IEP and 504 Issues and Questions

My oldest daughter has had an IEP since she was 3 related to a gene duplication. Recently my youngest daughter (kindergarten, same gene duplication) is showing some of the same behaviors and/or learning difficulties. I previously expressed some concerns and was met with wait and see, so I did. At the last parent teacher conference we discussed her limited retention and difficulty paying attention. We discussed retention for another year in kindergarten and I advised I would speak with our pediatrician to see what his thoughts were. An evaluation was completed and determined she has adhd, medication was prescribed and the pediatrician requested that the school also evaluat…

My daughter is 15. Her diagnosis are ADHD/SPD/GAD. She has had an IEP for OHI since 1st grade. Her current goals are math and adaptive behavior (planning/prioritizing, task completion, impulse control and appropriate interactions with peers). The IEP also has as many of the age appropriate accommodations for high school (extra time on tests, quiet place to test, alternate testing methods, headphones for noise reduction, speech to text, and more). The problem: she is currently failing two classes. Last semester I - for lack of a better phrase - pushed and prodded her to get a C in science. Getting her to do any home work at home was like pulling teeth. When she did…

I'm considering filing a Child Find violation against my school district. My child was identified by the school in 9th grade. Now, the school can't meet their needs because the needs are so great. My child was in advanced classes not long ago. Now,they're in remedial classes and not on the college track. They're failing a class and will likely need to re-take it next year. They don't have the skills to execute work, although cognitively they are able to understand and do the work. I am working with several outside specialists and spending hundreds to thousands on therapy and advocacy every month. I will need to spend this kind of money for the foreseeable future. We a…

I’m at a loss. What options do I have when the behaviors of other students in the class impact the diagnosis of my kid (worsen anxiety)? It’s mostly disruptive behaviors of other kids as opposed to safety concerns.

Long story but we declined eval (for now) and agreed to FBA. Two days later a PWN is sent home to us in unsealed envelope in my kids backpack. Which of course he read and a friend had been messing around and almost ‘got’ the envelope from him. He was all freaked out about it. This method of communicating seems wrong on many levels. Same thing last year with 504 - unsealed envelope handed to kid. Is this how your schools send formal legal documents containing private information???

Hello 🙂 i’m not sure the correct forum to put this in, so I’m gonna put it here and I’m in the IEP forum as well. last year I requested a formal full, comprehensive evaluation. At the time my son had an ADHD diagnosis from a medical professional. They denied my son, which I just recently found out stating that he did not mean eligibility, because there was no “academic impact”. That is exactly the reason for denial written in the eligibility report. Over the summer we had him reevaluated by a psychologist. Since we have a family history of autism, they asked questions which showed markers. He is now diagnosed with autism and ADHD. I supplied that rep…

so this is for a close pal so I need to keep this fairly generic but they handed in a IEP eval a request this AM to the district office and then met with the principal to start a 504 this afternoon (their kid needs some emotional support help ASAP) and the principal brought in the school psych and they proceeded to tell the parents that the kid could not qualify as they said he had no learning differences (they must have showed an old IQ test..only an iq test not a full neuropsych) and that they insisted that IEPs are not meant for emotional disabilities, only for academic reason. So I know this is not true..I have two ED kids in this district. The kid's struggles are a…

2e kid (gifted/adhd, 5th grade), has 504 and behavior problems. Initial IEP evaluation (kinder) said he didn't qualify, ups and downs with behavior but overall and upward trend (with outside help) Recent dip and showing a lot of emotion Recent school meeting to tell us all the things that are wrong, bleak picture for middle school, will be suspended soon, the normal grilling to see what we are doing and what 'we' could do better. At the very end, IEP evaluation was suggested by a staff member. Evaluations (we had outside ones too) are very rough on the kid and us. If we felt there was legit support that would help (in addition to our outside help) we'd be m…

Hello https://static.xx.fbcdn.net/images/emoji.php/v9/t4c/1/16/1f642.png I have a 13 year old dx ASD & ADHD. School has done their evaluations and since “his grades are good is not going to give him an IEP”. He currently has a 504 and all accomidations are for my son to complete or do. None are for the school or teachers to check in with him to make sure he has understanding and correct paperwork/assignments. School has done speech eval, OT eval for sensory only and psych eval. Speech Evaluation was done virtually, and I feel lacks a lot of social pragmatics data. I Plan to ask for an IEE. Not one but 2 Private evaluations documents social pragmat…

So this is Teacher Me talking. I don't know if anyone here has the legal know-how to advise me, but I'll happily take anything. I teach at a virtual school and have a student who could possibly qualify for an IEP. She's not my lowest performer by our beginning of year assessment by any means, but is on the low due to some observed attention struggles. Her mother has been talking about the struggles since before school started and keeps talking about how the kid needs an IEP. Except... Mom is making it so hard and I'm not sure what else I can do. So far, Mom has stated (only by voice) that she thinks Kid needs an IEP and possibly a modified curriculum. …

First off I like having this anonymity this form provides. We have another IEP meeting coming up I’m nervous. This one is potentially to discuss the results from the FBA. I personally feel like I struggle communicating with the school. The teachers feedback says one thing and my child another. I ask for things outside team members (non school district people) mention to me to request. And none of them ever seem to know what I am talking about. Last school year (different school) we had an open communication and I felt less anxious. How do you handle IEP meetings when the other team members do not provide feedback. And if they do it’s defensive…

Looking for guidance...I'm a working mom to a 6 year old who was a micro-preemie diagnosed with cerebral palsy. She has documented learning delays, showing signs of dyslexia, recommended by teacher & special ed to discuss ADHD possibility with doctor (tested at "clinical concern" in school assessment related to attention). Specifically, after receiving therapy services since she was 6 months old and early education starting at 3 years old, she is now in kindergarten and lost all therapies and special education instruction in December 2022. IEP was discontinued because annual review tested for IQ. The IQ and assessment tests were not 20 points apart (per Missouri …

My daughter is in 1st grade and really struggling to read. She has between a half hour to an hour of homework each day. I am concerned at this point in the year with her lack of progress. I wonder if she maybe has dyslexia and the teacher said the school does not worry about the possibility until 3rd grade. Unfortunately, she is struggling NOW. What should I do, and, or, ask for to initiate testing?

How does this present with ADHD combined? Are they often confused —like go to an audiologist and you’ll get the auditory processing Dx, but go to a nueropsych and you’ll get the ADHD Dx? Does a language processing eval help to rule out tolerance fading memory or just help to see if other issues are also present? Can anything mask tolerance fading memory? Is it a 504 or IEP?

Hi there. I’m the parent of a child in Virginia that is currently not attending school due to PTSD generalized to the school. Several events lead to him being very anxious last year and then after he was physically attacked by a group students his symptoms became compounded to the point he was not able to attend school the last few weeks. Upon return this year in the Fall his anxiety was rising and he has now been diagnosed with PTSD. It’s a long story and it is ugly. The ugly part is the school and their constant denial and lack of support in this matter. They say they don’t want to disregard his diagnosis but…. then they they make a comment or an action that does ju…

For those with kids with health issues that cause intermittent absences how is tutoring implemented? I have a high school freshman who has already missed ten days of school this year. I would like to have tutoring written into his IEP as a related service and would love detailed examples of what has worked for others in a similar boat. Sometimes he just misses a day or two and then he's back in school other times he's missed several weeks or more. If we know it will be a long absence we get him on home hospital but for these shorter term periods I feel it's important to have a tutoring plan in place through his IEP. Please include both the wording in your IEP and how well…

What are the differences between 504 & IEP? I read that in Mississippi a hearing impairment automatically qualifies a student for a 504. My son has always had an IEP. The school has never mentioned anything about the 504.

When talking about ADHD medications what are the pro/con of medicating the day of the test versus not? Not medicating-Will make a "controllable" diagnosis show up and since school districts now have to address the diagnosis even if mitigating measures are in place that diminishes the effect of the disability, it can be addressed as there may be days when medication is forgotten, etc. 42 U.S.C. § 12102(4)(E)(i). Medicating-The effects of a primary known disability that medication mitigates could bring an unknown secondary disability to the forefront that has been masked Is there a firm rule on when to medicate and when not to? Does it matter only on IQ test…

Since we’ve had my son’s Initial IEP, they rejected my request for a 1:1 aide. Since then he’s been having weekly episodes of aggression at school—and he hasn’t been aggressive before. He was recent diagnosed with Autism and ADHD and is minimally verbal. He’s assaulted classmates and a teacher and I truly feel that with a 1:1 aide, it would minimize these meltdowns. Has anyone experienced sudden aggression in their little on? Any advice would be very helpful. I’m just scared that if this continues he would be pulled from the general classroom.

This is something I have not been able to find information tied to anywhere. If there is, please direct me to the information. 🙂 A little background information tied to our situation I think will help: Our son is extremely intelligent yet suffers from processing speed issues in certain areas. Personality-wise he tends to view everything as black and white. He is extremely athletic as well and has a 3.8 GPA. He is 16 years old and has had an IEP/ISP in place since he was 11. Overall, it has allowed him the extra time he needs when doing certain things. This year we have run into major issues tied to sports. During the first two years in high school, he was able …

Setting Choice A is not working. It's a little off the traditional, so the regular public school system is being looked at, questions asked, etc. This also means child hasn't been attending any sort of school for a few weeks. Getting the right placement is so important, but when would truancy possibly set in?

What might be an underlying reason(s) for difficulty making inferences? I read the blog article on inference goals, but am curious what “diagnosis” might warrant inference goals? Currently no learning disability diagnosis. Processing speed is just much higher than working memory.

A "life skills-type class" was recently brought up as a possibility for my 8 year old with ID. What kind of life skills do they teach 8 year olds? She takes care of her own hygiene needs and I believe her other skills (except academic skills) are on par or maybe only slightly behind her same age peers. Her academic needs are significant (still considered a pre-reader or maybe beginning K reader, and working on addition/subtraction within 1-10) but she can understand and retain a lot of information that she hears (not all, but a fair amount). I don't know, it seemed to be a very "we don't know what to do with her, so how about this" type of suggestion.

I had this client many moons ago. She had several kids with IEPs. She was very difficult to deal with, to say the least. Then, with one of her kids, we went to mediation with the IU (IUs are a PA thing) and we got EVERYTHING she asked for. Cool. The next day, she called (maybe emailed) the IU, without consulting me, and said NO to everything. That she was withdrawing the kid. My contact person at the IU called me, it was a hot mess. I had to fire her. She wasted so much of my time that I could have used helping other families. There was a LOT of other stuff over several months. A few years go by, she starts DMing me on Fb. Blocked her. She starts dm'i…

I'm hoping someone has had some experience that might be helpful. My son had an IEP, and was doing well and was transitioned to a 504. His diagnosis are DMDD (mood d/o) and ADHD. His original IEP had more to do with his mood dysregulation than his ADHD, though there were related accommodations. He is currently in a cyber charter, and is really struggling with executive function related tasks. Especially getting assignments in. I am requesting an evaluation to reconsider transitioning to an IEP, but am wondering if anyone has any experience, tips, thoughts on the best way forward? Thanks!