Hello! I'm a special ed. teacher, so feel free to ask any questions.
Let me just give you some basic info.
First, an IEP is an Individualized Education Plan.
Generally, to qualify for an IEP, a student must show a 23 point discrepency (difference) between their IQ score and their performance level.
However, there are times when a student qualifies for an IEP, but does NOT have the discrepency normally needed. Those students are usually labeled OHI or Other Health Impaired. I've worked with students that had OCD (Obsessive Compulsive Disorder) that had IEP's. Also, we have several students at our school who have IEP's that are in regular ed. classes. They have IEP's because they are wheelchair bound, have OCD, are blind, etc. All of these would enable them to qualify under OHI (Other Health Impaired). Your granddaughter will need to undergo IQ testing and assessment testing. Also, if you can give a copy to the school psychologist of any testing done by the neuro psych, and a letter stating that she needs an IEP, that should get her the services that she needs. In the district I work in, we have all different levels of service. There are seperate classes for the Severe Handicap students. There, they deal with the basic skills learned up to the 3rd grade. The students labeled SH generally have an IQ of 55. The average child has an IQ of 100. As you can see, a big gap. Then there is the SDC program. These classes are also seperate, but work on grade level curriculum (or are supposed to) but at a slower or more simplified rate, and with lots of modifications. Then there are students who are RSP (Resource). They may only go to an RSP class for the one or two areas that they need extra help in, and the rest of their classes are Regular Ed.
Special Ed. used to be a dumping ground for kids that just didn't perform as well as the rest of the class, or who were behavior issues. That's changing. So you should really ask the person in charge of the 504 plan what the different types of service look like in your granddaughters school. Due to confidentiality issues, they may not let you necessarily visit the classes, but they should be able to describe the continuum of service. Also, just because a kid gets put in special ed does NOT mean they are there forever. I've had several students that actually were transitioned back into regular ed. It all depends on the amount of support that comes from home, as well as how hard the student works.
IEP's can provide a child with more services then a standard 504 plan. For example, a one on one aide or laptops that go from home to school can all be provided via IEP. Also, a child that has beahvior issues can get a Behavior Support Plan. This can protect them when it comes to school disciplinary procedures. It all depends on how it's written. If your child gets a BSP, read it carefully. Find out exactly when a Manifestation Determination (pre expulsion) meeting must be held, and understand that time in ISS (In School Suspension) counts towards that day limit. Where I teach, 20 days and then the student gets expelled. That would not be an issue, except that the school gives out 5 day suspensions as a minimum. So find out what the usual suspension amount is for things that your child might do, if she has a BSP. And again, if you have any questions, feel free to ask. The special ed. paperwork can be intimidating.
