Broward parents demand more rigor for special-needs students - Schools - MiamiHerald.com

Broward parents demand more rigor for special-needs students - Schools - MiamiHerald.com

Some Broward parents with special-needs children complain the school district pushes their students off the path for a real high school diploma.

BY MICHAEL VASQUEZ
MRVASQUEZ@MIAMIHERALD.COM
In testimony that was at once angry and tearful, a group of Broward mothers told School Board members Tuesday that their special-needs children are being forced into less rigorous classes that don’t result in a standard high school diploma.

The parents insisted their students are capable of earning a regular diploma, but the children are instead placed on the path to a “special diploma” that has little practical use.

Parent Nancy Linley-Harris told board members that the district’s methods of evaluating special-needs students are “toxic” and for parents the process amounts to “being in a war zone for our children.”

Nearly 33,000 special-needs students — with disabilities ranging from minor to severe — attend Broward district schools. In interviews after the parents’ harshly critical public appearance, district leaders stressed that it was only a small group of parents (joined by a few children and other supporters) who were complaining.

School Board Chairwoman Laurie Rich Levinson said thousands of parents with special-needs children “are thrilled with the education they’re receiving.”

“You have, just as you do with anything, some parents who are dissatisfied,” she said.

Some of the upset parents told The Miami Herald they’d been forced to pursue legal action to fight the district.

Linley-Harris said her 14-year-old daughter, Mariah, who has Down syndrome, was placed on the special diploma track last year. Mariah wants to one day become a veterinary technician, and attends Parkway Middle School’s STEM magnet program.

Mariah’s new classes, her mom said, are “a very expensive babysitting service for our kids. They water down the goals.”

Linley-Harris has a pending legal case against the district, alleging her child’s “due process” rights were violated.

Those lawsuits are the last resort for parents unhappy with how their special-needs child is being served by the school system. But Kathrine Francis, executive director of Broward’s Exceptional Student Education department, said there are other ways for parents to resolve disputes with the district.

A simple talk with the child’s school might be enough to solve any problems, Francis said, and when that doesn’t work, the district offers its own in-house conflict-resolution service. Francis said parents filing due process lawsuits represent less than 1 percent of special-needs students served by the district.

Still, Francis said the district is always looking to improve and is conducting a satisfaction survey with special-needs families in the coming months.

Read more here: http://www.miamiherald.com/2013/02/05/3219059/broward-parents-demand-more-rigor.html#storylink=misearch#storylink=cpy


* I tried that "having a simple talk with my Child's school"....6 IEP's later and 1 "in-house conflict-resolution service." (...service?)

This is not what I had in mind this school year to be an INVOLVED PARENT WITH MY DAUGHTER'S NEW SCHOOL & EDUCATION! This level of Advocating for my daughter has taken me away from Volunteering at my daughter's Middle School, like I had plans to do. My school district has not been 'reasonable nor workable'.....throughout all the "simple IEP meetings" that I had a Lawyer with me at everyone! Thank you Disability Rights Florida for helping me get my "sea legs" back and encouraging me to REPRESENT MYSELF in my Due Process. www.disabilityrightsflorida.org

No one can REPRESENT THEIR CHILD BEST THAN THE MOTHER!!! (...or FATHER!!!) I know every detail of the 'chain-of-events' that this districts ESE Department Administrators, Program Specialist, ESE Specialist and my Elementary School Principal has taken me on!! I know my daughter, Mariah is entitled to a WORLD CLASS EDUCATION ...ha!! The SPECIAL DIPLOMA IS NOT SO SPECIAL when it amounts to NOTHING in the real world for my daughter, or anyone's daughter or son for that matter...Who the heck created this SPECIAL DIPLOMA 'track' in Florida? 

I don't believe I am part of the "less than 1%" and I certainly am not, the parent that doesn't care...I DO CARE!! I care so much, last year that I sat on 6 different Advisories, as an ESE "Parent Voice." I am a Special Needs Advocate. I absolutely know what families experience during IEP meetings in Broward and other Florida Districts! What is and has been happening here for so long is going on in the entire State of Florida and beyond! It's a mess everywhere!

I would encourage parents to learn all you can about your CIVIL RIGHTS and the Special Ed Federal Laws, IDEA and become familiar with your State Department of Education Special Education Laws. Attend National Conferences specific to your Child's Disability. Get connected with a group of parents you can relate to and learn from one another. Attend each other's IEP meetings. Wrightslaw is any parents best friend when learning about your Special Ed Rights & IDEA Federal Law. www.wrightslaw.com 

I AM TAKING THE STEPS 4 CHANGE!

NICE!!! School Board files a Lawsuits on Parents for RECORDING their IEP meetings!!

WOW ~ NICE!!! 
Take a look at what is going on in Jackson County! *West of Tallahassee and North of Panama City, Florida. Parents that record their child's IEP meetings need to pay attention to this In-the-News item for sure!!

The ESE Director there says...."in his 20 years of working in ESE he has never heard of anyone recording IEP meetings"!! I don't believe that for one second! I think maybe that District is out to maybe scare other ESE Parents...so they don't record at IEP meetings, recordings don't lie about what 'was said'. This even smells of RETALIATION on the Parent and the Advocate! I am sure this Parent & Advocate are only trying to do what is in the best interest of the Child and what THE PARENTS would like for their Child....I would think that's WHY they have an Advocate attending their IEP meetings in the first place!

PARENTS NEED TO BE WATCHFUL & KEEP AN EYE ON THIS CASE!! ... as this will trickle down to affect all of us throughout "IEP LAND" here in Florida and beyond.

Click link below here for complete story & news video clip: http://www.wjhg.com/home/headlines/Jackson-County-School-Board-Files-Lawsuits-Against-Stdent-Advocate-169246606.html

IEP Meetings and Changes to the IEP

Individualized Education Program (IEP), 
Team Meetings and Changes to the IEP


U.S. Department of Education, Office of Special Education 
IDEA Regulations
INDIVIDUALIZED EDUCATION PROGRAM (IEP) TEAM MEETINGS AND CHANGES TO THE IEP
(See also Individualized Education Program (IEP) and Secondary Transition)


The reauthorized Individuals with Disabilities Education Act (IDEA) was signed into law on Dec. 3, 2004, by President George W. Bush. The provisions of the act became effective on July 1, 2005, with the exception of some of the elements pertaining to the definition of a “highly qualified teacher” that took effect upon the signing of the act. The final regulations were published on Aug. 14, 2006. This is one in a series of documents, prepared by the Office of Special Education and Rehabilitative Services (OSERS) in the U.S. Department of Education that covers a variety of high-interest topics and brings together the regulatory requirements related to those topics to support constituents in preparing to implement the new regulations.1 This document addresses significant changes in final regulatory requirements from preexisting regulations regarding IEP Team meetings and changes to the IEP. 


IDEA Regulations


1. Identify the members of the IEP Team.


The public agency must ensure that the IEP Team for each child with a disability includes:
• The parents of the child;
• Not less than one regular education teacher of the child (if the child is, or may be, participating in the regular education environment);
• Not less than one special education teacher of the child, or where appropriate, not less than one special education provider of the child;
• A representative of the public agency (who has certain specific knowledge and qualifications);
• An individual who can interpret the instructional implications of evaluation results and who may also be one of the other listed members;
• At the discretion of the parent or the agency, other individuals who have knowledge or special expertise regarding the child, including related services personnel as appropriate; and
• Whenever appropriate, the child with a disability.


In accordance with 34 CFR 300.321(a)(7), the public agency must invite a child with a disability to attend the child’s IEP Team meeting if a purpose of the meeting will be the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals under 34 CFR 300.320(b).
[34 CFR 300.321(a) and (b)(1)] [20 U.S.C. 1414(d)(1)(B)]


2. Identify instances when an IEP Team member may not need to attend. 


A member of the IEP Team described in 34 CFR 300.321(a)(2) through (a)(5) is not required to attend an IEP Team meeting, in whole or in part, if the parent of a child with a disability and the public agency agree, in writing, that the attendance of the member is not necessary because the member's area of the curriculum or related services is not being modified or discussed in the meeting.


A member of the IEP Team described in 34 CFR 300.321(a)(2) through (a)(5) may be excused from attending an IEP Team meeting, in whole or in part, when the meeting involves a modification to or discussion of the member's area of the curriculum or related services, if:
• The parent, in writing, and the public agency consent to the excusal; and
• The member submits, in writing to the parent and the IEP Team, input into the development of the IEP prior to the meeting.
[34 CFR 300.321(e)] [20 U.S.C. 1414(d)(1)(C)]


3. Provide for inviting representatives from the Part C system.


In the case of a child who was previously served under Part C of the IDEA, an invitation to the initial IEP Team meeting must, at the request of the parent, be sent to the Part C service coordinator or other representatives of the Part C system to assist with the smooth transition of services.
[34 CFR 300.321(f)] [20 U.S.C. 1414(d)(1)(D)]


4. Require that the notice inform parents of other IEP Team participants.


The notice required under 34 CFR 300.322(a)(1) (regarding an IEP meeting), among other things, must inform the parents of the provisions in 34 CFR 300.321(a)(6) and (c) (relating to the participation of other individuals on the IEP Team who have knowledge or special expertise about the child), and 34 CFR 300.321(f) (relating to the participation of the Part C service coordinator or other representatives of the Part C system at the initial IEP Team meeting for a child previously served under Part C of the IDEA).
[34 CFR 300.322(b)(1)] 


5. Revise requirements for when transition content must be included in an IEP meeting notice.


For a child with a disability beginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP Team, the notice required under 34 CFR 300.322(a)(1) (regarding an IEP meeting), among other things, must:
• Indicate that a purpose of the meeting will be the consideration of the postsecondary goals and transition services for the child, in accordance with 34 CFR 300.320(b) and that the agency will invite the student; and
• Identify any other agency that will be invited to send a representative.
[34 CFR 300.322(b)(2)] 


6. Set forth provisions regarding consideration of Individualized Family Services Plans (IFSPs) for children aged three through five.


In the case of a child with a disability aged three through five (or, at the discretion of the State educational agency (SEA), a two-year-old child with a disability who will turn age three during the school year), the IEP Team must consider an IFSP that contains the IFSP content (including the natural environments statement) described in section 636(d) of the IDEA and its implementing regulations (including an educational component that promotes school readiness and incorporates pre-literacy, language, and numeracy skills for children with IFSPs under 34 CFR 300.323 who are at least three years of age), and that is developed in accordance with the IEP procedures under Part B. 


The IFSP may serve as the IEP of the child, if using the IFSP as the IEP is consistent with State policy and agreed to by the agency and the child’s parents.


In implementing these IFSP provisions, the public agency must provide to the child’s parents, a detailed explanation of the differences between an IFSP and an IEP. If the parents choose an IFSP, the public agency must obtain written informed consent from the parents.
[34 CFR 300.323(b)] [20 U.S.C. 1414(d)(2)(B)]


7. Require that the IEP be accessible to teachers and others responsible for its implementation. 


Each public agency must ensure that:
• The child’s IEP is accessible to each regular education teacher, special education teacher, related services provider, and any other service provider who is responsible for its implementation; and
• Each teacher and provider described in this provision, is informed of his or her specific responsibilities related to implementing the child’s IEP and the specific accommodations, modifications, and supports that must be provided for the child in accordance with the IEP.
[34 CFR 300.323(d)] 


8. Address the IEP for a student who transfers to a different school district in the state. 


If a child with a disability (who had an IEP that was in effect in a previous public agency in the same State) transfers to a new public agency in the same State, and enrolls in a new school within the same school year, the new public agency (in consultation with the parents) must provide a free appropriate public education (FAPE) to the child (including services comparable to those described in the child’s IEP from the previous public agency), until the new public agency either adopts the child’s IEP from the previous public agency, or develops, adopts, and implements a new IEP that meets the applicable requirements in 34 CFR 300.320 through 300.324.
[34 CFR 300.323(e)] [20 U.S.C. 1414(d)(2)(C)(i)(I)]


9. Address the IEP for a student who transfers from another state.


If a child with a disability (who had an IEP that was in effect in a previous public agency in another State) transfers to a public agency in a new State, and enrolls in a new school within the same school year, the new public agency (in consultation with the parents) must provide the child with FAPE (including services comparable to those described in the child’s IEP from the previous public agency), until the new public agency conducts an evaluation pursuant to 34 CFR 300.304 through 300.306 (if determined to be necessary by the new public agency) and develops, adopts, and implements a new IEP, if appropriate, that meets the applicable requirements in 34 CFR 300.320 through 300.324.
[34 CFR 300.323(f)] [20 U.S.C. 1414(d)(2)(C)(i)(II)]


10. Address transmittal of records for students who transfer.


To facilitate the transition for a child described in 34 CFR 300.323(e) and (f) (who transfers within the State or from another State), the new public agency in which the child enrolls must take reasonable steps to promptly obtain the child’s records, including the IEP and supporting documents and any other records relating to the provision of special education or related services to the child, from the previous public agency in which the child was enrolled, pursuant to 34 CFR 99.31(a)(2) (Family Education Rights and Privacy Act (FERPA)) and the previous public agency in which the child was enrolled must take reasonable steps to promptly respond to the request from the new public agency.
[34 CFR 300.323(g)] [20 U.S.C. 1414(d)(2)(C)(ii)]


11. Add a new provision for AMENDING the IEP without another meeting. 


In making changes to a child’s IEP after the annual IEP Team meeting for a school year, the parent of a child with a disability and the public agency may agree not to convene an IEP Team meeting for the purposes of making those changes, and instead may develop a written document to amend or modify the child’s current IEP. 


If changes are made to the child’s IEP in accordance with 34 CFR 300.324(a)(4)(i), the public agency must ensure that the child’s IEP Team is informed of those changes.
[34 CFR 300.324(a)(4)] [20 U.S.C. 1414(d)(3)(D)]


Changes to the IEP may be made either by the entire IEP Team at an IEP Team meeting, or as provided in 34 CFR 300.324(a)(4), by amending the IEP rather than by redrafting the entire IEP. Upon request, a parent must be provided with a revised copy of the IEP with the amendments incorporated.
[34 CFR 300.324(a)(6)] [20 U.S.C. 1414(d)(3)(F)]


12. Encourage consolidation of IEP meetings. 


To the extent possible, the public agency must encourage the consolidation of reevaluation meetings for the child and other IEP Team meetings for the child.
[34 CFR 300.324(a)(5)] [20 U.S.C. 1414(d)(3)(E)]


13. Provide for the review and, as appropriate, revision of the IEP.


Each public agency must ensure that, the IEP Team reviews the child’s IEP periodically, but not less than annually, to determine whether the annual goals for the child are being achieved and revises the IEP, as appropriate, to address:
• Any lack of expected progress toward the annual goals and in the general education curriculum, if appropriate;
• The results of any reevaluation;
• Information about the child provided to, or by, the parents, as described under 34 CFR 300.305(a)(2) (related to evaluations and reevaluations);
• The child’s anticipated needs; or
• Other matters.


In conducting a review of the child’s IEP, the IEP Team must consider the special factors described in 34 CFR 300.324(a)(2) (development of the IEP).


A regular education teacher of the child, as a member of the IEP Team, must, consistent with 34 CFR 300.324(a)(3) (participation of regular teacher in development of the IEP), participate in the review and revision of the IEP of the child.
[34 CFR 300.324(b)] [20 U.S.C. 1414(d)(4)]


14. Authorize alternative means of meeting participation.


When conducting IEP Team meetings and placement meetings pursuant to subparts D and E of Part 300, and carrying out administrative matters under section 615 of the IDEA (such as scheduling, exchange of witness lists, and status conferences), the parent of a child with a disability and a public agency may agree to use alternative means of meeting participation, such as video conferences and conference calls.
[34 CFR 300.328] [20 U.S.C. 1414(f)]


1 Topics in this series include: Alignment With the No Child Left Behind (NCLB) Act; Changes in Initial Evaluation and Reevaluation; Children Enrolled by Their Parents in Private Schools; Discipline; Disproportionality and Overidentification; Early Intervening Services; Highly Qualified Teachers; Identification of Specific Learning Disabilities; Individualized Education Program (IEP) Team Meetings and Changes to the IEP; Individualized Education Program (IEP); Local Funding; Monitoring, Technical Assistance and Enforcement; National Instructional Materials Accessibility Standard (NIMAS); Part C Amendments in IDEA 2004; Part C Option: Age 3 to Kindergarten Age; Procedural Safeguards: Surrogates, Notice and Consent; Procedural Safeguards: Mediation; Procedural Safeguards: Resolution Meetings and Due Process Hearings; Secondary Transition; State Complaint Procedures; State Funding; and Statewide and Districtwide Assessments. Documents are available on the IDEA Web site at: http://IDEA.ed.gov.


http://idea.ed.gov/explore/view/p/%2Croot%2Cdynamic%2CTopicalBrief%2C9%2C

Broken Record Sayings & IEP Meeting Conversation Stoppers

I would like to pull together from my readers ~ the broken record sayings you hear at your IEP meetings. Contact me with your broken record sayings you want to toss in the recycle bin! 
If you attend IEP Meetings ~ this 'newsie' article is 
nothing new to you! 
Click==> IEP Meeting Conversation Stoppers <==Click

All you ever wanted to know about IEP's

IEP's
(Click to go directly to Kids Together, Inc. link)

Here is really great link about IEP's ~ what they are all about! What to expect at your Child's IEP meeting and what not to accept either! This website is so chock full of great stuff! Share this link with your friends!
BOOKMARK THIS WEBSITE!

This is a website called: Kids Together, Inc. nonprofit 501(c)3 Information & Resources for Children & Adults with Disabilities. http://www.kidstogether.org/

Why can't my 14 year old read?

How can a 14 1/2 year old not be taught how to learn PRE-PRIMER DOLCH words? How can a Child that scores a 5 on her MATRIX in the communication domain section NOT be considered for Assistive Technology for Communication needs over the years? So many 'things' that could have been provided or taught but everyone has their reasons why this or that basic skill wasn't taught or why a device was never tried out to see if it could or might help a student communicate and be understood. I will always have a hard time understanding why some of our schools and why some of our professionals that are making lots of educational decisions for our Children continue to have a low expectation for learning basic life skills. Why is there still in our society people that keep thinking that our Children don't need to learn the same educational skills as everyone else? There is so much today in the way of technology it's absolutely a shame if schools aren't pushing and preparing our Children for their future, which is once they leave school life they have some basic reading, writing, and math skills.

The school today told the mom she was NOT ALLOW to have a copy of the MATRIX that was just updated after the IEP today. When she asked them to write a statement saying she wasn't allowed to have a copy of the MATRIX that she needed them to provide her something "in writing", she was then provided a copy of the MATRIX. During the actual IEP meeting, I asked what was the MATRIX number and was quickly told that wasn't to be discussed at IEP meetings.

Ok....so if the student has a major disability with talking and being understood, and the MATRIX is a 254, I don't understand why this student is only ALLOW to be provided with just a 1/2 hour of Language services and just a 1/2 hour of Speech services. As far as I could tell by listening to everyone speaking at this IEP this student should have been provided  n Augmentative and Alternative Communication (AAC) device ahttp://www.abilityhub.com/aac/aac-devices.htm (here is a webpage that shows some ideas for these types of communication devices!) At the meeting it was told to mom that she had been using a devices but when I asked mom if she had ever seen what they were talking about, she was not aware of any such device was being used. Again, it amazes me what some of these IEP team members come up with and to make the parent think something is being provided when in reality nothing was being done.

Getting the supports and services is paramount to our Children's success in school and post school outcomes to be successful in today's real world past high school. Being persistant and asking lots of questions and providing your PARENT INPUT throughout the entire IEP document is part of the IEP Process. This is YOUR CHILD they are all sitting around a table talking about YOUR SON & DAUGHTER...this is not someone that deserves a little less or a lot less...everyone is there to talk about what YOUR CHILD NEEDS...so let's STOP PLAYING ALL THESE IEP GAMES AND START EDUCATING OUR CHILDREN!

Parents...listen up! If you don't take some time to read up, attend trainings, disability specific conferences & conventions, meeting and getting to know other parents, being part of a disability specific support group....your CHILD will be missing out! Parents being told by other parents all sorts of stories and real life situations only helps each of us to understand how I can better help my Child be all he or she can truly be! We need to make sure the schools we choose for our Children has a great principal that is willing to work with you as a parent and the school has good teachers that are open to TEACHING CHILDREN ~ ALL CHILDREN and that means YOUR CHILD...no matter if you Child has a disability or no disability......NO CHILD LEFT BEHIND was signed into law for a reason...and that reason is YOUR CHILD!!

Read parents....research and go to trainings...make the time...take the time to educate yourself on how to be your Childs BEST ADVOCATE! Your Child is depending on you!

Here is a link to the Florida Sunshine State Standards....is your Child being taught these? If not....why not?

 http://floridastandards.org/page24.aspx

AUDIO ~ Florence County School District Four v. Carter

AUDIO of: Florence County School District Four v. Carter
http://www.oyez.org/cases/1990-1999/1993/1993_91_1523/argument
CLICK ON THIS LINK and listen to the newest SUPREME COURT RULING!! Amazing stuff to listen to and you can also read it as well!

FAPE = FREE AND APPROPRIATE EDUCATION

This has to do with reinbursement to the parent if they enrolled their child in a private school when the public school did not provide FAPE.

This website is interesting...check it out!

Have a great day!

IDEA says about Assistive Technology & English Language Learners

The laws and rules relating to the use of assistive technology for meeting the educational needs of students with disabilities, parental consent REVOKE (new!), and services for English language learners (ELLs) with disabilities.

Assistive technology, Section 300.24(a)(2)(v) of Title 34 of the Code of Federal Regulations (the “yellow book”), the IEP Team must “consider whether the child needs assistive technology devices and services.” Additional related sections of Title 34 CFR are 300.105(a), 300.105(b), 300.113, 300.5, and 300.6. Additionally, Florida State Board of Education Rule 6A-6.03028(3)(g)(10), Florida Administrative Code (F.A.C.) (the “red book”), states that in IEP development, review, and revision the IEP Team shall consider “whether the student requires assistive technology devices and services. On a case-by-case basis, the use of school-purchased assistive technology devices in a student’s home or in other settings is required if the IEP Team determines that the student needs access to those devices in order to receive a free appropriate public education…”

For ELLs with disabilities, 6A-6.03028(3)(g)(10), F.A.C., states that the IEP Team shall consider “in the case of a student with limited English proficiency, the language needs of the student as those needs relate to the student’s IEP.”

In regards to parental consent, section 300.300 of Title 34 CFR describes the procedures school districts must follow in obtaining parental consent for evaluations. Note that in some cases parental consent may not be required (e.g. if the district has made “reasonable efforts” to obtain consent or if the parent has “failed to respond,” or for certain tests or evaluations that are administered to all students). Note also that a district may use dispute resolution procedures to obtain parental consent in some cases. See also state regulation Rule 6A-6.0331.

Below are direct links to the federal and state regulations:

Title 34 CFR (“yellow book”)  ~ IDEA
http://idea.ed.gov/download/finalregulations.pdf

Florida Rules (“red book”)
http://www.fldoe.org/ese/pdf/1b-stats.pdf

SP&P Guide ~ State & Federal IDEA Law *LINKS*

**ESE Policies and Procedures (SP&P) Listed by DISTRICT in a handy-dandy-drop-down-list!! What a concept!!! This is my personal baby for the past 4-5 years to get our State Dept. of Ed to do....to create a DROP DOWN LIST OF ALL the districts SP&P Guides! Whoo whooo...advocacy DOES PAY OFF!! Be sure to print one out and put it into a 3-ring binder...this is an invaluable tool!! Enjoy!



ESE Policies and Proceedures
http://www.fldoe.org/ese/ppd.asp

Section 1003.57(1)(d), Florida Statutes (F.S.), requires that district school boards submit to the Department of Education (DOE) proposed procedures for the provision of special instruction and services for exceptional students once every three years. Approval of this document by DOE is required by Rule 6A-6.03411, Florida Administrative Code (F.A.C.), as a prerequisite for district’s use of weighted cost factors under the Florida Education Finance Program (FEFP). This document also serves as the basis for the identification, evaluation, eligibility determination, and placement of students to receive exceptional education services, and is a component of the district’s application for funds available under the Individuals with Disabilities Education Act (IDEA).

IMPORTANT STUFF to be a GREAT ADVOCATE!

Florida ESE documents!

IMPORTANT FLORIDA ESE STATE DOCUMENTS
http://www.fldoe.org/ese/ppd.asp

FLORIDA'S RED BOOK ~ ESE RULES
http://www.fldoe.org/ese/pdf/1b-stats.pdf

FEDERAL IDEA LAW - it's the Federal law!!!
http://idea.ed.gov/

ALL OF THESE LINKS WILL HELP YOU KNOW FOR A FACT WHAT THE RULES OF SPECIAL EDUCATION ARE.....IF YOU GET TO KNOW THESE DOCUMENTS THAT ARE POSTED TO OUR STATE DEPARTMENT OF EDUCATIONS WEBSITES....YOU WILL CERTAINLY BE A CONFIDENT ADVOCATE AND KNOW WHAT YOUR RIGHTS ARE TO SUPPORTS AND SERVICES TO SPECIAL EDUCATION! PLEASE TAKE THE TIME TO KNOW ALL OF THESE, DOWNLOAD AND MAKE THEM INTO YOUR VERY OWN 3-RING BINDERS. CALL YOUR LOCAL SCHOOL DISTRICTS AND THEY CAN PROVIDE YOU A COPY IF YOU DON'T HAVE ACCESS TO A COMPUTER TO PRINT THEM OUT.

ENJOY YOUR JOURNEY TO BECOMING AN INFORMED AND KNOWLEDGABLE ADVOCATE FOR YOUR CHILD, THEY NEED YOU TO KNOW THIS IN ORDER TO HELP THEM BE SUCCESSFUL IN SCHOOL AND BEYOND!

I LOVE THIS STUFF! .....learn to like it yourself! 'o)

"It's an IEP Team Decision"......ever hear that?

Ever heard this before? "It's an IEP Team Decision"... What does it really mean? When you are at your Child's IEP meeting, have you ever heard this said before? Yes parents are part of the IEP team, it's good when you speak up and provide your input, concerns and suggestions....but when it comes to  having the document really say exactly what your input or your suggestions are, it's like a knockdown drag out fight to get the simplest of support or service actually written in. Even the SUPPORT & TRAINING FOR PERSONNEL piece of the document...egads those working closest to and with our Child, should be "required" to receive some training!...how do we parents ever know if teachers and para professionals have actually been trained? We never do! Where does it say specifically that they actually have to 'be trained' and by what date?...usually....this too shall become nothing on that IEP document...it's a legal document right?

I can not believe how the majority of IEP team members are usually on the 'opposing team' to what the parent is advocating for. There is no "IEP team decision"...it's a district wide decision many times ESPECIALLY when it comes to PLACEMENT of our Children with certain 'eligibilities' into a certain type of classroom environment!...only to hear repeated like it's the mantra 'they all chat' while brushing their teeth in the morning before going off to attend yet another one of 'those meetings' with one of 'those parents'....they get paid for attending these IEP 'team' meetings day in and day out! These meetings don't give them diarrhea like it does the mom's of those Children! Parents are STRESSED OUT and fighting hard to have their Child provided a good classroom with good supports to help them be successful! Parents know best, but are never really heard and often times their suggestions or concerns are not really 'taken into consideration'......usually shot down at every corner they turn...every real concern or support the parent suggest many times falls on deaf ears of the entire IEP team!

The majority of our 'school society', and that means teachers, principals and especially district administrators and staff, schoolboard members and Superintendents even....still do not really believe our Children with disabilities should be 'allowed' to be taught in a GENERAL EDUCATION CLASSROOM with their friends that live in the same neighborhood! I am sickened by the uneducated and outdated way of thinking that so many running our schools have today in 2009!

They call themselves professionals and say it "at us" in a degrading sort of way...during our IEP meetings, as a way to talk down to parents! Because 'they have' this or that degree in Speech and Language Pathology ~ THEY ARE THE PROFESSIONALS!!! Of all people that should understand the most about fine motor delays in speech and language and communication....some of the so called 'most educated' from a BOOK...have NOT-A-CLUE what it means to provide a support or service to a Child that needs it the most! (They have been instructed from their 'higher ups' on what to say and provide!..do not go over!!! Everyone wants to keep their job and that paycheck coming in!) Most times the highest degreed IEP 'team members' are the very ones that have no idea what it's like to really help a Child be all they can be! Mainly because they don't believe certain individuals will ever really amount to much....they went to school to get that degree for?...for what? To deny the very support or service they could provide to help a young mind learn skills they struggle with, so they can be better at it in the long run..for life!

Why do people go for the Professional degrees they have, to work with Children with disabilities in the first place? IMHO: To make money OFF the delays and disabilities of the very students they don't 'really believe in'? I think our Children with Disabilities are a COMMODITY...seen only as a means to earn a living off of them! If this is not true to some degree...why are the professionals providing MINIMAL support across the board and only giving out a one size fits all service, no matter how hard it is to understand a person 'communicate' or 'write'.....needing OT-Occupational Therapy...or how funny they may walk because of certain genetic conditions...if they can stand up and walk and they ''can navigate the school campus''...what more do we want from those professionals during the school day?

I see too many IEP 'teams' act as though they haven't a clue about doing the right thing in providing WHAT THE CHILD NEEDS and only go by what 'they are instructed' to carry out by the end of that IEP 'team' meeting...us against them....who's gonna win.....well certainly not the Child!! Two opposing teams...certainly not all on the same team, but out to deny!!

It's been a stressful day of advocating for the rights a Child to be educated in a General Education Classroom today. Trying to secure the needed supports and services so the Child can be successful....I am up against 'the district'.....THE DISTRICT wants this student where they WANT THAT STUDENT and that's the bottom line! THEY WANT TO SEPARATE and put this Child in of 'those cluster classrooms' without ever once providing an opportunity or chance to attend a regular general education classroom with all the supports and services to be successful...why???...because for one..."it's an IEP Team Decision"!! and THE TEAM believe that Child "NEEDS" that type of most restrictive setting! Do they even care what the parent wants and knows their Child needs? NO THEY DO NOT CARE WHAT THE PARENT WANTS FOR THEIR CHILD!!.....The Professionals...THEY HAVEN'T A CLUE!!.....many times they aren't even a parent.....and of course they aren't raising a Child with Down syndrome or Autism or any number of unique learning challenges...how could they possible know what we know....we didn't get our EXPERT KNOWLEDGE from attending college....we shed our blood for these Children!!!

Our 'school society' is pushing our Children with Down syndrome especially, away and into SEPARATED and out of sight SPECIAL classrooms...usually in a portable or a back classroom, away away away from the general population! Oh let's not forget they will "INCLUDE THEM" during lunch and recess and specials!...might get lucky and get an entire 15 minutes of GEN.ED time during a REGULAR KINDERGARTEN CLASS CIRCLE TIME!...15 WHOLE MINUTES!!!....and that's ONLY if the Child BEHAVES for those 15 minutes!! Oh assuring the student would get ALL THE SUPPORT he needs!!...We should be grateful we have such caring and knowledgable professionals making Individual Education Plan Placement decisions for our Children! We are GRATEFUL!

I will wake up again tomorrow to fight the good fight all over again....certainly not making a regular paycheck doing it either! I am trying to contribute financially to our family expenses, but am I doing these 'advocacy fights' for the money....for the most part no! I work for FREE much of the time! I do this with a passion because I believe in the Children that need us the most! I believe in their futures and their abilities to do great and wonderful things...so I fight for them! They can't.....many times their parents can't.....but everyone is learning. I see myself as a coach to parents! I love what I do, I love the little kiddo's I am speaking up for, I believe in their futures and I believe in their RIGHTS TO AN EDUCATION! I am a parent to a Child with Down syndrome, all of my friends have a Child with Down syndrome or Autism or Prader Wili or CP or any number of things...these Children are NORMAL to me and my friends...they are our Children!

I hope...when it's all said and done at the end of the day, everyone that sits in on an IEP team meeting...that they can honestly say....they spoke up and supported the parents hopes and dreams for their Child. That they believed in that Child and did the right thing. What would you want if it was YOUR CHILD we were talking about? You would want the IEP team, to do the right thing! You would want your Child going to 'regular' classes....like everyone else!

I know more than anything, bottom line...everyone wants to keep their jobs and they have their instructions to carry out from their 'bosses'....it is so obvious that it's a district wide 'thing'....nothing is going to change unless those running the entire school district open their minds to 'doing the right thing'!!!

Elections for Schoolboard members when those come up....get to know who you will be voting for! Do we need schoolboard members that still call our Children MONGOLOIDS?! I think not!