Behavior Challenge Thread

[GraceLuvsWDW]

GraceLucsWDW,

OK here is where things get really technical.

First we need to determine how compliant they were up to this point.

Did they supply you with a copy of the “notice of procedural safeguards” when you requested the IEP evaluation? If so have it in front of you, if not they have violated IDEA and we will include that along with any other due process paperwork that needs to be prepared. Yes, they did.

If you have the procedural safeguards manual there is a section on your rights to participate (as an equal member). “you are a member of your child’s IEP team and have the right to participate in team meeting in identification, evaluation, and educational placement of your child and other matters relating to your child’s free and appropriate educations”.

OK we first need to find out if the school considered your meeting today to be an evaluation review meeting for the purpose of determining educational classification.

Did you receive a prior written notice of this meeting at least 10 days in advance, No this was an "informal review of test results"or did you sign a waver giving up this right for this meeting. No I did NOTDid the notice state the purpose of the meeting (to review the IDEA evaluation of your child and to make an educational classification determination). No but at this meeting they gave me an "Invitation to Meeting" for a meeting on 10/15/09 which I have NOT signedWere minutes kept of the meeting and were you given a copy for you to review and add corrections and additions. No minutes but I was given a copy of results of testing with no specific testing results cited. She told me she is "asking her lawyers" if she has to give me the specific results which I requested in a formal letter which she received on Friday If any of these did not happen then this was not the review required under the time constraints for the initial evaluation IDEA regulations. It was just a meeting where school personnel were “blowing smoke”.

Did they give you anything I writing expressing that they had made a decision and what it was Yes, the report they gave me states "XXXX does not appear to meet the criteria for having a disability" under recommendations and assurrances(please tell me they did since that is gross violation of parents rights) if not ask for the items expressed in the meeting to be sent to you in writing including the refusal to send anything but summery reports.I will request her refusal in writing ASAP

As for records, there should be a section in the procedural safeguards manual about this but to paraphrase, for your child’s educations records (educational evaluations are part of this) the school must tell you what types of records exist, must allow you to review these records before any meeting including an evaluation meeting, and must supply you copies of the records at reasonable cost (for the copying only) that is affordable to you.Yes, I read this to her verbatim at the meeting but she said that only applies to this summary report and no "all records". She shadily stated those records have other students names on them and therefore, cannot be released. I said to black out the other student names and copy for me and she refused.

As to outside evaluations, diagnosis and recommendations, you need to get copies and bring them to the evaluation meeting. You may also bring clinicians, therapists, or anyone else who is familiar with and can provide input to the process or just to support you. I have just scheduled a meeting with the Neuro-Psych (whose full report the have) and she offered to go over their data and appear at the ARD.

As you know I am direct, but the “Autism leader” (what ever that is?) has demonstrated that she is incompetent in both Aspergers (not that unusual for someone whose background is in classic autism) and IDEA. I said this to her and she cried in the meeting-REALLY-she cried and stated I was being rude by inferring her best efforts were not put forth.

Other than seeing if you can get her to give in writing what she said during the meeting any further dealing with her are a waste of time outside the formality of an IEP meeting (and hopefully not then).I really agree with you here

Now before you move foreword I need the answers to the above questions.

OK now once I review your answers as I have recommended before it is time to call the director for special education for your district. While there will be some variation depending upon the answers here is the general scenario.

You will ask the SPED director when the formal IEP meeting will be held to review the educational evaluation and to make an educational classification. They want to have it Oct 15th, should I postpone?Then you will bring up the IDEA violation(s) that have occurred and detail them the SPED director. You will ask if the “autism leader” is a certified Educational diagnostician Her credentials are LSSP, she conceded NO MD was part of the evaluation.and if she has any current training and experience in Aspersers or IDEA She states she is duly "trained" by higher up Special Education Officialssince all indications to date are that she does not. State that if the district director cannot assure future competency I have already found multiple erroneous references in her report!that you want an alternate individual to act as the ED (educational diagnostician) and a person experienced in accurate evaluations and classifications of Aspergers to become part for your child’s IEP team. Let her know that you are in the process of drafting multiple due process complaints to request due process hearings which will be sent to the district and the IDEA complaint/compliance official at the State DOE. Let her know that it is not your desire to go through these administrative complexities but blatant disregard for IDEA regulations and the apparent lack of competency of the individual who is acting as the ED are making this necessary unless the process changes immediately.
Let her know that if the evaluations are not accurate, complete and competent that you will be requesting outside “second opinion evaluations” which under IDEA will be paid for by the district. Let her know that you want a district representative at all meeting to assure compliance and competency.

As I said some answers from above come first then I can provide final direction they it is how you wish to handle it. I will wait to do anything until I hear back from you

As always any help than I can offer is here for the taking.

Here is a link the the federal dept of educations IDEA section which has most of the information I have described above, it is allways effective to email links of the DED DOE website for items which the district is not following to the director of special education.

http://idea.ed.gov/explore/home

bookwormde

I also want to add the report concered a lot of areas of concern. Namely:

Problems with Pragmatic Language (reference to "as seen with Attention Deficit Disorder"
Incorrect Phenome usage/production-inconsistent errors
Articulation Problems
K teacher reports: she becomes distracted by visual stimuli, looks at peers rather than at teacher, spins and flicks objects in front of her eyes, chews and mouths objects, does not keep up with physical activity, fidgety
She had poor tracking in the Visual Motor Test
Observable jump in tracking at midline
Prior school reports: volitional inattention, socially disconnected
Student reports being called names: No teacher corroboration
1st G teacher reports: Chewing excessively, hurt another child by squishing thumb in blocks and appeared "indifferent to prompts to apologize", tongue protrusion when working
When given testing by autism leader: ignored questions, giggled and didn't know appropriate responses, didn't give appropriate response when examiner feigned injury, ignored all questions relating to emotions, Stated she's scared of monsters, Auditory disregard for noises, Difficulty with perspective taking, did not give references when taking about events that the examiners were not familiar with, Sight word reader-does not use appropraite word attack strategies, Said "cat" for copycat and "steps" for stairs
GADS result: High probability for Asperger's (with subnote that said they did not witness those so they determine her not severe enough to constitute Autism)
High level of maladjustment which need to be closely monitored
House Tree Person Test: spun an eloborate story about tree that was given salt water, has ears, and it rains saltwater there everyday. When asked her favorite color she responded "rainbow". Difficulty narrowing choices. In the drawing she scribbled in multicolored circles in a repetitive pattern. HTP results indicate tenseness and high energy, poor impulse control, use of compensatory defenses, feelings of anxiety, and a need for structure.
RCMAS: she told of nightmares which the school interprets as "problems at home". I AM NOT JOKING!
When asked the best thing about herself she said "When I can see my mom"
Report states XXXX embellishes in a result for greater attention, sympathy, and reassurance from her parents.

That's pretty much the highlights.

Please help Bookwormde, thank you for anything you can do to help me!

 

[C&G'sMama]

To Becky,

You're story of the dominoes on ebay and speeding to get the Wii threw me into an asthma attack!

DDM - I love the list of stuff (especially the toilets).

We haven't had to get DS lots of stuff but he will obsess about halloween and what everyone is going to be. Once we get through October 31st of 2009 he'll start planning for 2010. He will also spend hours studying maps of WDW and asking everyone what their favorite ride is, their 2nd favorite 3rd favorite and so on. He also loves encyclopedias and dictionaries.

Grace... It stinks, no 2 ways around it. Unfortunately your experience is not uncommon. While we don't have these issues at our current school. We had issues with our home district and the parent was always wrong. If the neuro psych offered to come in, bring her in. There's got to be some kind of advocacy group in your area. Find it.

Good Luck.

-A

 

[bookwormde]

GraceLuvsWDW,

With the addition info I would say you have to set up for the 10/15/09 meeting. I think given the situation I would still call the director of SPED and let hem//her know that your request for copies of your child’s educational files including all material related to the evaluation have not been met and without that you can not be prepared for the meeting since they need to be reviewed. Directly ask if the Autism specialist is a qualified educational diagnostician and what her specific training and experience with Aspergers is. She may not tell you but it will get the point across.

Get the result from the neuro (did they formally diagnose) and more importantly the impact on and recommendation from the neuro for the educational setting. Any auditory processing result as they are key to an EF determination.

Everything in the notes she has screams Aspergers including the GADS (was that administered by the school or the outside clinicians). If she is questioning it because it was administered by the neuro that is a reason to have then present to explain it. It is amazing that she arbitrarily ignores the GADS on a basis, which I cannot fathom? Can you clarify?

Here is the link to the section on Autism in IDEA.

http://idea.ed.gov/explore/view/p/,root,regs,300,A,300%2E8,c,1,

(i) Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child's educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences.

Note the generally by age 3 has been noted as not a disqualifying item in (iii) this was added to allow for Aspergers and other late diagnosed chidren to be included

Communication deficitsroblems with pragmatic, did not give apropriate response when examiner feighned injury.

Social skills:socially disconected, ignored all question on emotions, looks at piers rather than teacher, indifirent to prompts to appologize.

Engagement in repetive activies:Scibbled in repetivie pattern, spins and flicks object.

Resistance to change: use of compesitory defenses, Anxiety, need for structure

Sensory: notices object in front of her eyes, chews and mouths objects, fidgety, tounge protrusion, auditory disregart for noises.

And these are just the core examples not incuding the DSM-iv

(A) Marked impairments in the use of multiple nonverbal behaviors such as eye-to-eye gaze, facial expression, body posture, and gestures to regulate social interaction
(B) failure to develop peer relationships appropriate to developmental level
(C) a lack of spontaneous seeking to share enjoyment, interest or achievements with other people, (e.g.. by a lack of showing, bringing, or pointing out objects of interest to other people)
(D) lack of social or emotional reciprocity

(A) encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus
(B) apparently inflexible adherence to specific, nonfunctional routines or rituals
(C) stereotyped and repetitive motor mannerisms (e.g. hand or finger flapping or twisting, or complex whole-body movements)
(D) persistent preoccupation with parts of objects

I guess I am baffled how someone can write on thing and conclude another.

The side psychobabble comments would be amusing if they were not so obviously directed. (not to be mean but they indicate some unresolved issues of the examiner)

It is getting late and I am getting a little “punchy” so ;let me know if any of this helps and I will revisit it in the morning.

bookwormde

 

[GraceLuvsWDW]

GraceLuvsWDW,

With the addition info I would say you have to set up for the 10/15/09 meeting. I think given the situation I would still call the director of SPED and let hem//her know that your request for copies of your child’s educational files including all material related to the evaluation have not been met and without that you can not be prepared for the meeting since they need to be reviewed. Directly ask if the Autism specialist is a qualified educational diagnostician and what her specific training and experience with Aspergers is. She may not tell you but it will get the point across. I will do this

Get the result from the neuro (did they formally diagnose) Yes, they did formally diagnose and also included specific recommendations for special edand more importantly the impact on and recommendation from the neuro for the educational setting. Any auditory processing result as they are key to an EF determination. No auditory processing tests have been done ever to my knowledge

Everything in the notes she has screams Aspergers including the GADS (was that administered by the school or the outside clinicians BOTH). If she is questioning it because it was administered by the neuro that is a reason to have then present to explain it. It is amazing that she arbitrarily ignores the GADS on a basis, which I cannot fathom? Can you clarify? She states the GADS is a checklist not a diagnostic tool. She states "While the scores of this tool indicate the probable presence of an Autism Spectrum Disorder, when evaluated in conjunction with other pieces of the evaluation, the Autism Team determined XXXX does not exhibit severe disruptions in all areas necessary to indicate Autism."

Here is the link to the section on Autism in IDEA.

http://idea.ed.gov/explore/view/p/,root,regs,300,A,300%2E8,c,1,

(i) Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child's educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences.

Note the generally by age 3 has been noted as not a disqualifying item in (iii) this was added to allow for Aspergers and other late diagnosed chidren to be included

Communication deficitsroblems with pragmatic, did not give apropriate response when examiner feighned injury.

Social skills:socially disconected, ignored all question on emotions, looks at piers rather than teacher, indifirent to prompts to appologize.

Engagement in repetive activies:Scibbled in repetivie pattern, spins and flicks object.

Resistance to change: use of compesitory defenses, Anxiety, need for structure

Sensory: notices object in front of her eyes, chews and mouths objects, fidgety, tounge protrusion, auditory disregart for noises.

And these are just the core examples not incuding the DSM-iv

(A) Marked impairments in the use of multiple nonverbal behaviors such as eye-to-eye gaze, facial expression, body posture, and gestures to regulate social interaction She states that she saw no impairment in eye contact. I really lost it when I saw this. How can she NOT see it? They remarked her body posture was adequate despite OT evals that state "XXX exhibits low tone throughout her body as evidenced by her inability to sit upright in her chair without leaning, and her posture on different pieces of equipment was poor." This eval was done by her OT this summer.
(B) failure to develop peer relationships appropriate to developmental level They said she "shows appropriate interaction with peers" despite all the notes that show otherwise.
(C) a lack of spontaneous seeking to share enjoyment, interest or achievements with other people, (e.g.. by a lack of showing, bringing, or pointing out objects of interest to other people)
(D) lack of social or emotional reciprocityThey state when given several prompts she will show reciprocity

(A) encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus They did not address this
(B) apparently inflexible adherence to specific, nonfunctional routines or rituals
(C) stereotyped and repetitive motor mannerisms (e.g. hand or finger flapping or twisting, or complex whole-body movements)
(D) persistent preoccupation with parts of objects

I guess I am baffled how someone can write on thing and conclude another.
If I could scan this document and post it you'd come out of your chair! It blatantly ignores key traits and isolates and focuses on positives. For instance the ONLY figure that is quoted numerically on the GADS is the Pragmatic Skills which she scored 63-not probable. However, in all other areas she was horribly low (50=cutoff)Restricted Patterns was a 37, Cognitive patterns was a 37 and her total quotient was 45 HIGHLY PROBABLE. All of this data was ignored in the report and she clearly focused on those items that proved the case of no Asperger's.
The side psychobabble comments would be amusing if they were not so obviously directed. (not to be mean but they indicate some unresolved issues of the examiner)Oh, and I didn't even put a lot of them here. Some of them are horrible. She stated "Some replies indicated some of her worry stems from others' (wonder who she's talkin about here? ) assumptions and suggestions to her. For example she said "I have it in my brain" when asked why she doesn't like making friends. Oh brother! These perople are IDIOTS!

It is getting late and I am getting a little “punchy” so ;let me know if any of this helps and I will revisit it in the morning.

bookwormde

I am so tired and depressed from all of this. Quite Frankly I pretty much feel like conceeding this fight. These people don't care. And it's not just her, it's the principal and the whole special ed dept. And I can't figure out WHY? Why don't they want to do what the Neuro Psych requested? It's not painful to anyone to check for understanding, give visual data, etc. Why are they so resistant?

I feel like the crazy one once again. I feel defeated. Truly. I don't know what I would win if I fought them? What can a negative, subpar department like this do to help me?

I'm going to consider moving her back to private school after I conference with her teacher about her work incomplete and her mounting bad grades coming home. I just can't stand by while she suffers the effects of misunderstanding about her issues any longer. I really don't know what to do!

 

[bookwormde]

GraceLuveWDW

I know were you are but if you can get past this there as a great benefit if you can create an appropriate environment in the broader educational setting for a child as creative and bright as your daughter.

OK let’s look at it from another perspective. They acknowledge that your daughter had serious social skills deficits including TOM, that she has major sensory differentials that create major challenges in the school environment, a non-typical EF pattern and beginning anxiety issue and a grouping of other maladaptive manifestations. How are they possible gong to provide a safe non-damaging and appropriate educational environment to meet her needs without recognizing the source and developing an effective IEP for the variety of need that she has for an appropriate education? Cleary these are all accepted autism spectrum characteristics. Are they going to wait for the for the situation to deteriorate and for the level of damage to be done as is common as schools social demand increase and anxiety reaches damaging clinical levels as occurs with the vast majority of children with this level if autism characteristics who are not classified until the situation become critical. Ask the SPED director this.

Also let the SPED director know that with the clinical diagnosis and what you have seen of the report and particularly the conclusions that you will in great likelihood be requesting an outside “second opinion” paid for by the district.

Let the SPED director know that you have tried to be patient with the IDEA violations to date (lack of implementation of child find before entering kindergarten, initial refusal to initiate an evacuation, refusal to supply the complete educational records upon request), but failure to consider all available information and having your portion of the IEP team be equal partners in the decision making process for determining the educational classification status will immediately trigger multiple complaints and dues process hearings with the greatest possible oversight and input by the state DOE IDEA compliance officials and IDEA interpretive request from the federal DOE.

Let the SPED ed director know that you believe that it would be in the best interest of the department and district if she/he read the complete file including the clinical diagnosis and educational recommendations and have an informed district representative in the meeting to be able to monitor the IDEA compliance and to be able to make district level commitments. Also that you also strongly suggest based on the “emotionality” expressed in the recent meeting that an independent IDEA facilitator engaged by the district would be advisable to keep the meeting “on track”.

I know this is “wearing” but it is important for your child first, but also for all the other spectrum children that will follow who do not have and effective advocating parent.

Sorry but I a have to add one “clinical” observations. The fact that the "Autism specialist” recognizes a major differential in behavior (meltdowns) between school and home but does not realize that this is one of the best indicators of Aspersers since our kids expend so much energy trying to “hold it together" at school” really speaks to her lack of any current clinical understanding of Aspergers.

Take a deep breath and dig down deep, look at the amazing child your daughter is know that it is worth it.

And believe me I know what drained is, I am in the middle of drafting a concerns letter in advance of the FED DOE’s compliance review of my state, this has involved talking with fed, state and local Doe officials (some who do not want to “get it”) doing the technical compliance review and requesting comments form other parents and including them in the letter so they may be included in the list of concerns that federal officials will address. It, like you situation is very intense but, each are equally important. The system only changes with effective and dedicated parent advocates who have their children’s lives and well being at stake.

bookwormde

 

[KirstenB]

Grace, have you looked into retaining a special ed advocate? I googled them in Texas, and found several websites. I don't know how to link them here, or I would.

I understand what you mean about trying to sort through the different issues:

-trying to figure out your daughter's needs
-trying to get the school to acknowledge the needs
-getting the school to provide services

I think you may be closing in on the point of needing some help from an advocate who's familiar with your school system, and compliance with special ed law.

 

[KirstenB]

Grace, have you looked into retaining a special ed advocate? I googled them in Texas, and found several websites. I don't know how to link them here, or I would.

I understand what you mean about trying to sort through the different issues:

-trying to figure out your daughter's needs
-trying to get the school to acknowledge the needs
-getting the school to provide services

I think you may be closing in on the point of needing some help from an advocate who's familiar with your school system, and compliance with special ed law.

Too bad Bookwormde doesn't live closer!!

 

[GraceLuvsWDW]

I composed the letter to the SE Director and will deliver it today. I have been up all night doing reserach and have a pretty sizeable pile of documentation. I took your specific examples of the DSM criteria and went through all of the assessments she has ever had plus various other teacher notes etc and wrote every incidence supporting the Dx as I had. I don't think that will make the case turn but it's worth a try.

I came across something in my research last night (but it was prob 3am and I clicked away from the page and since can't find it). It was about the education should be to rise to the capabilities of each individual student or something like that. I need something to contest her allegation that she's not required to supply anything but remedial instruction for all students.

Thank for all your help!

Any further ideas-I'm open!

Thanks!

 

[bookwormde]

GraceLuvsWDW,

Sounds like you are making progess, Some of the items I listed are better done I verbal for such as the discussion of violations and “district personnel qualifications” since putting them is a letter technically triggers all sort of “headaches” for the director when it may turn out she wills soon become supportive so while much of the technical process and expectations and requests for the meeting are good to formalized in the latter there is a balance and the differentiation is appreciated by experienced administrators.

Yes in the ED.gov site there is the wording about appropriate education to meet the individual child’s potential, but I do not have it bookmarked.

I also agree that if you can find a local advocate it is helpful, if for nothing else than loosing the “am I crazy” feeling that comes over all of us when we are advocating and the rest of the world does not “get it”.

And on the clinical side do not forget the auditory processing evaluation, as this provides some of the most substantive recommendations for educational accommodations. With the AS diagnosis they will likely not give it as a separate diagnosis but an adjunct. Also they may indicate that your daughter is a little young , but with her intelligence with a qualified evaluator the information is invaluable.

bookwormde

 

[GraceLuvsWDW]

Update,

Still haven't delivered the letter. I guess you could say I'm mulling over whether I am too harsh in the letter. Perhaps I will post it here for your survey, especially since I practically used Bookwormde's words verbatim (I actually cut and paste )

I contacted 1 advocate who is busy today but she promised to call me tomorrow. She charges $60 per hour. But I guess that's worth it if she makes progress.

BTW the wording I was looking for is: The educational goals set for a child with a disability should be based on the child's unique needs. But I can't find that statute anymore. I can only find the negative statutes like Rowley standard which says if disabled children can't learn-exempt them from mandatory passing.

How do I get the auditory processing evaluation done? Contact a Speech Therapist? Or request the school do one? What factor necessitate the tsting? In other words, how can I justify the necessity of the test?

Thanks guys!

 

[bookwormde]

Call your neuro's office it is a clinical evaluation they should be able to make a recommendation to a clinician who is good with spectrum children, the schools do not do it.

bookwormde

 

[GraceLuvsWDW]

What do you think of this letter? Sorry for the plaigarization Bookwormde!
(To the Dir of SE)
I don’t know if you are aware of the facts of the case on my daughter, XXXX with regard to the Special Education Evaluation initiated on August 4, 2009. After an extensive evaluation this summer by Dr. XXXXX Division of Child & Adolescent Psychiatry, XXXXX , I was advised to initiate evaluation for Special Education Services. Upon initially trying to get someone at XXXISD to start the evaluation, I was refused and told by Ms XXXX that “only a teacher initiates an evaluation”. After further consultation with Dr. XXXX, I told Ms XXX pursuant to IDEA that an evaluation could be initiated by a parent and she then presented me with a “Consent for Evaluation”.

Over the course of this evaluation process, my daughter has had problems, each of which were eventually addressed by the school’s principal, Ms. XXXXX. However, the Special Education department has continually failed to acknowledge a need for modifications and support for my daughter. Additionally, yesterday I was presented a report of the evaluation by Ms XXXX with the ending summary that my daughter does not meet specific TEA and Federal eligibility criteria to receive special education services. I intend to prove otherwise and in addition show that Ms XXXXX’s evaluation was not only inadequate but grossly slanted. In some cases she only references positive data while data which supports the classification of a disability is ignored or misrepresented.

To a further detriment to your department, I have, in writing, requested a full copy of the educational records of my daughter including statistical data and observer notes, as well as teacher reports and observations and this request has been ignored. I am allowed these records pursuant to FERPA and Ms XXXX’s veiled refusal in which she stated to me yesterday “we’re consulting with our lawyers to see if we can give you those records” is blatantly in bad faith. I, in an effort to produce the most accurate and reliable results went above and beyond in giving the district extensive evaluations and prior reports on my daughter.

Ms. XXXX acknowledges that my daughter has social skills deficits including Theory of Mind references in the evaluation, that she has sensory differentials that create major challenges in the school environment, a non-typical Executive Functioning pattern, anxiety issues and a grouping of other maladaptive manifestations. How are XXXX Elementary and her teacher going to provide a safe, non-damaging and appropriate educational environment to meet her needs without recognizing the source and developing an effective IEP for the variety of needs that she has for an appropriate education? Clearly these are all accepted Autism Spectrum characteristics. Is XXISD going to wait for the situation to deteriorate and for the damage to be done as the social demands increase and anxiety reaches damaging clinical levels as occurs with many children with this level of autism characteristics who are not classified until the situation becomes critical?

With the clinical diagnosis and what I have seen of the report and particularly the conclusions, I will in great likelihood be requesting an outside “second opinion” paid for by the district.

I have tried to be patient with the IDEA violations to date (lack of implementation of Child Find before entering kindergarten, initial refusal to initiate an evaluation, refusal to supply the complete educational records upon request), but failure to consider all available information and having my input not deemed as an equal partner in the decision making process for determining the educational classification status will immediately trigger multiple complaints and due process hearings with oversight and input by the state DOE IDEA compliance officials and IDEA interpretive request from the federal DOE.

I believe that it would be in the best interest of the department and district if you read the complete file including the clinical diagnosis and educational recommendations and have an informed district representative in the meeting to be able to monitor the IDEA compliance and to be able to make district level commitments. I also strongly suggest based on the “emotionality” expressed in the recent meeting on October 6th by Ms XXXX, that an independent IDEA facilitator engaged by the district would be advisable to keep the meeting “on track”.

Additionally, the fact that the "Autism Specialist” recognizes a major differential in behavior (meltdowns) between school and home but does not realize that this is one of the indicators of Asperger’s since these kids expend so much energy trying to “hold it together" at school really speaks to her lack of any current clinical understanding of Asperger’s.

Until I receive the proper documentation of your evaluation, I am not able to confer with my daughter’s diagnostician, and therefore cannot agree to any implementation or refusal of services you may present at the ARD Meeting currently scheduled for October 15, 2009. My inability to have Dr. XXXX review the contesting data as reported by Ms. XXXX but not evidenced by qualitative data compromises my ability to deem your report as valid in any way. I have already found several errors in the report and I will be presenting evidence that proves the report is erroneous in several issues. I will prove, with evidence from both Ms XXX and previous teachers and physicians, that XXX fulfills the diagnostic guidelines of the DSM IV for a diagnosis of Asperger’s and that failure by your department to recognize such and her needs in this area is not in the best interest of the student, XXX.

That's all I got. Comments? Too harsh? Should I wait to speak with advocate before I fire off a shot like this?

Thanks!

 

[bookwormde]

It definetly puts the ball in the discrict directors lap. With more time I might have used a tiered approach but with the meeting date looming being as direct as practical may well be the best approach.

I guess I am not a unbiased observer to the letter so I will let other parents and educators coment on the content.

bookwormde

 

[KirstenB]

Grace, don't hold back, tell us how you really feel!!

Seriously, one suggestion I have is to either include in the letter, or be prepared to answer what your child's needs are, and what you are looking for from them to accommodate her. Right now, the gap between what you see as her needs and what they see is so far. Think about what you'd like them to do to narrow it.

What services are most important to you? A small example...I remember you posting about word problems being difficult. Is straight math easier for her? I remember word problems being big in 1st grade. Would you want her mainstreamed in math? Or going to special ed for math, where maybe there would only be a couple of other kids, so it'd be easier to tailor the approach? She could then re-enter the mainstream class once the concepts made sense.

A little off topic, but I learned a lot just volunteering at the school. Zoe's speech therapist, PT or teacher will often mention something in passing that they might not formalize in writing. Also it's a good way to meet other parents of special needs kids. I can't tell you how helpful it is to know parents of older kids, who I can call on for advice regarding either Zoe herself, or our school system.

 

[GraceLuvsWDW]

Grace, don't hold back, tell us how you really feel!!

Seriously, one suggestion I have is to either include in the letter, or be prepared to answer what your child's needs are, and what you are looking for from them to accommodate her. Right now, the gap between what you see as her needs and what they see is so far. Think about what you'd like them to do to narrow it.

What services are most important to you? A small example...I remember you posting about word problems being difficult. Is straight math easier for her? I remember word problems being big in 1st grade. Would you want her mainstreamed in math? Or going to special ed for math, where maybe there would only be a couple of other kids, so it'd be easier to tailor the approach? She could then re-enter the mainstream class once the concepts made sense.

A little off topic, but I learned a lot just volunteering at the school. Zoe's speech therapist, PT or teacher will often mention something in passing that they might not formalize in writing. Also it's a good way to meet other parents of special needs kids. I can't tell you how helpful it is to know parents of older kids, who I can call on for advice regarding either Zoe herself, or our school system.

Is it too Polyanna of me to just want them to check for understanding in the mainstream class? I guess it's unfair to expect the teacher to extensively explain what is meant in the word problems? The neuro gave these recommendations:

OT services
Behavior Modification Program to reduce meltdowns
Focus on positive social skills
Teach ways of coping with frustration
Ability to move around in the classroom/Freedom of movement
Frequent breaks for physical activity
Short breaks-finish a set amount of work-take a break-then work again
Minimize distractions
Preferential seating (she's currently in the back of the class)
Reduction of background noise
Be sure you have her attention when speaking/giving directions
Make eye contact or touch shoulder to gain attention
One direction at a time
Be specific
Check for understanding
Visual cues with verbal directions
Break complex jobs into smaller parts
Be prepared to repeat requests/rephrase
Reward progress and praise efforts
Encourage her to slow down on tasks
Repeated auditory presentation
Learn information in context
Pair visual info with verbal info

I would add to this emotional supports for the anxiety and a "safe person" she can go to at any time.

Does this all seen reasonable? Is it what you normally see in an IEP?

 

[KirstenB]

Grace, not Pollyannish, I'm just trying to throw out some suggestions to get the learning across to your dd. I can still remember thinking word problems were goofy when I was a kid. Believe it or not, words were easy for me, numbers not so much. But word problems seemed to have unnecessary data in them!

Our older dd had minor trouble with them, and I'd do things like have her draw boxes around the numbers, so she could focus better on the numbers, less on the words.

Anyway, for whatever reason, your description of your dd's challenges with them stuck with me.

In looking at your OT's recommendations, the majority seem to cluster around attention issues. These should make sense to first grade teachers, as there is a lot of fidgeting!! I like that he/she addressed the importance of the social aspect. I noticed the OT didn't recommend an accommodation of a chewy necklace? Maybe because he/she had already recommended it?

Who is going to be the safe adult? Maybe a PE teacher? Or guidance counselor? This is part of what I mean by volunteering. You get to know all the teachers/staff, so you can figure out who's a good fit during meltdowns. Plus obviously when you volunteer, you're not just the parent who's giving them a hard time, but you're investing in other kids' education too. They'll see you in a different light.

 

[carrie6466]

I am so tired and depressed from all of this. Quite Frankly I pretty much feel like conceeding this fight. These people don't care. And it's not just her, it's the principal and the whole special ed dept. And I can't figure out WHY? Why don't they want to do what the Neuro Psych requested? It's not painful to anyone to check for understanding, give visual data, etc. Why are they so resistant?

I feel like the crazy one once again. I feel defeated. Truly. I don't know what I would win if I fought them? What can a negative, subpar department like this do to help me?

I'm going to consider moving her back to private school after I conference with her teacher about her work incomplete and her mounting bad grades coming home. I just can't stand by while she suffers the effects of misunderstanding about her issues any longer. I really don't know what to do!

I know exactly how you feel, as this is what i was going through from the end of the school year in June until school started in Sept. Do not concede to them, that is exactly what they want you to do. You do have the right to all of her evaluation results, not just the summary (ies).

Don't let them defeat you, because you are the only one fighting for your daughter. They really don't care about anything but the bottom dollar. I can just tell you I had to hire an advocate and that was when I finally got some results from the school district. I also started keeping written logs of every conversation and I now record every meeting I have with anyone from the school.

Is it too Polyanna of me to just want them to check for understanding in the mainstream class? I guess it's unfair to expect the teacher to extensively explain what is meant in the word problems? The neuro gave these recommendations:

OT services
Behavior Modification Program to reduce meltdowns...yes
Focus on positive social skills...yes
Teach ways of coping with frustration...yes
Ability to move around in the classroom/Freedom of movement
Frequent breaks for physical activity...yes
Short breaks-finish a set amount of work-take a break-then work again
Minimize distractions...yes
Preferential seating (she's currently in the back of the class)...yes
Reduction of background noise
Be sure you have her attention when speaking/giving directions
Make eye contact or touch shoulder to gain attention
One direction at a time...yes
Be specific
Check for understanding
Visual cues with verbal directions...yes
Break complex jobs into smaller parts
Be prepared to repeat requests/rephrase
Reward progress and praise efforts...yes
Encourage her to slow down on tasks...yes
Repeated auditory presentation
Learn information in context
Pair visual info with verbal info...yes
I would add to this emotional supports for the anxiety and a "safe person" she can go to at any time.

Does this all seen reasonable? Is it what you normally see in an IEP?

I don't think you are being Pollyannaish at all. My daughter is an inclusion class. The things i have marked yes are all things my dd has on her IEP. So, I think they are perfectly reasonable I don't know what is normally on an IEP, as I have only ever seen one other one besides my daughter's.

Try to hang in there and if you need to chat or vent, you can PM me anytime. Hiring an advocate at the point i was no longer getting anywhere with the school district was really the best thing I ever did for my daughter up until this point. I don't think the $60/hr is bad. I'm in NY. I paid almost twice that much.

 

[DisDreaminMom]

Hi Carrie! Thanks for the input.

Grace, you're doing a super job fighting this and you're not crazy. Don't let yourself get depressed. You are a Super Hero Mom and we all support you.

Does everyone else love Bookwormde as much as I do? Thanks so much for all your help. Shouldn't you be an Advocate somewhere?

C&G's Mama, I'm glad I'm not the only one around here who can laugh myself into an asthma attack. I was reading Becky's thing about the dominos and thanking my lucky stars that I didn't have to have dominos all over my house for 6 months.

Forgot about the Windmill phase. I did have to order a windmill bubbler for my fish tank off ebay, once. Then had to jimmy rig it to make sure it always spun. It was on a screw thread and would wind itself up and get stuck. I got the fish sick by reaching in the tank all the time to unwind it. Screaming 4 year old frantically clawing at fish tank. More good times.

Grace, this is for you so you can see the light at the end of the tunnel:

Last night, before bed, my son said to me, "Mom, I'm finally GOOD at school."

I said,"Work wise or behavior wise?"

"Both! I've really been working hard!", he said.

 

[bookwormde]

Grace,

From a broader perspective here need for an appropriate education include:

Teachers and staff that a current and will informed about Aspergers who understand how to identify manifestations vs. typical behaviors and who will address any skills based deficits that are contributing to concerns.

An accepting and supportive environment free from bullying by students and teachers

A sensory environment, which is appropriate for her sensory variations (both hyper and hypo) including OT

A social skills program which includes individual, group and generalization segments and which includes TOM

A program to support and accommodate for her EF differentials.

A modified curriculum and curricular supports appropriate for her EF social and sensory differentials.

Gifted programs to engage and expand her gifts.

Such 1 on 1 support as may be needed to accomplish the above in the general ed LRE environment.

All of the recommendation you have received are good and fit in one or more of these categories, and additional individualized ones will need to be added as things develop.

Assuming you get the classification at the 10/15 meeting, they may want to develop the IEP at that point or set a separate meeting (your choice if they did not include it in the prior written notice agenda). My team wanted to start right away, of course I have a 12 page document prepared which I threw out on the table (not that you need to go to that extreme) but it was fun to see the look on many of the teams faces as they read through it, that an their expression when I told them I was an aspie.

bookwormde

 

[GraceLuvsWDW]

An Update:

I never sent the letter. I sent a response t their notice of ARD meeting and sd without their complete records I could not properly consult w/ dd's dr and therefore meeting would need to be rescheduled until such time that I get records.

They emailed me to come in today at 10 to view recrds (I don't know why they won't give me copies?) and ststed the only records they will turn over are those cited in the Eval. I said why not the complete educational records? She said SE Dept does not have access to school records or emails between principal and teachers.

I called an advocate who I have still not consulted with yet but I am getting help from a mother who has gone through this in Dallas. She states several violations have occurred including failure to conduct an EPM (Eval Planning Meeting). Does anyone know anything about this? We never had one of these.

Also, she states I was supposed to get PWN everytime we met. Even for informal meetings. This did not happen. Is PWN required for all meetings?

I contacted the SE compliance officer at state level and she said to get an attorney. I am waiting to see if this is necessary.

I purchased a voice recorder and will be taping all future meetings including the one today (in 15 minutes) where she is supposed to answer my list of concerns about her report. In her report she states parent indicated problems at school last year but that school did not concur. I called them and they stated that is not what they said. They cited many issues and the director of that school informally reported to me that the SE rep "grilled her". I contacted them for a copy of my dd's file, picked it up last night and it is a doozie! Lots and lots of documentation of behvior problems! The SE Dept made no effort to get this info or include it in their report! They made no effort to even talk to my dd's teacher last year.

This morning, upon taking my dd into school, the guidance counselor informed me they will not be allowing my dd to "sit out" of assembies anymore! They stated to me that she needs no further support there. Wonder why the turnaround in their treatment of my dd?

Anyway, lots going on. Will update you periodically! Thanks for all the help!