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Old 08-18-2014, 04:53 PM
 
300 posts, read 323,877 times
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Quote:
Originally Posted by Meyerland View Post
How do you get the district to pay for it (it = non-pull out Tx)?
Write it in the IEP contract.
"Service to continue at Xhrs / xtimes per month".
"Service not to interfere with recommended p-K core or general ciriculum."
Easy.
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Old 08-18-2014, 04:55 PM
 
6,461 posts, read 6,143,391 times
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I'd bring a lawyer then.
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Old 08-18-2014, 05:07 PM
 
43,012 posts, read 89,350,933 times
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Quote:
Originally Posted by Meyerland View Post
I'd bring a lawyer then.
Not necessary. She just needs a special education advocate. She should start looking for one now because she needs one before the next IEP meeting. She can always wing it and put what we tell her. But it's not as easy to get that written in there as blu says. They'll know what it means. They'll argue with her. She can insist the IEP not change, but she'll have a difficult time changing the current wording in the IEP. She'll have to sit there and repeatedly say that her daughter's placement should not be changed.

It will likely end up in appeal if her current IEP doesn't have wording to justify her position. She'll have to insist they not pull her out of class for speech until the determination is made. If they don't, she might have to report it to the state, which isn't a good way to start off a relationship with a school district, but if she wins the district will never mess with her again for fear she will report them again. They don't mess with people who understand their rights and how the system works.
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Old 08-18-2014, 05:12 PM
 
300 posts, read 323,877 times
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Quote:
Originally Posted by Meyerland View Post
I'd bring a lawyer then.
The ridiculaous, hard-line, defensive approach (bring your lawyer) is common of most "bottom tier" school-based resourse specialists when confronted with a situation they aren't qualified to understand. The OP D's has a signle speech diagnosis for Articulation--which does not require the same Tx (expensive support) as a more complicated develpment delay, autism, etc. An SLP will know the difference.

This is not a big deal--unless of of course all sorts of "experts" get ivolved and reccomend all sorts of other Tx. A kid who's been showing progress towards goals, has one DX, TX pre-dates kindergarten enrollment will have no problem staying on the same TX plan. In fact, to ammend the TX plan, the TX plan must be proven uneffective. The district can't change the plan becuse they are cheep.

IMO, the quickest, most direct route to de-railing services is involving the classroom teacher other school based provider who is not a CCC -SLP.

Last edited by blu4u; 08-18-2014 at 05:51 PM..
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Old 08-18-2014, 05:13 PM
 
Location: here
24,487 posts, read 28,875,378 times
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Didn't the OP say she would qualify for free preschool NEXT year at age 4? If, so, that is where she will either be pulled out of class or worked with in class. If I understand correctly, this year, at 3, she would not be getting any services at the preschool.

Not telling the teacher about her dx is a stupid idea, and wouldn't help anyway. Any decent preschool teacher knows a speech issue when she hears one.

Why is anyone even discussing kindergarten? She's 3! She may well not need any speech therapy 2 years from now.
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Old 08-18-2014, 05:48 PM
 
300 posts, read 323,877 times
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Quote:
Originally Posted by Kibbiekat View Post
Didn't the OP say she would qualify for free preschool NEXT year at age 4? If, so, that is where she will either be pulled out of class or worked with in class. If I understand correctly, this year, at 3, she would not be getting any services at the preschool.

Not telling the teacher about her dx is a stupid idea, and wouldn't help anyway. Any decent preschool teacher knows a speech issue when she hears one.

Why is anyone even discussing kindergarten? She's 3! She may well not need any speech therapy 2 years from now.
The OP is in NY with universal Pre-K. D doesn't need to "qualify". Speech is not part of the general circ. Prehaps you are confusing Unverisal Pre-K with early intervention?

Any decent preschool teacher knows a speech issue when she hears one[/b].

Bid deal. It doesn't mean that she/he can Diagnos or Treat.

Last edited by blu4u; 08-18-2014 at 06:10 PM..
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Old 08-18-2014, 06:01 PM
 
300 posts, read 323,877 times
Reputation: 218
Quote:
Originally Posted by Hopes View Post
Not necessary. She just needs a special education advocate. She should start looking for one now because she needs one before the next IEP meeting. She can always wing it and put what we tell her. But it's not as easy to get that written in there as blu says. They'll know what it means. They'll argue with her. She can insist the IEP not change, but she'll have a difficult time changing the current wording in the IEP. She'll have to sit there and repeatedly say that her daughter's placement should not be changed.

It will likely end up in appeal if her current IEP doesn't have wording to justify her position. She'll have to insist they not pull her out of class for speech until the determination is made. If they don't, she might have to report it to the state, which isn't a good way to start off a relationship with a school district, but if she wins the district will never mess with her again for fear she will report them again. They don't mess with people who understand their rights and how the system works.
NO. Just an CCC-SLP.
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Old 08-18-2014, 06:27 PM
 
Location: Wisconsin
16,529 posts, read 16,075,835 times
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I taught special education for over thirty years in public schools.

Why are so many posters going ballistic over pull-out speech therapy at school?

Although, it obviously varies from child to child, we are probably talking about two or maybe three (in a very rare situation four) 20 minute or 30 minute pull-out sessions per week. All of the speech therapists that I have ever worked with (yes, 100%) have been extremely conscientious about working with the teacher (and sometimes the parent and child) to schedule therapy at times when it would not interfere with academics or specials. My most recent school goes from 8:30 to 3:30, five days per week. If you can't find two or three 20 or 30 minutes times during that 35 hour week to fit in speech therapy you are not trying hard enough.

Sometimes, scheduling is extremely "creative", such as having a student enter the school a few minutes early to start therapy plus use that generally wasted 10 or 15 minute time while his/her classmates were getting their coats and boots off, taking lunch count, turning in their folders, etc. and the child would arrive in the classroom just when the teacher started the actual teaching, or scheduling it during the school wide "Drop Everything And Read Time", or taking it from daily free choice play time or outdoor recess (no more than once a week), or scheduling during book check out time in the library, or even during kindergarten rest time.
One student, who went to after school day care in the building, used to leave his classroom 10 minutes before school ended, when his classmates were packing up their folders, straightening up the room, doing classroom jobs, etc. have his 20 minute speech therapy twice per week and then the therapist would walk him to day care, just as the last students were arriving and getting settled. No academic time missed at all.

In the school districts that I have worked in, children are never removed from actual instruction time and never removed during art, music or physical education. They can only be pulled for speech therapy during practice times (such as during daily silent reading or daily writing practice) or during other semi-down times.

Yes, there have been a few parents over the years that insisted that their child not have pull-out speech therapy, and the therapists made arrangement to schedule the therapy either immediately before or after school and the parents provided the transportation themselves. And when I say "a few" I really mean only a few. The school that I taught in my last 20 years had two full time speech and language therapists. Each of them had a caseload of about 25 to 35 students. Out of 50 to 70 students receiving speech and language therapy each year, perhaps one parent every other year insisted that their child not receive pull-out therapy.

I wanted to post this so that the OP and other parents have information from another source, someone who thinks that pull out therapy can be very successful in a school setting.

Last edited by germaine2626; 08-18-2014 at 06:47 PM..
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Old 08-18-2014, 06:38 PM
 
Location: here
24,487 posts, read 28,875,378 times
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Quote:
Originally Posted by blu4u View Post
The OP is in NY with universal Pre-K. D doesn't need to "qualify". Speech is not part of the general circ. Prehaps you are confusing Unverisal Pre-K with early intervention?

Any decent preschool teacher knows a speech issue when she hears one[/b].

Bid deal. It doesn't mean that she/he can Diagnos or Treat.
Yes, I did confuse the 2.

It is pointless to not tell the teacher. The teacher will know there is a problem. I would at least want the teacher to know that I was also aware and was addressing it.

I still don't know why everyone is having a fit over elementary school when it is 2 years away for this child. My son went to speech therapy when he was 3, then never again. You all are arguing over something that might not even be an issue.
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Old 08-18-2014, 06:47 PM
 
43,012 posts, read 89,350,933 times
Reputation: 30265
Quote:
Originally Posted by blu4u View Post
IMO, the quickest, most direct route to de-railing services is involving the classroom teacher other school based provider who is not a CCC -SLP.
I'm blown away you are recommending the classroom teacher not be there since the LAW REQUIRES a regular education teacher on the IEP team.

U.S. Department of Education: Regular Education Teachers as IEP Team Members -- Topic Brief
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