Pet-free classroom request for IEP?

[tweedlemom]

How can I appropriately request a pet-free classroom for my PDD-NOS DS7? Our IEP meeting is tomorrow, and he is scheduled to be placed in a full inclusion classroom with a one on one aide and special ed. support--the placement we want. However, we don't know who the general ed teacher will be and one of the second grade teachers likes to have pets in her room. (She was actually my sons teacher this year and we changed his homeroom due to her lack of support of his needs in her room. The pets were also distracting to him then. She was just switched to 2nd grade (not by choice) and I'm afraid if he gets her again, she'll have pets again.) How do I tactfully request this? Least restrictive env.? Modifcations in general ed for involvement in gen ed curr. and be educatied with nondis peers? Any guidance would be great. (I'm in NJ if that helps.)

 

[mickeymouse1017]

I would simply tell them that due to the fact that your child had to have his homeroom switched because of this teachers lack of support and the fact that the pets are a distraction, you do not wish to have your child placed in this particular teacher's class again. I don't see where that would be disrespectful. You are looking out for your child's best interest and have already had a bad experience with this person. The school is resposible for making sure that your child is having his needs met and if they are placing him in a classroom where he cannot learn, then they are not meeting his needs. Stand up for your child. Good luck!

 

[bookwormde]

I agree be direct and relate the experience from last year. Most of the time this is not “formally” put in the IEP but is just an agreement with the principle. If the Principle is not attending the IEP request that he/she stop in to see if this can be done without a formal entry into the IEP.

If it comes to needing to enter it into the IEP issues like this is generally handled by a more general need/concern like, the child needs an environment where the staff is well trained and supportive and where distractions are minimized. Since you have already made the IEP team aware of the specifics and inappropriateness of the classroom you describe putting him back into it would be a violation of the IEP.

One thing to remember is that “pets” in a supportive and well structured classroom can have some very valuable benefits including anxiety reduction and socialization focus, so do not rule them out in the future.

Quite honestly if he has an experienced and supportive para and a well written and implemented IEP a lot of your concerns will “go away”.

One thing to make sure to add (if it is not already in the IEP) is a daily evaluation, which will be sent home each day with what he was able to do and not do each day in each class. Generally the para “writes these up from the “impressions” of the teachers. They are truly invaluable in knowing what is going on so you can push for adjustments and support some of the needs at home.

Good luck

bookwormde

 

[tweedlemom]

Thanks everyone!

 

[Schmeck]

Why not just have a protocol written in to deal with your child's distraction? Avoidance is never a good policy - you can't avoid all of life's distractions, and the sooner a good protocol is in place, the easier it will be when another issue of distraction arises.

Of course, if it is for allergy issues, the above does not apply!

Principals are never included in IEP meetings in our district, as we have a dual layer special needs administration. If you need to have pets out of a certain classroom, check with your school board for the official policy.

Requesting the para to write - paraprofessionals in our school district are forbidden to do the daily communication books. They are not trained to do so. A teacher can be subpoenaed to produce all communication, a para cannot. Unless the para has a degree in special ed, you're better off having the teacher do the actual writing.

 

[bookwormde]

Yes having a good skills program in place to deal with a child’s EF differentials is important, but sometimes to make progress it is necessary to minimize distraction in the beginning as core skills are learned and build up from there, this is especially true with very young children where EF skills development is much more difficult.

Again funny how different areas are.

Principles are often included in IEP meeting in our area where the resources are complicated and require significant coordination by the school administration in the LRE general education environment.

One thing to remember is that while it might be convenient if the distinct has a policy about pets (or similar distractions) if the IEP team decides the child needs this accommodation the only choice the district has is to appeal through “process”, school board policy is subordinate to an IEP where the item is needed for LRE.

Also as school employees (or contractees ) paraprofessionals can be called on to testify in any hearing or proceeding, the person making the decision is the one to decide what weight to place on the persons writings of testimony. While a paraprofessional cannot do a “formal evaluation” (actually a teacher cannot either other than the standard educational evaluation) they can do a daily “log” to help in the evaluation and if it is in the IEP the distinct may not forbid it unilaterally. Also in general ed LRE environment often there are multiple teachers during the day unlike in more restricted environments, so the paraprofessional is the only one with full day “oversight”

One thing I forgot is to make sure that you have the paraprofessional as part of the IEP team.

bookwormde

 

[BeckyScott]

I always found that on an informal basis, some of my best info comes from the para.

I always pick DS up from school. When school gets out, the teacher is busy making sure 15 kids get hooked up with the right parent or put into the right car. The para, on the other hand, only has my son or maybe one other child with them. It's easier to check in with them, they are just more available.

No, not degreed in SpEd, but able to fill me on the basics of the day. And it depends on the para. There was a para at our school (and a para DS didn't ever have) who had some 20 years experience. Not degreed in it, but I betcha she knows as much as someone who is.

Also as part of our IEP, both DS's get assistance filling out their planners. (I guess that isn't considered a communication log, although we do use it as our base of communication, not always just homework notes but sometimes additional info) It varies on who fills it out. Sometimes it's the teacher, sometimes it's the SpEd teacher, but we've had it filled out by the para before too, especially on days where there is a sub or some change to the schedule.

As far as the pet issue, I'd just tell them what you told us. That your DS was moved out of that classroom due to her non-support and that you don't want him in there again. That's good enough reason, forget the pets. If you have the same IEP team, they're going to be aware that you've already had problems, so it shouldn't surprise them that you want a different teacher.