Laurie918, what's going on that's led to your question?I'm guessing your question comes because you're advocating for something and possibly running into opposition somewhere? Is it a situation where you are trying to get appropriately challenging leveled work (possibly ahead of grade level) for a 2e child, or is it a situation where you are having difficulty getting accommodations or remediation in place where needed for a 2e child? Or both? I ask because there are slight nuances in how you can approach each re the idea of "FAPE" when advocating. With accommodations that are not being accepted by the school team, you need to focus the conversation on the disability - show how denying the accommodation doesn't allow your child to demonstrate their full knowledge or access the class' learning etc. If the issue is access to gifted programs, focus the advocacy from a discrimination slant - if your child qualifies based on whatever the program entry requirements are, the school can't keep them out - that's a legal issue that would have them out of compliance with the ADAA. You don't have to have a lawyer to argue that, just let them know you know they can't legally do it. If it's an issue of the school thinking your child shouldn't be given access to appropriate curriculum (possibly above grade level) due to needing remediation in one area etc - I'd try to show examples from your child's work that illustrate that she learns better and remediation *works better* when she is working at the appropriate instructional level for her *cognition* rather than having to work at a lower level due to the restrictions of her disability. An example of this is - my ds has a disability impacting his written expression. He clearly needed remediation for written expression - but the remediation didn't work effectively until the subject material and level of discussion was at his cognitive "grade level". Hope that makes sense!
Best wishes,
polarbear
