Dyslexia -- The law is not being followed in Florida!
Families... I had taken a break from the blog to concentrate on other projects that should open the door to academic peace of mind for my daughter. It will not be immediate but in due time it shall happen.
In the meantime, what have we been thru? Everything... good and bad.
Pinellas County Schools is still refusing to accept Dyslexia as a learning disability to address, fulfill FAPE and provide appropriate teaching methodologies (research based), trained teachers and follow the law as it is being done in other states.
Which law you ask? ADA - American Disabilities Act and the Florida Statutes... Indeed, they both recognize dyslexia as a disability and one that must be addressed accordingly. Added to the fact, the U.S. Department of Education has mandated all states to provide appropriate services for students with dyslexia.
I confirm this here:
Published on Apr 26, 2016
Education Secretary John King Answers Dyslexia Questions for Congress
http://DyslexicAdvantage.org Newly minted Department of Education Secretary John King answers questions about Dyslexia with Senator Bill Cassidy (R-LA) at Capitol Hill. King states that states and school districts must ensure at the IEP level that the educational needs of dyslexic students are being specifically met. He mentions Orton-Gillingham and Wilson
Where do I go from here? It is a tough call.
Any document shared with the district meets annihilation prior to any meeting.
The complaint I filed -- I received incredible verbiage practically denying what has been confirmed in the above links -- in my opinion, breaking the law.
Nothing happens...
No one does a thing...
The press does not report this...
I am requesting Summer Bridge for my daughter and tutoring 1hr daily with appropriate multisensory methodologies by a trained teacher -- to address gaps in reading and math. Bottom line -- to address her dyslexia.
Why? I was given a letter of retention in February.
One that I refused. Why?
Because one of the good pieces of advice I received from an advocate was to never accept retention. Why?
Because my kid should not be submitted to the same inappropriate, non-research based methodologies. To demand IDEA is fulfilled. To demand the law is fulfilled. A law clearly stating -- Dyslexia and its needs must be met.
A complaint with the Office of Civil Rights should be my next step.
My kid has the right to an appropriate education. This is not taking place. Some individuals at the county and state level are not permitting this to take place.
My respect to the moms working this reality at the legislature seeking change and may the future generations benefit from their hard work.
Many parents tell me: "You are crazy. Nothing happens with the school districts, they exist, they protect their jobs, the money is there but they are not educating our kids."
I can be crazy. And this crazy will make sure her daughter will learn how to read and will learn her math just like her peers. It will be harder and it will happen.
Additional sources:
LAW
FL Statutes
Is Dyslexia a Disability Under the Americans with Disabilities Act (ADA)?
Realities:
Pre-K To Prison Pipeline: A Case For Orton Gillingham!
Nancy Bailey and her incredible blog
5 Things Your Middle-Schooler With Dyslexia Can Say to Self-Advocate
Applications for special needs/dyslexia
Dyslexia toolkit from Scotland:
Understanding Dyslexia
Reading rockets - Dyslexia toolkit
Assessing Dyslexia - additional sources:
Something else to share with your counties ESE director, the compliance person, the ESE contact at your school.
Guidance on dyslexia from the US Dept of Education
** Your advocate can help with this!!
REFERRAL FOR EVALUATION UNDER I.D.E.A 2004
DATE: __________________________
Parents Names: __________________________ Home Address: __________________________ Telephone number: ______________________ E-Mail:________________
TO: (special education director/chairperson/coordinator name)
Address of school: __________________ Telephone number:_______________ E-Mail:__________________
Child’s Name: __________________________ Child’s Date of Birth: __________________________ Grade: __________________________ School: __________________________ Teacher: __________________________
I am, hereby, referring my child to the Staffing Eligibility Committee for a complete evaluation to determine whether or not my child meets the criteria for classification under IDEA 2004. 300.111 Child find (a) General. (1) The State must have in effect policies and procedures to ensure that—(i) All children with disabilities residing in the State, including children with disabilities who are homeless children or are wards of the State, and children with disabilities attending private schools, regardless of the severity of their disability, and who are in need of special education and related services, are identified, located, and evaluated;
This is our written consent to initiate and complete evaluations within the next 60 days. § 300.300 Parental consent (a) Parental consent for initial evaluation. (1)(i) The public agency proposing to conduct an initial evaluation to determine if a child qualifies as a child with a disability under §300.8 must, after providing notice consistent with §§300.503 and 300.504, obtain informed consent, consistent with §300.9, from the parent of the child before conducting the evaluation. § 300.301 Initial evaluations (c) Procedures for initial evaluation. The initial evaluation—(1)(i) Must be conducted within 60 days of receiving parental consent for the evaluation
The following are our concerns:
_____ Developmental delay - not achieving milestones at expected times
_____ Activities of Daily Living -dressing, feeding, bathing
_____ Emotional Disturbance -misconduct, poor ability to relate to people school avoidance, depression, anxiety, conduct problems
_____ Academic – poor handwriting, letter or word recognition, math, spelling reading,
_____ Executive Functions – problems with attention, concentration, organization, follow through, memory
_____ Speech or Language – problems with articulation or usage
_____ Motor – problems with balance, coordination, endurance, fine motor
_____ Health Issues that impact on school – seizures, cerebral palsy, mental retardation, impacted bowel, allergies, hearing, vision, malnutrition
_____Other:_________________________________________________
The following are evaluations we are requesting the school district to include with their evaluations at this time.
Examples:
______Social history with face to face interview of parents
______Medical evaluation to cover suspected handicapping areas that require medical diagnoses by the IEP team to determine classification
_____ Psychological evaluation to identify behaviors and capabilities
_____ Academic testing to identify: reading, writing and math levels. Also to identify if there is a disability of dyslexia, dysgraphia and/or dyscalculia.
_____Classroom observation by someone other then the regular classroom teacher of my child
_____ Hearing evaluation that includes evaluation to hear if there is dropping and/or adding beginning and/or ending sounds to words. Also an audiology evaluation and provided a copy of the auditory chart.
_____ Speech evaluation for articulation, enunciation, pragmatic language, auditory processing that includes addressing sequential memory, inferences and literal thinking. Evaluation to hear for phonically pronounce words without dropping beginning and end sounds.
_____ Vision evaluation to identify seeing letters/words move, upside down and/or sideways. _______Evaluation by teacher of visually impaired _____ Occupational Therapy Evaluation by a Sensory Integrated Occupational Therapist Registered (SIOTR). Evaluated for sensory issues, fine motor skills and daily living skills. Also a vocational evaluation to cover speed of fine motor skills.
_____ Physical Therapy Evaluation that includes vocational evaluation for physical activities of climbing stair, walking, running, picking up/caring a box and employable physical activities.
_____Vocational evaluation for likes/dislikes of future employment positions.
______Functional Behavior Assessment (FBA) with interviews and observations at home and in the community so that we can develop a positive behavior intervention plan(PBIP). _____Neuropsychological Evaluation If the medical doctor orders the following I request that they be done: _____ MRI, QEEG and/or any other medical diagnosed testing the medical doctor needs to make diagnoses. § 300.34 Related services (c) Individual related services terms defined. The terms used in this definition are defined as follows: (5) Medical services means services provided by a licensed physician to determine a child's medically related disability that results in the child's need for special education and related services. Examples: _____ Neurological Evaluation _____ Psychiatric Evaluation _____ Assistive Technology evaluation _____ Audiological Evaluation _____Central Auditory Processing Evaluation _____ Vocational Evaluation my child is over the age of 14 _____ Drug and Alcohol Evaluation _______Toxic Poisoning Evaluation-Lead, ect. The following are special concerns we have before the eligibility meeting: This is our notice to each evaluator that we may plan to observe our child during evaluations. We expect to schedule with each evaluator a meeting to review our concerns prior to testing our child. We expect each evaluator to provide us with a list of evaluations they intend to use with our child. We expect each evaluator contact us with the date, time and location they plan to perform the evaluation on our child. We expect each evaluator meet with us after their report is written to discuss their findings and recommendations prior to the Staffing Eligibility Team Meeting.
We expect each evaluator provided us with a copy of their written reports. § 300.306 Determination of eligibility (a) General. Upon completion of the administration of assessments and other evaluation measures— (2) The public agency provides a copy of the evaluation report and the documentation of determination of eligibility at no cost to the parent. We have a special education advocate: _______________________________________. She has my permission to discuss with all and any school staff. She has my permission to review, obtain copies and see all and any school records. When there is a staffing/IEP meeting we will need a phone conference system in the meeting for my advocate to attend by phone.
I prefer all communications to be by e-mail and/or US Mail. The use of the telephone is only for emergencies.
Sincerely,
Parent’s Signature
