You are not alone!
Cara Cohen has advocated for many families since 2006 and has successfully secured the help and additional education support their children need.
Read on for some commonly asked questions and concerns, and how Cara has helped families navigate the complex education system with children who need more.
“The school is saying our child is not failing so does not require special education services, yet my child can’t spell or write-what can we do”?
“My child is supposed to be receiving services according to the IEP, but my child has not received those services yet. What are our rights”?
“We received the proposed IEP from the school and don’t agree with everything. How do we respond”?
Paul’s Story
At the time of the observation, Paul was in a second grade classroom in the Medway Public School system. He had an IEP addressing his special needs as a child with high-functioning Autism. He had a teacher’s assistant working with throughout the day. The family was seeking advocacy services due to reports that Paul was consistently removed from his classroom to a “quiet room” due to “disruptive behaviors”.
The “quiet room” was a closet in the hallway. Paul had a behavior intervention plan (BIP) that was written by a board certified behavior analyst (BCBA) from an agency that the school hired. The school did not have a BCBA on their staff. The family never received a copy of the BIP. The family did not receive any incident reports from the school indicated why Paul was being moved to the quiet room. The family was very concerned after Paul told them he was left in the quiet room for hours at a time.
At this point, the family hired Cara Cohen’s advocacy services. After reviewing school reports, the IEP and BIP, an observation was conducted. Paul had a teacher’s assistant with him throughout the day. The purpose of the teacher’s assistant was not noted in the IEP. Paul was observed in both academic settings, specialist classes such as gym and unstructured times such as recess.
The family received a detailed observation report that included behaviors observed, specifics with how the IEP was being followed and how the BIP was being utilized. The report also consisted of specific recommendations including the role of the teacher’s assistant.
The family provided the school with a copy of the observation and a meeting was scheduled. During the meeting, detailed information was provided demonstrating how the school was out of compliance with Paul’s IEP. Modifications and accommodations were not being made. Not only was the BIP not being followed, but the school was not following the Individuals with Disabilities Act (IDEA) or delivering a Free and Appropriate Education (FAPE). Furthermore, the school was not equipped to meet Paul’s needs. They did not have a BCBA on their staff and due to Paul’s disability, he required a trained professional.
Lastly, by placing Paul in a closet that they used as a quiet room and leaving him there for extended periods of time, the school did not meet Paul’s needs as required by IDEA. Instead of being in the Least Restrictive Environment (LRE), they were placing him in a too restrictive environment.
Based on the information provided, the school district agreed that they did not have an appropriate placement for Paul. The school placed him in a private placement where, with the appropriate professionals to assist with programming.
Paul continues to thrive!