Hi , Just to be clear on your question.. are you wanting information about the IEP ( Individual Education Plan ) at school or his specific disability?

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Hi Tracey:

Here are some of ADDitude's best articles about IEPs - some resources to bring to your brainstorming meeting...

Free Printable: Classroom Accommodations for School Children with ADHD: http://www.additudemag.com/RCLP/sub/2739.html

Free Printable: Getting the Most from Special Education Meetings: http://www.additudemag.com/RCLP/sub/2738.html

A Parent's Guide to ADHD School Accommodations: http://www.additudemag.com/adhd/article/749.html

How to Write an IEP: ADHD Accommodations that Work: http://www.additudemag.com/adhd/article/753.html

IEPs for ADHD Teens: http://www.additudemag.com/adhd/article/2533.html

And more... http://www.additudemag.com/search/keyword/IEPs%20for%20Children%20With%20ADHD.html

Hope this helps!

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Anni, thank you! I made a memo of your suggestions and will have time to go ahead and review them. I appreciate it very much.

As to the other post, sorry I may not have been clear enough, I am looking for places to find suggestions for IEP's for children with EH IEP's. (emotionally handicapped, IEP's.)

Tracey

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Hi Tracy, There are 2 sites I have used recently. There is lots of information. If you go to "google" and type - "bipolar IEP school" - you will receive lots of references.

I recommend the following: schoolbehavior.com specialed.about.com pbs.org/misunderstoodminds

Hope this helps to get you started.

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hi, i am new to this but my son has adhd/bipolar/odd..., he constantly in trouble in scholl. he has made a disaster out of his 9th grade year and a nervous wreck out of our family. we live in georgia and the school offers no support. please help us Quote:

BP1201 said: Hi , Just to be clear on your question.. are you wanting information about the IEP ( Individual Education Plan ) at school or his specific disability?

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my son's school syas there are no programs to accomodate him in their high school???????

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Hi, I am sure the law is that if the public school doesn't have a place to accomodate your son's IEP goals then they have to find a program which will either nonpublic or another public school. Keep fighting!!!!!!!!!!!111

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One of the best sites I've found is www.wrightslaw.com. They have lots of information on how to create successful IEPs.

Another recommendation I can give you is the Depression and Bipolar Support Alliance. (www.dbsaalliance.org). If you go to the forums, you'll see there is a Parents Forum and in the top section, there is a thread about School Accommodations.

The Child and Adolescent Bipolar Foundation (www.bpkids.org) also has some good downloads about working successfully with the schools.

Here's two more and then you should have more information than you'll ever need! www.ldresources.org and www.ldonline.org

It's not an easy road. The schools are often resistant to coming up with plans that really work, but the more you read, the more empowered you will be!

Good luck.

Hope

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The reply that stated that the district must provide the services needed for your child either through their district or through other resources is correct. It falls under providing FAPE, a free, appropriate public education. If you are still unsure about the plans for your son, seek out an advocate to help you through the process. There are volunteers in most communities to help. You can take another parent with you, a psychologist, anyone you trust. We had one parent who brought their minister to the meetings, another brought their child's therapist. In some cases, you can have an advocate participate by speaker phone. Given the diagnoses that your child has, I should think that at the very least a school psychologist would be at the meeting, anyway. This person should have conducted a behavioral analysis for your son and come up with a list of priority objectives and how the school will address his needs. Please let us know how your plans progress! Good luck!

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Hi, I am a self-contained ED teacher for the elementary level in our system. First, I wonder why it took so long to get a "label" on your son. Is he suspended from school alot? Does he have behavior issues? If you answered yes, the nonlabeling was to protect the school from special education laws. (which, if this is the case, should be addressed by you with them) Under spec. ed. law, a student with a disability can not be suspended for more that 10 days in a school year without a behavior plan, etc. Also, they can not show a pattern for suspensions (the same thing being done each time by your son) Seems like they were hesitant to label him because it does "tie their hands" with some of the traditional things they do to non-labeled students. That being said, you have to become an advocate for your child. Now that he is labeled ED/EH, he is entitled to a free and appropriate education in the least restrictive location. Usually this is the regular school setting. This would incorporate looking at your son's individual needs (and, with ED, BEHAVIORS) and devising a plan to manipulate the environment or work load, and also to teach him the skills needed so that isn't a problem in the future (Request anger management, social skills/ peer interaction training, etc.) This MUST be provided by the school. It is their responsibility and if they can't provide it, and at the case conference you stand up for your son's rights, then they have to legally find a way to provide this. This can be anything from having a full-time aide to help him throughout the day, to having a self-contained classroom. While they don't have to offer the "perfect" scenario, they do have to provide him with an adequate education. They may not say they do not have a place for him. It is the law that the programs needed are built around the needs of the individual child. Not the child is pushed into an existing program and if there isn't one, he's out of luck. They also will need to realize that they are legally responsible for educating him and transitioning him. This legal obligation actually goes until he is 21. wrightslaw.com is one of the best sites for law and the parents. Remember, schools don't want you to know what the law is...it costs them money! Specific IEP goals should address his academic needs based on state standards, and more importantly, BEHAVIOR and organization. They are required to do an FBA (Functional Behavior Assessment) to figure out the WHY's of his behavior and then come up with a plan to address teaching him what he needs to know to be able to make better choices. BE A BIG STICKLER FOR THE LAW! CHECK INTO IT...A BRIEF MENTION OF DUE PROCESS, THE LAW SAYS, FAPE, ETC. WILL GET YOU PRETTY MUCH EVERYTHING YOU DESIRE TO HELP YOUR SON. Important points: wrightslaw.com or look up special ed. law under google or your state board of ed. website behavioradvisor.com user friendly great site Make sure you know your rights, and make sure they give you copies of your rights, have you sign for an FBA (permission to evaluate) send adequate notice of meetings, and make sure you take notes at the meeting/ asking for clarification and if you do not like where the meeting is heading, or you feel intimidated, don't sign anything and call your state for an advocate to attend with you. Once they do the FBA, make sure they show you the data they have collected. This is very important. The goals they write should be based on that data. For example, Present level: At this time, Jon shows on task behaviors in the classroom (listening, participating appropriately, doing written work) for 50% of the 50 minute class period as shown by time data collection periods over the course of 5 days. The other times, he is out of seat and distracting others. GOAL: Jon will demonstrate on task behaviors (listening, participating appropriately and doing written work when assigned) 90% of a 50 minute class period. OBJ. Jon will demonstrate the ability to be on task 75% of the time by the end of 6 weeks of instruction as measured by random data collections in 4 out of 5 instances. OBJ: Jon will demonstrate....

Accommodations: Behavior chart/ or positive reinforcement Note on desk, rubberband on hand, anything to remind him of what his goal is...

Services: ED consultation or direct services inclusive. Special Ed. teacher should work with Jon and reg. ed. teacher to come up with plan for him. This would involve some form of communication (nonverbal, or a word that Jon would recognize) that would let the teacher know when Jon needs to get up and "get a drink", "take a paper across the room" etc. Anything that would get him to be able to move (in an acceptable manner) He might have 2 desks across the back of the room that he is allowed to move back and forth between a set number of times per period. He may need a rubber band on his wrist to play with and help him maintain attention. etc. It is up to the spec. ed teacher to figure out why Jon is getting up all the time, and then come up with an acceptable plan that does not make him stand out and look different (if at all possible) It is the reg. teacher's job to implement and follow that plan. If, after 4-6 weeks, it has not helped, they need to come up with a new plan. This is neverending as there is always a new and different behavior.

REMEMBER: While it is a case conf. committee decision on services and placement, you do not have to agree. Never agree to reducing your child's school day unless your child is showing anxiety toward school. Gosh, I'm rambling. Needless to say, I am well versed in the law, but would not have my job if I made sure my parents were also well versed. It would cost the school system toomuch money!!!!

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