I.E.P. Pop-Up - Become empowered, learn the laws and understand your
rights to advocate for a communication driven education for your child!
A disagreement about whether a disabled 5-year-old
boy would get one weekly hour of private speech therapy cost taxpayers
more than $1 million.
Note: The above link is no longer available on
their website, but if you go to their home page and do a search using
'worth the cost speech therapy' (without the quotes) for all years,
you'll come up with a number of articles about this. Their site is set
up such that I can't provide you with a direct link to the search.
Missed Interpretation, this California case has dragged on for 3
years at a cost equal to the above case.
Abuse Widespread at Schools
for the Deaf Nationwide
Fight for the Right to Help
Delaware is suing to keep experts from
representing special education students
|Comments from a Teacher's Perspective
I am regarded as a pain in the butt to several of the
special ed teachers because I actually take the time to READ their
students' IEP's (I teach "regular ed"--whatever that is) and
subsequently to follow up with them if the child is experiencing
difficulty in my class. When recently inquiring about two male students, I
was told, "Oh, don't expect so and so + so and so to do anything in
your class...they are the bottom of the barrel in this school. You should
just be happy if they don't cause you any discipline problems."
!!!!!!!!!! When approaching this same teacher for help with an ADHD
student, I'm told, "Oh, just treat him like everybody else."
Well, hmmmm...let's see. It seems to me the child has an IEP that says he
is NOT to be treated just like everybody else! DUH!!
Also, I have to add that I feel the program where I
received my degree in secondary ed was appalling in that it did not
require a single course for regular ed teachers on disabilities of any
type. This means that I, the teacher of 180 students, about 20 of which
are learning disabled, have no training to deal with those students beyond
one summer school class on learning disabilities that I took as an OPTION
to my degree. So is it any wonder that (because I actually give a hoot) I
need to look for help from the so-called special ed "experts"
who are basically selling me down the river and leaving me to fend for
myself with these kids?
Try adding to the frustration that half the time I
can't even manage to give special attention to the kids who really need it
because I spend 99% of my time policing unruly kids and not getting any
administrative and/or parental back up!!!
Note from Listen-Up: We chose to
include this correspondence because I get a lot of mail from teachers just
like this. They feel ill-prepared to help the child, and they receive
little, if any, support from the "experts". In fact, at our last
IEP, we were told that state law didn't require that our son's teachers
have any prior training or experience in how to help him, that all the
school district was required to do was to provide some training for her.
They were willing to give her a weekend workshop. Big deal! This letter
just points out that this little bit of training the teachers receive
doesn't make them feel prepared enough to help these children and what
training they receive isn't enough. I've had this feeling expressed to me
time and time again from my son's teachers, as well as others. In fact, it
wasn't until my son was in the 5th grade that the school district offered
any training at all to my son's teachers. Thanks to this teacher for
putting these thoughts in writing and allowing us to use them here.
- This was sent to me and I just had to include it here. It was taken from a page of
services available at the Louisiana State Capitol. Just who do they think is going to use
this audio link; the Deaf or Hard of Hearing? To make this even more outrageous, the
audio portion doesn't even work. But to be fair, they did the same on the section for
People with Visual Impairments. Makes about as much sense as a number of other things our
tax dollars are spent on.
Update: When we revisited their page, we noticed
that the sound file had been eliminated.
for People who are Deaf or Hard of Hearing..
Listen to the
audio for this section
I just read in the IDEA News that, "The National
Education Association has just published The New IDEA Survival Guide! to help
navigate the Individuals With Disabilities Education Act. Designed in an easy
Q & A format, this resource leads you through scenarios and practical
suggestions. Read it free, on-line, or obtain a print copy from NEA for only
$6.95. Check it out at: http://home.nea.org/books/idea/"
So, I went to the website to read it. I haven't gotten very
far, but was just now stopped dead cold by reading (on the second page):
"IEP meetings can be held at varying times. If
necessary, you can ask your principal for release time to attend these
meetings. Some best practices include writing release time into the IEP for
future meetings, holding IEP meetings during a common planning period,
providing substitutes for classroom teachers if the meetings are held during
the school day, and providing remuneration if the meetings are held after
school hours. Some school districts have contract language that promotes
WRITE RELEASE TIME INTO THE IEP FOR FUTURE MEETINGS????
This simply confirms what I have always suspected: that teachers (and
administrators) think that the IEP is about THEM, not about the child. Where
do they find the people who write this? Let's see, would teacher release time
for future IEPT meetings be properly placed under "Related
Services," or more properly under "Supplementary Aids and
Services?" After all, it does relate to the child's placement in general
Additionally, there is no mention that the IEPT meeting
must be scheduled *with the parents* at a mutually agreeable time and place.
Like the teachers' common planning period would fit right in with the parents'
Don't we have enough to deal with trying to develop
appropriate IEPs for students, without having to fight against this kind of
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