ADHD · school

IEPs, 504s and ADHD…OH MY! (Part 2)

I hope everyone had an amazing Thanksgiving and enjoyed time with their friends and family.  I’ve got to be honest with the holiday and one kid coming down with mono I’ve been a bit behind on doing my research for our upcoming IEP meeting.

And the big day was supposed to be today!  YIKES!!

I’ve just requested an extension but in the meantime here’s where I’m at:

Last week I described what was going on with our IEP process.  My biggest concern at the moment is Pickles’ executive functioning skills and how this will play out into junior high and beyond.  This week I’ve dove deeper into Wrightslaw.  An amazing resource that you need to check out if you haven’t done so already. (I purchased their Second Edition Law ebook and I’ve only made it to the 4th of 12 chapters)

Here are a few things that have stood out for me:

  1. The mission statement of the Individuals with Disabilities Education Act (IDEA) is, “. . . to ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living . . . [and] to ensure that the rights of children with disabilities and parents of such children are protected . . .”
    • Preparing them for further education should include transitioning into upper grades.
  2. After reviewing 2 court notable cases for special education in the 1970s Congress wrote, “Parents of handicapped children all too frequently are not able to advocate the rights of their children because they have been erroneously led to believe that their children will not be able to lead meaningful lives . . . . It should not . . . be necessary for parents throughout the country to continue utilizing the courts to assure themselves a remedy ”
    • It’s interesting and disheartening to note that generations of parents before me have had to take their fight up to the highest level of our judicial system.
  3. Under IDEA a child with a disability is defined as “not automatically eligible for special education and related services under IDEA. The key phrase is “who, by reason thereof, needs special education and related services.” Does the child’s disability adversely affect educational performance? To be eligible for a free, appropriate public education under the IDEA, the child must meet both criteria.  If a child has a disability but does not need “special education and related services,” the child will not be eligible under IDEA but may be eligible for protections under Section 504 of the Rehabilitation Act.
    • I need to find a special education related service to meet the needs of my daughter in order to justify her IEP.
  4. I’ve spoken with friends that are both general education and special education teachers.  While they understand my concern for lagging executive function skills moving forward, nobody has the secret sauce for securing her IEP.
    • Do I just sign and agree to move to a 504?  I haven’t given up hope but I’m definitely feeling frustrated.

 

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Anyone else out there have advice on how to keep an IEP?