What kinds of changes can a school make for Asperger's Syndome or other Autism Spectrum disorders?

Question

My son's school isn't being as cooperative as I'd like for them to be when it comes to my son who has Asperger's. He's not the first student that attends the school to have this, and studies show he won't be the last.

They are limiting his school day, and keeping him in the "resource room" which is the Special Education room for much of the time he is there, and their one on one is being stretched between several kids, which makes me question why he's referred to as a one on one. I have tried to make suggestions regarding using other ways of getting gradeable material out of him since he doesnt' like to write, such as computer programs that teach reading and math skills, etc. But the school claims that their hands are tied due to them being small town oklahoma school district. I want to make sure that I don't request things that are too frivilous, but that make since in order to garauntee that my son (and anyone else that is affected with any disability) gets a fair eduction.

Answer 1

Look at http://www.asofok.org, the autism society of central oklahoma website. They have contact information there, as well as a yahoo group at

http://www.health.groups.yahoo.com/group...

Being a small town school does not excuse them from anything and they know it. They're bullying you thinking that you are ignorant of federal law, and the fact is that they must provide the services for him. Make sure you put all requests in writing, ask for 'prior written notice' for any refusals, and if they continue to put you off, call Misty Kimbrough at the state office. [phone] she is always very interested in hearing about noncompliant schools before a parent files due process.

Also! Wrightslaw is coming to OKC in December. Go to their website http://www.wrightslaw.com and register. it's FREE and you get a copy of both of their books. AWESOME and amazing speakers and you'll walk away ready to get what your son needs.

Answer 2

He needs to go to a normal school and get special social training for aspies after school hours.  Isolating him makes things worse.

Answer 3

I say BS to your school. You have every right to ask for that for your child.  Your son should have an IEP in place. You are a part of the IEP Team who decides what will be placed on his IEP, and your suggestions should be taken seriously. I suggest you write the principal and/or the person who is in charge of the special ed dept. (keep a copy for yourself ) and request an IEP review meeting. The suggestions you have made can be included in his IEP as accommodations. They must consider all accommodations and related services(special factors)  for your son. Going to leave a bit from The US Dept. of Education's IEP guide..

IEP Review:

"The child's IEP is reviewed by the IEP team at least once a year, or more often if the parents or school ask for a review. If necessary, the IEP is revised. Parents, as team members, must be invited to attend these meetings. Parents can make suggestions for changes, can agree or disagree with the IEP goals, and agree or disagree with the placement.

If parents do not agree with the IEP and placement, they may discuss their concerns with other members of the IEP team and try to work out an agreement. There are several options, including additional testing, an independent evaluation, or asking for mediation (if available) or a due process hearing. They may also file a complaint with the state education agency."

In  more detail:

"The IEP team must review the child's IEP at least once a year. One purpose of this review is to see whether the child is achieving his or her annual goals. The team must revise the child's individualized education program, if necessary, to address:

~the child's progress or lack of expected progress toward the annual goals and in the general curriculum;

~information gathered through any reevaluation of the child;

~information about the child that the parents share;

~information about the child that the school shares (for example, insights from the teacher based on his or her observation of the child or the child's classwork);

~the child's anticipated needs; or

~other matters.

Although the IDEA requires this IEP review at least once a year, in fact the team may review and revise the IEP more often. Either the parents or the school can ask to hold an IEP meeting to revise the child's IEP. For example, the child may not be making progress toward his or her IEP goals, and his or her teacher or parents may become concerned. On the other hand, the child may have met most or all of the goals in the IEP, and new ones need to be written. In either case, the IEP team would meet to revise the IEP."

Parents part of IEP Team:

"Parents are key members of the IEP team. They know their child very well and can talk about their child's strengths and needs as well as their ideas for enhancing their child's education. They can offer insight into how their child learns, what his or her interests are, and other aspects of the child that only a parent can know. They can listen to what the other team members think their child needs to work on at school and share their suggestions. They can also report on whether the skills the child is learning at school are being used at home."

Writing the IEP:

To help decide what special education and related services the student needs, generally the IEP team will begin by looking at the child's evaluation results, such as classroom tests, individual tests given to establish the student's eligibility, and observations by teachers, parents, paraprofessionals, related service providers, administrators, and others. This information will help the team describe the student's "present levels of educational performance" -in other words, how the student is currently doing in school. Knowing how the student is currently performing in school will help the team develop annual goals to address those areas where the student has an identified educational need.

The IEP team must also discuss specific information about the child. This includes:

~the child's strengths;

~the parents' ideas for enhancing their child's education;

~the results of recent evaluations or reevaluations; and

~how the child has done on state and district-wide tests.

~In addition, the IEP team must consider the "special factors".

It is important that the discussion of what the child needs be framed around how to help the child:

~advance toward the annual goals;

~be involved in and progress in the general curriculum;

~participate in extracurricular and nonacademic activities; and

~be educated with and participate with other children with disabilities and nondisabled children.

Based on the above discussion, the IEP team will then write the child's IEP. This includes the services and supports the school will provide for the child. If the IEP team decides that a child needs a particular device or service (including an intervention, accommodation, or other program modification), the IEP team must write this information in the IEP. As an example, consider a child whose behavior interferes with learning. The IEP team would need to consider positive and effective ways to address that behavior. The team would discuss the positive behavioral interventions, strategies, and supports that the child needs in order to learn how to control or manage his or her behavior. If the team decides that the child needs a particular service (including an intervention, accommodation, or other program modification), they must include a statement to that effect in the child's IEP.

"Special Factors"

A child may require any of the following related services in order to benefit from special education. Related services, as listed under IDEA, include (but are not limited to):

~Audiology services

~Counseling services

~Early identification and assessment of disabilities in children

~Medical services

~Occupational therapy

~Orientation and mobility services

~Parent counseling and training

~Physical therapy

~Psychological services

~Recreation

~Rehabilitation counseling services

~School health services

~Social work services in schools

~Speech-language pathology services

~Transportation

If a child needs a particular related service in order to benefit from special education, the related service professional should be involved in developing the IEP. He or she may be invited by the school or parent to join the IEP team as a person "with knowledge or special expertise about the child."

*********************

I'm leaving a couple links for you..one is to the IEP Guide..it gets into much more detail than I did, be sure to look at the sample form under (towards bottom of page)Parent participation; Development, review, and revision of IEP; and

Content of IEP( it will list more in detail how the accommodations, related services, etc, are to be listed on the IEP).

The second link is to the "Accommodations Manual: How to Select, Administer, and Evaluate Use of Accommodations for Instruction and Assessment of Students with Disabilities ". They have info on presentation accommodations; response accommodations;  setting accommodations; timing and scheduling accommodations; examples of accommodations based on student characteristics; the do's and don'ts when selecting accommodations, and other useful info.

Also if you have a local Center for Autism and Related Diseases (CARD), they will go to the school and work with anyone who is in contact with your son, whether it be teaching techniques, behavioral strategies, etc. They will go there at no cost to you or the school. They will come to your house and work with you as well. They also have many free training classes for parents and teachers.

Good Luck !!

Answer 4

First of all you need to learn the special ed laws IDEA  'individuals with disabilities education act'

www.wrightslaw.com

Since he is in 'resource' room, did they EVER have him in a regular classroom?  See, according to the IDEA laws, ALL children in special ed are suppose to  be in regular ed classes ALL DAY with a SPED teacher.

The ONLY reason a child is to be in a resource room is if the child has been in reg ed room and is not progressing. The school has to PROVE in black and white (documentation) that the child is or is not progressing.

The 'our hands are tied' is the usual bunch of c**p that schools give.  IDEA law states  that schools can NOT refuse help because of lack of funds.

In special ed there is a specific step by step process that parents and schools are suppose to follow. It is hard but is the ONLY way you'll get your child the help he needs.

Go to www.schwablearning.org and sign up for free to post on their parent to parent message board  to get help with everything you need. The people there are super nice and will be glad to help!

Answer 5

I completely understand where your frustrations are coming from and hopefully my advice will help you out somewhat. Individuals with disabilities are protected in public education under a federal law referred to as the IDEA (Individuals With Disabilities Education Act.) This states that all individuals with disabilities must be given a free and appropriate education, thus making it fair. They must put all disabled students under IEP's (Individual Education Plan) which gives students the basic framework for how they are doing in school, what they are doing well, and what needs to be improved upon. They must give students accommodations and modifications (the changing of academic curriculum to make them succeed to their full potential). Some examples of accommodations are getting extended time on tests, getting a quiet area to take them in, note-takers, alternate format (for reading issues), Braille (for the blind), and interpreters (for the deaf). Some examples of modifications are getting para-professionals in classes, open-note tests, and the changing or sometimes even eliminating of assignments. Any of the above services must be offered to any student who needs them to comply with the IDEA. However, there is a fine difference between this and what you have mentioned earlier. The IDEA also states that unless absolutely impossible that disabled students must also be mixed in with the mainstream setting in certain classes. Generally, the only was this would not occur is if the student fell on the Extensive Support of the spectrum which includes individuals with the most problems. Some common examples of this would be down syndrome, retardation, and severe coprolophagia issues. As for your son being limited on his school day because of his disability is bull**** and is not acceptable in any case AT ALL. This is eliminating a student's right to an education which is not appropriate, not mature of the school, and most of all a federal crime. The school can easily be facing many lawsuits against them if you decided to sue them or if anyone else found out about it. This is about all I have to say but if you have any questions please do not hesitate to e-mail me. I wish you the absolute best luck in getting this issue settled out.

Answer 6

As long as your son needs it ask away.you are his greatest asset and his best advocate. Make sure he is special ed or 504 and do the research. If you have any questions e-mail me.

Answer 7

It sounds like the school is failing your son. We have the same problems in the UK. Does your son have an IEP? If he does you should look at it carefully and read his targets. If he does not like writing the school should allow him to do more work on the computer. If he has a one to one how much time are they supposed to spend with him per week. Nothing is too frivolous if it is going to benefit your son. Go into your sons school and tell them how you feel and also let them know how he could benefit from some changes. He is your son and you know what is best for him even if you have to fight for it. Good luck.

Answer 8

A one on one should be a one on one not spread between several children. I'm in the uk and things are a little different, try and see if you have a special educational needs code of practice book. this is the law of the school. i read this book and now my child is recieving all the extra help that he needs. Good luck