Debbie: Issues: 1) Just had daughter’s IEP (4th grade) & no inclusion goal because principal said daughter has to be supervised 24/7 due to incident with a gen ed child. Daughter’s in a contained classroom. Teacher said they don’t have the resources for inclusion goal because she has to be supervised. 2) Has had same reading goal on 4 IEPs – 25 site words (still only at 7). Teacher/IEP not clear how that is to change. 3) No social skills goals even though she has autism. 4) No Agency representative at last 2 IEP meetings & not asked to agree to that. 5) No consult with psychiatrist or school autism team – teacher said doesn’t need it. Daughter has autism, epilepsy, develop delay. Anyone got any advice?
My son has autism along with dyslexia and dysgraphia. Son is also developmentally delayed. His IEP is the worst ever I have seen. No goals for positive peer interaction. Reading level is on 1st grade and he is in fourth grade. No clue of how to change those goals. I did not sign the IEP and it was implemented anyway. I have requested another meeting and was told I am being difficult. Where can I go for help?
Nellie, If you have not contacted the district special ed director, that would be something to do. You have the right to request another meeting, & disagree with the goals. You may need to go beyond the school district. I suggest following Marcus’ suggestion to get help.
Debbie, This is a mess. First your daughter could be in an inclusion setting if she had a para to work with her. Has she been evaluated to see if she qualifies for one? Why have the goals not changed at all? It sounds like the school is dropping the ball. I would ask to see her cumulative file to see the data and progress reports. Use that information to form your own goals for your daughter.
Your daughter’s IEP team also needs to address her social skills if she is going to be in an inclusion setting. Contact your state and parent training and information center immediately. They will be able to help you find the right direction.
https://www.parentcenterhub.org/find-your-center/
If you cannot obtain a private evaluation, getting updated evaluations from the school is certainly better than none. Utilize your right to publicly-funded independent evaluations if need be.
Once you have the evaluation results in hand, you should be in a better place to advocate for your daughter’s needs within the Team.
If there are still areas of contention, pick the areas that are most meaningful to you – preferably the ones with the most supporting evidence. Then be prepared to advocate, advocate, advocate. “From Emotions to Advocacy” provides a great blueprint for this.
Debbie –
This sounds like a tough situation.
To address the issues with the meetings, you may want to ask for a team meeting facilitation (if available in your state). This is when a neutral third person directs the meeting, keep people on task, and helps resolve disputes that come up during it. If the school agrees to participate, I think you’ll find that everyone who needs to will show up and be on their best behavior!
Regarding the deficiencies with the IEP, I suggest a good evaluation that will bring some clarity to your daughter’s needs. Arrange for a private evaluation if you can. Make sure that it assesses all areas in question and includes in-school observations, record reviews, and teacher input.