Hi ZOEY and DeeDee,
I agree with DeeDee's advice, and second the motion to have other people in the meeting with you. You know your child better than anyone, and if the IEP goals don't meet your child's top 3-5 needs, then draft out what you'd like and propose it.
Some great resources for dysgraphia include the NCLD website (national center for learning disAbilities).
IF your son still has the ADD/ADHD eligibility, keep it. Once your child is identified under a category of eligibility - he can get services to meet his needs. So make sure his NEEDS are WELL DOCUMENTED in the IEP (e.g., writing accommodations, such as Dragon software, Read Write and Blue reading software, and other AT devices, software, and apps for mobile devices) can help. If you have trouble - write your objections and concerns on the consent form: Consider partial consent. Our district doesn't acknowledge on the form that this is an option:
"I provide consent to secure eligibility and services for my child, however I disagree with the IEP Goals because they do not meet his needs. Based on his weaknesses, he needs to develop the following skills:
1.
2.
3.
4.
5. xxxxxx"
Remember - you need to focus on the end point (goal). How the school decides to get there is a separate issue. But you can request/strongly request/ask for standardized testing each year to have a standardized measurement.
Nothing worse than accepting just "teacher observations" - for if a pushy Assistant Principal puts pressure on her to "pass" the child to reduce the caseload, it places the teacher in a precarious situation!!!
Not sure which State you are in, but the IEP Team is the group that decides who gets what. Make sure you bring others with you so you are not outnumbered. You need the emotional support, plus if someone will play bad cop, it will take some heat off you. Taking care of 2E kids is challenging enough!
Good luck!
MissyC
