Just a quick update.
Special Ed Asst. Dir. called me. She included the "time and a half" for tests as I requested (made it "up to time and half" which I was totally fine with basically if he finishes and he doesn't need all of that time then he finishes and doesn't need it ). But she is fussing at the scribe and/or allowing oral answers accomodations... Her suggestions are "have DS ask for help," and have him tell the teachers/monitors when he is tired/fatigued, etc., which, for reasons previously discussed in this thread, I don't think is the way to go. (And I am kind-of disappointed that she would suggest something like that - I thought she'd have more understanding). She then said she thinks he's been doing a great job speaking up for and advocating himself lately so she's sure it would be okay to put the burden on him. (sigh). I still said "thanks nice to hear but no" to that. Her next argument was that she has been hearing that "he's been doing so well he really doesn't need these accommodations." She argued that he recently had an assessment (name of tests began with a "D" and it was a 'local assessment' - not sure what it was but it isn't given again till next year at the start of 2nd grade) and he scored like 14 out 20someting writing the test himself without any help or being allowed to answer orally and they all acted like he scored sooooo HIGH and this is proof he doesn't need a scribe or alternate/oral output. But I just wonder how well would he have done had he not had to write? I KNOW how much processing time and energy his having to write chews up. Again, I am disappointed that she would attempt this argument. I came back by pointing out it has been well-documented that he has hypotonia and struggles a great deal with fine motor as a result and it is obvious from doc reports and OT evals and the problems we had last year that he does indeed need accommodations (thanks again for the great advice onthis thread I was kind of ready with that answer). I mean, I love hearing how well he is doing (and he is imrpoving, I can see) but, really, the reality is at the OT eval two months ago he was still almost TWO years behind his peers in fine motor/writing skills (I mean is that a lot or am I crazy? seems like a lot to me!). That's so much, imo, and I pointed that out. I have also seen the effect writing has on him with the WISC and when he does homework. Her last argument was that these accomodations don't pertain to first grade b/c all of the assessments one takes in first grade he has already done (then why is she even arguing on the first place, I wonder? And why give me the itme and half, then? and I was told he gets a test in February to screen for the gifted program) so I "shouldn't even be worried about this stuff." I pointed out then it will be in place for next year. And she said 'well we re-do next year we can put them in then.' But it's October now and we still don't have an iep for this year, that means that next year this IEP that we are writing right now will be the one to govern until a new one takes over and so yes I want the accommodations in this one. And that s what I said.
Sigh.
I explained all that I typed here about how I'd rather start off supporting and not sitting back and waiting for him to deteriorate etc etc etc.
The converation was pleasant don't get me wrong. And I hung up thinking I would get most of what I want. She said she is re-drafting and will email with wording closer to what I want and see if I am comfortable with that. She said we'll work it out and get it more specific and she understands where I am coming from .
But, I am a bit disappointed that she made the types of arguments that she did against the accommodations. Just left me with the impression that her job really is to push for as little accommodation as I, the parent, will let her get away with. And that made me sad - made her and the school seem a bit disingenuous to me.
Last edited by marytheres; 10/02/12 01:10 PM.
