DownSyn Forum

Stephanie · Posted: March 24 2009, 10:28 PM Post subject: Kindy Eval

Please share with me what your Kindy evals stated. To say I was SHOCKED at the results is an understatement...just not sure if I am being too overly sensitive. I have always wanted Megan included but the results made me feel like that is WAY off. Any words of wisdom would be great!

_________________

Joey 3/8/97
Megan, DS 11/8/03
Olivia 7/6/05

Abigail'sMom · Posted: March 25 2009, 7:59 AM Post subject:

I am curious to see what responses you receive. We go next week for our screening appointment. I am nervous. Sending you hugs!

_________________
Eli
Mom to Abby (DS 10/21/03), James Thomas (01/31/06), Katie (08/12/08.)

ecki · Posted: March 25 2009, 8:30 AM Post subject:

The Special Ed office wants Kayla to take the standard Kindy eval even though she is not going to the local elementary school. That should be interesting considering that Kayla doesn't draw, talk, or walk more than 50 feet. Rolling Eyes

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Ecki

MomMom of Kayla (Ds/Autism 4/5/04) and Laurie (PDD-NOS 7/12/01)

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LovelyKennedy · Posted: March 25 2009, 8:42 AM Post subject:

Exactly what were the results????? If you want to PM me, please do. I think I sort of zoned out on part of Kennedy's evaluation from her kindy teachers...not exactly prepared for that Shocked

_________________
Beth Mom to Cameron 2/26/2000, Kendall 6/25/2002 and My Lovely Kennedy 9/10/2003(DS)

Googsmom · Posted: March 25 2009, 9:49 AM Post subject:

Although Brook just started pre-k last month please let me share with you what I did to make the evals *easier on me*. I asked for a copy of the "test' and did the test with Brook myself before she went in to do it w/ the eval lady. Brook did great in my opinion. So after that I could of cared less what the eval lady said she could/couldn't do. (and we will work harder on what she needs help with) I always say the eval people can't get a good "read" on our kids, or any kid for that matter, in a specific allotted time frame. Just not possible in my opinion. Now if they want to hang out for a week or two 24/7 the I might take what the eval says but they do not, so I don't stress on it. Please keep in mind they are just looking at placement issues and you as the mom can agree or disagree with that. Best wishes and {{{{{{HUGS}}}}}}

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Jennifer, Momma to The Brookster 4 yrs old

www.specialneedsinmolalla.blogspot.com
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marlene · Posted: March 25 2009, 11:30 AM Post subject:

Stephanie, we haven't started yet. I received a call from the school psychologist yesterday and she talked me through the process that will start next month. I will receive an evaluation in the mail this week that I am to fill out about what Aleena can and cannot do, rating her from 0 - 2 (0-cannot do, 1-sometimes, 2- does often). I'm glad they take this into cnsideration. Then, next month the school psychologist will attend Aleena's classroom several times to observe her as well as get familiar with Aleena and vice versa. Then she will take Aleena out of the classroom and do her own evaluation - she said it would be several short periods of time, not all at once.

Can you give us more information of what's been done?

_________________
Marlene, mommy to my precious Aleena (1/30/04)

Yailet · Posted: March 27 2009, 7:21 PM Post subject:

Here in florida they do the evaluation closer to when they turn 6. which is great cause it gives the kids time to mature. they are admitted to kinder with a label of develomentally delayed.
On the other hand, I've been getting professional help because I really want Daniel to go to a regular kinder class, but with special help of course, and basically the person tells me that they can't deny the child this opportunity because they don't have the data to support the opinion that they won't succeed in an inclusive environment, the problem is getting the extra help of an assitant or a special ed teacher.
This person is telling me what happens a lot is the kids are sent to a regular class without any extra help, and then when the kids fails, 'cause they didn't get the proper tools, they use this against the kids to say this is not the proper setting. very sad.

_________________
Mami to Daniel (6/15/04)

"God doesn't give you the people you want, He gives you the people you NEED - To help you, to hurt you, to leave you, to love you and to make you into the person you were meant to be."

ecki · Posted: March 28 2009, 9:38 AM Post subject:

Yailet wrote:

Here in florida they do the evaluation closer to when they turn 6. which is great cause it gives the kids time to mature. they are admitted to kinder with a label of develomentally delayed.
On the other hand, I've been getting professional help because I really want Daniel to go to a regular kinder class, but with special help of course, and basically the person tells me that they can't deny the child this opportunity because they don't have the data to support the opinion that they won't succeed in an inclusive environment, the problem is getting the extra help of an assitant or a special ed teacher.
This person is telling me what happens a lot is the kids are sent to a regular class without any extra help, and then when the kids fails, 'cause they didn't get the proper tools, they use this against the kids to say this is not the proper setting. very sad.

They are doing that to the little girl with Down syndrome in Kindy in our local school. She's the first ever child with DS to attend and scores very close to age level in all areas. They did give the child a 1:1 aide, but put her in the class with the LEAST patient Kindy teacher (some would even say mean!) and they just constantly pull her out for Resource Room and OT, PT, Speech. So it's not like she's even IN the class. It's so frustrating and was the basis for my decision to place Kayla in a special ed school.

_________________
Ecki

MomMom of Kayla (Ds/Autism 4/5/04) and Laurie (PDD-NOS 7/12/01)

Our Blog - Opposite Kids
Kayla's Story http://www.ecki.com/kayla/

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LinMac · Posted: March 29 2009, 3:38 PM Post subject:

I have just completed this process with Robert and sent the report to our dept of education via the school.
We competed a questionnaire at home, the psychologist observed Robert in pre-school and at home and she also did some testing of him at home.
And I cried at the classification he got! She recommended he get a full time aide and the max resource teaching hours possible.

Now that I have had some time to take it all in I am glad he will get the max support possible cos he'll be in a main stream class with 30 yes 30 other kids!

I still have to battle for the recommended resources......its not a given that Robert will get what he needs with this darm world recession!

I sorry Stephanie....I can't offer you any words of wisdom or support. Its been a terrible period for me.....perhaps you could share a bottle of wine!!!

_________________
Linda & John
mom to Hannah Kate (Age 14 ), Robert (Aged 8 - DS)

First day at school

Stephanie · Posted: March 30 2009, 7:46 AM Post subject:

OK finally getting up the nerve to share......

The psychologist spent 1 day with Megan and seems to think she knows everything about her. She says Megan cannot follow simple instruction. She cannot retain information. She "engages in constant tongue thrusting," she cannot stay engaged in 1 activity. She "engages in self-stimmulatory behavior by "stimming" stiffening her arms and shaking them by flapping her hands. Her speech is difficult to discern.

Megan IS a visual learner but the psychologist states: "Megan's deficits in visual processing may make it difficult for her to proceed with visual presented information in a classroom."

Megan has been doing well with the potty at home. Very independent and goes when she has too and pulls down her pants puts on the potty seat, wipes and flushes and washes her hands on her own. We do not use pull-ups at all, she even stays dry at night. The last at night accident was in January.
At school they go with her and supervise and this was held against her in the report.

The psychologist administered the Kaufman Assessment Battery for Children, Reynolds Intellectual Assessment Scale, Kaufman Survey of Early Academic and Language Skills, Braken Basic Concept Scale.
The conclusion from all the evaluation is that Megan is eligible for school-aged special education services under a classification of Mental Retardation. The team confirms that the identified disability category causes significant difficulties that affect her global academic performance. The team confirms that Megan is in need of significant specially designed instruction.

So that is just a small overview of the 23 pages. I have to also tell you throughout the document they referred to Megan as Emily, James, him and his. So I am ANGRY that they care so little about this process. Any thoughts now? What do I do? Do I request another eval? Do I really want to put Megan through that?

I may move this thread to members only just in case.

_________________

Joey 3/8/97
Megan, DS 11/8/03
Olivia 7/6/05

Yailet · Posted: March 30 2009, 8:15 AM Post subject:

Oh Stephanie, I'm sorry to hear you are going thru such a hard time, I think the same thing is going to happen to me and Daniel. Evil or Very Mad

If I were you I would request another evaluation, That person sounded very negative in her report, plus if all those different names are used through out the report, it sounds like that same report is used for all the kids with a similar disability. Mad

According to the person that is helping me with Daniel's IEP, the school should work under the assumption that our kids will be able to learn, and only after they try that and they fail, is when they should consider a self contain classroom. it's sad this doesn't happen in real life, they keep saying they don't have the resources to cover the aides and other special accomodations, but in my opinion is more like they don't think it's worth it, when in fact we all know it is.
Daniel is not as far in the potty training as Megan, and he is really behind in his other self skills, but I strongly belief this has a lot to do with the low expectations of his current teacher, on the other hand he continues to improve in his academics, like letter, numbers, and counting.
I disagree with his teacher's placement recommendation(a self contain class without models), and I will fight it.
I'm sure we know our kids much better than anyone else, and all the studies say our kids do much better in an inclusive environment, so why not try it, what can we loose? if it doesn't work we can always send them to the self contain classes.

_________________
Mami to Daniel (6/15/04)

"God doesn't give you the people you want, He gives you the people you NEED - To help you, to hurt you, to leave you, to love you and to make you into the person you were meant to be."

naomid · Posted: March 30 2009, 8:24 AM Post subject:

OMG copy and paste or what! they can't even be bothered to proof read the document and must have blatantly copied whole sections from other children's reports.

I hate school psychologists, the one who saw Callum at age 3 had the nerve to tell me that I should change my version of the assessment as she hadn't seen him doing something, of course me as his parent doesn't know him anything like she does after watching for 1 hour!! Sorry enough of a rant, grrr

Did you see what the assessments looks for? do you know if Megan does some of the things but didn't do them during the assessment? Did they ask you or her current teachers/therapists what she can do?

Do you want a different placement for Megan? If you're happy with the special education class that they're recommending then it's probably a case of ignore what the psychologist says and just make sure her goals are appropriate. If you disagree with the suggested placement and feel that it's inappropriate for Megan (and you know her best) then take it up with the school district. Don't let them tell you that you should " just try this class and we'll maybe move her to a higher class/more integrated class later" the "maybe" or "it might be possible" type phrases are just placating.

When Callum was 3 we were told that the only appropriate placement was in a special day class, where integration time was kept to snack time and that if he needed a 1:1 then he shouldn't be in an integrated class, blah blah blah. Well he's been in a mainstream class with a 1:1 ever since we came back to the UK and he does fantastically. Yes some of his work is differentiated, yes he still needs some help with toileting, yes he is behind his peers in a lot of things, but he's also a very well liked member of his class, has tons of friends, has a better concentration span (according to his teacher) than many of his peers and is brimming with confidence and making progress.

You know Megan, it doesn't matter what some report says.

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Naomi
Mum to Callum (DS) 3/03 and Kieran 8/04
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Googsmom · Posted: March 30 2009, 10:22 AM Post subject:

IMHO of corse, if the eval states other childrens names i'd demand they do it over. That is just wrong!! It should be all about one child and the eval person should of made sure all spelling, grammer and names were correct. Geeesh!!

Getting another eval with the people of your choosing is ok but keep in mind please that the school does not have to use them as a placement tool or anything else. (that reallly erks me btw) The school may look at them but they don't have to concider tham at all, which sucks.

{{{{{HUGS}}}}} to you.

_________________
Jennifer, Momma to The Brookster 4 yrs old

www.specialneedsinmolalla.blogspot.com
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mary c · Posted: March 30 2009, 10:25 AM Post subject:

I think I would put into writing all the disputes that you have with the report and send it to them. You don't want false information to be part of her permanent record. Did they administer an IQ test? I'm curious how they came out with an MR classification without it. I hope they aren't assuming MR just because she has DS. I know that Anna can do all the bathroom stuff but has to be reminded to do so--but that doesn't affect her classification. A lot of kids, typical and not, have to be supervised in the bathroom, especially if that is the policy of the school which she attends. I hate these reports--they focus only on the negatives and not on the things in which Megan excells.

_________________
Mary
Mom to Libby 6/92, Alex 9/93, Anna (DS)12/12/03

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SherryinWI · Posted: March 30 2009, 12:31 PM Post subject:

I am so sorry. I would not accept a "cut and paste" report in her permanent record. You cannot ignore this. Can you get an advocate? From what you shared with us if this doesn't sound like your child then maybe it is not. The report may be inaccurate especially when you find other children's names throughout the report.

Good luck! I am so not looking forward to this process. You would hope you would be reading what you see in your child. You hope they "get" your child. You hope they are actually looking at your child and not generalizing for all the children they assessed that week. YIKES!

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Sherry
Evan 12, Olivia 11, and Nate 8*

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Abigail'sMom · Posted: March 30 2009, 12:37 PM Post subject:

My best friend here just went through the exact same thing with her eval last year. They labeled her daughter MR and the psych didn't even care enough to engage her daughter in the process.

What she did is not sign off on the MFE, but went to our Ohio Coalition for the Education of Handicapped Children. Here she had to seek her own private eval done from a psych to discredit the original's psychs report. With contesting the MFE, the parents have had to spend a great deal of time and effort in getting the second opinion and fighting the MFE and the school.

I wish I remembered more from what they went through to give you more information. I am sending you hugs, big hugs. We have ours done in May and I feel we will have the same results.

_________________
Eli
Mom to Abby (DS 10/21/03), James Thomas (01/31/06), Katie (08/12/08.)

marlene · Posted: March 30 2009, 12:41 PM Post subject:

Stephanie wrote:

I have to also tell you throughout the document they referred to Megan as Emily, James, him and his.

WHAT!!!!!!!! Evil or Very Mad

That is just pitiful and unacceptable!! It sounds like they are just pushing the kids through like an assembly line!! Mad

Have they taken any of your input into consideration? And by the way,

Quote:

The team confirms that Megan is in need of significant specially designed instruction.

Who is "the team"? Does that include her current teachers/therapists? Have you talked with them?

Quote:

To say I was SHOCKED at the results is an understatement...just not sure if I am being too overly sensitive.

I DO NOT think you are being overly sensitive!!

Maybe you should contact the Eastern PA Down Syndrome Center. I met some moms who know you up at the conference a week ago. Even if you are not a client, I'm sure they would still talk with you about this! They are huge adavocates of inclusion! The nurse and the, oh, I forget the other lady's title, both have high school sons with Ds and they have been included all through school. I'm sure they could give you direction!

_________________
Marlene, mommy to my precious Aleena (1/30/04)

LovelyKennedy · Posted: March 30 2009, 12:44 PM Post subject:

Sending HUGE hugs your way....I would have to dig Kennedy's out. Fight if you need to girlfriend...I know it is horrible that we have to do that..but get what you think is right for Megan. keep us posted!

_________________
Beth Mom to Cameron 2/26/2000, Kendall 6/25/2002 and My Lovely Kennedy 9/10/2003(DS)

Helen · Posted: March 31 2009, 3:30 AM Post subject:

Sorry, I've only just seen this. What a hopeless report. They don't seem to be taking Megan into account at all, and all her abilities. It sounds like they are just lumping her in the MR category because she has DS.

Ask for an IQ (Griffiths) test, or another evaluation. You know Megan. Heck, I know Megan - at least I did 2 years ago - and she's a very able little girl. How can a psychologist decide how able or disabled she is based on one evaluation?

Lots of prayers, x

_________________
Helen

Mum to ...
Rachael, Matt - DS & Autism - and Hannah. My gorgeous kids!

momofrussell · Posted: April 03 2009, 10:08 AM Post subject:

Hmmm I have a few thoughts... of course LOL

First off when they went over the results did they do that in a meeting seperate from an IEP meeting? You are entitled to a meeting to go over results and dispute/correct any information documented... that includes errors in names, etc. I'd straight out ask them why it looks like a cut and paste or whatever.

Russell had some errors on his psych eval back when he tranistioned to early childhood and I let them know. What you can do is put in writing the discrepancies and how YOUR daughter is at home and make sure they put that in her permanent file.

Next.... I just did a training a few nights ago... for parents going from 0-3 to Early Childhood.... testing is VERY new to them too and it's a whole new game when you have to hear what evaluaters think of our children. What I tell is to remember that these tests are to "qualify" your child for spec ed.... NOT for placement, for spec ed services. The reality is we know our kids do very well and are superstars, but superstars don't get services.... IEP's are deficit driven and they HAVE to mark a box based on something... which are those tests. When you transition to early childhood you can use existing data from IFSP's... but by the time a child is 5 or 6 or so, you have to have the tests again...the whole ball of wax.. and you have to try to NOT hear the results with "mom ears" as I call it. IT's hard... I know that... but know this is JUST to receive services.

Another thing... they can recommend and stipulate all they want, but the law reads placement with typical peers FIRST.. no matter WHAT the eval results, IQ's and scores are... so they can NOT force a certain placement based on eval data.... truth is... lots of districts try it.. but legally... they have to abide by the laws....

If you need help documenting and making sure things are more accurate, PM me and I can help you get to that spot....or give you hints, encouragement, etc... Smile

HUGS!!!

A.

_________________
Adrienne - mom to: Regan 17, Russell 12 DS, Autism, Visually Impaired, Reece 10.

DSAGSL 2009 Buddy Walk

momofrussell · Posted: April 03 2009, 10:13 AM Post subject:

Oh, one more thing.... if ever you want a better picture painted of your daughter, make sure you write things about her and get it into the IEP in the "present level of performance" portion..... there is a parental concerns part. Also, the teachers and therapists do know your child better then the evaluaters...... so that helps paint a better picture on the IEP.... they aren't just going to take all the info off of the eval and not use their own stuff on the IEP. Russell's IEP on the PLOP section is made up of what the teachers and therapists and I know about Russell Smile

A.

_________________
Adrienne - mom to: Regan 17, Russell 12 DS, Autism, Visually Impaired, Reece 10.

DSAGSL 2009 Buddy Walk

Stephanie · Posted: April 03 2009, 3:29 PM Post subject:

"A" do you think we should ask for another evaluation???? I am not sure if it is necessary as I am sure the outcome would be the same....should we just ask for a meeting to "correct" the report? We have not had her IEP meeting yet, it is coming up once we "sign off" on this report.

I am attaching what I typed up so far, help...I am not the best writer:

Dr. _________-

We are writing you today because of the Reevaluation Report (RR) we received on March 21, 2009 from your office. After reviewing the document we are very confused. So we would like to take this time to address the issues that are of concern to us.

1. In the document on page 8 and 9, Megan was referred to as “his” and on page 8 referred to as “James” and on page 21 as “Emily.”
2. On page 4 of the document, it states “She “stimmed” by stiffening her arms and shaking them and by flapping her hands.” I am concerned by this verbiage “stimming” because it is associated with neurological issues that my daughter does not have. I am attaching an email clarification from her Doctor who’s evaluations are used in this report (Dr. Leichtman) who confirms this.
3. On page 14, it is reported that “Megan often gets sick and misses school due to illness”, however this was reported to you by a substitute teacher who has only been in the classroom with Megan for 2 months. Megan had pneumonia this year for the 1st time ever and missed school because of it. This is not a frequent occurrence.
4. The “teacher” portion of this report was only given by Miss Meg K____ who has only been in the classroom with Megan for a few weeks according to the date 01/22/09. Miss Barbara S____ has been her teacher for over 2 years and her feedback was not included in any of the report.
5. There were a few sentences in the document that were not clear: page 3- 2nd paragraph “While playing, Megan’s eyeglasses She played at the station for 5-6 minutes before choosing to move to another area.” Page 3- 3rd paragraph “Megan was able to doff her pants independently but required help to don them.”

How should I end the document?

_________________

Joey 3/8/97
Megan, DS 11/8/03
Olivia 7/6/05

momofrussell · Posted: April 04 2009, 8:21 AM Post subject:

Well, I think to start off, that letter is a wonderful segway into correcting what needs to be corrected on the eval. If you bring that to your meeting to discuss the eval and it's determined another needs to be done, do it at that point. I personally just think this stuff needs to be corrected and not a new eval done at this moment... so take it one step at a time and see how the meeting goes with the corrections.

KUDOS to you for writing down what you did.... that's GREAT! If you just want to end the letter by saying "I look forward to meeting with the team to go over the full report and to address the discrepancies. If you have any questions please feel free to contact me or we can address at the meeting." Sincerly, YOU And then make sure you copy the teacher and if there is any spec ed coordinator involved. You do not need to copy the therapists but the teacher and other higher ups involved with your daughter's team and IEP need to be copied. I'd give the letter prior to the meeting.

Is there a meeting date set to go over the evals? I'd make sure they do make the changes before you even get to the IEP meeting... be kind and polite but don't let them bully you into thinking "it's not that big a deal, human error"... these are documents in your daughter's record and they should be changed. Wink

So, I now have a question.... did your daughter really "stim" like that for him??? The reason I ask is that kids w/DS do stim.... what is wrong with it being in the report? I do get what you are infering but I guess I don't see the big deal with that part so I was trying to understand. He is just stating observations (albeit some wrong ones! LOL). The flipside is whether or not she stims and it's on a report, the teachers and therapists already know if she does or not.... but I was just curious on all of this Wink

Hope I was helpful! Good luck!!!

A.

_________________
Adrienne - mom to: Regan 17, Russell 12 DS, Autism, Visually Impaired, Reece 10.

DSAGSL 2009 Buddy Walk

Stephanie · Posted: April 05 2009, 7:22 PM Post subject:

momofrussell wrote:

So, I now have a question.... did your daughter really "stim" like that for him??? The reason I ask is that kids w/DS do stim.... what is wrong with it being in the report? I do get what you are infering but I guess I don't see the big deal with that part so I was trying to understand. He is just stating observations (albeit some wrong ones! LOL). The flipside is whether or not she stims and it's on a report, the teachers and therapists already know if she does or not.... but I was just curious on all of this Wink

Hope I was helpful! Good luck!!!

A.

Thanks for all the advice, yes very helpful, anything else keep it coming, LOL. I pointed out the "Stimming" thing because I was told in our district they will use anything to keep kids out of the regular education classroom and if they use the word "Stim" which is associated with an autism diagnosis then they could actually use that as a point to put her in the special education classroom....which is not what I wanted. I want Megan fully included to begin with and as time will tell move from there....but as she is still young I want her involved and included as much as possible w/o them having excuses to hold her back. Our district is supposedly one that requires some fighting to get what you want. I was also told the "somitazation" could be an excuse to keep her out....being prone to sickness is not something they want in there regular education classroom. I am just going on what I have heard, trying to remove any ammo that could get in our way during placement. And yes, Megan does the excited shaking thing a lot with new things, so I am sure she probably did it during the eval.

_________________

Joey 3/8/97
Megan, DS 11/8/03
Olivia 7/6/05

momofrussell · Posted: April 05 2009, 9:42 PM Post subject:

Wow, interesting... I am actually shocked that they pull and get away with anything remotely close to what you are saying.... even a child w/Autism is entitled to "inclusion" as the law reads... it's one thing to try it and it not to work, but to start from the beginning like that is shocking....

I guess it's best you try to cover your rear, but truthfully, I'd love for them to put in writing that some child can't have inclusion under FAPE and IDEA due to Autism (or something equivilant).... I'd love to see that fly... they truly better be covering their arses how they word things or they will get a parent one day that challenges this molarcky!

A.

_________________
Adrienne - mom to: Regan 17, Russell 12 DS, Autism, Visually Impaired, Reece 10.

DSAGSL 2009 Buddy Walk

naomid · Posted: April 06 2009, 4:07 AM Post subject:

Stephanie it really sounds like when Callum had his 3 year transition meetings, they'd already decided on a placement before they'd even seen him (I am 100% positive on this) and it was purely based on his diagnosis. Fight, Fight, Fight and you will get a result.

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Naomi
Mum to Callum (DS) 3/03 and Kieran 8/04
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Stephanie · Posted: April 06 2009, 8:57 AM Post subject:

They just use all the ammo they can to keep kids out of regular education.
I have heard of the bullying....the district not offering inclusion (least restrictive environment) as an option to these parents(and the parents not knowing better)....I mean if it weren't for downsyn and all of you guys, they would probably be able to bully me into whatever they wanted without me giving it much thought....but since I am aware and I know what I want....I want all the ammo they would use on other parents out of Megan's report.
There was a class action law suit here in PA back in 94' which I was made aware of....Gaskin Settlement Agreement...which means the district MUST look into the reg ed classroom w/ aides, etc. before considering a restrictive classroom....I am pretty sure they are guilty of not following this. Our 1st meeting they asked me what I wanted and I told them and they kind of laughed saying they didn't want us to ignore the sped classroom because we were set in our ways.

So can I ask you a personal question A or any others out there? When Russell was going through transition to elementary school, did your district 1st look at the regular education classroom for him and see how they can include him? Was it an option? What type of classroom is Russell in? I wonder if my district is typical or terrible?

_________________

Joey 3/8/97
Megan, DS 11/8/03
Olivia 7/6/05

momofrussell · Posted: April 06 2009, 11:48 AM Post subject:

Ok, for us I knew what class Russell needed but I was also very aware of the laws. Kevin and I also toyed with sending Russell to our "home school" where Regan went because we half thought about including Russell and accomodating him at our "home school". I talked in great length with our principal as well as our IEP team from Early Childhood and our sped coordinator. They were willing to offer Russell accomodations at our "home school" with kindy there and what he needed but to be honest, it would have purely been for socialization. They did feel Russell needed a self contained classroom but they DID discuss ALL options and let us entertain the other class. I knew down in my heart what he needed and after I saw this other class, that is where we decided on sending him.

BUT, our "home school" principal was with us every step of the way and even came to our IEP meeting regarding placement, just to be that component, even though we had the IEP meeting at the school where Russell was to attend.

Ironically, lots of kids w/DS were in this class and they were WELL above where Russell was cognitively and academically... and I often wondered why they were there. Then we actually moved him the following year in 1st grade and there was this other stuff brewing for others... we weren't apart of the mess but other stuff went on. Slowly parents pulled their kids to their "home school" and had them accomodate their children where they belonged.

See, the district we are in now and the district we use to be in use "feeder" schools based on needs, which for us works VERY well, but for others it doesn't... and sometimes a child gets lost of this premise not realizing how the law truly is.... LRE in your "home school" with typical peers.......

I think your district is typical. When I did my training the other night on the transition to EC, I told the parents what the law was and what LRE was... but reality is, districts push for what they already know. They aren't necessarily evil in doing this...it's what has worked all along and parents go along because well, some parents it already works for them, some parents don't care and the other parents know the laws but don't have the will to fight it. So, the districts get away with it. It happens lots with the Early Childhood group because there are lots of districts that ONLY offer a sped EC room, most don't have typical model peers at all in the class and tell parents "This is what we have, this one class"... and there is NO typical or mainstreaming EC/Preschool option.....except for private and they try to have you by the balls with all this crap! At least with Kindy you know there is typical kindy because well, it's kindy.. with preschool there are so many that don't get a typical placement option ever and are told as such... "we don't have one, this is all you get!".

I had one parent at my training actually going through this now....... sad because she is in a district who is known for their spec ed program, a decent district, but gets complaints because there is NO typical EC class or mainstreamed 60/40 class at all... and they tell the parents they can't do private or go to a neighboring district....... Sad

But I am digressing aren't I! LOL

A.

_________________
Adrienne - mom to: Regan 17, Russell 12 DS, Autism, Visually Impaired, Reece 10.

DSAGSL 2009 Buddy Walk

marlene · Posted: April 06 2009, 4:53 PM Post subject:

So far, it seems like we are headed in the right direction in my school district. But Aleena hasn't been eval'ed yet. Just yesterday I talked with a Kindy teacher I know in our district. I felt GREAT after talking to her! One thing she told me is that we, as parents, have ALL the power. The school needs to listen to us when we ask for something. She said SHE might think a one-on-one aid might be good for a particular student in her class, and she might even say something to the "powers-to-be", but it won't happen until the parents ask for it. She told me to always remember that! I pass that along to you.

_________________
Marlene, mommy to my precious Aleena (1/30/04)

Yailet · Posted: April 07 2009, 8:40 PM Post subject:

GREAT POST, THANKS FOR ALL THE GOOD INFO.
Like I said before we are going thru the same thing with Daniel's placement. sadly our current teacher is used to recommending a self-contain environment for all the kids with DS that she's had in her class before, and all the parents have gone along. Ofcourse that won't be our case, i rather try it the way the law says it. and give Daniel the chance.

_________________
Mami to Daniel (6/15/04)

"God doesn't give you the people you want, He gives you the people you NEED - To help you, to hurt you, to leave you, to love you and to make you into the person you were meant to be."

LinMac · Posted: April 08 2009, 5:02 AM Post subject:

A...this is a very interesting thread!
Thought all kids had the option of mainstream if it suited their needs in the USA.

Stand your ground Stephanie....Megan deserves this opportunity!

Lets know how you get on....

_________________
Linda & John
mom to Hannah Kate (Age 14 ), Robert (Aged 8 - DS)

First day at school

LinMac · Posted: April 08 2009, 5:05 AM Post subject:

A...this is a very interesting thread!
Thought all kids had the option of mainstream if it suited their needs in the USA.

Stand your ground Stephanie....Megan deserves this opportunity!

Lets know how you get on....

_________________
Linda & John
mom to Hannah Kate (Age 14 ), Robert (Aged 8 - DS)

First day at school

mackenziesmom · Posted: April 08 2009, 11:01 AM Post subject:

Mackenzie started school last year and it's been harder than i thought it would be it's more of a fight to get what Mackenzie needs and your right they do try to bully you into agreeing with special education class. Mackenzie started kindy last year and she's in a regular class with a 1:1 aid although they say it's for the class. Her evaluations before she entered kindy showed she has large delays and she needs a lot of help dressing and using the toilet. She also missed 80% of the school year last year because she has immune problems. So i don't understand why those would be reasons to not include her they should be giving her an aid.

This year Mackenzie is repeating kindy since she missed most of last year. But the learning resource teacher is pushing special ed more. Even though I want Mackenzie to go to the regular grade 1 classroom with her aid and possibly go to kindy for part of the day. The principal, teacher and aid all agree she should be in the regular class. She is only 6 I want them to give her a chance to be included in a regular class. The special ed class at our school only has like 5 kids who are all over 10 years old and non verbal. So they say it's so important that she is with her peers but if she is in the special ed class she won't be with peers or have models for behavior. Once she is in the special ed class it will very hard to get her back into a regular class.

It's so hard I think I probably would have just agreed with her recommendation if I hadn't heard of other people who fought to keep their kids included. They make it sound like it is a given that all the kids with a disability will go in special education class. So my only advice is to stick to what you think is best for her and push for her to be included.

_________________
Fran

My Beautiful Angel Mackenzie 24/07/02

momofrussell · Posted: April 08 2009, 12:27 PM Post subject:

Quote:

Thought all kids had the option of mainstream if it suited their needs in the USA.

Yes... in theory, they do have that option... but sometimes reality is different Sad

A.

_________________
Adrienne - mom to: Regan 17, Russell 12 DS, Autism, Visually Impaired, Reece 10.

DSAGSL 2009 Buddy Walk