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Why is there so much red tape connected to pulling a child out of the IEP program? Maybe a educator can answer this for me. Does the school get extra money from the government? Are they afraid of getting sued by a parent if the child drops out?
Some diagnoses bring money into the district, some don't. I'm assuming your situation involves a specific learning disability category. In that case, they should be glad to exit your child back into the regular ed classroom.
I'm not sure what your situation is, and I don't know much about the financial side of things either.
But as a teacher, I would be reluctant to have a student who had an IEP stop having one unless they really seemed ready for that. In other words, I would hate to see a student not be successful because he or she didn't have one when they needed one.
I also would feel frustrated if there were some problem (speech, learning disability, etc.) that made it difficult for me to teach that child without additional services, yet those services were refused and I was held accountable for the student's lack of success.
I also would feel frustrated if there were some problem (speech, learning disability, etc.) that made it difficult for me to teach that child without additional services, yet those services were refused and I was held accountable for the student's lack of success.
Wouldn't it the responsibility be the parent because they were the ones who suggested it? I wouln't put blame on the teacher. There has to be more to this because it's very bureaucratic.
Your answer gives me a little more insight. So it's mostly to protect the teacher if she is unable to teach this student.
My child has stuggled with immaturity issues and is finally making great progress this year. I think the 1/2 hour a day (4 days per week) she spent in IEP would be better spent with her class. Yikes, I had to have two meetings with 6 faculty members before they would let me release her. Even though they started the first meeting showing papers and stats her great progress.
I tried to get her in a program where they moniter her progress once a week but it has been discontinued.
For one person I know, the school did not want to exit a child from their IEP because the child would never be able to qualify for it again due to gains that had been made - and the child may need help down the road. In that case, they just stopped providing the pull out services. They just did some accomodating in the classroom and kept the IEP in place just in case. This was before there was a cap put on the % of kids who could have IEPs.
When we left the public school and went to private school, the public school would not dismiss my son out of his IEP even though he wasn't even going to be in the district anymore. They said if something happen that caused us to go back to public school it would take too long for him to re-qualify and he might not re-qualify as the standards change each year. There was no harm in keeping the IEP open as long as they could. I think at 3 years there has to be a re-evaluation.
Most kids get moved out of IEPs when they go to middle school anyway. Or they switch to 504.
Wouldn't it the responsibility be the parent because they were the ones who suggested it? I wouln't put blame on the teacher. There has to be more to this because it's very bureaucratic.
As a teacher, I'm technically responsible for the educational progress of every child in my class - even the one who showed up at noon 75% of the year last year, even though it was the parent who was responsible for the child missing that much school.
I offered that as one reason, but I didn't mean that it's "mainly to protect the teacher". I'm a very flexible teacher, always doing my best to teach every student no matter where they are at... but if there are speech problems that are interfering with reading progress, well, I'm not a speech therapist or pathologist. I can do some things but I think the student would be best served by also having speech services in addition to my classroom work, however individualized I make it.
What I'm saying (and I fully admit that I don't know your child's situation) is that taking away services that are needed (and I understand that in this situation there was a conflict about what is needed) can result in frustration and lack of success for the student. That is distressing for most teachers, I would guess, especially when you think there is a service easily available that would help that student.
However, I'm unaware of any qualifying diagnosis of "immaturity" that would lead to an IEP.
The IEP is just the document that states the child's qualifying special needs and the measures that will be taken to address them. I'm assuming you meant she was spending time in a resource room or something like that?
I'm an educator and it doesn't seem to be that difficult for a parent to remove their child from a Special Ed program. yes, we do try to discourage such a move, because if the child did not need assistance, they would not be in the program in the first place. If a parent is determined to not allow their child to receive services, an IEP meeting is held, documenting all reasoning and opinions of both parents and teachers and then the parent signs their child out.
In our school when this occurs, the student in question is still closely monitored by yet another program designed to help students who struggle both with academics and behavior issues. As teachers, we continue to work closely with post sped students basically monitoring their every academic action.
As far as a student not being able to return to SPED classes, if at a later date it is determined the need remains or becomes prevalent again, the student does have to be retested, but can be readmitted to the program.
I put her in the IEP program when she was struggling with some math issues. I don't think her teacher last year would have even suggested it had I not brought it up. She did think a tutor would helpful. I found out that hiring a tutor was very expensive ($40 per hour) so someone I know suggested the IEP program. I wasn't really aware of how it worked but was willing to check it out. So we began to have her tested for learning/hearing disabilities. She was diagnosed with a very mild case of CAPD. (Later I found out that it would have gone undiagnosed had I not had her tested. According to her current teacher and the hearing specialist who tested her, she will eventually outgrow CAPD.) Also, she has a slight speech impediment which through the IEP program she only receives speech help 1/2 hour a week.
I think main issue I have always been concerned about has been the 4 month delay in catching up with her peers. She would always do well in the second semester. I have attributed it to the fact that she has a summer birthday(June) which makes her one a younger student. She had always seemed a little immature and slower to catch on. Her preschool teacher even suggested another year in pre school would have been helpful. I didn't listen and I think that is why she had so many struggles. The problems snowballed year after year to where her self-esteem suffered greatly and she quit trying.
All this time her state testing scores have always been good. She reads 150 wpm. Her comprehension is good and her punctuation is improving. She may always have some struggles with math but her latest scores are good. Last week her IEP teacher praised how great last math test was and her speech teacher praised her improvments in speech.
My daughter requested to be able to be with her class instead of leaving for four 1/2 sessions a week for resource (3 half hour sessions for math and 1 half hour for speech). She said she has been embarrased and didn't like being away from her new classmates. With her latest improvements I agreed with her and took steps to exit the program. I agreed to help her daily with her speech and her teacher would let me know if she felt she was falling behind in math.
In the meeting yesterday I was surprised when the 'team' suggested waiting until December (or longer) so they can watch her progress since she is attending a new school this year. I said no and that I wanted to honor her request to be with her new classmates. Also, seeing her recent progress I thought it would be better for her to accumulate to her new class. I let them know that IEP will be around in the future if she starts to struggle.
The 'team' wasn't happy which was confusing to me because they just finished telling me how good she was doing! This is why I was wondering if there is money attached to resource or protocol that they don't want to deal with?
She is out if IEP now and can sign up in one year if needed. In the future, I am tempted go to Kumon or hire a tutor then go through this again.
Math issues and CAPD don't go together. The IEP team probably finagled the scores to "help" her qualify. WIth CAPD, there is a natural correlation to problems with Basic Reading Skills. Much harder to make the claim that her Central Auditory Processing Disorder was causing math difficulties.
At any rate, not knowing the rest of the details, from what you presented, it sounds like she would be better served in regular education classes.
As a parent, your "say" is the strongest among the IEP team members.
Math issues and CAPD don't go together. The IEP team probably finagled the scores to "help" her qualify.
They're not mutually exclusive either. It's an awfully big leap to accuse the school of lying about her scores.
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