Children With A Diagnosis Of Autism And Adhd

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The student is a 9-year-old child with a diagnosis of Autism and ADHD. In September of 2010 the student was evaluated by the CPSE and determined to be a pre-school student with a disability by the Ithaca City School District. At the time he exhibited deficits in all areas of functioning and thereby received an IEP with programs and services based upon the results of the initial evaluation. These programs and services included Jacob being placed in a 6:1+1 classroom with a special education teacher. He also received services of OT, Speech Therapy, and Counseling. He was also provided with a special education bus through the Birnie Bus service with a bus attendant and less than 15 students.
The following year, the student was transitioned
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However, in July of 2012 the student moved to a new home and was transitioned into the Dryden Central School District.
On August 8, 2012, the Dryden Central School District held a CSE meeting to discuss the student’s transition and current educational needs. At this meeting it was determined that the student would continue on the same educational program, be informally placed in a classroom with a special education teacher and extra adult support, and that transportation would be modified to a regular education bus with a bus aide as they stated they did not have any special education busses available for him at this time. It should be noted that this was the first meeting the Parent had ever attended, or been invited to attend, with the Dryden Central School District, and yet the meeting notice states; “Previously you have received a Procedural Safeguards Notice that explains your rights regarding the special education process.” However, this could not possible be true since this was the very first meeting the Parent ever attended and these procedural safeguards were not provided to her at any time during the meeting. At this meeting it was also determined that the student would need to be re-evaluated by May 18, 2013, in the following areas; Cognitive, Social/Emotional, Speech and Language and
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