#IEP

[theworldoffostering]

H has a three year re-eval meeting this afternoon. I’ve been stressing about it for days. Can’t sleep. Can’t function. Full on cried this morning. I have the testing they did and it appears that they want to discharge him from all services. Currently he receives OT, writing, and reading. Reading is five days/week for 45 minutes. OT is 30 minutes/week, and writing is 3x/week. We have diagnoses of ADHD, auditory processing disorder, dyslexia, dysgraphia, and a bit of depression thrown in. Am I crazy for feeling like he needs the IEP in order to function? Doubt it.

[mouchee23gamma]

USA students with disabilities and disorders: LISTEN UP!

In the USA, a huge issue has gone unnoticed by our government, despite the cries of my people. Since the creation and implementation of IEPs and 504s for students with disorders and disabilities in school systems, this problem has plagued school systems on a national scale.

‘What is this problem?’ Is what you may ask. Well, I shall tell you from my perspective (and other students) as a female who has autism, ADHD, and GAD.

The problem is that school systems are allowing staff to discriminate and ignore students with IEPs and 504s. When I was in 9th grade, I had an English teacher who wouldn’t follow my IEP, which is illegal to do. Even with my case manager and parents communicating to him that he had to follow my IEP, he wouldn’t listen and lied about his actions. My case manager reported him to the higher ups of the school and her supervisor, but they didn’t even reach out to him, nor did they ever get back to us.

I was warned by many students with IEPs about this English teacher, as they also experienced the same exact situation where he refused to follow their IEPs. He was (and likely still is) the only option for 9th grade English, besides the English class for those who may have things like dyslexia or those who struggle with English in general.

I could’ve taken him to court, unfortunately though, I only found that out after I moved schools.

The next year, in my new school, my new case manager ignored my concerns and refused to talk about making a few changes to my IEP. She brushed me off by saying that I would be fine.

I wasn’t fine.

I ended up switching to online school, where I would be at home, yet still receiving the proper education through online meetings and programs.

Those of us who are students with IEPs and disabilities or disorders, especially under the age of 18, are oppressed and our cries for help are ignored.

We are SUFFERING. IEPs are NOT a privilege, they are a NECESSITY for those of us who have it!

My best friend who also has an IEP keeps me updated on the happenings of the school I went to (the one with the English teacher mentioned in the first paragraph) about how those of us in special education or/and have IEPs are being treated.

I have researched and read of so many incidents and situations like mine.

There is a HORRIFYING amount of mistreatment of my community, my people, with disabilities, disorders, and IEPs among schools across the nation.

How could schools claim to treat everyone fairly and that consequences for discrimination will ensue, when the teachers are the ones who discriminate more than most of the students and get away with it?

We need to change, and we need to revolt against schools who let staff get away with discrimination of those of us with disabilities, disorders, and IEPs!

WE WILL NOT BE SILENCED! WE WILL FIGHT FOR OUR RIGHT TO EDUCATION!

To my dear readers, please share this post across social media platforms to spread the support we so desperately need. Please share this among family and friends, coworkers, and even teachers and school staff.

[onlytiktoks]

[spooksforsammy]

Finished testing for iep. The sad thing is technically don’t qualify anymore. Good thing is she’s gonna let me stay because would be more work to test for 504,, because would have test for qualify diagnosis like autism and it’ll be long and possible teachers not follow because don’t understand. I’ll only do once a month instead 3 times but that all good.

Also finally told her how mean one thing say another so can hopefully work on that.

[geekysciencemom]

I wanted to get the word out about what is currently happening in regards to Section 504.

Section 504 is an important law that protects people with disabilities. Section 504 says you can’t discriminate against disabled people if you get money from the United States government.

Schools have their own rules regarding Section 504. Students who don't qualify for an IEP will often be placed on a 504 Plan. This plan helps make the learning environment accessible to the student who has the plan. Within this plan, you will find the accommodations that the student needs to be successful at school. A student can have academic accommodations in both the K-12 and college settings. College students can also get living accommodations if they live on campus. People can also request accommodations in the work place.

Health and Human Services have their own rules for people with disabilities when it comes to providing access to medical health care, this includes dentists and behavioral health. There is a wide range of accommodations that health providers are required to provide under Section 504.

This is all thanks to the Rehabilitation Act of 1973, which Section 504 is included, and the Americans with Disabilities Act (ADA), which is attached to Section 504.

Section 504 regulations were signed in 1977. Last year, the rule was updated. This was done due to what happened during the height of the COVID-19 pandemic.

Among other important protections, the rule now covers:

Discrimination in medical treatment: The rule addresses discrimination in medical care and ensures that medical treatment decisions are not based on biases or stereotypes about people with disabilities, judgments that an individual will be a burden on others, or beliefs that the life of an individual with a disability has less value than the life of a person without a disability. These include, for example, decisions about life-sustaining treatment, organ transplantation, and rationing care in emergencies.

Community integration: The rule clarifies obligations to provide services in the most integrated setting appropriate to the needs of individuals with disabilities, consistent with the Supreme Court’s decision in Olmstead v. L.C.

Accessibility of medical equipment: The rule adopts the U.S. Access Board’s accessibility standards for medical equipment to address barriers to care, like exam tables that are inaccessible because they are not height-adjustable, weight scales that cannot accommodate people in wheelchairs, and mammogram machines that require an individual to stand to use them. The rule requires most doctors’ offices to have an accessible exam table and weight scale within two years.

Web, mobile app, and kiosk accessibility: The rule adopts the Web Content Accessibility Guidelines (WCAG) 2.1, Level AA accessibility standards for websites and mobile applications. It also requires web-enabled systems in self-service kiosks in medical providers’ offices to be accessible. These provisions are particularly important given the increased use of websites, apps, telehealth, video platforms, and self-service kiosks to access health care.

Value assessment methods: Value assessment methods are often used to decide whether a medical treatment will be provided and under what circumstances. The rule prohibits the use of any measure, assessment, or tool that discounts the value of a life extension on the basis of disability to deny, limit, or otherwise condition access to an aid, benefit, or service.

Section 504 is now under attack. There is a court case happening right now where 17 states are trying to end Section 504. If they succeed in ending this foundational law, the laws attached to it (the ADA and civil rights laws pertaining to race and sex) will be in jeopardy.

The Disability Rights Education and Defense Fund (DREDF) provides additional information about the court case as well as steps to take to protect Section 504.

"This page explains what the lawsuit Texas v. Becerra is, how Texas v. Becerra threatens Section 504, and why Section 504 is important. Further down on this page, learn what you can do to help."

[lunaeclipse1057-ao3]

My experience using 504s and the horrific relationship between the American School System and Disabled Children.

For context, my 504 plan states that I get 50% more time on tests (ie if the class period was an hour, I'd have an hour and a half), visit the guidance counselor and nurse's office whenever I need to, have fidget toys in class (they are otherwise banned in my school district), be seated towards the front of the class, and get friendly reminders to stay on task. These are to help me with my ADHD, anxiety, and depression.

I am a rising senior in high school and have had a 504 since 4th grade. Eight years with ever-changing accommodations and my experiences go as follows:

Not being believed about my own needs when it isn't abundantly clear I'm taking advantage of them. I used to not have a time limit on my extra time for tests. I wasn't using as much as they thought I should, and tried to have it taken away from me. I got it to stay on the condition that it's 50% additional.

Attempting to gaslight me into believing that I don't need certain accommodations. Thankfully, I am very self-aware and conscious of what I need, which has been very helpful in the medication department as well as the accommodation department. I have been several times by teachers and district personnel alike that I don't need my fidgets as long as I try and pay attention.

Relentless fighting about whether or not I deserve certain accommodations. I fought for a significant amount of time on needing to be able to visit the guidance counselor without being questioned on why. I wanted it to be unquestioned because explaining to my teachers what was wrong would make everything worse because it's in front of the class, and they make such a big deal out of it.

Teachers refusing to follow or even look at my accommodation plan. Every school year, on the first day of school, I ask my teachers if they have or could look over my 504 plan and get acquainted with it so they know what I need. I know that if I don't ask, they'll never see it. I have been told a few times by teachers that they don't "believe in those silly little things" and that with enough effort on my part, I can do "just fine". Others will look at it and just not follow it. I've gotten in trouble several times for not paying attention before they even give me warnings.

The students. Dear god, the students. The number of times I have been called SPED and different slurs after finding out that I get "treated differently" than the rest of my peers. Apparently, because I look "normal", I don't need special treatment. I've been called an idiot, I've been called the r-slur, and I've been told to run off to my friends in the special needs classrooms. In front of teachers. Who don't. Do. Anything.

The worst part of all of this happening to me is that I am someone who can and frequently advocates for myself. I can and do speak my mind. I know and tell others exactly what I need, and I'm still not taken seriously. I can't imagine what it's like for someone who is nonverbal, someone who is wheelchair-bound, someone who can't speak for themselves.

We seriously need a change. I'm tired of being treated like a little kid.

[autisticthings]

if you did have a 504 and/or IEP, I have another poll for you :)

[arguingwithmyselfagain]

Special Ed

This conversation with my brother is always on stand-by in my head. I've tried to have it in real life, but he just never hears me. I work in Disability Support Services, so it comes up a LOT.

For context, he helped his gf pull her son (let's call him X) out of special ed because he didn't want the kid to be bullied. Admirable, but ultimately mis-guided.

And to be clear- I hate all the terms that are used to describe "disabilities" and "disabilities support". But it's the terminology my college still uses. Also, trigger warning: R-word used once. I apologize in advance (please see context before you get too mad at me.)

Me: Look, Bro, I get it, you want what's best for the kid. Public schools are sadly under-funded, there's a teacher shortage. You want the kid to get a good education, but if they think he needs those services, it's to help him.

Bro: No, you don't get it. They tell all the kids that they're "disabled" because they disrupt classrooms or they just don't have time for them- if they would just sit down and spend some time with him, he's capable of learning this stuff! I sat with him and helped him and his grades went up.

Me: I'm sure they did- you know how to teach him. He needs a certain teaching method in order to best learn the subject- everyone does! I'd say there's probably 50-60% of people that learn one way, and they do fine in the classroom. Then there are another 10-20% of kids who struggle but have the support or time and home life that allows them to stay on top of their studies. Then there's another 10-20% that need more support. That's where X is, he needs those supports!

B: Exactly! He just needs someone to sit with him, to work with him the right way.

M: B, that's what they're trying to do!!! That's what "special ed" is! It teaches that other 10-20% (probably higher) different study skills to enable them to learn the way they're wired.

B: Well, they shouldn't have to go to "Special Ed" to do it!! He was scared of the way his friends would treat him if he ended up in the retarded class.

M: Let's not call it that, ok? And I understand why he'd be worried, kids with special needs have always been bullied. BUT the move to put them in public schools was huge. Before that, they were sent to private institutions and given no chance at a normal life.

But I digress- you pulling him out of that class pulled him away from the teachers that are trained to instruct him in a manner that works for him.

B: There are more kids in those classes than the teachers can keep up with!

M: There are- again, teacher shortage.

B: So he's not getting the help he needs!

M: But if he stays in the regular classroom, he's likely to fall behind and stay behind because he isn't given the tools he needs to keep up. They take them out of class to give them extra time on exams, to give them a quieter place to take tests so that they're less anxious. They teach different methods of learning.

I see students every day that just need a little more time, a little extra help and they pass with flying colors. Every kid deserves that.

B: That's exactly what he needs!!

M: Then why did you take him out of the class???

B: Because they'll harass him, his friends won't talk to him.

M: Well, that's awful. But it speaks to the bigger problem that we treat people with "special needs" differently. ADHD doesn't make you a freak. Autism Spectrum Disorder doesn't make you a psycho. It just means you need accommodations. That's it. Your brain works differently than the "normies", but there's nothing wrong with that. There are TONS of people out there with these "Disorders".

Side bar: can we stop calling them "Disabilities"???? My college still does, but I know a lot are changing, thank god. It's ridiculous, and it keeps kids/students/people from seeking help.

Ok, back in- There are TONS of people like this. And the more you tell them they're "different" or "slow" or "stupid" the more you contribute to the systemic bullying. When you pulled X from those classes, you basically told a child that it's wrong to have ADHD (which he almost certainly has, btw), that he SHOULD be ashamed, because it puts him in a class with weirdos and slow people. So, for the rest of his life, when he sees people with ADHD or autism or SLD or whatever else, he's going to think there's something wrong with them. That they are somehow "lesser" than the the rest.

B: Well, I hadn't thought of it that way...

M: Worst of all, by pulling him out of those classes, he never got his IEP. He doesn't have proof of accommodations that are needed. If he ever decides to go to college, and they need proof, he will have to pay thousands of dollars to be diagnosed. It'll take months to get in to see someone for that diagnosis. And while he's waiting, he's failing his class because it's just a little bit too fast for him, and he needs help with notes or extra time on his tests.

B: Well then why can't they just give those things to him?!

M: We would love to! But it's not that easy. Accommodations can put more stress on teachers and their lesson plans, and there's still discrimination at the college level. We fight with teachers all the time to make sure students receive their accommodations. Students need advocates to get a fair shot. And when you took X out of that class, you took away his advocates.

B: That wasn't my intention... I wanted to protect him.

M: I know you did. And that's admirable. I'm glad he thinks of you as a hero, because your intentions were great. But please, understand the whole situation. It's very complicated. VERY complicated. And instead of judging kids who need help, try to understand that the system is often rigged against them. Understand that teachers need a lot of help and support. (and to be paid better) and maybe listen to them when they say a kid needs some accommodations. In the end, all accommodations are are safety nets. If you need them, they're there to catch you. If you get your test done without the screen reader and in the same amount of time as your peers, that's great, too. But don't take away a students ability to learn just because you don't understand the whole situation.

And scene.

Too bad he'll never hear any of this. I'm so sick of having this fight in my head.

[theworldoffostering]

I had my interview with the Department of Public Instruction today regarding the complaint that I filed due to the district not following DS’ IEP. The woman I spoke with was so much friendlier than the last time I filed a complaint on behalf of DD many years ago. I spoke to her for about an hour, and she was direct and kind.

The complaint has to be sorted by 8/6 so now she will speak to the district. The special education teachers that DS worked with all year have both quit, so it will be difficult for them to get information from anyone. The Director of Student Services didn’t attend any IEP meetings, so he has no first hand knowledge of anything.

One of my complaints is that we did not receive progress reports which should be sent quarterly. I received one of the four. The DPI person said the district sent her the reports that were written. That surprised me because I didn’t even know there were any. Apparently they wrote them, but didn’t send them to us.

They also didn’t provide any pull out services from September-February. We had a review/revise meeting in February and then they said they would provide compensatory services, but didn’t say how many or for how long.

[peridotamethyst]

Yea

[deedoo-r]

Genuinely, nothing has ever been as mind-numbing as spending like 10 hours trying to complete like 8 school assignments.

there have actually been times when I just have to stop and go to bed because I have genuinely lost the ability to think

[spooksforsammy]

Speech impairment now considered mild-moderate not moderate-severe and yay :D

They said will likely always stay in moderate range one way or another. But working on 3-4 skills in speech now. Sadly only do 1 month unless able get therapy outside school but that ok. Only really staying because need keep my accommodations for school and can’t get 504. But super happy know there is improvements in my speech even if I don’t see them.

[chadots]

I have a 14yo who’s failing half his classes, with an IEP, and I get weekly emails about how he’s not doing well.

I’m very close to saying, NO SHIT.

It’s very likely that he’ll drop out as soon as he’s old enough for a job.

I can see it coming and can’t think of a way to prevent it.

[ihavea-natural-curiosity]

so i’ve realized how difficult it is to think of accommodations for yourself for an IEP or 504, so here’s a list of some of the ones i havé for reference to help some people :)

longer passing periods - my school typically has 5 minutes for a huge school, so they gave me an extra 2 because i may be slower (fibro)

phone allowances - this is for when i need to distract myself from pain, communicate with my mother about BP or anything health related, or to abate panic/anxiety attacks

hot pass - this is where im allowed to leave class at any time to sit in the hall, go to the nurse, or to a separate room (separate accommodation), it’s for panic and/or anxiety attacks or when my pain gets too much

separate room - there’s a specific set of rooms/places that i’m allowed to drop in just whenever if my pain or anxiety is just too much

fidget accommodations - this is for my ADHD, i’m allowed stim toys in class and my teachers are not allowed to take them or get me in trouble for drawing in class

elevator access - it does what it says on the tin, especially try to get this accommodation if you have a parent who will fight to hell for you, maybe you can make your school listen to the ADA over elevators

absences - i’m still working on this, but right now i can’t get in any trouble with the school for missing school for appointments, but i’m going to make it so that i can have more than 9 unexcused absences in the entire year for pain days

feel free to add on to this post, i think it’s important that people in school should be able to have the best experience possible

[autisticthings]

Check out this poll next :)