School Stonewalling | Autism PDD

Hi ~ I'm new here.

I recently moved to Cooperstown, NY, so this past year was my son's first school year in this district.

Suffice it to say, it hasn't yet been pleasant.

At an IEP meeting on 06/12, I asked that his classification be changed from OHI to Autism. He is high functioning. The CSE chair said that in order to do change is classification, I'd have to file a due process complaint. The CSE "team" decided to take away his resource services (5/W) and have a resource teacher pushed into his classes (he's going into 7th grade). I explained at the meeting that this would be very embarrassing for Nick. I just got the IEP and they changed it anyway, despite the fact that he didn't master any of his goals from last year. On 06/14, I asked for records from the school: Speech therapy progress notes, specific data used by the teachers in formulating their decisions re: whether or not he met the IEP goals, and other records. I still haven't received them. I called another CSE meeting on 06/15, because on 06/12, it got late in the day, and people just got up and started leaving. It was so odd! I still haven't heard back from the school regarding my request for another CSE meeting. On 07/12, we had a resolution session, and no agreement was made. The CSE chair said that my son is not "severe" enough to qualify for an autism diagnosis. They said that he's "just like any other sixth grader who is shy, avoids eye-contact, doesn't understand jokes/idioms/cliches/metaphors, etc. They also said that academically he doesn't qualify for resource services because he scored too high on the Woodcock Johnson (administered by his special ed. teacher). The impartial hearing officer called yesterday and today, wanting to schedule a "pre-hearing conference," which I've read could encompass many things. Problem is, I don't have the records I need from the school, and don't want to attend another meeting without them (like the resolution session, at which I looked like an idiot because I was unprepared).

All year long I've heard complaints from the research room teacher regarding my son's behavior in her class (talking back, refusing to do work, ignoring her, etc.). I suggested they do a functional analysis on him to pinpoint probable causes of these behaviors, but they haven't done that. I think this is why he's not getting resource services any longer. He's been bullied in school because of the way he runs, and he's been manipulated out of money from a few kids several times. He's even gotten points off for "lack of expression" while giving oral reports. The principal said that ending resource will help in terms of "not wanting to baby him or hold his hand throughout his school years."

Any advice? It's amazing how after years of advocating for my son, I'm left in tears about this stuff!

I forgot to mention ~ the "pre-hearing conference" is scheduled for tomorrow at 3:30, and it's a teleconference between the imparital hearing officer, me, and the school's attorney (who knows the dates I've requested records, as well as the date I most recently requested another IEP meeting).

I know what it is like to get stonewalled at a CSE, but not anymore. One thing is to call a representative in Albany for Special Education. Let them know what went on at your son's CSE. I can't believe that they got up and left. With my knowledge that meeting is invalid. I had my son switched from OHI to Child with Autism. It was done right there and then. I didn't have to do anything else.

My son's meeting this year was held 3 months late. His old school never scheduled one. He was in a special ed school. The year stunk. He went from a kind of indepentant child to very needy. And when we held the meeting NOBODY besides me showed up. The chairperson got other people that knew nothing about my son so we can hold the meeting. It was ok with me only because I told them I wanted nothing changed since his school didn't follow the IEP.

Now to tzoya, thanks for the contact to the Advocacy Center, I live in Rochester & I didn't know about them.

Are you near Rochester? If you are, contact The Advocacy Center there. They are GREAT, and I believe free. http://www.advocacycenter.com/contact.phpHello, I live in oswego NY!

Anyways, my parents had to go thru something similar, i was in special ed until 5th and 6th grade then mainstreamed. I must say 1st of all, having an aid follow your son will single him out. Its 2 bad that other kids abuse and use him, make fun of him. Ive been their also, i feel for him. I had no access to special services in middle school, however in elementary, whenever i needed help i would leave the normal class and go to my special ed teacher who would help me with the work.

You son needs to learn how to operate independently as much as possible, and adjust to mainstream classes. It was difficult for me at first, but i worked hard, and he must also work hard too.

I dont see why he cant get help outside the classroom, so nobody follows him around, and he can request help only when he needs it, he passed that test huh? So that means he can do it, hell just need a little boost of aid every now and then no biggy the kids in the class dont need to know where hes going and hell still maintain that independence nessissary for when he becomes an adult.

I was dx'ed with HFA as well, and i graduated high school, collage and have a job driving forklifts in a warehouse (too this day i still deal with auful ppl, me and your son will have to deal with being abused, made fun of and used our whole lifes, around your sons age i figured out how they were manipulating me because they were my "friends" and put a stop to it.) I live independently in a small house i own, i drive and quite franky am far more prepaired in the future then anybody else my age.

I think your son will find motivation to succeed also, it occured for me around this time, the road will be difficult, I hope he can make some friends to ward off the bullies, and i hope he puts 100% effort into his studies so that someday he can do well in adult life too.

Best of luck to ya, keep us posted.

Have you considered another placement? I've heard good things about this place: http://www.aspieschool.org I'm not sure how the enrollment process works or if it's an option for you. I'm sorry that you have to deal with this. You were probably looking forward to a fresh start in a new district, and then you get that bologna. Is this a common situation when your child seemingly "outgrows" his diagnosis when they're in middle school? This makes me nervous about the future.