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Message edited 9/9/2014 2:07:50 AM.

Help with some laws and requirements. Please don't quote.

You should be getting progress reports (I think quarterly) that spell out the IEP goals, what they are doing to achieve the goals and how the progress is going. You definitely should have had one at the end of the school year.

I am not sure any law *requires* the district to follow the recommendations of the outside evaluators, but I would use those evaluations to push them to give my child what I think he deserves. Maybe bringing an advocate with you would help?

Re: Help with some laws and requirements. Please don't quote.

By law, the district must consider outside Evals, but doesn't necessarily adhere to their recs. I've received neuropsych reports that were totally "cookie cutter" recs and not at all appropriate for the student or the school setting. As for the CAPD, School districts don't usually have audiologist a on staff, but a speech therapist can administer the TAPS (Test of Auditory Processing Skills). Usually at my SD, if the student has a severe intellectual disability or significant issues attending they will take a CAPD diagnosis less seriously. They really look for a differential diagnosis. If it's not ID, inattentivness, or a hearing/vision disability it seems to give more credence to the CAPD. It would be a true CAPD. I don't really know too much about it, but this was a very "hot button" topic at my SD a few years ago.

ITA: the best way to find out it the IEP is being adhered to is to have lots of communication with staff/providers. Ask questions like "so how's DD doing with her XYZ (goals from IEP)? I was wondering how you address them in school because I just want to make sure I am carrying the strategies over at home the same way". Also ask how she's doing with any modifications or accommodations. Does she really seem to be utilizing them or do try seem unnecessary? Ask her teachers how much support does she need in class in order to function?

Message edited 9/8/2014 4:23:46 PM.

Re: Help with some laws and requirements. Please don't quote.

If you want to make sure the IEP is being followed, ask for 'data'... and feedback/anecdotal reports . All IEP goals are measurable.

Put in a request for an auditory processing evaluation. It is done through BOCES. It will take forever, however after it's done, you most likely will disagree and then request the district to fund an IEE (independent ed eval) with a top audiologist who specializes in APD. Dr. Lucker is excellent but he is no longer in NY. However, he has affiliates he recommends. He is great to have on your side. Dr. Geffner is another very known audiologist. Both of these professionals are dually certified in audiology and Speech Pathology. They both focus on the psychological impact of APD.

If the Neuropsych and psychiatrist wrote very strong reports, the school has to fully consider their recommendations. They are considered "experts" and it would look a bit foolish if the teacher turned down something that an 'expert' considered to be beneficial. However, sadly they don't "have" to follow their recommendations. There is a huge difference between neuro psych reports. If your neuro psych or psychiatrist can attend the CSE via phone etc that can help as well. This is all in what makes some "experts" better then others. Just for further reference, you could have the district pay for these evals.

A bit off topic but something I want to throw out there...my friend had a neuro psych done for her daughter with the district's recommended neuropsychologist. Her report was completely slanted towards the school and didn't advocate at all for the child. It was actually almost unbearable to read. Turns out the neuro psych is a consultant for her district, and the report was written on BOCES letterhead. Thankfully, it turns out that it's not technically considered an independent eval...so the district will have to pay for a 'true' IEE.

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Thank you