I'm curious - percentage of students with IEP/504/etc

[DizBelle]

Maybe part of the problem is that you have far more options for dealing with the disruptive children without IEPs or 504s. For those with IEPs or 504s, your options for dealing with them in the classroom are limited.

Is this a correct assessment?

 

[1girln3boys]

Maybe part of the problem is that you have far more options for dealing with the disruptive children without IEPs or 504s. For those with IEPs or 504s, your options for dealing with them in the classroom are limited.

Is this a correct assessment?

For my kids the answer is No. If my either of my boys that have IEPs are disruptive in class they would get the same punishment as any kid that does not have an IEP. If a child is so disruptive that they are in a huge problem they need to be sent to the office regardless of IEP or not. I don't want the teachers playing favorites just bc my child has an IEP. For my youngest I know he's a lot to handle and part of his problems are caused from his brain tumor which he does have a difficult time controlling but I still want the teacher to treat him as the rest of the kids.

 

[Magic Mom]

Woldn't it be nice if all kids could have an individualized education plan so they could reach their full potential?

 

[Liberty Belle]

Maybe part of the problem is that you have far more options for dealing with the disruptive children without IEPs or 504s. For those with IEPs or 504s, your options for dealing with them in the classroom are limited.

Is this a correct assessment?

Absolutely not. In fact, there are more options, if anything.

For instance, in the school I worked in, if an autistic child were disruptive, they could be taken to the resource room with the bean bags and swings to help calm them down. Children without IEPs could not go there.

 

[lillygator]

Woldn't it be nice if all kids could have an individualized education plan so they could reach their full potential?

that would be amazing.

 

[DopeyDame]

Maybe part of the problem is that you have far more options for dealing with the disruptive children without IEPs or 504s. For those with IEPs or 504s, your options for dealing with them in the classroom are limited.

Is this a correct assessment?

From what I know (clearly from just my limited experience), nope - that's not a correct assessment at all.
My son will have an IEP for speech (probably). that means he'll get speech therapy. that's it. If he misbehaves, the options the teacher has will be identical to those of the kid next to him without an IEP. the same would be true of a kid with dyslexia, writing problems, etc., etc.

Remember that in almost all cases the goal of an IEP is to give the kid the support they need to NOT be disruptive to other children.

 

[Liberty Belle]

Woldn't it be nice if all kids could have an individualized education plan so they could reach their full potential?

Absolutely. But what IEPs do is level the playing field, so the child with a disability has just as good a chance of succeeding as the typical child. The other children don't need the extra help or accomodations. Just like a kid with asthma may need an inhaler, but I don't mind that my son doesn't get one. He doesn't need one.

 

[DopeyDame]

Woldn't it be nice if all kids could have an individualized education plan so they could reach their full potential?

Absolutely! That's one of the reasons I love Montessori method - it allows all kids to go at their own pace and to go as far as their interests and abilities take them.
And if you feel like your "average" kid should have some changes in the classroom to be better able to reach his or her full potential, I say get on the horn with the school and try to make it happen!

Not sure what that has to do with other kids having IEPs, though.

 

[Magic Mom]

Absolutely. But what IEPs do is level the playing field, so the child with a disability has just as good a chance of succeeding as the typical child. The other children don't need the extra help or accomodations. Just like a kid with asthma may need an inhaler, but I don't mind that my son doesn't get one. He doesn't need one.

The bolded is debatable. Just because your son doesn't need an inhaler doesn't mean he doesn't need something else not provided that could help him overcome his own obstacles. The word "individualized" is key.

 

[Liberty Belle]

Those of you concerned enough about this to post on this thread, should search for Rick Lavoie on youtube, particularly his "F.A.T. City" program and his videos about motivation. It would probably help you to better understand.

Heck, I'll find the links for you:


Motivation Breakthrough: http://www.youtube.com/watch?v=PM-ItBe3VEo
FAT City: http://www.youtube.com/watch?v=Xx5kr2T7rK8&playnext=1&list=PL86BCBE9D53BDA766, http://www.youtube.com/watch?v=mV9SvxapQTo&feature=related

 

[Liberty Belle]

The bolded is debatable. Just because your son doesn't need an inhaler doesn't mean he doesn't need something else not provided that could help him overcome his own obstacles. The word "individualized" is key.

No, he most likely doesn't NEED anything else. It's pretty obvious when there's a need in students. Sure some other things could help them to be the absolute best they could be. No child gets all those things. Again, this just levels the playing field.

 

[LuvsDragonflies]

If your child is impacting my child's education, then yes, it is MY business.

Why, exactly, would my child be impacting your child's education? Simply by being there? I don't think so. If you are implying that IEP or 504 students in general disrupt a class, you'd be wrong. Any child can be disruptive.

In my personal experience, it's been parents who refuse to get an IEP or 504 for their child because they don't want Junior being "labeled" that are more likely to disrupt a class.

 

[NikitaZee]

personally, I have taught very few children with IEP's that did not require a large amount of time to accomodate. I have to make seperate tests for them with fewer items, less answer choices, no written respones, ect. Whatever their IEP demands. I have had students with IEPS that require I communicate daily with thier parent about assignemts. I have had IEPS that require daily or weekly meetings with SPED teachers. The list goes on. Almost every one of them costs me time. I don't have a problem doing it, but to believe that they don't take time away form what I could be doing for other children is simply unrealistic. What SPED students need is no more or less important than what anyone else needs, but my time is finite and meeting legal obligations from an IEP comes first in many cases. You wouldn't see any of this pbserving my classes either, but it does take away from the amount of time have to plan, grade, provide feedback for other students. I don't know what the "right" answer to the situaiton is, but to pertend IEPS never take time away from other students certianly isn't.

Thank you for this perspective, and thanks for what you do!

 

[Becky2005]

Those of you concerned enough about this to post on this thread, should search for Rick Lavoie on youtube, particularly his "F.A.T. City" program and his videos about motivation. It would probably help you to better understand.

Heck, I'll find the links for you:


Motivation Breakthrough: http://www.youtube.com/watch?v=PM-ItBe3VEo
FAT City: http://www.youtube.com/watch?v=Xx5kr2T7rK8&playnext=1&list=PL86BCBE9D53BDA766, http://www.youtube.com/watch?v=mV9SvxapQTo&feature=related

Thanks for sharing! I have watched the motivational breakthrough videos and I found it very informative & inspiring. I haven't watched the FAT City ones yet.

 

[MM27]

I don't understand why there is this connection between IEP and disruptive student. Yes, it is possible that a student that has an IEP could also be disruptive, but it's also possible that a student WITHOUT an IEP could be disruptive too.

The last inclusion class I had, if you were to walk in, you would never know which students were classified and which were not. In fact, if I asked you to pick out a student that you thought had an IEP, I could guarantee you would pick one that didn't. Not one of my students with an IEP was a behavior problem or disruptive.

On the other hand, I had a "regular ed" student that, if you looked up problem child in the dictionary, he would be there giving you the finger.

 

[Liberty Belle]

I don't understand why there is this connection between IEP and disruptive student. Yes, it is possible that a student that has an IEP could also be disruptive, but it's also possible that a student WITHOUT an IEP could be disruptive too.

The last inclusion class I had, if you were to walk in, you would never know which students were classified and which were not. In fact, if I asked you to pick out a student that you thought had an IEP, I could guarantee you would pick one that didn't. Not one of my students with an IEP was a behavior problem or disruptive.

On the other hand, I had a "regular ed" student that, if you looked up problem child in the dictionary, he would be there giving you the finger.

 

[summerrluvv]

On the other hand, I had a "regular ed" student that, if you looked up problem child in the dictionary, he would be there giving you the finger.

 

[Liberty Belle]

I don't understand why there is this connection between IEP and disruptive student. Yes, it is possible that a student that has an IEP could also be disruptive, but it's also possible that a student WITHOUT an IEP could be disruptive too.

The last inclusion class I had, if you were to walk in, you would never know which students were classified and which were not. In fact, if I asked you to pick out a student that you thought had an IEP, I could guarantee you would pick one that didn't. Not one of my students with an IEP was a behavior problem or disruptive.

On the other hand, I had a "regular ed" student that, if you looked up problem child in the dictionary, he would be there giving you the finger.

I'm thinking it's just the kids with behavioral problems that bother the people so much. Those with more acceptable disorders are ok. So if a kid has an IEP for a behavioral problem, that's when they're really upset that he's in the classroom.

 

[janette]

The bolded is debatable. Just because your son doesn't need an inhaler doesn't mean he doesn't need something else not provided that could help him overcome his own obstacles. The word "individualized" is key.

The most frustrating wall I found with the whole IEP/Spec Ed is that when my DD could "pass" without modifications the school district said that is when they stop services. I do understand their point - I'd like to see some modifications continue that would help her perform more on par with her IQ levels but that isn't their goal. It is just to get LD students to mediocre. The already mediocre students are left there too.

As too the assumptions that teachers spend more time with IEP students when my DD was in middle school some of her teachers weren't even aware she had an IEP (guess they were too busy to look at their students records) and in classes where they told me an aide was available my DD hadn't realized they were assigned to the classroom for her. I think they were there for other students too but from my understanding they helped any student in the class not just their assignments.

My DD hasn't had an IEP in HS and is doing okay, she is still considered to have an LD based on testing but they have a clause that says they only provide services if it is necessary for academic success (passing is considered success). She could get some modifications since Dyslexia makes her eligible for a 504 but she doesn't want anything and prefers to do without.

Parents fighting for their kids aren't fighting for them to get extras - they are fighting to keep them on level. More kids are diagnosed - that's a good thing years ago kids with Dyslexia were considered dumb because they struggled to learn to read. Now they get help, can't imagine why anyone would begrudge them that opportunity.

 

[pandora174]

From what I know (clearly from just my limited experience), nope - that's not a correct assessment at all.
My son will have an IEP for speech (probably). that means he'll get speech therapy. that's it. If he misbehaves, the options the teacher has will be identical to those of the kid next to him without an IEP. the same would be true of a kid with dyslexia, writing problems, etc., etc.

Remember that in almost all cases the goal of an IEP is to give the kid the support they need to NOT be disruptive to other children.

This My DS has IEP for speech & recently diagnosed with ADHD. He takes his medicine at home, gets pulled for 30 minutes a week for Speech & is expected to behave as all the students, no exceptions !

He attends a large Catholic private school. If you can't function in a regular classroom they do have a wonderful special ed program.