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Federal law provides for expedited hearings in certain situations. In Massachusetts, The Bureau of Special Education Appeals determines whether expedited status should be granted to all or some of the issues. If there are any remaining issues, those will be processed on a non-expedited track. Whenever possible, both cases will be heard by the same Hearing Officer
The Individuals with Disabilities Education Act (IDEA) and its Massachusetts equivalent provide children receiving special education numerous rights and protections. These and other statutes, regulations, and decisions constitute special education law. But the law is only effective if it is enforced.
My son has an autism spectrum disorder. He has problems, and is not in the appropriate special ed class, despite a request to change. He has had CPS called because of issues that are related to his problems, more than once. He has trouble with appropriate urination, which is common in autism, and he has had times where he has been told he stinks even though he has showered and his clothes directly from the dryer. They say it is cat pee, and while we have cats, this isn't the problem. I do everything I can to make sure he doesn't "smell" before he leaves.
As a parent, you may think your child needs a specific service or program. Perhaps your belief is founded on some research you did on the internet or a conversation you had with a friend. But how can you convince the school to implement these changes on your child's IEP? If the school agrees with you, that's great. But if the school begins to question your request or flat-out refuses to provide this service or program you need a plan.
Question:
He has dyslexia and spelling dyspraxia. He has been on an IEP since 7th grade. He has been extremely successful in high school and his only special ed classes this year are for lang. arts and a study period. He would like to attend college and we have done extensive research on colleges that will offer support services (which he would have to apply for). This year he is due to have his full battery of tests, but on the annual WIATT, he scored well and now they feel he doesn't need his IEP. Our concern is that without the support he receives his senior year he could be dramatically affected along with the assistance of his IEP documentation for college services, when applying for college.
Here is the unedited text of his question:
If a high school i am attending is clarly messing up my credits in orderfor e to graduate what are my rights? I have been going to western heights in oklahoma since 2007..and they keep telling me i have thive me the help i need the same credits when i workhard to do what i need to.they keep switching me in and out and wont give me help i deserve
State and Federal law require that a student's IEP contain measurable post-secondary goals and services called a "transition plan" when the child reaches a certain age. Massachusetts General Law chapter 71B section 2 (signed into law in August 2008) requires a plan be in place by the child's 14th birthday.
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