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    Joined: Feb 2011
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    It's very difficult when her disabilities are so severe. I just want to caution you that if a one-page fill-in-the-blank test is still problematic at age 8, the District may be heading towards putting her into a small special education classroom where they will argue that all her needs may be better met at least for part of the day.
    At least from my investigations/visits many years ago of a couple of special schools marketed to 2E students, your DD may still have problems even there. Some kids really need one-on-one instruction and homeschooling.

    Joined: Aug 2011
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    Thanks MoN and Quantum. We are pushing for Assistive Technology being the best thing for her. Yesterday I made the point that voice-to-text would be the best bet to get her independent immediately with a goal of building keyboarding skills. As of now they have done nothing. Nada. Zilch in terms of trying to get her independent. Neurotypical kids in other districts receive technology instruction starting in kindergarten as part of their regular curriculum. We have been raising holy he!! for a kid that desperately n-e-e-d-s it and have gotten nowhere. It would be way, way less expensive to get her up to speed on these skills than to hire a para but they have chosen not to. DD would do great with one-to-one instruction but I cannot believe they would try to argue that this verbally gifted, extremely social child should be placed in special ed classroom set up for the most low functioning children in the school. No way could they argue that was the least restrictive environment. Could they really?

    We met with the folks at a 2E school recently who seem to think that they can meet her needs. I think she would be the 6th kid in her classroom (max of 10) with 2 teachers - a gifted teacher and a special ed teacher. All math done by the math specialist, all reading by the reading specialist. OT/PT/SLP/Psychs on staff. Very, very individualized. All kids are issues an iPad starting in kindergarten. That is the placement we will be asking for when all is said and done. We will have to see what the district offers.

    Needless to say DD's situation is very, very challenging for all concerned. Having a teacher who doesn't get it, and doesn't even get that she doesn't get it, along with a principal who it totally unqualified for her job and has gone out of her way to make a difficult situation even worse changes the game. The gloves come off.

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    I hope you don't mind my asking but what is out of district placement?

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    Originally Posted by Pemberley
    ... corrections to the previous minutes. ALL of them. They said that the minutes were meant to be a summary not a verbatim recording. I countered with "Yes, but we will not accept that you accurately record the district's position on each of these issues but choose not to include the parents input. This is important because at some point what happens during this meeting may become part of an official proceeding. We need to be sure the record is accurate and not simply whatever the district chooses to present." Yeah - that set the tone for the meeting.
    Although this is an old thread, I want to emphasize for current and future readers, that it is SO important to uphold truth, and hold the school accountable. Glad you nipped the school's practice in the bud, and got the minutes corrected, before their falsification of records went any further. Documentation matters. Kudos.

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