

Shouldn't a school psych, who is knowledgeable about Asperger's, be the one who decides whether to provide services??

iVillage Member
Registered: 06-25-2003
Fri, 09-21-2007 - 8:03pm

"I feel silly even pushing this because it seems mild."


Just speaking from experience: Don't fall into that trap. Needs are needs and they will only increase if ignored. The best interventions are started early.


-Paula

-Paula

visit my blog at www.onesickmother.com
iVillage Member
Registered: 11-28-2006
Fri, 09-21-2007 - 8:39pm

Well legally I don't know, but they might not have to as it seems they have made one accomodation for him already by moving him to a less distracting environment.


But DON"T give up as Paula says.