Wow - look what some one wrote on the Wrightslaw blog:
"School personnel’s knowledge of the law is often based what they were told in a training program or by “word of mouth.” Like parents, few educators question what they are told. Very few school staff have read the law.
If you don’t have a copy of IDEA 2004 and the regulations, get one now!
You can download most of these documents from the Wrightslaw site. Click here for an overview of the IDEA statute."
IEP FAQs: Can More than one Disability Be Listed in an IEP?
I have been in a few IEP meetings where the parent was told the District only had to list one disability.
Posts
6 comments:
I am no longer an ESE teacher--except for the students I have in my suject ( I have returned to my original subject area). A number of my colleagues have done the same thing. This is all due to the things you bring up in your blog. Teachers at the school level do the best they can with the best interests of their students in mind--even to sacrificing their own time or time with their families. They rely on county level personnel and ESE Specialists to give them accurate information--but it doesn't happen that way most of the time. The SE Specialists ends up advocating/defending her teachers as well as her students. It's a lose-lose situation--for everyone except those who turn a blind eye and lose their memories when they get down to ROSSAC.Most of us who have returned or gone to the regular classroom feel we can still work with those ESE kids we have--we just aren't hogtied by all the other stuff hanging over our heads. Again--most of us stuck it out as long as we could--teaching doesn't pay the big bucks so when the satisfaction and working conditions aren't there.....
Yes, it is bad.
I don't know how much you know about my personal story. There are two parts to it. One part was all of the great people that helped teach my son and provided him many opportunities, which all of the kids should have.
The other part of the story is the few people who undid a lot of this great work and obfuscated issues and lied about a lot of things.
What made the bad situations worse was when we tried to bring in support for the site. This included trying to help the teacher, the ESE specialist and the Principal. In the three different sites where this outside help was rejected, things got worse, no matter how humbly we tried to get help. If you have experienced what I am talking about, then you understand. If you haven't seen it, it is hard to believe.
Like I said--been there , done that --got a new T shirt
In Hillsborough, at least at my school, we list all the disabilities if more than one is present.
We do have to choose which one is the "primary" disability. This is the one that requires the most service time.
How do you determine which one requires the most service time?
I think I can answer that. I have an SLD/Hearing Impaired student in my class. The SLD is "primary"(I think that's the term) because he's with SLD teachers in 5 classes a week(FUSE) and has only a weekly meeting with other teacher ( of the Hearing Impaired)who visits a number of sites per day(s). In IEP meetings, both are present.
Post a Comment