What options are available if a school district is not implementing your child's IEP? Some parents find themselves in the unfortunate situation of having fought for their child's educational rights and obtained appropriate services for their child, only to have the school subsequently fail to implement those services.
Following the determination of an appropriate educational placement, there will likely be a discussion regarding the related services which a student may require. This is another area which can be confusing for parents, given the wide variety of specific related services. Below is a brief outline of possible related services which a student's unique needs may allow them to qualify for:
There is no denying the sharp increase in Attention Deficit Hyperactivity Disorder (ADHD) diagnosis over the past few decades. Parents, teachers, and other professionals often argue over issues like drug treatment and proper special education services.
Determining the supports and services required to satisfy a student's unique needs can be a difficult process. Under the Individuals with Disability Education Act (IDEA), schools have a duty to "consider the communication needs of the child" and "consider whether the child needs assistive technology (AT) devices and services." If you believe that your child may benefit from supportive services such as AT or Augmentative and Alternative Communication (AAC) devices, request an AT or AAC evaluation in writing.
You may be thinking about enrolling your child into a charter school. Parents in a parent group you're in, or maybe even friends or family have their children in charter schools, and they rave about how well those kids are doing. Charter schools can boast smaller learning environments, better teacher to student ratio, smaller campuses and more teacher and staff availability to parents. All of these things are great, and they do work out very well for some students. However, you may be wondering if the charter school route is right for your child, who is enrolled in special education.
With the passage of Assembly Bill 114 ("AB 114") on June 30, 2011, Local Educational Agencies (LEAs) have been responsible for the provision of mental health services as part of a students' special education and related services. Previously, county mental health providers had the responsibility to provide such services and in the 10 months since LEAs have been providing these services, mental health services have evolved to have a minimal presence in the special education setting.
Students diagnosed with Autism Spectrum Disorders can be eligible for special education services through their local school districts under the criteria of Autism. School districts have recently faced a strain on providing special education related services and supports with nation-wide budget cuts. It is expected that this budget will become even more strained as children diagnosed with Autism has recently grown.
Angelman Syndrome ("AS") is a genetic disorder that causes developmental disabilities and neurological problems, such as difficulty speaking, balancing and walking and, in some cases, seizures. Frequent smiles and outbursts of laughter are common for people with AS, and many have happy, excitable personalities.
Students diagnosed with Autism Spectrum Disorders or Attention Deficit Hyperactivity Disorder (ADHD) are sometimes recommended to wear weighted vests by their occupational therapists. For children eligible for special education services, these weighted vests coupled with related services, such as occupational therapy have been known to reduce certain types of hyperactive or sensory seeking behaviors. But why would a weighted vest have any effect on a child's behaviors?
The San Francisco Chronicle reported on December 8, 2011 that the city of San Mateo recently paid a family $55,000 due to a police officer pepper spraying their son. The child in question was a 7 year old boy enrolled in a special-day class at George Hall Elementary. He had been receiving special education and related services due to his multiple disabilities including dyslexia, anxiety as well as social skills and learning deficits. On the day in question, the student had climbed up onto a bookshelf at school and was refusing to come down. The San Mateo police were called and the responding police officer decided to pepper-spray the 7 year old to get him to come down.