Lisa Lightner

There are tips in here on how to make sure that a para on an IEP is meaningful. (I see too many just there as babysitters) https://adayinourshoes.com/one-on-one-aide-paraprofessional-iep-special-education/

I understand that many feel this way. However, this assumes that nothing is gained by the "peer tutor." Which is not the case, according to data. Everyone benefits from this, based on research done. Not just the disabled kiddos.

If there was no preschool IEP, then she's at the very beginning. Steps in here: https://adayinourshoes.com/how-to-get-iep/

Yes, this. At this point, at the very least, you have one year of services that she hasn't been receiving. I'd been speaking with an attorney by now, because it sounds like you're owed some comp services.

I have the snippets about moving and IDEA in here: https://adayinourshoes.com/iep-moving-advice/

With anything you ask for on an IEP, it's always the "is this the hill I'm going to die on?" Schools can, and often do, say no. Then you have to decide if you have the data and documentation to proceed further. Or, just take care of this issue privately at your own expense. Every family has different things to consider. Here is more information on dysgraphia from one of our OT contributors who specializes in it. Link to buy her book on it is in the post I think: https://adayinourshoes.com/dysgraphia/

Supports and services should be tailored to the student, and not vary by state. I know that's not what always happens. Here are some things to look out for: https://adayinourshoes.com/middle-high-school-iep/

And check out my accommodations list. A 504 is only accommodations. https://adayinourshoes.com/iep-504-accommodations-strategies/

Like with most stuff for our kids, it's a good thing when done well. The problem is that it's either misunderstood or not implemented well. https://adayinourshoes.com/universal-design-for-learning/

Adding anything to an IEP, it's the same process. Demonstrate need, add a goal, then supports and services.

Yardley, Bucks or Montco? I stick to my side of the city, usually Chester, Delaware, Lancaster and Berks counties. And into DE and MD. Honestly, I've heard great success stories from the "worst" districts and have had absolute nightmare situations with clients in the "best" districts and everything in between. I would look online at the ODR site and see how many due process cases they have and what they look like, for starters. But nothing is a guarantee. https://adayinourshoes.com/move-iep-friendly-school-district/

No, you're going to have to read Section 504 of the Rehabilitation Act, and get wording from there.

You're going to have to demonstrate that ABA is FAPE for him. The fact that the clinic is within district boundaries is convenient, but not a slam dunk as far as getting the district to provide these services and transport him. Whatever the child's needs are--you're going to need documentation to prove that what you're asking for is FAPE for this child, and what the district is offering is not FAPE for this child. I don't mean to oversimplify it--but that is what has to happen here. Have you taken my training? Because I go over the 4 steps that I use. https://adayinourshoes.heightsplatform.com/courses/dont-iep-alone/preview

I think there are still varying opinions. I would ask your child what they think might be helpful. Not everyone wants help from a peer.

If it's too noisy for her, that is the angle that I would pursue. Recess is supposed to be downtime, even if the child is active. But if the noise level aggravates her rather than giving her a recharge, she needs a quiet place to be to increase and recharge her endurance for the second half of the day.

I'm not sure I understand your question. I don't understand the connection between a 1:1 and graduating kindergarten. Have you read this: https://adayinourshoes.com/one-on-one-aide-paraprofessional-iep-special-education/

There is a difference between placement and location. They can change location without your permission or even notice. They cannot change placement without a PWN.

Any updates?

Glad it worked out!

Reach out to your state's parent training center and your P&A agency, make them aware of this.

Thanks, we're going to look into this. I saw this in my fb feed a few times and couldn't go back and find it, so I really appreciate you putting it here.

I've seen it done, but it's also a hurdle to cross with the district. Your district likely has a BCBA and other behavioral staff. Egos get involved, and the schools often don't like outside people coming in and doing things differently. Or, the school is then admitting that your child needs these services, and they don't want to provide them. Most importantly--almost all negative behaviors are due to lack of skills or sensory needs or other needs not being met. Make sure all of that has been addressed in the IEP.

Yes, if you could give us more information. Also, please read your Procedural Safeguards booklet (the one they are required to give you once a year) so that you fully understand your rights and your options. Threatening to "get the state involved" isn't an option that I'm aware of--we have a state hotline, but they won't intervene in disputes. You have your dispute resolution options which will be handled by a state agency. And you can file a state compliance complaint. If they are not following the IEP, there are steps you can take. And make sure you're documenting everything. https://adayinourshoes.com/school-not-following-iep/

schools don't (and really shouldn't) hand out out-of-district placements to everyone who asks for one. You're going to have to prove that she cannot receive FAPE in her home school district. https://adayinourshoes.com/iep-private-placement/

In addition to what's been said here, 3rd grade is a time when behaviors explode. https://adayinourshoes.com/did-your-childs-school-problems-explode-in-3rd-grade-heres-why/