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Thursday, December 28, 2017   (0 Comments)
Posted by: Denise Marshall
young black male smiling at cameraOur work is never easy, and certainly never finished.  We rely on each other to go on with acumen and determination because we know that knowledge brings empowerment to students and their families and representation protects rights, creates opportunities and changes lives. 
Reginald, an 18-year-old boy diagnosed with attention deficit hyperactivity disorder (ADHD), oppositional defiant disorder, and a learning disability, attended a public high school for his freshman through junior year. Reginald and his mother did not believe that the school was implementing Reginald's individualized education program (IEP) and were concerned about his transition from high school to post-secondary education or employment.
Reginald also expressed that he felt unsafe in his school, which was in a high crime urban neighborhood. The family sought the assistance of an attorney to help determine whether the school was implementing Reginald's IEP, and to assist with transition planning.Over the course of three IEP meetings it became clear that the IEP team had moved Reginald from a self-contained classroom to the general education setting without having an IEP meeting, that the school was not implementing Reginald's IEP, and that Reginald's IEP goals and objectives had been copied from year to year for each of the three years he attended the high school.
Given these violations the attorney advocated for Reginald to be transferred to a higher performing school in his district. Reginald and his mother visited several schools and the attorney worked with the Office of Enrollment for the local school system to transfer Reginald to a school that would meet his needs. The IEP team met at the new school to discuss compensatory services for the substantive and procedural violations that occurred during the three years that Reginald attended the previous school. The local school system agreed to pay for two years of education at a local community college in a program in Reginald's area of interest after he graduates from high school, transportation to and from the local community college, and 80 hours of tutoring services during his senior year of high school. Reginald is relieved to have a plan in place upon high school graduation and he and his family are thrilled that the new school is implementing Reginald's IEP and supporting him to reach his goals.
Reginald's story is one example of the work our members do each and every day with thousands of families.  Please support our work today.
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