school is *done* with my explosive child - Page 3 - Mothering Forums

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#61 of 97 Old 05-22-2010, 10:17 PM
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Originally Posted by kavamamakava View Post
The school is to blame because they are not allowed to just give up and refuse to educate a child with special needs. Period. End of Story. It's illegal.
Even if he's violent?

"Our task is not to see the future, but to enable it."
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#62 of 97 Old 05-22-2010, 10:36 PM
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If the child's violence is a symptom of a disability, the school has to educate that child even if they are violent.

Regardless of the cause of the violent behavior, a five-year-old cannot be permanently excluded from public education in the US. Children have due process rights to protect them from being denied access to education.

A child whose behavior is intractably and unmanageably violent should not be educated in a regular classroom, but that child cannot be deprived of an education. A five year-old exhibiting intractably and unmanageably violent behavior is almost definitely dealing with some form of disability.
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#63 of 97 Old 05-22-2010, 11:12 PM
 
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Even if he's violent?
Yes. If there is a special need/disability that presents with violent outbursts as a symptom, a public school is not legally permitted to refuse to educate such a child. It is illegal to not educate your child and it is illegal for public schools to prevent full access to public education to any child.
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#64 of 97 Old 05-22-2010, 11:12 PM
 
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Also wanted to add that getting urine based lead testing can be helpful. We had no idea that we had lead solder in our fairly new house. Our son (who had some similarities to yours at that age) had high lead and mercury ('nother story). We got him cleaned out and it improved things a lot. (We also had to get a water filter system since we couldn't rip out all our pipes).

 
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#65 of 97 Old 05-23-2010, 12:36 AM
 
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Originally Posted by kavamamakava View Post
Yes. If there is a special need/disability that presents with violent outbursts as a symptom, a public school is not legally permitted to refuse to educate such a child..
They legally must provide an eduation for a child with a disability in the least restrictive environment possible. That can be an alternative placement in school solely for kids with behavoir issues, a private school at the district's expense, or a home tutor.

They are not required to keep a violent child, even one with a dx, in a regular classroom.

Public schools are not required to to provide an education to a violent child without a dx, which is one of the many reasons that refusing an appropriate dx is harmful to a child.

but everything has pros and cons  shrug.gif

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#66 of 97 Old 05-23-2010, 04:14 AM
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i just want to toss this place out to the OP: The Family Hope Center.

i have seen *miracles* coming out of the work of these neurologists. it's amazing work, and i truly believe in it.

worth a look at least.
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#67 of 97 Old 05-23-2010, 07:31 AM
 
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If you want to push this the law is probably on your side.The boy who would hurt my ds in K was a *special* child. The school backed that child up far more than they did my own child.



If the school does not work with you consider another.Most schools are doing open enrollment these days due to the loss is student enrollment.

No one will support your child like you,so don't give up no matter what they say.
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#68 of 97 Old 05-23-2010, 07:41 AM
 
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They legally must provide an eduation for a child with a disability in the least restrictive environment possible. That can be an alternative placement in school solely for kids with behavoir issues, a private school at the district's expense, or a home tutor.

They are not required to keep a violent child, even one with a dx, in a regular classroom.

Public schools are not required to to provide an education to a violent child without a dx, which is one of the many reasons that refusing an appropriate dx is harmful to a child.
The child in this situation is not being offered any education at all. He does have a diagnosis and a 504. He has a clearly documented disability. The child has a right to an education and the school is not legally allowed to just wash their hands of a student. They have dropped the ball and are hoping the family just figures out an alternative that doesn't involve public school. But that doesn't mean the child has no right to full access to a public education. Of course he may not end up being served in a mainstream classroom, but there are many other options and there's a huge maze of paperwork and IDEA regulations to wade through. The idea that if a 5 yr old child is violent a public school may refuse to educate is absolutely wrong. Of course there's fine print and details and a maze of guidelines, supports, and options, but the bottom line is that a public school is for ALL CHILDREN, not just the ones they can deal with.
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#69 of 97 Old 05-23-2010, 08:11 AM
 
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I hope you can get things worked out for your son, it sounds like an exhausting process.
Just want to add to a few of the comments regarding food. My nephew was very much like this. He was literally bouncing off the walls and had explosive outbursts. Finally, after having him at my house and destroying a chair and exploding at me for asking him not to spit in the house, I called my sister and said I think we should look into doing an ADHD diet or something.
She said she was already on her way to the health food store because the day before was just the final thing that made her believe this could not be handled by endlessly trying different techniques to help him.
She had great luck to meet an employee there whose child was now a teenager and had been the same as my nephew when he was 4.
She advised her to immediately start supplementing with Magnesium and begin a diet with no processed foods, no dyes or sugar.

Just from the magnesium, the change was incredible. She started it right away and then he missed a day a couple weeks later and exploded that day just like he had been.
As she moved up in dose, he would stay on an even keel and then start slowly acting out and it was time to increase again. He had loose bowel movements when the dose went up and she kept it at that level until they returned to normal. The lady had given her a number to work up to, but to do it slowly and let his body gradually adjust.

She changed his diet that day. Only whole grains, with the first ingredient being whole wheat or whatever grain, not just whole grains as part of it.
No added sugar at all. Nothing with food dyes or artificial flavors etc...
It sounds restrictive but it really isn't once you look into the foods he can have.

She and his Dad are separated and for a long time he wasn't willing to follow the guidelines she gave him and would give him fruit punch or a cupcake or some kind of junk food on his visitation days. He would come home acting like before. Finally it was so obvious, even to him, that he stopped messing around and followed the diet.

Now it has been a year and my nephew still wants junk when we are at a party or something but he actually stops himself most of the time and says, no that isn't good for my body and will make me feel bad.
He really understands it and remembers how it was for him.

I'm sorry this is so long and not about the school. I just wanted to give you his experience because he sounds so similar.

I hope everything works out for you both, I know how difficult and helpless you can feel.

Take care,

Deb

Deb, Mom to Madeleine 8/2005 and Maia 11/2009 Nick: and Chris
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#70 of 97 Old 05-23-2010, 01:49 PM
 
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Originally Posted by kavamamakava View Post
The child in this situation is not being offered any education at all. He does have a diagnosis and a 504. He has a clearly documented disability.
there's not a clear correlation between his dx and his violent behavoir. A dx isn't a free pass.

The mom's post aren't completely clear, but she's seem relectant to get her child a dx that would explain his behavoir or to try things.


[QUOTE=janeisabelle;15423030]He does have a Behavior Intervention Plan, but I didn't sign it [/QUOTE

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The school says they don't feel he is EI, and the volunteer advocate said not to push for it as it could be a stigma in the future when his behavior is better [if it is and I am working so hard toward that].

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Originally Posted by kavamamakava View Post
it is illegal for public schools to prevent full access to public education to any child.
that's not quite right. It's "least restrictive environement possible" not "full access."

but everything has pros and cons  shrug.gif

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#71 of 97 Old 05-23-2010, 01:49 PM
 
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In order for a child to have an IEP, they must be diagnosed with something that qualifies for an IEP, such as a medical diagnoses of autism. It's really a pretty short list of things that qualify.

This is part of the reason that refusing a label for child *which the child qualifies for* is a bad idea. Parents who refuse to allow their child to be labeled are turning down the IEP and money, and tieing the schools hands.

If you can't be honest with yourself, then there's not much the school can do to help your child.
As others have said, a diagnosis of ADHD will qualify the child for an IEP under the "Other Health Impairment" category. There are more services available of the child also has another area of disability but he would get services.

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Originally Posted by Linda on the move View Post
They legally must provide an eduation for a child with a disability in the least restrictive environment possible. That can be an alternative placement in school solely for kids with behavoir issues, a private school at the district's expense, or a home tutor.

They are not required to keep a violent child, even one with a dx, in a regular classroom.

Public schools are not required to to provide an education to a violent child without a dx, which is one of the many reasons that refusing an appropriate dx is harmful to a child.
There are lots of things that the school can do that don't require suspension. My son isn't violent at all, but he does get over stimulated. The resource teacher sometimes works with him in his kindergarten classroom and sometimes she pulls him out. She used to take him right before it was time for him to get on the bus and do calming exercises. Then put him on the bus after the other children were seated. That simple change has made a HUGE difference in his bus riding experience.

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Originally Posted by mattemma04 View Post
If you want to push this the law is probably on your side.The boy who would hurt my ds in K was a *special* child. The school backed that child up far more than they did my own child.



If the school does not work with you consider another.Most schools are doing open enrollment these days due to the loss is student enrollment.

No one will support your child like you,so don't give up no matter what they say.
I've never heard of open enrollment, so I'm assuming that "most" schools aren't doing that. I know they don't do it here and I'm willing to bet that "most" schools aren't accepting children with documented behavioral problems.


Why isn't the psychiatrist/psychologist attending the IEP meetings with you? He should be willing to do that since it's a common request. That would make a huge difference.
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#72 of 97 Old 05-23-2010, 02:08 PM
 
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Right. There are a number of placement options that can (and are supposed to) be used for children with an IEP.

In order of Least Restrictive to Most Restrictive (per IDEA Law):

Quote:
General education classes:
Whenever appropriate, students with disabilities will be educated in the general education classes. In addition, whenever possible, they will attend the school they would ordinarily attend if they were not in special education.

General education classes with collaborative consultation:
In order for students with disabilities to be appropriately educated in general education classes it may be necessary for their teacher to consult with special education personnel to receive guidance and support.

General education classes with designated instruction and services:
Designated instruction and services assist students with disabilities to benefit from their general education program. Some examples of designated instructional services are language and speech services, adapted physical education, counseling and physical and occupational therapy.

General education classes and resource specialist program:
A resource specialist program provides instruction and services to students with disabilities assigned to the general education classroom for the majority of the school day. The goal of the resource specialist program is to enable students with disabilities to succeed in the general education environment. The program provides assistance in a variety of ways depending on the needs of a particular student.

General education and special day class:
Depending on their needs, students with disabilities may be educated in general education classes for part of the school day and special day classes for the other part of the school day.

Special day classes:
Special day classes serve students who, because of their disabilities, cannot participate in general education classes for a majority of the school day. These classes are provided on general education sites. As appropriate, students enrolled in special day classes interact with their general education peers through academic, non-academic and extracurricular activities.

Special schools/centers:
Students are enrolled in special schools/centers when it determined that the nature and severity of their disabilities require more intensive educational instruction. As appropriate, students enrolled in special schools interact with their general education peers through academic, non academic and extracurricular activities.

Non-public schools:
When no appropriate public education program is available, a student with disabilities may be placed in a non-public school under contract with the District.

Home or hospital:
Students with a verified medical or emotional condition that prevents them from attending school may receive services on a temporary basis in the home or a hospital.

State residential schools:
State residential schools provide comprehensive assessment and services for students with visual and/or hearing disabilities.
An IEP forces a school district to utilize these options, starting at number one and moving on down the line, until the entire team (which includes parents) finds the least restrictive option that works. A 504 plan does not require a district to consult with parents or to work down that list. (some will do it anyway, but others make you jump through hoops and red tape to get it in writing in an IEP - and it sounds like the OP's district decision makers need that documented requirement to move forward) That's why the fight for an IEP is worth it.

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#73 of 97 Old 05-23-2010, 02:25 PM
 
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I second the suggestion to get another evaluation. I would call around and ask questions and explain your situation. When my ds was 4 and I volunteered for United Way they gave me lots of resources and opportunities to connect with people who were able to help me with my son. Another place that might point you in a direction is a children's hospital. Our hospital had a huge library and I never set foot in it because a student researched all the info I needed and sent me copies in the mail. We had an eval done at the hospital and it took about 2.5 hours.

You probably want to stay in the same school instead of moving him , but if you had him tested in another district then you might have better luck getting services.
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#74 of 97 Old 05-23-2010, 02:37 PM
 
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OK - found the legal info regarding how a child on an IEP may be discipline versus how a child on a 504 may be disciplined --

Children with an IEP are protected by IDEA Law. Children on a 504 are not.

Quote:
Discipline http://www.wrightslaw.com/info/sec504.summ.rights.htm

The IDEA child (a child with an IEP) has the right to FAPE (Free Appropriate Education - meaning paid for by the school district), even if expelled from school.

If the Section 504 child misbehaves and the school decides the child's behavior is not a manifestation of the disability, the child can be expelled from school permanently.
Accepting a code of Other Health Impaired or Emotionally Handicapped or whatever applies best to your child is necessary to get on an IEP to get the protection offered by IDEA Law. (in my kids' cases they are coded with Autism because they are all on various parts of the PDD Spectrum) Otherwise the school is legally allowed to expel for violent behavior.

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#75 of 97 Old 05-23-2010, 02:37 PM
 
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I've never heard of open enrollment, so I'm assuming that "most" schools aren't doing that. I know they don't do it here and I'm willing to bet that "most" schools aren't accepting children with documented behavioral problems.
I hear it brought up here a lot; open enrollment allows you choose to go to any school in a designated area (district, town, etc.) My district is growing faster than it can build schools so enrollment is restricted; if you don't show up the first day of school you can loose your spot at that school and be sent to an "overflow school". However, in my area magnet schools are normally open enrollment within the district.

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#76 of 97 Old 05-23-2010, 03:35 PM
 
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[QUOTE=Linda on the move;15437015]there's not a clear correlation between his dx and his violent behavoir. A dx isn't a free pass.

The mom's post aren't completely clear, but she's seem relectant to get her child a dx that would explain his behavoir or to try things.


Quote:
Originally Posted by janeisabelle View Post
He does have a Behavior Intervention Plan, but I didn't sign it [/QUOTE






that's not quite right. It's "least restrictive environement possible" not "full access."
Not sure why you're arguing with me *headscratch*
ALL children have a right to FAPE in the least restrictive environment. A public school system can't just spit out a child and forever bar that child from education. THIS child has a diagnosis and a 504. Clearly something isn't working and there needs to be a change in how the school addresses the issue so that the child can attend. Bottom line, a school can't just give up on such a child. What schools can, and often, do is act like there's nothing they can do so that the parent, with her back against the wall, digs through all the IDEA codes and state codes and finds out what her child needs that the school must, by law, provide, and then calls a meeting with the school and presents a case for what the child needs and how to provide it. The school provides it or comes to a middle ground. Or they end up in court in front of a judge if there is a disagreement. In the end, the judge either says the school must provide the services the parent is asking for or makes some other type of determination.
You can quibble semantics with me all you want and bring up invisible kids who are not the child discussed in this thread, but I really don't see the point. For those who do not parent children with special needs, they might be interested to know that a public school is not allowed to just wash their hands of a child and leave it up to the parent to home school or pay for private school. ALL CHILDREN IN THIS COUNTRY HAVE A RIGHT TO A PUBLIC EDUCATION.
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#77 of 97 Old 05-23-2010, 03:54 PM
 
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The child in this situation is not being offered any education at all.
How do you come up with this? He is on a 5 day suspension. Other than that he IS in school, in class full time. there is a possible full time suspension for the future, but nowhere did they say they were not going to be providing education for him still just that it won't be in the school.

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Clearly something isn't working and there needs to be a change in how the school addresses the issue so that the child can attend.
I agree with this. Something isn't working. The OP stated that her son has a 1-1 aid, but also said this aid works with the other kids in the class, so then that aid is NOT a 1-1 aid for her son.

What may be happening is that this school admin has never had a child like this & therefore has no idea what to do to help him. Special ed teachers are not always full of knowledge to help the children. The school has been trying stuff it just isn't working 100% of the time(and really, it won't work that often until that behaviour is completely gone).

Getting an IEP would help, but the OP needs to sign that behaviour plan. It'd give the teachers/admin more that they can do. She needs to stop listening to the volunteer person. IMO she needs to stop listening the psychologist, psychiatrist whoever that was.

She DOES need to sit down & say look we've tried, a-z & it isn't working. can we try 1-10 now. 1-10 should include a new evaluation, looking into spd9he may need sensory breaks so he doesn't get overwhelmed & violent), pulling her son out of class to a separate room to work, getting an IEP & a true 1-1 aid. If I was the OP I'd go back & see how often this violent behaviour was happening before & see if it has actually improved over the school year, gotten worse or stayed the same.

I would also really push for them to not do anything permanent for this school year which would have a max of 5 weeks left. Get through this year & try new in the fall. A new teacher, class, etc may make a difference in his behaviour.

Getting an IEP does not mean this kid's services will be funded. Here you need 2 diagnosis to get ANY funding and it often isn't enough. I work with a 8yo low functioning autistic boy who is at a 13month old level, some days he's barely at a 4month old level. He does not speak, has zero motivation to do anything, will eat anything he thinks resembles food(severe oral sensory issues) except fruits & veggies. He is only in his grade 3 class for gym & most days we leave that early. He cannot do anything that his class does eduation or physically wise. On top of that he had epilepsy. He CANNOT EVER be left alone, 5 feet away is sometimes too far. He does have an IEP, but is only funded half time. They(the OT, behaviour psychologist, & SLP) want him in the classroom more, but it does not benefit anyone.
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#78 of 97 Old 05-23-2010, 06:36 PM
 
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How do you come up with this? He is on a 5 day suspension. Other than that he IS in school, in class full time. there is a possible full time suspension for the future, but nowhere did they say they were not going to be providing education for him still just that it won't be in the school.
I think that threatening a full time suspension is the same thing as not providing education. What else does it mean?
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#79 of 97 Old 05-23-2010, 07:06 PM
 
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I would agree with you in many cases but in this case, the OP has refused to sign off on a behavior plan.
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#80 of 97 Old 05-23-2010, 09:00 PM
 
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He *is* physically attacking adults in the school about once a week.
Quote:
They talk about the safety of the teachers and other children and 'harm to himself and others'. He *is* melting down and hitting and kicking.
Quote:
Originally Posted by janeisabelle View Post
He does have a Behavior Intervention Plan, but I didn't sign it because the psychiatrist said not to because it isn't enough.
Quote:
Originally Posted by janeisabelle View Post
Okay, I asked the volunteer if not signing the Behavior Plan was keeping them from implementing it and she said no and that I still shouldn't sign it...but I am suspecting that maybe I should sign it...Okay, reading the second post about it...I should sign it.
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The school says they don't feel he is EI, and the volunteer advocate said not to push for it as it could be a stigma in the future when his behavior is better [if it is and I am working so hard toward that].
IMHO -- Unfortunately, I really think refusing to sign the behavior plan or accept a code is what tied staff's hands (as to not being able to help him as much as they can - because clearly some *do* want to per the OP) and what let the school district feel off the hook re: being responsible for providing a FAPE. (and I'd consult a lawyer b/c maybe they are now, which is scary) A behavior plan is technically a special education service and under IDEA Law--
Quote:
A public agency that is responsible for making FAPE available to a child with a disability must obtain informed consent from the parent of the child before the initial provision of special education and related services to the child.
[34 CFR 300.300(b)(1)] [20 U.S.C. 1414(a)(1)(D)(i)(II)]

If the parent of the child refuses to consent to the initial provision of special education and related services, or the parent fails to respond to a request to provide consent for the initial provision of special education and related services, the public agency:
• Will not be considered to be in violation of the requirement to make available a free appropriate public education (FAPE) to the child for the failure to provide the child with the special education and related services for which the public agency requests consent
; and
• Is not required to convene an IEP Team meeting or develop an IEP under 34 CFR 300.320 and 300.324 for the child for the special education and related services for which the public agency requests such consent.
[34 CFR 300.300(b)(4)] [20 U.S.C. 1414(a)(1)(D)(ii)(III)]
Even something as simple as removing a child to a different room to receive his education for a portion of the day when he's having a hard time requires red tape and paperwork. Removing from the regular classroom once a week or more means he is being removed from the 'least restrictive environment' (which as we all know is not always the *best* environment) and they need parental permission to do that. Behavior plans usually include an opportunity to 'cool down' away from classmates, allowing for removal from the LRE. They are also documented proof that you ARE working with the school (consenting) and supporting them in their efforts.

Sigh. Sadly, nothing logical and best is ever easy anymore.

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#81 of 97 Old 05-23-2010, 10:18 PM
 
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I think that threatening a full time suspension is the same thing as not providing education. What else does it mean?
suspension just means he's not in the building, not that education is not happening at the school's cost.

Quote:
Removing from the regular classroom once a week or more means he is being removed from the 'least restrictive environment'
no it doesn't. Moving him to a separate room is putting him in the least restrictive environment. Being in the class is causing a problem for her son, being out the class could help his behaviour & outbursts.
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#82 of 97 Old 05-23-2010, 11:22 PM
 
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Sorry --

I was talking in terms of the continuum of placements -- how placements are looked at in general not on an individual level. Regular classroom here is generically labeled the least restricted because it is a 'typical' classroom full of 'typical' peers. It takes paperwork (and often a code of some sort) to place a child in the least restrictive environment specific to him/her.

So absolutely HIS least restricted environment sounds like it is not the regular classroom. ITA. But the school cannot decide or act on removing him from what is typically considered the least restrictive environment without a parent agreeing/signing paperwork to that effect. Does that make more sense?


FWIW - BTDT with one of my kids who needs to be removed from class to regroup.

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#83 of 97 Old 05-23-2010, 11:27 PM
 
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Getting an IEP does not mean this kid's services will be funded. Here you need 2 diagnosis to get ANY funding and it often isn't enough. I work with a 8yo low functioning autistic boy who is at a 13month old level, some days he's barely at a 4month old level. He does not speak, has zero motivation to do anything, will eat anything he thinks resembles food(severe oral sensory issues) except fruits & veggies. He is only in his grade 3 class for gym & most days we leave that early. He cannot do anything that his class does eduation or physically wise. On top of that he had epilepsy. He CANNOT EVER be left alone, 5 feet away is sometimes too far. He does have an IEP, but is only funded half time. They(the OT, behaviour psychologist, & SLP) want him in the classroom more, but it does not benefit anyone.
That's so sad.

That's not how it works here. They can't just not fund services agreed to in the IEP. (though districts will try) If you get an IEP, every goal and service that is within that IEP is legally required to be fully funded per U.S. Federal Law.

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#84 of 97 Old 05-24-2010, 02:27 AM
 
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But the school cannot decide or act on removing him from what is typically considered the least restrictive environment without a parent agreeing/signing paperwork to that effect. Does that make more sense?
I suppose this would depend on the school/district. At the beginning of the year we tried to keep the boy I work with in the class. Day 1 I had him out & we haven't gone back in except for my breaks & gym class. my breaks, the teacher has the class schedule set up so it's not a time which would be distruptive to the rest of the class & vice versa. We gave up on music class(too noisy) and any art activities(eats everything). The teacher finally "got it" that he could not be in the class when a sub-ta brought him in & tried to do stuff with him while the class was learning. The parents were not consulted, they were told that we were not keeping him in the room, they did not have to sign anything agreeing to it. It is the ONLY way he could be at school.

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That's not how it works here. They can't just not fund services agreed to in the IEP. (though districts will try) If you get an IEP, every goal and service that is within that IEP is legally required to be fully funded per U.S. Federal Law.
He gets the services. He's only funded half time from the gov't. The other half comes from the school. he should be funded 100% from the gov't & because whomever decides how they put gov't funding through(has nothing to do with the school), it is keeping school money away from other students who could use extra help & will benefit from that help. This school NEEDS a full time floating TA, but can't afford one because the 3 severe special needs kids aren't getting full funding from the gov't. 2 are funded from the gov't half time - 1 is low functioning autistic & the other is high functioning autistic(though does fine with other students helping him). The 3rd is not funded from the gov't at all, a DS child who is pulled out of class for most of his school day. There was another high functioning autistic boy who was not funded. There is another child who needs a 1-1 aide, but isn't funded at all & the school does not have the funds to provide one for him next year.
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#85 of 97 Old 05-25-2010, 11:53 PM
 
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I would take him to a different psychiatrist and have a full assessment done. I don't know nearly enough about his behaviour to make any kind of assumption but I do want to note that Early Onset Bipolar Disorder is often misdiagnosed as ADHD. Again, not saying that he would have anything like that but it sounds like there could be more going on.
I thought that as well. My son has juvenile BP, and I don't know if I'm just projecting. I do know, however, that Prozac will cause the kinds of problem you're seeing in your son in someone who is bipolar. Taking an anti-depressant only makes us unstable, which in children tends to manifest in violent behavior.

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#86 of 97 Old 05-26-2010, 01:41 AM
 
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Violent behavoir can be caused by a variety of underlying problems. There's a boy in my DD's social skills class with Asperger's who has has a history of violent outburst when he hits sensory overload (my DD with the same dx, shuts down and starts stimming). This boy is the sweetest kid on planet the rest of the time.

I'm not suggesting that the OPers child has aspergers, but just that she find someone really, really good and figure out what is going on with her son before things get even worse.

I'm convinced that many kids who fail to finish high school or end up in jail have mild special needs that no one ever figured out.

but everything has pros and cons  shrug.gif

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#87 of 97 Old 05-27-2010, 06:30 PM
 
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She advised her to immediately start supplementing with Magnesium and begin a diet with no processed foods, no dyes or sugar.

Just from the magnesium, the change was incredible. She started it right away and then he missed a day a couple weeks later and exploded that day just like he had been.
I started supplementing with Magnesium this week and every day has been a "yellow" day (traffic light discipline system); the only phone call I received this week is when ds ate a huge ball of playdoh (playdoh eating has been a problem all year). Last week he had been suspended (again) and the three weeks before that had been nearly all "red" days.


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#88 of 97 Old 05-27-2010, 07:07 PM
 
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I started supplementing with Magnesium this week and every day has been a "yellow" day (traffic light discipline system); the only phone call I received this week is when ds ate a huge ball of playdoh (playdoh eating has been a problem all year). Last week he had been suspended (again) and the three weeks before that had been nearly all "red" days.

Awesome positive changes! (How the heck can they eat playdough? That stuff is pure salt! And yet all kids do it from time to time.)
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#89 of 97 Old 05-27-2010, 07:23 PM
 
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(How the heck can they eat playdough? That stuff is pure salt! And yet all kids do it from time to time.)
I don't know, but it's universal. No matter what group of little ones you're teaching, if you bust out the playdough, someone (usually several someones because of the monkey-see-monkey-do effect) will eat it.

Glad to hear about the positive movement!

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#90 of 97 Old 05-28-2010, 01:34 AM
 
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I haven't had time to read all of the replies, so I hope I'm not reposting someone else's suggestion, but...
I'm reading Boy's Adrift by Leonard Sax and though I'm not yet half way through I think this is a book that might really benefit you. It talks alot about boys not really being ready for school at 5 when a lot of girls are and recomends in some cases that boys that age be pulled out and put back in a year later when they're ready. I can't say if that's what he would recomend for your child, but I HIGHLY recomend this book to all mothers of boys. You might find some answers there.
www.boysadrift.com
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