Has anyone successfully added "Supports for School Personnel and Parent Training" to thier child's IEP? If so, I am interested to learn more about how you negotiated with any IEP Teams unwilling to add these supports.
My child has an ADHD diagnosis, PTSD diagnosis (this child and thier siblings were adopted from the foster care system and has a history of trauma), dysgraphia, an auditory processing disorder, and an autoimmune disorder. This child will also be evaluated for FASD starting this week.
I was able to successfully include "Supports for School Personnel and Parent Training" in their IEP in the past. However, our family moved to a new state last spring. In the past year I have requested "Supports for School Personnel and Parent Training" be included in this child's IEP, with the IEP Team first disagreeing. The IEP Team later agreed to a very brief training. Despite the training, my child has had accomodations withheld daily (breaks, flexible seating, fidgets, oral sensory tools, calming strategies, teacher provided resources).
In email or phone communication and during IEP Team Meetings last school year, my child was described by their teacher, special education teacher, school leadership, and other IEP team members as "the student is personable but isn't motivated and would do better if they just tried harder" (paraphrased). This communication is also indicated in writing in my child's IEP progress notes, etc from IEP team members. This is just one example of how my child's teachers, special education personnel, service providers, and I need to work closely together to understand my child's disability, recognize how the disability affects my child's educational performance, and collaborate to meet my child's educational needs.
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InsectLady
Has anyone successfully added "Supports for School Personnel and Parent Training" to thier child's IEP? If so, I am interested to learn more about how you negotiated with any IEP Teams unwilling to add these supports.
My child has an ADHD diagnosis, PTSD diagnosis (this child and thier siblings were adopted from the foster care system and has a history of trauma), dysgraphia, an auditory processing disorder, and an autoimmune disorder. This child will also be evaluated for FASD starting this week.
I was able to successfully include "Supports for School Personnel and Parent Training" in their IEP in the past. However, our family moved to a new state last spring. In the past year I have requested "Supports for School Personnel and Parent Training" be included in this child's IEP, with the IEP Team first disagreeing. The IEP Team later agreed to a very brief training. Despite the training, my child has had accomodations withheld daily (breaks, flexible seating, fidgets, oral sensory tools, calming strategies, teacher provided resources).
In email or phone communication and during IEP Team Meetings last school year, my child was described by their teacher, special education teacher, school leadership, and other IEP team members as "the student is personable but isn't motivated and would do better if they just tried harder" (paraphrased). This communication is also indicated in writing in my child's IEP progress notes, etc from IEP team members. This is just one example of how my child's teachers, special education personnel, service providers, and I need to work closely together to understand my child's disability, recognize how the disability affects my child's educational performance, and collaborate to meet my child's educational needs.
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