Tag Archives: Florida IEP

A second try for middle school

We have decided to try a middle school recommended at the IEP meeting.

Note: Many people have suggested homeschooling or private school. I toured several private schools in our county, and many have wonderful programs for children with autism, combining behavioral therapy with academics.

As appealing as those options sound, they’re not feasible in our case at the present time.

My husband and I both work. We have more than one child. Pulling our child out of public school and driving him twice daily, paying a great deal out of pocket in private school fees, or supervising/entertaining/educating/socializing him every day is a tall order that adds unbearable strain to a family already stressed to our limits. “Just —-” isn’t as simple as it sounds.

So when we scheduled an emergency IEP meeting, it was with the intention of sending our child to a school with strong leadership, effective communication and positive culture for students with special needs.

In essence, where his IEP would be communicated and implemented.

In the meeting, despite pressure to return our son to his original school–from where he was institutionalized–we stood firm that this is not a safe option for him and unacceptable to us. We have zero confidence in administration after what our family endured.

Essentially, the arguments for “meeting kids in the neighborhood” rang hollow for us.

A principal of a neighboring middle school attended this meeting (it’s like they knew we wouldn’t consider returning him to the original school!) and explained in detail how her particular school would accommodate my son.

(So the team defined his needs and then the school will work to meet them, instead of trying to make my son fit into a system)

In the meeting, it was suggested we meet with teachers and staff ahead of time.

I couldn’t help but explain the numerous efforts we had made to do so at his previous school but we had been told that was too hard to accommodate.

In this meeting, we were affirmed in our reasonable request and received an apology that we hadn’t been accommodated.

We emphasized that he will make triggering statements again, that he will continue to engage in self injurious behavior, and that we are deeply worried we will end up with our child institutionalized again.

As a result, we put in his IEP that he is not to have the school resource officer become one of his preferred persons at school. We added in extra behavior supports. We have new assessments scheduled to better teach and support our child as he learns how to transition and how to cope with stress.

I have also added a non-consent form to each of my children’s file. More on that later.

This meeting was 3 hours long, and did not include rehashing the past incident. We remained focused on putting in place accommodations that will allow our child to be successful and to thrive.

Following the IEP , we drove our son to the new school.

The principal was waiting for us! She had guidance, administrators, and the friendliest 8th grader I have ever had the pleasure of meeting to greet us and give us a tour after school ended for the day.

They were friendly, kind and gentle. They showed our child many options for where to eat lunch, how to ask for help, and which hallways would be the least crowded.

He received his school planner and learned how to assemble his binder.

They plan to have him attend school the first day and just spend time with guidance and administrators, getting acclimated to the sounds and sensory stimuli of the school. They have art for him to do and will allow him to desensitize at his own pace.

They are planning to add one class at a time each day to break him in gently.

Their kindness and sensitivity to us brings me to tears.

We realize this is a long road but we are committed to supporting our child and to advocating for his quality of life.

We still have legal aspects to handle, but our primary goal was to get our child into an appropriate, safe educational program as quickly as possible.

Step 1: ✅ check.

Advertisements

Fighting for my child

I entered my child’s IEP meeting armed with a 4″ binder overflowing with my child’s life history … and an advocate.

An IEP is an individualized education plan for children with special needs. It is federally mandated and public schools must implement and follow per federal law.

My husband and I had sorted our tasks and goals into separate lines of priorities with getting our son in a safe school first and foremost.

So we engaged Disability Rights Florida for legal advocacy and representation in navigating our child’s IEP as we recover from his inappropriate Baker Act.

DRF is a federally mandated organization dedicated to defending the rights of any person with documented disability. Because our child’s rights were violated, they will advocate with us to get him the education he needs and is entitled to. They also will help us pursue compensatory education if deemed appropriate. They are funded through Social Security Administration, the Administration for Children and Families, and several other administrations.

If you think or know your own child is not getting an appropriate education, call them. They offer free services if they can take your case.

We called them and did an initial intake. I emailed my son’s IEP and behavior intervention plan and reviewed the circumstances of his Baker Act.

They took our case and requested our son’s comprehensive file from the school board.

Our advocate called in to our scheduled IEP meeting and had clear questions and concerns on our behalf. She asked many questions to clarify nuances and was highly effective.

I highly recommend always having an advocate in some way, shape or form at an IEP meeting.

Another option in Brevard County is the Family Liaison Project. They are funded through Brevard County Public Schools. We have not paid for advocates, although some people have reported positive experiences with them.

I’ve learned in IEP meetings: that if I ask for certain supports and am told no, I can ask for a list of criteria that would be used to determine support. I can ask for documentation of policies and procedures and for clear timelines. In statements we disagreed with, our advocate had the meeting notes amended to reflect our disagreement or changed.

We were reminded by our advocate that we aren’t just lucky to be at the IEP meeting: we are integral members and the school is required to invite us.

Our county grants families access to use “out of area” requests for school placement. We considered jumping to this option instead of navigating another cumbersome IEP but decided that working with the system:

  1. forces the system to work better and
  2. puts the burden of transportation on the school.

Our child deserves a free and appropriate public education.

The school system has to accommodate him and must learn to do better for all students with special needs.

We have spoken with many attorneys and it seems we do have a legal case with our child’s civil rights being violated. We haven’t decided how to proceed regarding this yet.

We are still feeling residual effects of trauma but we are coping.