My son was recently diagnosed with PDD-NOS and I approached the school about starting either a 504 plan or an IEP as I and his teacher feel he needs extra supports in his classroom. My son is bright and has sustained A's, B's, and C's and when I talked to the school counselor about a meeting to discuss what is going on etc. she mentioned that he could possibly not qualify for 504 or IEP if his grades were not bad enough. Does anyone have experience with a situation like this? Also does it vary from state to state? We live in NC. Thanks for any advice and comments!!
I think it might vary state to state, I live in Michigan and I had a 504 from 4th to 9th grade. I only had problems in elementary with behavoris problems, i maintained good grades too. Then in middle school on I never ever ever used it, none of the accomidations were used. I got straight A's and had nearly perfect social and general behavoir. Yet They school insisted that I had one, my parents did too but they are naive idiots. I have no idea what colleges are going to think, it better not matter because i dont want something i didnt need to ruin my future. But after alot of prodding and convincing and some standard research and alot of irreversible emotional damage they finally lifted the diagnoses and im off the 504.
Sorry... Anyways.. He should be able to get a 504 if behavoir and social problems are interfering with his ability to function, and he has an actual diagnoses.
And if you get one for him and he improves soo much he doesnt need one in the future and he knows this and doesnt want it anymore, listen to him, because no one should go through what i did.
It is quite possible that qualifications vary from state to state. Here are the qualifying factors that were looked at getting my son his IEP:
Austistic spectrum disorders (this is now his official qualification)
Gap between IQ (potential) and acheivement in any specific area (he probably could have qualified here, as well, but it wasn't needed due to the above. His overall IQ tested quite high, but at the time he was significantly behind grade level in reading and spelling. Using this qualification, however, would have only gotten accomodations in those areas. By using the spectrum qualification, he gets all sorts of extras)
Specifically listed speech/hearing issues (he would not have qualified)
I don't think schools normally begin the assessment process for special education qualification unless there is a known and significant problem. Resources are limited. We requested the evaluation our son had, it wasn't something the school came up with. But, once in the process, they were glad we had requested it, because the needs became quite apparent.
My son was getting so frustrated in specific areas that he was at risk of shutting off. Without the IEP, I really think that would have happened. Sometimes, what isn't a big issue today, can become one tomorrow. As parents, we saw it happening. With so many kids to worry about, the school isn't always going to.
If you've weighed the pro's and con's and know that this is something your child would benefit from, keep pushing.
It depends. I could vary for state to state, but any other state beyond Connecticut feels as though it's across the ocean.
My IEP is completely useless. I don't want to disrupt their flow with them knowing I don't like it, so I'm going to act NT in the revaluation so that I might get rid of my official diagnosis and continue my life passing off as NT and sloving problems myself. I really do not want anything like this to ruin my future, either.
I think the IEP is different for everyone. For your son it may be useful, for me it is useless.
It depends. I could vary for state to state, but any other state beyond Connecticut feels as though it's across the ocean.
My IEP is completely useless. I don't want to disrupt their flow with them knowing I don't like it, so I'm going to act NT in the revaluation so that I might get rid of my official diagnosis and continue my life passing off as NT and sloving problems myself. I really do not want anything like this to ruin my future, either.
I think the IEP is different for everyone. For your son it may be useful, for me it is useless.
you really should tell your parents how you feel about your iep, even if they are naive idiots like my parents. And be able to convince them that you dont need one. Not only will you have to act NT at the re-evaluation, but you have to start acting NT now. And when you tell them that you think it's usless try and be constructive about it and make a good argument.
It depends. I could vary for state to state, but any other state beyond Connecticut feels as though it's across the ocean.
My IEP is completely useless. I don't want to disrupt their flow with them knowing I don't like it, so I'm going to act NT in the revaluation so that I might get rid of my official diagnosis and continue my life passing off as NT and sloving problems myself. I really do not want anything like this to ruin my future, either.
I think the IEP is different for everyone. For your son it may be useful, for me it is useless.
you really should tell your parents how you feel about your iep, even if they are naive idiots like my parents. And be able to convince them that you dont need one. Not only will you have to act NT at the re-evaluation, but you have to start acting NT now. And when you tell them that you think it's usless try and be constructive about it and make a good argument.
I can't do that. My parents aren't that naive, but my mom seems to think the standard way always goes. By that she means: LF autistics go in institutions, HF autistics get IEPs and they ALWAYS HELP.
I've never been good at arguing about this sort of thing, because the better arguments never make it past my mouth for reasons unknown.
I am more of the sort of person to do something myself undercover than actually ask for help. You can't trust other people to help you properly. Unless I REALLY DO want help. That's the only time.
I live in NC also. My 10 year old daughter has Aspergers and has always had high grades, we're developing her IEP now. The question the school has to ask is whether the diagnosed condition is causing problems in the child's learning environment. If it is, they quailfy for special ed and an IEP. If it isn't, they don't qualify for special ed; however, they might still require an IEP in order to get the most out of their educational opportunities.
Rather than talking to the school counselor, you should speak to the teacher. If he/she agrees that an IEP would be useful, she can begin the process for you. You'll have to sign forms giving the school permission to evaluate your child. Then, they should schedule a meeting of your child's teacher, school psychologist/therapists, school counselor, and you. Make sure that you attend the meeting. Before you go, make a list of the things that your child may need help with, the more specific you are, the better it will go.
We are very fortunate to be in a school with an amazing staff. They are actually writing my daughter's IEP because we are moving soon and the staff is concerned that a new school would not do for her what they have been doing since before her diagnosis.
It's a long process, but it's worth while. Also, ask your child for input. Ask him what is difficult for him during the school day and what he would like help with. Those things should be on the top of your list at the meeting.
Those subjects where he is getting C's could start giving him difficulties so maybe that would be a good starting point to mention with regard to getting him an IEP.
Those subjects where he is getting C's could start giving him difficulties so maybe that would be a good starting point to mention with regard to getting him an IEP.
There are two reasons why a child would get a C
-He does not understand the subject or did not complete enough work. An honest reason.
-He is in an advanced class, where Cs are mandatory.
Seriously. This is the first year I'm in an advanced class. This is also the first year I have EVER gotten a C once in my life, let alone a D. If you see a similar pattern in your child's education proccess, the class IS NOT right for him.