Maureen,

As far as your son's ability to comprehend, if his accommodations are
allowing him to show progress in the normal curriculum, then what I may
feel or you may feel constitutes proficient reading may not come into
play as much as we'd like it to.  Still, there should be some room to
train your son in processing information independently.  Unfortunately,
I am not the one to ask abut what intervention methods might be most
appropriate to your sons needs.  However, that might be a good question
to ask:  Are there interventions that could support his independent
comprehension skills?  I do want to stress that in terms of school
progress, it sounds like the school has met the requirements.  In
addition, the use of a pull out intervention will increase the level of
restriction from the curriculum, so there is a balance that might need
to be struck.  You could possibly make the argument that training in
independent reading comp could be considered part of his transition plan
to secondary.  You may even contact the high school to get one of their
counselors of General Education teachers to come in and participate in
his transition plan.  What may be working in junior high might not be
immediately transferable to high school.  Now's the time to find out.

            I would exhaust all your free resources before spending
money on an advocate.  Since your child is making acceptable progress,
then your money maybe better spent on the services of an Academic
Language Therapist or metacognitive coach.  Your best bet is to
participate fully in the IEP team.  In addition, you need to begin
discussions with your son about what he wants to accomplish in terms of
education.  He may be opposed to the pull out intervention, especially
since he is passing.  He needs to begin to become a self-advocate,
understanding the rules, method, and accommodations that make him
successful.  I would also make the argument that his IQ is with a single
margin of error from the GT cut off, so the GT program may be able to
provide additional enrichment.  This is the point where you can make the
argument that his grades are a function of his disability and therefore
should be removed from consideration for GT placement.  

            I would caution against getting too focused on the number of
IEPs you and the rest of the team go through.  From an outsider's view,
your son appears to be succeeding in the regular curriculum, which means
the process is working.  When your son does move to high school, I would
highly recommend contacting your state's vocational rehab program.  Most
states have programs that work with secondary students as they prepare
to transition out of school to other training or work.

Good Luck,

Josh

 

________________________________

From: learningdisabilities-bounces at nifl.gov
[mailto:learningdisabilities-bounces at nifl.gov] On Behalf Of maureen
Sent: Wednesday, November 01, 2006 6:49 PM
To: The Learning Disabilities Discussion List
Subject: [LearningDisabilities 751] Re: new member

 

Joshua,

Thank you so much for your reply.  My son is maintaining grade level
performance because he is very bright.  His full scale IQ was considered
inaccurate because of the difference between his verbal and performance
skills (his initial testing 3 years ago had a 42 point difference with
verbal at 138.)  Recent testing did not even assign him IQ numbers.
These results aren't just the result of the ED but also due to the
visual spatial LD.  

My major concern is his inability to read and process what he is
reading.  He has no problem decoding; he can read as well as I can
(almost.)  But he has no idea what he's read about.  His IEP does not
address this as a goal, and there's only one or two accommodations which
address this problem.  Aren't public schools required to teach a child
to read?  Or is it OK that he's bright enough to absorb what he hears to
make passing grades?

I've already requested an additional meeting.  I'm ready to partially
reject his IEP after the fourth draft by the school's sped. teacher;
they will not add reading as a second goal.  The only goal listed
involves the organizational problems.

I think I will be in touch with taalliance.  Thanks so much for the
info.  

By the way, I live in Mass.  My son is due to attend a very large
regional high school (5 towns, over 2,000 students) next year, and I'm
trying to do whatever I can this year to help him transition (if indeed
that's where he ends up.)

Maureen

Thanks to all of you who have responded.  I feel much less alone with
this!!!  I met with an advocate yesterday at the tune of $175 who wants
a deposit of $1,200 with an approximate total of $2,500.  She wanted to
review all records, observe my son without his knowing, and "tighten up"
his IEP.  Seems like a lot of money for what she's offering (realizing
this is following an over $2,000 neuropsych. testing battery completed
last June.)  What does anyone think of that?  Is it exorbitant or not?
What does one expect from an advocate?

	----- Original Message ----- 

	From: Joshua Hayes <mailto:jhayes at searchproject.org>  

	To: The Learning Disabilities Discussion List
<mailto:learningdisabilities at nifl.gov>  

	Sent: Wednesday, November 01, 2006 9:41 AM

	Subject: [LearningDisabilities 742] Re: new member

	 

	Maureen,

	Unfortunately, this is not an uncommon problem.  Perhaps you
could describe what measures are being taken in his IEP.  Remember too
that you are a member of the committee and you must consent to the plans
presented in the IEP.  That is a fundamental difference between IDEA and
Sec 504.  When seeking an advocate, I recommend a three step process.

	1.	Give you concerns in writing to the members of the
entire committee and request an additional meeting.  Ask for copies of
everything and request minutes of the meeting.  Bring along other
friends or family members involved with the child's life. 
	2.	If that doesn't get what you need, then notify Technical
Assistance Alliance for Parent Centers at http://www.taalliance.org/
<http://www.taalliance.org/> .  They have resource offices in every
state that do help with your problem specifically. 
	3.	If you still can't get traction, notify OCR of the Dept
of Ed. 

	 

	I doubt seriously that you would need a private attorney.  By
the time TAAPC gets involved, the wheels should start moving.

	And a final concern, remember that all these things are
negotiations.  The law requires that a student be educated in the least
restricted environment with appropriate and reasonable accommodations.
This is not the same thing as being educated to their full potential.
If the student is making acceptable progress in the regular curriculum,
most of the schools obligations are met.  Your only resource beyond that
would be to investigate whether your son might qualify for gifted and
talented programs.  Twice exceptional children (GT & LD) are guaranteed
access to those enrichment programs if they otherwise qualify.  This
usually requires an IQ of 140 or above.

	Good luck and please let us know if you have any other questions
we might be able to assist you with.

	 

	Josh

	 

	
________________________________


	From: learningdisabilities-bounces at nifl.gov
[mailto:learningdisabilities-bounces at nifl.gov] On Behalf Of maureen
	Sent: Tuesday, October 31, 2006 2:18 PM
	To: Learning Disabilities
	Subject: [LearningDisabilities 736] new member

	 

	Hi,

	This is my first time posting a message here.  I'm not sure I'm
in the right place.  I have a 13 yo boy who has executive dysfunction
and a reading comprehension/processing problem.  He also has a visual
spatial learning disability.  Expressive language is way above average
both speaking and writing.  His school IEP is not addressing his reading
difficulties.  Please if anyone knows how to access help for him, leave
me a message.  I'm also looking into getting an advocate.

	ttttttttthanks,

	Maureen

	
________________________________


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