IEPS? 504 Plans

These articles are from ADDitudes website:

The School Always Ignores My Input on My ADHD Child's IEP or 504 Plan
The Problem: "I don't see the point of attending IEP/504 meetings. I barely get a chance to talk and when I do, I'm ignored. How can I get the school to listen to me?"
The Solution: Always remember that as a parent, you are an essential member of your child's IEP/504 team. While the school is not required to implement every request you have, they are required to listen to and consider your input. One of the best ways to become an active member of the team is to ask questions. After you ask a question, listen and analyze the answer. Ask follow-up questions. If you are nervous about bringing up an issue in the meeting, type up your concerns ahead of time and distribute the document at the start of the meeting. If after the IEP/504 meeting you still feel ignored, send the team a follow-up letter documenting any remaining requests, questions, or suggestions.


My Accommodation Requests Are Always Denied
The Problem: "No matter what accommodations I ask for, the school says no. Sometimes I'm told what I'm asking for violates school policy. Other times the school says I don't understand my child's needs. How do I respond?"
The Solution: Begin by explaining the reason for your request and why the status quo is not working. Use examples. Offer written documentation. Try to persuade the team that your request is something your child needs, not simply something you want. The law requires the school to meet your child's needs, but it does not require the school to provide the ideal education. If you are told that your request violates law or policy, politely ask for a written copy of that portion of the law and policy. Sometimes school officials confuse "what is always done" with the law. If the school is able to provide you with a copy of the law or policy, review it and see if there is some reason why it should not apply to your child.


The School Says My Request Is Too Expensive
The Problem: "The school agrees that my child would benefit from a particular assistive technology and a one-on-one aide, but they say they just don't have the money in the budget for it this year."
The Solution: If your child needs an accommodation or service in order to make educational progress, the school must provide it. But remember, there is a legal difference between an educational benefit and an educational necessity. If it is necessary, cost cannot be a reason for denying your request. That doesn't mean that the school can't consider the cost of your request in certain circumstances. For example, if your child requires assistive technology, you can't force the school to purchase the most expensive model if a less expensive brand will meet your child's needs.

Unemployment and Disabilities

People with disabilities are employed at much lower rates than those without disabilities, and people in each disability category are much less likely to be in the labor force than people without disabilities. Individuals with disabilities also fare poorly using the calculation of unemployment rate. People with mental disabilities who receive SSI have the lowest employment rate (percent employed) with only 9% of individuals in this group being employed and only 28% employed that do not receive SSI Disability. While the most striking differences are in overall employment participation, unemployment rates for people with disabilities who are in the labor force are two to three times the unemployment rate for people without disabilities. These figures may reflect a longer job search and the difficulty individuals with disabilities face in reentering the workforce after a job loss. (Government sources)

There is a growing belief that to affect the persistently high unemployment rate of individuals with developmental disabilities, a paradigm shift from professional- to customer-directed services must occur. Using this approach, individuals will (a) have the knowledge they need to make informed choices and to direct the employment process, (b) choose from the full array of job and career choices available to other individuals in their communities, (c) receive individual and ongoing advice and support, (d) begin the employment service process by defining their career goals and paths, (e) have individual budgets that reflect their unique career goals and paths, (f) determine the services and supports they will use their funding to purchase, and (g) contract directly with service providers. There are many unanswered questions about how a customer- directed employment service system can most effectively and efficiently be structured and how it affects customers, providers, and funding agencies.