Lisa Lightner

You can request, they are not obligated to meet that request. Only to implement the IEP, that's their obligation. Is My Teacher or Therapist IDEA Qualified? What if the teacher is not a good fit for my child?

And that's the way it used to be. But, in the past decade or two, it's trending the other way and kids are being suspended for some really dumb sh!t that schools should be handling. They're under-resourced and understaffed most of the time, so they're just in panic mode and get the kids out the door--suspend them.

I don't think so--I think what you may want to pursue is guardianship, supported decision making, POA and things like that. https://adayinourshoes.com/guardianship-disabled-child/ https://adayinourshoes.com/supported-decision-making/

DOes this help? https://www.findlaw.com/state/tennessee-law/tennessee-legal-ages-laws.html#:~:text=The following chart summarizes Tennessee,additional links to related resources.&text=Under §1-3-105,age of majority is 18.

I dislike the retaking tests accommodation, mostly on principle. Why are we waiting for kids to get below a 60 or 70 before we offer assistance? https://adayinourshoes.com/retaking-test-accommodation/

I have written quite a bit about this, please look at the tips in these articles: https://adayinourshoes.com/picking-up-kids-from-school/ and https://adayinourshoes.com/child-suspended-from-school-iep/

Hi there-- Please email us at IEP@adayinourshoes.com so we can take care of this. Thanks!

My 17 year old still naps at school. For him to just "be" takes a ton of energy and depending on the day, he's often wiped out by early afternoon. But as Judi said, many 3 year olds need naps. Ask for a meeting and have several options and solutions available for the team to discuss--as far as what you think he needs to be successful.

If you disagree with the school's evaluations (ineligibility) then learn what an IEE is and if it's time to request one. https://adayinourshoes.com/iee-independent-education-evaluation/

To get an IEP, the first step is requesting evaluations.

If you're asking for something specific on an IEP, you need to not only demonstrate that is FAPE for the child, but that what the school is offering is not FAPE. What IEP goals is the ABA for? Also, I would expect to hit roadblocks with this--the school is responsible for providing FAPE. But what you're asking is that he receive FAPE in another location, away from the school, over which the school has no control. And then they're responsible? What if he regresses because of it, or because of missing school in the afternoon, then what? I would not expect a district to sign off on interventions over which they have no control--because it's on them if it doesn't work out. You have to define why this is FAPE for him, and what they are offering is not. Registration for my online training ends Wednesday, consider signing up.

As you work with the team on accommodations for the homework, you need to know what the function of the homework is. If it's to demonstrate knowledge, can he do that another way? https://adayinourshoes.com/iep-homework/

It should be in the spreadsheet in here: https://adayinourshoes.com/idea-individuals-with-disabilities-education-act/

Yes, they are required to invite in writing.

It's really important for you to understand your rights and the IEP process. A team cannot just take away an IEP-at some point you agreed, albeit maybe unknowingly. Consider taking my training that starts next week. https://adayinourshoes.org/special-education-advocacy/

Yes,what goal is this for?

That is not an unreasonable accommodation until you have better solutions. As an aside, we also know so much more about homework than we did just a couple of years ago. It's not very useful in most cases. I would ask--what is the function of the homework, and then, can that be achieved another way? https://adayinourshoes.com/iep-homework/ Now, about the rigid thinking. I would start with being able to identify when he is using rigid thinking. I'm hosting a chat with an EF expert on tuesday, on the Facebook page. https://facebook.com/adayinourshoesiep

Well, I also want to add that I'm not trying to gaslight mom either. But as a mom to two teens myself, one of them disabled, I know that I often have to make a conscious effort to stop, think and process what is happening. I'm sometimes too quick to try to troubleshoot a scenario and pin it to the disability. When often times, I can just say, "Yeah, and non disabled teens do this all the time, too."

What Judi said is spot on.....I'd add the caveat that, is this trip necessary for his education? Or is it an "extra" or "fun thing" to do? If it's the latter, and not required content...you may run into some hurdles. And $3000? How are they affording this for all the kids? It seems to me that unless significant fundraising occurred, there are many families who cannot do this.

Begin to gather data when he is home--Thanksgiving week, winter holidays. What/how does he regress then, and how long does it take him to get back on track. Document all of it so you have something to work with later on this school year.

Well....not all behavior is related to their disability If you have an ADHD coach that you like and trust and works well with her, you should start to see results. But wanting to be social and on your phone and not listening to your mom is typical teen behavior.

Yikes! I would def follow up with an email, so that you can capture the incident in writing. There are tips in here: https://adayinourshoes.com/school-not-following-iep/

Just 6 weeks ago, I was interviewed about this class action lawsuit by the Inquirer, regarding aging out of school at 21 or 22. Last night, I received an update from the Public Interest Law Center. Hi Lisa, Exciting news! Our lawsuit challenging Pennsylvania’s IDEA age out policy has settled. As part of the settlement, PDE has changed its policy to allow eligible students to receive a FAPE until their 22nd birthdays. The policy also applies to students who aged out at the end of the 2022-23 school year under the old policy. Depending on the circumstances, these students may now be eligible to re-enroll until their 22nd birthdays. As part of the settlement agreement, PDE is contacting all student and families who may be eligible to return to school until their 22nd birthdays with this letter (attached). PDE also issued this notice (attached) to all LEAs, IUs, and Charter Schools, as well as this guidance. Please spread the word about this to your networks ASAP! This is time sensitive with the start of the school year almost here! If a student wants to re-enroll, they should contact their LEA. If they encounter issues, PDE has provided the following email to contact: RA-PDESPECIALED@pa.gov. Thanks again for your help raising awareness about this issue! Policy Change: https://www.education.pa.gov/Pages/IDEABFAQ.aspx.. Letter: https://www.education.pa.gov/Documents/K-12/Special%20Education/IDEIA-IDEA/Age%20of%20Eligibility%20Policy%20Notification%20Letter.pdf.. Original article: https://www.inquirer.com/news/age-out-policy-special-education-dept-of-education-lower-merion-20230712.html..

OMG! They actually said it out loud.....good grief! Your gut instinct is correct. While I often say "nothing surprises me anymore" I am surprised. I can't believe that a software company would even sell such a product....nor that any district would spend money on it. If your child's individualized accommodations and supports are not listed on the IEP, a parent letter of concern/rebuttal to their offer is warranted. And I would include a sentence like "I am surprised that my school district would spend resources on a product that blatantly disallows the main cornerstone of IDEA--individualized." And something to the affect of "I'm am sorry that your software does not permit you to include my son's individualized components to his IEP, however, IDEA does not." And keep that email lol! So here it is: https://sites.ed.gov/idea/topic-areas/#IEP The cornerstone of the IDEA is the entitlement of each eligible child with a disability to a free appropriate public education (FAPE) that emphasizes special education and related services designed to meet the child’s unique needs and that prepare the child for further education, employment, and independent living. 20 U.S.C. §1400(d)(1)(A). Under the IDEA, the primary vehicle for providing FAPE is through an appropriately developed IEP that is based on the individual needs of the child. An IEP must take into account a child’s present levels of academic achievement and functional performance, and the impact of that child’s disability on his or her involvement and progress in the general education curriculum. IEP goals must be aligned with grade-level content standards for all children with disabilities.

Ok, I'm still puzzled as to why you're trying to prepare and predict what the school is going to say. Have your documentation. Have a strong case for a 1:1 going in. Have a strong case for an inclusion setting and a path to a regular diploma with the right supports. We cannot, nor is it useful in my opinion, to try to predict what schools are going to say and prepare for every counter-argument. Flip your perspective on having a strong positive argument for what you're asking for. Offense, not defense, if that makes sense.