least restrictive environment | Simple. I Just Do.

Our local chapter of the Autism Society has a regular monthly “Friends and Fun” party at the rec center of a local church where kiddos on the spectrum and their siblings can come and celebrate their birthdays with other kiddos in a non-judgmental setting. We set up some games like Twister, and there are ping pong tables, and then there are also some more structured games, but no one is forced to play, only encouraged. There are snacks, cupcakes, balloons, and even presents for the birthday kids. For kiddos who attend and are not celebrating a birthday, it’s a chance to get some social interaction on their own terms.

It’s also an opportunity for autism parents to meet and vent about issues their having, seek comfort from those who understand, and even advice. This past weekend, I struck up a conversation with a mom who I have come to respect because of her knowledge of special education law, and her commiseration with the state of our school district when it comes to autism awareness. Over the past couple of months, I have been sharing with her what I’ve found out about the transition to high school, and she is eager to hear because her son is about two years behind The Boy.

I told her that it seems like we have two choices, and that the IEP will not be the driving force behind The Boy’s education, as it should be. I told her that I’m not sure how far I would get fighting the system as it is without involving lawyers and spending money I don’t have.

She shared a tip that worked for her, and I thought I would share it with you, as well.

When her son transitioned from primary to elementary school, they attempted to put him in the resource room for the entire day, even though he had had success at the primary school with the proper supports. She knew he could handle general ed classes with continued support and that the school was making this decision based on staffing. She simply told them to put their rationale for their decision in writing. Quickly, the school changed their tune, and her son was placed in general ed classes with supports.

Why?

Because when they put something in writing, they have to be able to defend it legally and they couldn’t. This tip is brilliant. It may not work as well for big issues, but for the smaller ones, it most definitely will, especially when you are dealing with personnel who are not all that familiar with the law, but know enough that putting things in writing could potentially come back to bite them in the ass.

Add this tip to your bag of tricks and pass it on. It’s simple, but potentially powerful.

ed law 101

It’s IEP season again, and we have our appointment set. We’ve also had a curious email from The Boy’s program teacher. She was excited to tell me that they were going to offer science and social studies in a special ed classroom next year, as well as math and language arts, which The Boy already has. He would be with students who are “academically equivalent” to him, but in classes taught by resource teachers. He would still have access to her social skills class and his elective classes.

Considering the goal of special education is to place students in the least restrictive environment, and considering he would lose virtually all access to his neurotypical peers, I politely pointed out that I did not think this would be an appropriate placement for The Boy. His program teacher cautioned me not to make any decisions just yet, because she felt this would be a good placement for him “due to his academics”. Curious, because The Boy has gotten all A’s and B’s this year. I told her I wouldn’t rule it out, but at this time, I didn’t think it would work for him.

I added a post-script, and asked if she thought the pilot program in which The Boy participates in the Middle School would extend to the high school, to which she replied that she didn’t think so.

Fast-forward to a few days ago, when I heard from a friend whose son is in the program, as well. She said she heard they may not continue the program at all, as in not even for next year’s 8th graders… And the tumbler clicks into place.

Even though I trust this person with my child each day, I cannot take her suggestions to heart because I fear she has been directed to encourage me to accept this put-all-the-kids-in-resource-room plan so that they can both comply with IEPs and discontinue the program. Once we change the IEP to say he needs to be in resource, they no longer have to fund a paraprofessional to be with him in his general ed classes. It’s not what’s best for the kids, but what’s best for the school district.

Silly school district! They continue to underestimate me, because I know the law, and I know my son’s rights. They are going to have to have data to back up that he is “academically lacking” in his general ed classes to show that he needs so much more support as to be placed in a self-contained classroom, and removed from the general ed curriculum. And they don’t have it.

Let the games begin.