1) To ensure that the school provides my child with a “free appropriate public education” that includes “specially designed instruction . . . to meet the [child’s] unique needs . . .” (20 U.S.C. §1401)
2) To build a healthy working relationship with the school.
"Advocates know about legal rights. They know that a child with a disability is entitled to an “appropriate” education, not the “best” education, nor an education that “maximizes the child’s potential.” They understand that “best” is a four-letter word that cannot be used by parents or advocates."
With that in mind, I left the CSE meeting for my son this past Tuesday with tears in my eyes and a heavy heart. We have all agreed that the least restrictive means of meeting his educational needs is in a classroom with fewer children (20 ish rather than 31 students) which would be considered an inclusion classroom. That means he would no longer be able to be in his current school. I have to research schools in the zone we live in (in the city) - because I DO NOT want to leave it up to chance for the school district to determine where he should go based on what is left over - I will also look into zones I might be able to move to before September (yeah right). The other option is to move out of the city entirely into a district that is renowned for their Special Education Services. This all needs to be done by the end of the month!
According to the law, the child must first be provided with the least restrictive environment that will meet their educational needs. With the IEP that he now has he would be placed in a class were there would be one teacher and one special education co-teacher with several other students who also have IEPs (Individual Education Plans); in addition, he is to receive 1:1 counseling once a week by a school social worker, as well as an OT consultation with the teaching team within the first part of the year. My desire for his being placed in a reading resource room every day has been denied - despite his reading level being three years behind - until after the start of school to see how he adapts to the small group reading instruction that can occur in an inclusion classroom. My thought is "Bull!" What a waste of time, as he has not made progress in the small reading group instruction with 4 or 5 other students in his regular classroom for the past two years and that was with an intensive Wilson Reading Program! Lastly, the recommendation that they reevaluate his need for OT services and /or a 1:1 aide was denied as well. Regardless, all of these determinations mean that he will no longer be attending the school he has been attending since kindergarten. I left tearful, but hopeful.
Writing this now I feel like I was raked over the coals at the CSE meeting again, but when I left it felt like we had made progress. Let me tell you though, after the start of school I am going to be all over that classroom like white on rice! I will be right back to the CSE in November as well! On November 7th (I think) we have a neurological evaluation with the local children's hospital and pending their findings I will be seeking further services!
Next stop... Assessments through the school for my daughter in preparation for her CSE meeting before the start of school too.......
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