OK i am failing several classes now, it keeps getting worse, counselor refuses to give accomidations (when she refused though i was passing) now im not, can i petition the school somehow to FORCE them to allow 'special testing/quiet classroom areas'?


any advice on what papers to get from state or what laws to look into would be helpfull?

is there something allows me special in classroom privelages (although i would REALLY HATE that as it would bother others/make them envious and they would ty getting in on it and it would competely ruin the intire program set up

i guess i should be more specific i was wondering if anyone had any papers/info on lawsuits/people fighting for there rights and who it was and what there were able to get the school to provide as that might help me to get through to the counselor by saying hey its not unreasonable to give me.... or allow me...

and are there any specific parts or wrights laws you might recommend in my case? i am now failing 3 classes and starting to feel bad im being threatened with groundings driving privilages removed etc etc very hard on me


edit


i also want to add that they are trying to say either i get tested for special education, and spend the rest of my high school life in special ed, or i dont get tested and contue struggling doesnt that just **** you off!


edit again


and what if under wrights law it says one is elligable if one's mental/physical illness interferes with ones care for self what if you have a mental problem like that yet refuse/dont want people to know is it possible to keep taht a secret yet only tell those who absolutely need to know (like the ones fighting for me? who ever that may be?)

all i can say justneedhelp.......

is that you must keep fighting for the help id also think about takeing it thougher
an take edacaton bord to court if need be to get that help your intilled to i could be worng but i thing your not geting it?????

good luck ither way dorm

justneedhelp,

I'm sorry, I can't recall - have you been officially diagnosed with ADHD?

If not, that MUST occur before anyone will give you accomodations. I'm hoping RADDmom will pipe in because she knows a lot about this kind of stuff.

Are your parents helping you deal with all of this?

Courtney

i am about to get VERY sereous with this (its pretty much the same thing, as my last thread which is helpfull but i have a little different question to ask but its pretty much adding on to my last thread)


i HAVE been diagnosed,

i HAVE on many times asked to see the counselor (and on many times my request was ignored!! leaving me again hopeless, sad, and angry ive requested to see her about 5-7 times, paretns called to make sure i got an appoinment with her about 2-3 times and have only seen her twice both times completely useless, i have since made another request to see her again and it was ignored...)

i HAVE talked with paretns about it they feel that my step-brother, and brother both had no problems with school so why should i? they feel takign away my vehicle, threatening me with being grounded, and evenmentioning taking my cell phone away if i dont bring my grades up will somehow motivate me to become "less ADD" im guessing and that will only make me feel depressed and if anything "more ADD" not to mention the complete isolation from the counselor thats already made me stressed and more depressed and feeling like its a hopeless fight

i am currently am medicated for my ADD

i have talked with teachers about why they dont allow modifications, and why they dont have a content mastery room, no one knows!?!

i currently believe that if i want modificaaions i will be on my own (atleast until my parents see and i cna get through to them how severly ADD effects my life/grades)

i think i need to act fast as final exams are litteraly days away (about 2 weeks) and i really need help if i plan on passing those (and thsoe will determine if a pass or fail in most all of my classes meaning my grades are that low right now anything below pasing would comletely cripple my grade


so my questions are:
what should i do i think i will try to get a list of all the 'recommended' modifications that are generally acceptable at all/most schoools or most commonly used accomidations something like that and give that to the counselor and have highlighted what i feel might help me? but what about my parents how can i get them onboard with this? the thing is (and im nor sure if this is ADD or not anyone know?) but i dont work too much on homework at home i loose motivation or i jsut dont want to im not sur ewhy maybe its due to me not being able to have the teacher/ a teacher there to help me 1 on 1? im not sure but i think thats what also has them feeling im useing this to benifit me its frustrating
and i have read wrightslaw.com and its too confusing although i saw this one PDF file i downlaoded and it has a list of accomidations (for my counselor maybe?, RADDmom what kind of special homework program do you have set up (i saw you mentioned it in my last thread)

I wish I could help you, justneedhelp.

Have you checked out this thread:
http://www.addforums.com/forums/showthread.php?t=16461

It's a good one regarding 504.

I think since the counselor isn't helping then perhaps you need to see your Vice Principal or Principal.

I'm sorry I can't help you more.

One more Q: do you think Dex is working well for you?

Courtney

well on that subject i do beliee so yes, but, i also think it makes me a little (not much but a little) more 'up-tight' or nervous i tend to stand with more of a straight back, more tense neck muscles, muscle tension i guess you could call it, but other than that yes i love it, i wasnt focusing on it like i was with concerta (but i will not take that again waaaay to many side effects) but i am taking valerian extract and st johns wort to help me be more at ease and to help decrease my ADD and ive been takign it for a few days (2 or so) and already am noticing a little more calmness, talkativeness, less nervous, i like the combonation, but i will have to take it for a little more longer just to make sure no side effects pop up and dose needs to be increased but thats a diff. story

This is serious. I don't have time to read all the posts to date-answer these questions for me first, most important! Where do your parents stand in all of this? Are they with you? Are they willing to insist on the school complying with the law?

DO YOU HAVE AN IEP? This is most important!
Has your doctor or counselor said you need services?
Did the Doctor or private counselor contact the High School?
Has the school refused to evaluate you?
If you an IEP, tell me why they won't accomodate you-an IEP is a list of your accommodations, teacher must follow it-it is the law!
If you don't have an IEP, why has the school refused to evaluate you?
Either way, the school is not in compliance:
IT IS YOUR and YOUR PARENTS' RIGHT TO REQUEST AN EVALUATION. AND THE SCHOOL MUST EVALUATE YOU, IT IS THE LAW, THE SCHOOL MUST COMPLY. IF YOU HAVE AN IEP, YOU MUST BE ACCOMODATED.

Let me know all the relevant facts, start with day one, the first contact you and your parents made with the school. A nice little bullet list would be the quickest and best way. Do it in Word and email me an attachment and/or post it here. That way you will have it for your records too! That will tell me how to respond to you. I am in Illinois, but much of special ed law is national. If you don't have an IEP, your parents need to insist on starting the process. If you are 14, you may have some of your own rights. If they are refuseing to evaluate you, that is completely wrong and illegal. See links below! There is a 60 day time frame the school must meet!

Next, You have to take this up the food chain of administration and fast! This is illegal since you are diagnosed with a disability!
This is a possible food chain of steps to take and people to contact:

Counselor
Principal
Special Education Department Head
Superintendent
District offices, one by one, or contact the people at the next link on this list
The Learning Disabilities Association of Texas (http://www.ldat.org/contact/index.html)
Texas Education Agency (http://www.tea.state.tx.us/)
Texas -If you are denied services Complaint form - Sample Document (http://www.tea.state.tx.us/special.ed/medcom/compform.html)
Texas -Special Education Complaint Investigation Procedures (http://www.tea.state.tx.us/special.ed/medcom/procedure.html)
FederaL IDEA (http://www.ed.gov/policy/speced/guid/idea/idea2004.html)-The Federal Site, Link with the law.
IDEA FAQS (http://answers.ed.gov/cgi-bin/education.cfg/php/enduser/std_adp.php?p_faqid=14&p_created=1095341387&p_sid=MojwlFli&p_lva=&p_sp=cF9zcmNoPSZwX3NvcnRfYnk9JnBfZ3JpZHNvcnQ9JnBfc m93X2NudD0xMTUmcF9wcm9kcz0mcF9jYXRzPSZwX3B2PSZwX2N 2PSZwX3BhZ2U9MQ**&p_li=&p_topview=1) with great info about the law and links to assistance, quote from the page: "If the local school district is unable or unwilling to solve the problems you experience, states are the next step."
I hope this helps. There is a lot of info here, take your time and involve your parents-this is absolutely necessary. My best to you!

RADD ________________________Resources below:

This is the "Official" Texas Law for Students with Disabilities;
Notice of Procedural Safeguards
Rights of Parents of Students with Disabilities (http://www.tea.state.tx.us/special.ed/explansaf/)
Print out and take in to school. They will know you know the law. Read in study hall. (suggesstion, not an order, be careful. I am being a bit sarcastic because I am so PO'd about the cr ap going on here.)

Due Process Form (http://www.tea.state.tx.us/special.ed/hearings/duepro.html) Ask the school for this, you need the names of the contact people.

Here is official Texas Education Code information. I bolded and colored the important stuff. Here is the link with this exact document:
Texas IEP Information (http://www.ldat.org/ld_info/rights.html) Rights and Responsibilities
of Parents of Children With Disabilities

Parents have a vital role to play in the education of their children with disabilities. This fact is guaranteed by federal legislation that specifies the right of parents to participate in the educational decision-making process. Parents must become informed members of the educational team to assure a successful outcome for their children.

What Are Your Rights in the Special Education Process?

The Individuals with Disabilities Education Act of 1997 (IDEA) is the federal special education law providing for students with disabilities. A fundamental provision of IDEA is the right of parents to participate in the educational decision-making process. These rights include:


Your child is entitled to a free appropriate public education (meaning it is at no cost to parents and meets the unique educational needs of your child).
You will be notified whenever the school wishes to evaluate your child for potential special education needs, wants to change your child’s educational placement or refuses your request for an evaluation or a change in placement.
You may request an evaluation if you think your child needs special education or related services.
You will be asked by your school to provide “informed consent” (meaning you understand and agree in writing to the evaluation and educational program decisions for your child). Your consent is voluntary and may be withdrawn at any time.
You may obtain an independent evaluation if you disagree with the outcome of the school’s evaluation.
You may request a reevaluation if you think your child’s current educational placement is no longer appropriate. The school must reevaluate your child at least every three years, but your child’s educational program must be reviewed at least once during each calendar year.
You may have your child tested for special education needs in the language he or she knows best. For example, if your child’s primary language is Spanish, he or she must be tested in Spanish. Also, students who are hearing impaired have the right to an interpreter during the testing.
You may review all of your child’s records and obtain copies of these records, but the school may charge you a reasonable fee for making copies. Only you, as parents, and those persons directly involved in the education of your child will be given access to personal records. If you feel that any of the information in your child’s records is inaccurate, misleading, or violates the privacy or other rights of your child, you may request that the information be changed. If the school refuses your request, you have the right to request a hearing to challenge the questionable information in your child’s records; you may also file a complaint with your state education agency.
You must be fully informed by the school about all of the rights provided to you and your child under the law.
You may participate in the development of your child’s Individualized Education Program (IEP) or, in the case of a child younger than four years old, the development of an Individualized Family Service Plan (IFSP). The IEP and IFSP are written statements of the educational program designed to meet your child’s unique needs. The school must make every possible effort to notify you of the IEP or IFSP meeting and to arrange the meeting at a time and place that is convenient for both you and the school.
You may participate in all IEP or IFSP team decisions, including placement.
You may request an IEP or IFSP meeting at any time during the school year.
You may have your child educated in the least restrictive school setting appropriate. The school should make every effort to develop an educational program that will provide your child with the services and supports needed in order to be taught with children who do not have disabilities.
You may request a due process hearing or voluntary mediation to resolve differences with the school that can’t be resolved informally. Make your request in writing, date your request, and keep a copy for your records.
You should be kept informed about your child’s progress at least as often as parents of children who do not have disabilities.
What Are Your Responsibilities in the Special Education Process?

Parental responsibilities can vary depending on factors such as the child’s disabling condition. As a result, parental responsibilities are less clearly defined than are parental rights. However, some of the following suggestions may be helpful to ensure that your child’s rights are being protected:


Develop a partnership with the school and share relevant information about your child’s education and development.
Ask for clarification of any aspect of the program that is unclear to you.
Make sure you understand the program specified in the IEP or IFSP before agreeing to it or signing the form. Take the IEP or IFSP form home so you can review it before you sign it. You have 10 school days in which to make a decision.
Consider and discuss with your child’s teacher how your child might be included in the regular school activities program. Do not forget areas such as lunch, recess, art, music, and physical education.
Monitor your child’s progress and periodically ask for a report. If your child is not progressing, discuss this with the teacher and determine whether the program should be modified.
Discuss with the school any problems that occur with your child’s assessment placement or educational program. If you are uncertain about how to resolve a problem, you can turn to the advocacy agencies found in most states for the guidance you need to pursue your case.
Keep records. There may be many questions and comments about your child that you will want to discuss, as well as meetings and phone conversations you will want to remember.
Join a parent organization. In addition to giving parents an opportunity to share knowledge and gain support, a parent group can be an effective force on behalf of your child.
How Can You Become Involved in the IEP or IFSP Process?

Parents of children with disabilities should be involved in the IEP/IFSP process as much as possible. The following suggestions can help parents become more involved:


Before an IEP/IFSP meeting, make a list of things you want your child to learn.
Bring any information that the school or agency may not already have to the IEP/IFSP meeting. This could include copies of medical records, past school records, and test and medical evaluation results. Real-life examples demonstrating your child’s abilities in certain areas may be discussed.
Discuss related services (speech therapy, counseling, transportation, etc.) your child may need. Ask each professional to describe the kind of service he or she will be providing and what improvement you might expect in your child as a result of these services.
Discuss methods for handling discipline problems that you know are effective with your child.
Ask what you can do at home to support the program.
Regard your child’s education as a cooperative effort. If you and the school cannot reach an agreement about your child’s educational and developmental needs, ask to have another meeting with the school. Allow time for you and the school to gather more information. If, after a second meeting, there is still a conflict over your child’s program, you may wish to ask for a state mediator or a due process hearing.
Where Can You Get More Information?

Many organizations have information to help guide parents through the special education process. Your local school district’s director of special education and his or her staff can help you obtain such information and can guide you through the process.Further resources are available from national organizations. Some of them have state and local chapters that can provide more locally based support. In addition, all states now have federally supported parent information and training centers. Links to these information sources can be found on our Resources (http://www.ldat.org/resources/index.html) page.

I don't know if you've already solved your problem or not, if you have thats great.. If not try getting an IEP which is an Individual Education Program, you'll have to see your school psychologist and see if he/she agrees on diagnosis. If they agree on the diagnosis then you'll have to be tested by the head of special education [no you will not be in special ed, i freaked out when i found out about that part] and if all goes well an individual education program will be drawn up to fit your specific needs and your teachers have to abide by it by law.

Or try getting a 504 plan, or possibly try seeing a new counselor or whoever is ahead of your counselors office.