Quote:Originally posted by Gail W:
[b]
I think that, in general, it's harder to make the case for an IEP for a child w/ PA. But hey, MommaBear did it. [img]http://uumor.pair.com/nutalle2/peanutallergy/smile.gif[/img][/b]
but why should it be harder? [img]http://uumor.pair.com/nutalle2/peanutallergy/wink.gif[/img]
I'm not going to take complete credit for getting the IEP/OHI designation. I mean, [i]my district superintendent[/i] suggested it. [img]http://uumor.pair.com/nutalle2/peanutallergy/tongue.gif[/img] Who, by the way, was new in "town". I mean, he was the new "Superintendent" of our district. [img]http://uumor.pair.com/nutalle2/peanutallergy/biggrin.gif[/img]

Does he have asthma?

gailw....just a note:
[i]I intend to follow up on "monitorable, measureable, achievable, documentable" goals on the IEP next school year.[/i]
I mean, that's one of the 'perks', right?

Quote:Originally posted by Gail W:
[b] So I suppose everything stated in a 504 plan is a goal for 100% compliance.[/b]
for my IEP, I like to know if they are meeting it. I like the idea that our districts IEP's are designed with this specifically in mind. I mean, other than a lack of being told when they aren't. KWIM?
And if they are not, to routinely and as necessary re-evaluate in order to determine a successful strategy or just document an unsuccessful one. And examine why. Although "incident reports" have their place, trying to enforce or expect 100% compliance from something that isn't working is dicey. I need to know it's not working and why. I mean, set a "100% goal when appropriate, but routinely measure progress. If there are red flags, show me.
Currently, the goal is written into each accommodation.
ie: "(student name) will participate in birthdays, celebrations, activities, lessons, specials, and extracurricular activities with his peers. He will not be segregated due to his Life Threatening Food Allergy."
It is then described how this will be accomplished. Hey, it's not without glitches. I can't say there haven't been [i]unforseen[/i] events that didn't result in less than 100% compliance. But I need to know when that happens.
Not as advice for anyone else, but just personally wrt to my cub's IEP:
"S___ happens. Think critically when it does. Don't be a slave to the plan."
Ok, bus service. My oldest does not ride the "big bus". He takes the "little bus". It picks him up in the driveway. There's on any given day, no more than four children riding it. He sits within view of the bus driver. Sure, I could insist on an "aide" to ride with him on the big bus, probably 70+ children and one adult, but pick your poison, either has a "stigma" attached to it [i]for some people[/i].
Not so sure about how some other [i]peers[/i] might regard additional "security" on the bus. Who knows, some might even like it. [img]http://uumor.pair.com/nutalle2/peanutallergy/biggrin.gif[/img] But that's assuming they wouldn't be assigned specifically to my cub. Even tho our buses have videotape on board. [img]http://uumor.pair.com/nutalle2/peanutallergy/tongue.gif[/img]
I personally like the "little bus" too. I've discussed the "big bus" with my son for next year, but I'm not so sure he's interested. I mean, he's been on it before......
I mean, I'd have to go back and read your update on the whole "Missouri bus PA incident" to assist me comprehending this.
No advice, just personally. [img]http://uumor.pair.com/nutalle2/peanutallergy/smile.gif[/img]
[This message has been edited by MommaBear (edited February 01, 2006).]

Quote:Originally posted by Gail W:
[b]What "criteria" or hard data would you use, MommaBear, that would support a OHI designation for a PA child who is doing well academically in school? [/b]
Under what circumstances? With a 504 plan? I mean, should I use the argument:
What "criteria" or hard data would you use, GailW, that would support an 504 designation for a PA child who is doing not having reactions in school who has an IHP?
do you see what I'm saying? [i]What is the Standard[/i]? And I don't mean grades. Grades are late in the game. Before that.
[i]The end doesn't justify the means.[/i]
But hey, I could be wrong. I've said before, I don't know if I'm understanding this right, but it seems hypocritical of folk to manuever around "labels" and seek the benefits of "disabled" if they despise the very premise they are founded upon.
I mean, small example: look at the number of "1:1" aides parents of food allergic children are *demanding* for their children [i]under 504[/i] and then proclaiming: "Lack of funds cannot be an excuse to deny services!"
Especially when I see the logic in what I see.
They want staff devoted to supervising lunch sacks, washing hands, cleaning desks, lunch menus revamped, etc.....but shy away from what I can logically see fits the situation. But maybe my logic is off.
Answer me. Is my logic off? To lump this logic: Does lack of safe access mean a school should prohibit attendance? Does lack of attendence indicate learning is affected. I mean, what is the expectation wrt: attendance? Level the playing field. Are we asking for least restrictive environment? Is a child who cannot attend school safely at a disadvantage wrt "learning" than a child who can?
No advice, not at all. With limited understanding, if any, I ask these questions and question my own logic.
And please, I feel I've already answered this several times and in many conversations. Maybe I don't understand your question. The circumstances you imply, I mean.

Gail. I've had an epiphany.
Hypothetically:
Hard data:
The criteria that if a child cannot attend school in safety, then a child cannot attend. Attendance is prohibited. And this affects learning [i]by default[/i]. It is a ramification.
The criteria that a child has a *right* to "safe access".
The criteria that a child has a *right* to safe access in the least restrictive environment.
The criteria that a child has a *right* to documentation of remedial intervention and services to accommodate these needs under the logical conclusion that [i]lack of access does affect learning[/i]. Or why does the Institution of Primary and Secondary Education exist? Hey, I'm under no obligation to prove such institutions necessary, but aren't they?
The criteria that a school has a *right* to access whatever resources are available to aide in the provision of these remedial interventions and services in order to promote the current and future establishment, monitoring, maintenance, and possible revision of such provisions for society in general.
General Disclaimer: I am not offering advice in any manner or form. Feel free to add. It's only a wild hypothetical guess.