Negotiation with district to obtain out-of-district placement and possible IEEs

NY is a 10-year-old 4th-grader who has been diagnosed with ADHD, anxiety disorder, ODD, disruptive mood dysregulation disorder, sensory processing disorder, and PTSD. She suffers from emotional problems that are increasingly interfering with her education and which are not being addressed at school. She has begun refusing to go to school and responding aggressively when compelled to go. Her doctor recommended a therapeutic day school placement, but the district rejected this recommendation and claimed her emotional problems are only observed at home, even though she has been suspended for drawing sexual images on the walls, found to have engaged in bullying and harassment against peers, and described as angry and aggravated in her IEP by teachers. NY's mother, MD, is seeking a placement for her daughter at a therapeutic day school, and possibly additional IEEs.

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Negotiation with district to obtain IEEs, appropriate placement, IEP amendments, and comp. ed.

JV is a 14-year-old 9th-grader who has been diagnosed with ADHD. His IEP places him in general education with in-class resource support for academic subjects. JV's grandmother and legal guardian, FN, recently learned that he is in danger of failing all his classes. JV's IEP does not refer to any evaluations and FN isn't aware that any have been done. His IEP also contains no goals or objectives. JV was recently diagnosed with autism, but FN does not believe any autism assessment was conducted, and JV's classification (Specific Learning Disability) and program did not change. FN is seeking appropriate IEEs, placement (either in- or out-of-district), transition services or supports, and goals and objectives in the IEP, as well as compensatory education.

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