Lisa Lightner

In addition to what Carolyn said-- An IEP cannot be removed without your consent. IEPs are NOT just for academics. IDEA and OSEP/OSERS have been very clear about this. Lots more information on my site. https://adayinourshoes.com/iep-just-for-academics/ https://adayinourshoes.com/stop-end-the-iep/

Parent training is a component of IEPs. You have to make the case that it's required in order for the child to access FAPE.

So I will try to say this gently--but Dad needs to focus on other things. What I've observed in 13 years of advocacy is this--when parents are unable to see the big picture or are overwhelmed and don't know what to focus on, they tend to pick one small black & white, concrete, tangible detail...and focus on that. The interpreter issue is black and white--either the law says they can or can't, and either the interpreter is there or they aren't. But, now, the whole focus of the dispute is the interpreter. And not FAPE. This is not a battle I would fight, and here's why. IDEA does not clearly define this. However, it is VERY hard to get someone the school invited to a meeting uninvited. And as I stated above, it changes the focus of your communication. The school could say that they have trouble understanding Dad's speaking, and that's why they want an interpreter. Any dispute resolution person (mediation or DP) will side with the school on this one, imo. The school must provide IEP information to the parent in a language that the parent can understand. There are so many other pieces to this where you have described that Dad is not being allowed 'meaningful participation' in the IEP process. That is where I would focus my energy if I were this family's advocate. Just play it forward--ok, great. The interpreter is uninvited to the meeting and doesn't come. Yay, you won. Now what? You still have described several other errors (limiting meeting time, possible predetermination) that are much bigger fish to fry.

What is the plan to get her ready for kg in this year?

You can request, they are not obligated to meet that request. Only to implement the IEP, that's their obligation. Is My Teacher or Therapist IDEA Qualified? What if the teacher is not a good fit for my child?

And that's the way it used to be. But, in the past decade or two, it's trending the other way and kids are being suspended for some really dumb sh!t that schools should be handling. They're under-resourced and understaffed most of the time, so they're just in panic mode and get the kids out the door--suspend them.

I don't think so--I think what you may want to pursue is guardianship, supported decision making, POA and things like that. https://adayinourshoes.com/guardianship-disabled-child/ https://adayinourshoes.com/supported-decision-making/

DOes this help? https://www.findlaw.com/state/tennessee-law/tennessee-legal-ages-laws.html#:~:text=The following chart summarizes Tennessee,additional links to related resources.&text=Under §1-3-105,age of majority is 18.

I dislike the retaking tests accommodation, mostly on principle. Why are we waiting for kids to get below a 60 or 70 before we offer assistance? https://adayinourshoes.com/retaking-test-accommodation/

I have written quite a bit about this, please look at the tips in these articles: https://adayinourshoes.com/picking-up-kids-from-school/ and https://adayinourshoes.com/child-suspended-from-school-iep/

Hi there-- Please email us at IEP@adayinourshoes.com so we can take care of this. Thanks!

My 17 year old still naps at school. For him to just "be" takes a ton of energy and depending on the day, he's often wiped out by early afternoon. But as Judi said, many 3 year olds need naps. Ask for a meeting and have several options and solutions available for the team to discuss--as far as what you think he needs to be successful.

If you disagree with the school's evaluations (ineligibility) then learn what an IEE is and if it's time to request one. https://adayinourshoes.com/iee-independent-education-evaluation/

To get an IEP, the first step is requesting evaluations.

If you're asking for something specific on an IEP, you need to not only demonstrate that is FAPE for the child, but that what the school is offering is not FAPE. What IEP goals is the ABA for? Also, I would expect to hit roadblocks with this--the school is responsible for providing FAPE. But what you're asking is that he receive FAPE in another location, away from the school, over which the school has no control. And then they're responsible? What if he regresses because of it, or because of missing school in the afternoon, then what? I would not expect a district to sign off on interventions over which they have no control--because it's on them if it doesn't work out. You have to define why this is FAPE for him, and what they are offering is not. Registration for my online training ends Wednesday, consider signing up.

As you work with the team on accommodations for the homework, you need to know what the function of the homework is. If it's to demonstrate knowledge, can he do that another way? https://adayinourshoes.com/iep-homework/

It should be in the spreadsheet in here: https://adayinourshoes.com/idea-individuals-with-disabilities-education-act/

Yes, they are required to invite in writing.

It's really important for you to understand your rights and the IEP process. A team cannot just take away an IEP-at some point you agreed, albeit maybe unknowingly. Consider taking my training that starts next week. https://adayinourshoes.org/special-education-advocacy/

Yes,what goal is this for?

That is not an unreasonable accommodation until you have better solutions. As an aside, we also know so much more about homework than we did just a couple of years ago. It's not very useful in most cases. I would ask--what is the function of the homework, and then, can that be achieved another way? https://adayinourshoes.com/iep-homework/ Now, about the rigid thinking. I would start with being able to identify when he is using rigid thinking. I'm hosting a chat with an EF expert on tuesday, on the Facebook page. https://facebook.com/adayinourshoesiep

Well, I also want to add that I'm not trying to gaslight mom either. But as a mom to two teens myself, one of them disabled, I know that I often have to make a conscious effort to stop, think and process what is happening. I'm sometimes too quick to try to troubleshoot a scenario and pin it to the disability. When often times, I can just say, "Yeah, and non disabled teens do this all the time, too."

What Judi said is spot on.....I'd add the caveat that, is this trip necessary for his education? Or is it an "extra" or "fun thing" to do? If it's the latter, and not required content...you may run into some hurdles. And $3000? How are they affording this for all the kids? It seems to me that unless significant fundraising occurred, there are many families who cannot do this.

Begin to gather data when he is home--Thanksgiving week, winter holidays. What/how does he regress then, and how long does it take him to get back on track. Document all of it so you have something to work with later on this school year.

Well....not all behavior is related to their disability If you have an ADHD coach that you like and trust and works well with her, you should start to see results. But wanting to be social and on your phone and not listening to your mom is typical teen behavior.