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I'm an inadequate advocate for my son (lengthy)

3K views 19 replies 11 participants last post by  fatherhoodrocks 
#1 ·
DS (9) is half way through fourth grade. He was diagnosed (finally) with PDD NOS, which is an ASD, just over a year ago (by a developmental pediatrician, which I then had confirmed by a second in a separate health system). One month later, DH left, which opened up a whole other battle front. DS has been struggling in school since K, well since PreK, and has been struggling with anxiety, sensory issues, developmental delays, ADD, and social communication disorder in one form or another since birth really. He is in mainstream classes. He hates school. His grades are all over the map, usually half failing and half at Bs and Cs, his behavior is all over the map- he spends lots of time in ISS. I started him on Zoloft last year which helped control his anxiety and he really made a lot of headway socially and even joined two sports and participated well on the teams. I recently started him on Concerta for the ADD and it has helped him enormously behaviorally at school. He has been attending OT privately out of town for nearly two years to deal with sensory processing disorder as well as physical difficulties such as low tone and hyperextension/underdeveloped tendons in his hands which makes his handwriting and other fine motor skills a painful chore. He has been seeing an IC for over two years to help with emotional reactivity and social skills as well as interfamilial relationships. The school has been abysmal. We have been to FIVE child study meetings, teacher requested, at least yearly since first grade, and at this fifth one they finally decided to do testing. We have the eligibility meeting set for next week and I have the sinking feeling that they will deny him an IEP or any services to help him succeed in school. I thought that TDT (transitional day therapy) that is in place at the school through a private company might help him but was told that it is only available to students with medicaid unless there is a court order so I went through a several months long process of filing a CHINS petition through the family court and pleading my case at a FAPT hearing before a group of professionals to be granted several hours of in-home intensive therapy and also TDT help for him at school each week through an independent organization. Did I mention I am an educator? I have bookshelves full of parenting books, books about PDD, behavioral fixes, ASD at school, ASD at home, gentle parenting, explosive child, sensitive child, fussy child, dietary books, DSM IV, psychiatric medications for kids, I've printed, bookmarked, and read everything I can find on the IEP process and yet when I get into those mad hatter's tea party meetings I am quickly dismissed, talked over, talked around, and talked down to and quickly made to understand that I clearly have no idea what the hell is going on. The principal had the audacity to advise that we need to take a firm hand with DS and spanking never hurt her children and I feel absolutely torn apart at these meetings and so at the mercy of these persons that should I misspeak or invoke someones ire they may deny help to my son from spite. I feel like no matter how much I try to learn and how much I try to prepare and speak up and be assertive and how much money and time and energy and years I throw at this I will always come up short- like some sitcom bumpkin coming in to court trying to represent herself.

My son is falling through the cracks. The family support specialist observing the class for his functional behavioral assessment remarked "I never saw any behavioral problems, what I saw was spectrum behaviors and lagging organizational and executive function skills. The teacher would direct the class to put away their math and get ready for social science, he got out the science folder and was corrected. He got the proper folder and joined his small group and forgot his pencil, retrieved it, then realized they had all pulled up chairs and he didn't have a place to sit..." its kind of heartbreaking for me to hear this, to imagine this level of difficulty at completing the simplest task and the social stigma attached and then also getting the teacher's irritation...and should he show frustration at any point with this...principal's office, again.

I daydream of finding a job near a better school system and/or private schools that might be a better fit for him, selling our home, moving away and trying to find something lower cost of living. Uprooting my little family after DH left though seems unkind, DS is so close to his friends in this neighborhood; the social connections here are what gave the DP pause in diagnosing him as classic autism. My roots here are not deep, I have no family here but the support network I have is something at least, which is certainly better than nothing. I don't know how I would ever find time to make any friend again as a single working mom of two active boys, one of whom is special needs. I have a village for DS, professionals who I feel are skilled, kind, and have his best interests at heart...I just need to get the school on board somehow.

Thanks, I know this was long and meandering and possibly venty. I am just overwhelmed and feel so small in the face of such adversity.
 
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#2 ·
Those meetings sound awful. I'm so sorry.

You have go easier on yourself. You are moving heaven and earth for your kid, and yes, he needs more, but your advocacy sounds informed and unflagging.

The fact that work remains is infuriating and exhausting, but it's not an indication that you've been doing a bad job.
 
#3 ·
Have you provided the school with the records of his outside evaluation(s)? Does he have a 504 plan in place?


How do his abilities in reading, writing, and math compare to grade level on whatever standardized testing your school uses (DRA, MAP, etc)? Often, it is difficult to get an IEP for a student who tests at or near grade level on in those key subjects.


How many days or parts of days has he spent in ISS this school year? What were the behaviors that had that him sent there? How does he feel about it? An overuse of ISS can be seen as denying access to a "free and appropriate public education in the least restrictive environment," especially when the behaviors are related to the student's disability.


Have you checked into hiring a professional advocate? Have your read thru your legal rights and considered filing for a due process hearing?


Part of what I think is very problematic is that you don't feel that you have a voice in the meetings, and that you get talked over. You are a member of your child's IEP team. At a MET II, every member of the team (including you) is supposed to speak and say whether or not they agree with the psychologist recommendation.
 
#4 ·
I have not yet had to deal with the public school system, so I cannot relate to your challenges and frustration. I have a child who also struggles in preschool (social, sensory). It breaks my heart that I can't make preschool "easy" for her. But from what you say, it sounds like you're teaching your son a valuable lesson outside the classroom: how to be assertive, independent, and resourceful. It takes strong character to advocate as you have despite so many setbacks. I imagine some of that will rub off on your son. That will help him as he starts to operate more independently. Don't give up! Maybe a step back, or a professional advocate can help you strategize.
 
#5 ·
DS (9) is half way through fourth grade. He was diagnosed (finally) with PDD NOS, which is an ASD, just over a year ago (by a developmental pediatrician, which I then had confirmed by a second in a separate health system). One month later, DH left, which opened up a whole other battle front. DS has been struggling in school since K, well since PreK, and has been struggling with anxiety, sensory issues, developmental delays, ADD, and social communication disorder in one form or another since birth really. He is in mainstream classes. He hates school. His grades are all over the map, usually half failing and half at Bs and Cs, his behavior is all over the map- he spends lots of time in ISS. I started him on Zoloft last year which helped control his anxiety and he really made a lot of headway socially and even joined two sports and participated well on the teams. I recently started him on Concerta for the ADD and it has helped him enormously behaviorally at school. He has been attending OT privately out of town for nearly two years to deal with sensory processing disorder as well as physical difficulties such as low tone and hyperextension/underdeveloped tendons in his hands which makes his handwriting and other fine motor skills a painful chore. He has been seeing an IC for over two years to help with emotional reactivity and social skills as well as interfamilial relationships. The school has been abysmal. We have been to FIVE child study meetings, teacher requested, at least yearly since first grade, and at this fifth one they finally decided to do testing. We have the eligibility meeting set for next week and I have the sinking feeling that they will deny him an IEP or any services to help him succeed in school. I thought that TDT (transitional day therapy) that is in place at the school through a private company might help him but was told that it is only available to students with medicaid unless there is a court order so I went through a several months long process of filing a CHINS petition through the family court and pleading my case at a FAPT hearing before a group of professionals to be granted several hours of in-home intensive therapy and also TDT help for him at school each week through an independent organization. Did I mention I am an educator? I have bookshelves full of parenting books, books about PDD, behavioral fixes, ASD at school, ASD at home, gentle parenting, explosive child, sensitive child, fussy child, dietary books, DSM IV, psychiatric medications for kids, I've printed, bookmarked, and read everything I can find on the IEP process and yet when I get into those mad hatter's tea party meetings I am quickly dismissed, talked over, talked around, and talked down to and quickly made to understand that I clearly have no idea what the hell is going on. The principal had the audacity to advise that we need to take a firm hand with DS and spanking never hurt her children and I feel absolutely torn apart at these meetings and so at the mercy of these persons that should I misspeak or invoke someones ire they may deny help to my son from spite. I feel like no matter how much I try to learn and how much I try to prepare and speak up and be assertive and how much money and time and energy and years I throw at this I will always come up short- like some sitcom bumpkin coming in to court trying to represent herself.

My son is falling through the cracks. The family support specialist observing the class for his functional behavioral assessment remarked "I never saw any behavioral problems, what I saw was spectrum behaviors and lagging organizational and executive function skills. The teacher would direct the class to put away their math and get ready for social science, he got out the science folder and was corrected. He got the proper folder and joined his small group and forgot his pencil, retrieved it, then realized they had all pulled up chairs and he didn't have a place to sit..." its kind of heartbreaking for me to hear this, to imagine this level of difficulty at completing the simplest task and the social stigma attached and then also getting the teacher's irritation...and should he show frustration at any point with this...principal's office, again.

I daydream of finding a job near a better school system and/or private schools that might be a better fit for him, selling our home, moving away and trying to find something lower cost of living. Uprooting my little family after DH left though seems unkind, DS is so close to his friends in this neighborhood; the social connections here are what gave the DP pause in diagnosing him as classic autism. My roots here are not deep, I have no family here but the support network I have is something at least, which is certainly better than nothing. I don't know how I would ever find time to make any friend again as a single working mom of two active boys, one of whom is special needs. I have a village for DS, professionals who I feel are skilled, kind, and have his best interests at heart...I just need to get the school on board somehow.

Thanks, I know this was long and meandering and possibly venty. I am just overwhelmed and feel so small in the face of such adversity.
Hi. I can only imagine your nights thinking and thinking, crying and wondering.. specially because I saw myself in your mirror... My son has speech delayed so it is worst... but one day, He and I were walking to pick his little brother for kinder and he struggled to say " I don't want here".... right now, we are doing homeschooling, and he is a happy boy again, studying and doing his best everyday... One thing we noticed when our Speech Therapist went to the school for 'observation' purpose is she told us that all his 'behavior' and struggling were because they never included him during the lessons like the other children... for example, one time the other children were doing math on their 'normal' notebook and for my son they forced him to do it with little magnetic boards... I was tired of telling the principal my son knew addition and substraction, and she said 'oh, maybe he only memorized the answer' and I said to her : "well, if you ask me 10 +10 there is no way I am going to count my fingers, math is memory!" . I just wanted to tell you to follow your instinct... if your son has some 'behavior' it is because there are some triggers.... maybe he heard bad comments about him and they did in front of him.... you are the best advocate for your son... the problem: the system is bigger than us... and we are always alone.... we moved to texas where homeschooling is the best... My son is 8yo.... there is always a place for another one.... Hugs.
 
#6 ·
UPDATE: We are officially qualified for an IEP under the autism category. The school psychologist did a remarkable job and extensive testing including those specific to noting autism spectrum disordered traits and all the findings were consistent with independent medical evaluations. He is age level/grade level intelligence/aptitude (but failing everything) which shows that acheivement gap they talk about.

That's the good. Bad and ugly were at the meeting too. The school staff was determined to get their pound of flesh. They kept insisting at various ways and various times throughout the meeting that his qualification be changed to emotionally disturbed based on his "defiance" and "anger" despite evidence that he did not qualify under that because he did not display an inability to learn. "Score one for DS" his teacher said sulkily. I was shocked to hear that he has been removed from class, by one or TWO people the principal glibly chimed in, 8 out of the past 30 days for behavior issues (read sensory issues). There is record of 1. 1 referral. The other 7 are inexplicable. How is this acceptable on the schools part? My son has a BIP under 504 and brought home a perfect behavior score nearly every day- no notes about being removed from class. I thought behaviorally things were going great based on this information which is the behavior communication plan we set up in 504 meeting in late Nov and the teacher/principal were delighted to report that I was wrong and behavior was completely at odds with what they have been reporting home to me. Zing! The principal said "When DS comes to my office I can often get him to talk about anything other than what he was sent there for- that's not PDD NOS behavior that's SNEAKY behavior!" His teacher nodded vigorously beside me "Yeah because he's getting what he wants". The school special education teacher asked what PDD NOS is half way through the meeting. Then why it would qualify him for autism help. Then if due to defiance and rage ED wouldn't be better. When the family advocate was describing the disorganization and executive function deficits that prevent him from being able to follow multi step instructions the special Ed teacher interrupted and said "no that's just defiance because he doesn't want to do it!" I detailed out how this has been a struggle every year since he was a hopeful big eyed kindergartner who only wanted to please but could never get his coat in the right cubby...ever. Not out of defiance. It made me sad and honestly concerned about DS to see the facades slip and the anger behind them, how in my view there was a collective effort to "get DS" and "teach him a lesson". I hope we can get an IEP in place that will help him. The principal commented about getting him out of there and I think that's best too, considering the bias and that their special educator doesn't even know what his disability is.
 
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#8 ·
The school staff was determined to get their pound of flesh. They kept insisting at various ways and various times throughout the meeting that his qualification be changed to emotionally disturbed based on his "defiance" and "anger" despite evidence that he did not qualify under that because he did not display an inability to learn.
He also doesn't qualify because he has autism. It is completely bizarre to me for staff with disagree with the school psychologist when the school psych is saying it isn't ED.

I was shocked to hear that he has been removed from class, by one or TWO people the principal glibly chimed in, 8 out of the past 30 days for behavior issues (read sensory issues). There is record of 1. 1 referral. The other 7 are inexplicable. How is this acceptable on the schools part? My son has a BIP under 504 and brought home a perfect behavior score nearly every day- no notes about being removed from class. I thought behaviorally things were going great based on this information which is the behavior communication plan we set up in 504 meeting in late Nov and the teacher/principal were delighted to report that I was wrong and behavior was completely at odds with what they have been reporting home to me.
This is truly crazy. He brings home a behavior report EVERY DAY but they don't mark his behavior on it???? Please keep records of all this. The way they act isn't legal, if you end up deciding you want to file for due process hearing for a private placement, all this will be relevant.

The school special education teacher asked what PDD NOS is half way through the meeting. Then why it would qualify him for autism help. Then if due to defiance and rage ED wouldn't be better.
Sadly, I'm not surprised. There is very little autism education in sp. ed. teacher school.

I hope we can get an IEP in place that will help him. The principal commented about getting him out of there and I think that's best too, considering the bias and that their special educator doesn't even know what his disability is.
I hope so too. Wight's law is a great references:
http://wrightslaw.com/

I would also start checking into private school for special needs in your area and see if there is something appropriate for him, then I would consider taking them to court and get a order that that have to pay for it. Under federal law, if they can't or won't educate your son, they get to pay for someone else to do it.

I'm very, very sorry that you and your son are going through this.
 
#7 · (Edited)
Heather, I can't imagine professionals at my kids' school acting or talking that way. This just isn't right. I wish you strength in this situation and wish I knew of some concrete help to give you.

Even if your child had "Oppositional Defiant Disorder" the recommendations wouldn't include spanking, as your principal seems to want to do. I assume you must be rural, or you'd have more choice.

Are you aware of any other kids with special needs in the school? Have you talked with those families?
 
#9 ·
Thanks for taking the time to read and reply! I have a bunch of books here including Wrightslaw about special education and IEPs- I've done quite a lot of research but so far I've limited it to where I was in the process (evaluation, qualification, 504) and now I'm exploring IEP creation, goals, least restrictive, and placement more in depth. I'm putting out feelers for advocates, other parents too so I can get some advice and insight as to what's available locally. Lots of horror stories about how hard it's been to get help for their kids or how many times they've been denied is mostly what I've run up against- very adversarial system in place. DS could function in gen Ed with a 1-1 aid but the principal already randomly said during child study "we're not giving him an aide, there's no money for that"- I read that's illegal, pre determination?

We are sort of a rural district. I was 7 months pregnant when we moved here and loved the small town atmosphere, didn't anticipate we'd need big city specialists. DH left one month after DS was diagnosed.
 
#10 ·
Have you looked into whether or not your son qualifies for medicaid? Even if you/your ex have insurance and make a decent living, you could still qualify for him. Some states will also qualify special needs kids specifically.

Having medicaid could open up some options and make things easier for you, since it's already been a problem once. And if you're paying for anything out of pocket, that'll also help with the costs.
 
#11 ·
I'm looking at getting Medicaid for him! A local mom acquaintance offered to help
Me do the paperwork and sort it out- she does this for foster families and has a special needs child so is familiar with the process.
 
#12 ·
I've recently thought the same thing... that I am not advocating Enough... maybe I need a representative for me.
And maybe that's what it takes.
I have an MA in Education but I am not an educator of small children. That my son is in an "exceptional kids" classroom, for me right now, just means that his teacher is totally accessible and I can annihilate her with questions. And she answers. She is Amazing. But that is just this year.

And still... my kiddo will technically graduate out of speech therapy this year and be 100% mainstreamed... with NO IEP next year.
I am Screaming.

There comes a point when you need an advocate, maybe.
I'm at that point.
Maybe you need an advocate in the door with you to make sure. Because my kiddo is graduating out of something that we ALL know he shouldn't... but because none of us seems to have the voice to change things....
 
#14 · (Edited)
The family advocate/case worker seems to have had a gag order placed on her. She advised me she was told she had overstepped her bounds, would be unable to come to the next IEP meeting, her schedule is too full to meet with me, and I should direct any further questions to the head of special education who will preside at the next meeting. She's an IEP team member and in reviewing IDEA this appears to be illegal- it says this requires written parental consent but having someone there who can't speak up won't help.

It looks like I'll be going it alone this meeting, I have lots of info but tend to get intimidated and rushed along.

FERPA requires release of educational records to the patents, which I have, to include written notes between staff and emails with PII, which I hope shed some light on what's going on. Clarification needed- DS has been pulled from class mysteriously- reported 8 of 30 in the last as many days without paperwork or explanation.

Creating goals this weekend! I think the things that would benefit DS the most would be sensory breaks and an aid (not necessarily 1:1 but to help with executive function and redirect when there's too much distraction or a power struggle. He can do this, just have to find the way!
 
#15 ·
We have an IEP! DS is starting at a new school so we did the meeting there. It was open and collaborative, a completely different experience. The staff was curteous and knowledgeable. The meetings at the other school were characterized by cruelty; eye rolls, mockery, bad behavior and shaming of the parent or child as well as accusatory statements were the status quo. They were about hate, this meeting was about heart- could feel it.

Even so....It's an open wound, like labor and delivery on the conference table, private and painful and fear that you might take a dump right there in front of everyone. Let's examine all the ways your child is failing, all their deficits, all their subsequent bad behaviors from the lens of one sidedness. Can there possibly be a more uncomfortable setting? Yep his handwriting is horrible, he has anxiety, he said the "d" word or even better lets just report it as he uses inappropriate language or curse words and let your imaginations run wild. And hey, think this is a hemorrhoid? I am flayed open while you sit in judgement of my parenting, my child, who according to this report sounds like a completely nonfunctional juvenile delinquent. But we made it through, sticks and stones and all.
 
#16 ·
The evaluations we've had have emphasized his strengths as well as his weaknesses. I know that the weaknesses are the bigger worry but I still think they should highlight what's GOOD about the child as well. I'm glad that they're a better group than the first one was. I hope they can help. The right practitioner makes a world of difference.
 
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#17 ·
I'm glad to hear that he is changing schools and that he has a better team!


This is mostly a rant.....
A lot of people working in education and even sped don't realize how important it is talk about the child's strengths and to include those strengths prominently in the IEP. The form my district uses for IEPs has blanks to list four strengths and I've inherited IEPs that listed 1. One IEP didn't list any. I've brought it up in department meetings and I've talked to all the gen. ed. teachers I work with about WHY it is important at every meeting to look the parent in the eye and have at least one nice thing to say about the child, even if the child screamed the F-bomb in class the day before (which one of my students did twice last week) or distracts other kids from learning every day. Every single child has strengths and good qualities, and if we can't fine them, then we aren't trying hard enough to see the positive. Parents need to hear about the positives because they need to know that we see their child, who they trust with us for a big chuck of the day, as a whole person -- a person worthy of dignity and respect. From personal experience, I know that sometimes I needed to hear my DDs strengths from others because I was having a hard time seeing them myself. I needed the reassurance.


My vice-principal attended my first IEP meeting this year because I'm a new teacher, and at the end, she wanted to clarify that I was a new teacher and not just new to the school because she said it was one of the best IEP meetings she had even been to. I told her that I think the world would be a better place if nobody got to lead an IEP meeting until after they had gone through one from the other side of the table. They should have to listen to "professionals" talk about their own child about the various ways in which their sweet baby doesn't measure up.
 
#19 ·
I have not been on the Board lately, but I have 2 kids on IEPs. My sister is also a special ed teacher, and she gave e the best advice ever. I ask for all the paperwork for the IEP one week in advance of the meeting. It met with a lot of resistance at first, but I was insistent and went to each person and explained that having the paperwork in advance allowed me to read it, and ask any questions directly to the appropriate person, so we could have a smoother meeting.

In reality, it helps me focus, and if I have a problem with something, it is much easier for me to convince the person who wrote that specific portion (and have them listen and not get defensive), when we are one on one than when we are in a big group.

I also try to start the meeting with what my long term goal for the year(s) is, so we are all working on the same end result. I have often found that we have very different goals. I would like DS to be able to transition to middle school without needing a helper in class with him to stay on task. Because socially, that would be best for him. The school initially planned for more support to address behaviors. They were looking at what was best for him while in elementary, I was just looking further ahead.

We were able to come to a compromise and phase out the daily reporting & minimize the one on one time to writing, where he is struggling.
 
#20 ·
Hi. I realize that this thread is about eight months old, and, having read through it, I noticed that you found a new school for your DD child. I hope things are continuing to improve in your child's life and in your dealings with the school district. I'd like to offer just a few thoughts/suggestions that I believe are imperative.

First, and foremost, I encourage you to stop judging your position as advocate for your child. From what I read in this thread, it is so clear that you love your child. There is nothing that can create a stronger sense for advocacy than a parent's love for a DD child.

A little background: I am the single parent father of an 18 year aged young man who sustained a severe traumatic brain injury (TBI) through child abuse at age 24 months. I spent many, many hours over the past 16 years learning first about the medical aspects of TBI. As my boy grew and his particular (every TBI is unique) issues emerged I changed the focus of my personal studies of TBI to a more developmental angle. He has had an IEP throughout the entirety of his journey through academia. I always felt comfortable and acknowledged at the IEP meetings; that is, until there was, in high school, a disagreement about placement and FAPE. Suddenly, I realized what I believe every single parent of a child with any sort of special needs should know:

It doesn't matter how much you know about your child's issue, developmentally or medically. The single most important body of knowledge is that of the IEP process an of the various services available for students within a school district's special services program.

The best way to get all members of an IEP team to be on their best behavior is to notify the IEP team in advance (usually 24 hours) that you will be making an audio recording of the meeting. This piece of evidence will usually stop all the bad behaviors or get those "team members" who are not necessarily required to be at the meeting to stop attending altogether. Even if things are going well with the IEP process and the team, you should be recording the meetings - tell them in advance because they are then required to make their own recording.

Another thing that must be done when you as a parent do not feel that the team is acting in the best interests of your DD student: Make an appointment and go speak to the Director of Special Services at the district office. While you meet with him/her extend an invitation to the next IEP meeting. Try and obtain a commitment from the director to be in attendance at the next IEP meeting; the reason behind the need for their attendance is only to ensure that your voice is both heard and acknowledged in the IEP meetings. Be prepared with each item that you think is wrong about the IEP team's recommendations (they are just that, "recommendations") and what violations have occurred (the statements/actions of some of the administrators you described are absolutely illegal and would create a "slam-dunk" win at a due process hearing). Also, indicate each and every service, accommodation, modification, and annual goal that you believe would help your DD student to simply learn and perform better in the educational setting.

Now, here is, perhaps the most difficult approach you must take; it is the most likely reason, in my humble opinion, that so many parents of DD students feel that they have no control of the IEP team and the process of creating the best educational approach for their children. It is why some would choose to employ an advocate to attend the meetings with them. We must always, as parents of our DD children, remember when we are dealing with any school personnel or while attending/participating in any meeting with school personnel to act diplomatic and businesslike. This is simple to state and so very hard to do. The very essence which motivates us to become advocate for our children - love - is the same ingredient which can lead the team to see us as parents in a poor light. If a parent can state how much they love their DD child and also communicate in a professional, well-mannered way all of the "business" of educating their child, this behavior will go far in the endeavor of getting what is needed for their DD student.

You entitled your OP in a way that demeans you as an advocate for your DD child, but everything I read in your post shows you have gone above and beyond what I know of most parents of DD children. The fact is that many do not even attend IEP meetings. Look into the mirror and acknowledge that you are the best advocate for your child. Admit your humanity, but realize that everything you do for your child is for their good.

Some final info:

Check the website for the Department of Education for your state; they should have a listing for low cost/no cost child advocate attorneys.

Be exhaustive with the things I suggest before considering a due process hearing. When you participate in the IEP process, you are in control of what happens with your child's education. Once you begin the process of a formal hearing, the decisions about your child's education are ultimately out of your hands. School districts also want to avoid due process.

Never, ever release a district, through contract, of their liability to the IDEA federal law for the education of your DD child.

Become familiar with the IDEA (It's not so big that you can't take it in)

Know your parental rights, period.

Finally, I truly hope this helps with your work as advocate for your DD child's education. I hope that any other parent(s) who may read this are also helped. It is never too late to take a stance as advocate. Our love for our children can potentially make us the most powerful advocate they could ever have.

Respectfully and with kind regards,

Steve
 
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