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I wondered what parents of other children with dyslexia have experienced in terms of BUSD's interventions for dyslexia. My child just started the 4th grade and his school has been working on his reading with small group and even one-on-one tutoring since 1st grade. Unfortunately, despite teachers' best efforts, his progress has been minimal. From what I've read so far about dyslexia, children with this learning disability need a different kind of instruction - and if they get it, they CAN learn to read. I'm not sure if any of the interventions offered or tried were designed for the dyslexic learning style. As he has an IEP, I wrote to the special ed department last spring, and requested a meeting with the district's most knowledgeable expert on dyslexia and other complex reading problems. I am still awaiting a response. (They acknowledged receiving my email, but have yet to tell me whether such a professional exists within BUSD, whether BUSD is willing to let this person consult with our family, etc....) It's hard to believe that in a district this size, there would be no professional who could advise us on how to treat our child's dyslexia. How have other parents gotten appropriate and effective reading intervention for their learning disabled child? Newbee to Dyslexia
I would love to hear from parents, teachers, administrators etc. re: which Learning Academy within Berkeley High might be a best fit for my son who has dyslexia (Auditory Processing difficulties). Thanks for any ideas/thoughts. His sister is in IB and loves it. How about which language? How is the Spanish Department? Or Mandarin? Mom
My student was in AC and all her teachers were cooperative with her accommodations. I had to remind her how large the school is; this meant she had to remind teachers occasionally that she had accommodations, but still, all were fine. Her counselors were all fine; just hope you do not get the infamous Mr. S. who routinely denies a 504 to dyslexics, is unfair, probably out of compliance and fails to return phone calls. I don't know about the teachers in IB. But in AC you have the advantage of more choice in classes so students can choose classes they might do well in. There is far less choice in IB. So if a student is very bright in math, or computer science, or arts, then s/he can take more of those classes leading to both a better GPA and increased self esteem. This was a crucial factor for my student.
IB is very very hard-- in junior year especially --and this could be pretty devastating for a student who takes more time doing homework. My student didn't think she could have handled IB but she was extremely successful in AC and took a number of AP classes in her strengths and avoided AP in her weaker areas. She works like a dog but as you know, a dyslexic kid can take a long time to do certain tasks that come easier to others. Because there are so many poor math teachers all over BHS, you might want to consider tutoring if that is not one of your son's strengths. Mine is very glad she was in AC. As for Spanish, it's probably the worst BHS dept. besides math. Mine took 2 years and stopped. I wish she had taken French or Mandarin. Because of the characters, some dyslexic kids do better with Mandarin. They can remember the visuals.
I have not met one parent of a dyslexic kid who was pleased with small schools. Many teachers there say that all their kids have learning issues and will not comply with accommodations. It is frustrating. As you know, when our kids get what they need they can soar and if they don't they can tumble. Oh, for some mid-ground. Good luck. 2011 AC parent
I do endorse the initial poster's emphasis on each student recognizing their challenges, working hard, and learning how to advocate for themselves... Good luck... doing the best we can...
Do you have a child with Dyslexia attending Berkeley High School currently? Or recently? Please tell me about your attempts to get your child accommodations. My daughter needs extra time on tests as well a few other no-cost help and a 504 to document it. I'd appreciate any advice you have or information about your mis-steps. Thanks in advance!!
A few salient facts I pulled out: ''21. May school districts consider ''mitigating measures'' used by a student in determining whether the student has a disability under Section 504? No. As of January 1, 2009, school districts, in determining whether a student has a physical or mental impairment that substantially limits that student in a major life activity, must not consider the ameliorating effects of any mitigating measures that student is using.''
Note ''reasonable accommodations or auxiliary aids or services'' are on the non-exhaustive list of "mitigating measures." This may mean that accommodations that work do not disqualify a student from getting them, e.g. requiring students to fail to prove their need for a 504 could be illegal. RE: 24.''As noted in FAQ 22, the Section 504 regulations require school districts to draw upon a variety of sources in interpreting evaluation data and making placement decisions.''
This could be interpreted as BUSD may not solely use failure as a determining factor, but must use additional factors in its assessment, e.g. reports by past teachers who say the student qualifies for accommodations, etc.
My student already graduated. Could parents of dyslexic students meet together and consider bringing in an atty, for instance from http://dredf.org/ in Berkeley? If what someone said is true about ''the failure test'' then BHS could be out of compliance, and may be illegally interpreting the law. If a formal complaint does not work, you can file a suit with the local Office of Civil Rights (OCR) who oversees Sec. 504.
I know a parent who successfully filed an OCR complaint against Jefferson Elementary School several years ago and won it rather handily. It is not rocket science. She had a good case and won. Just because this is Berkeley doesn't mean that the district practices the progressive principles it espouses.
Last, here is the best reason to fight like hell for your student now: Because my student qualified for extended time on tests, she was granted extended time on both the SAT & ACT exams. (I had to file for those, w/the school's help.) The difference on her SAT score without, then with extended time was staggering. It would have totally changed which colleges she got into. It would have altered her future. BUSD has no right to limit our children's choices in life, especially when all you are asking for is accommodations, which cost the district NOTHING. BHS does not get to re-write federal statute for its convenience.
RE past response: ''In part the counselor in our small school was just not helpful We would have had to take an aggressive route, and decided against it. But it was a very discouraging, counter-productive experience. However, many of the teachers in his small learning community were wonderful, and willing to work with him in any case...I do endorse the initial poster's emphasis on each student recognizing their challenges,working hard, and learning how to advocate for themselves...''
I have heard numerous parents of students in small schools say that getting the 504 was hard due to being told ''All the kids in this small school have learning issues.'' That may or may not be true. What is true is that your student has certain rights accorded them by the govt. and this district has no right to restrict those rights due to inconvenience. In addition, dyslexic kids need to learn how to get what they need and they will always need this, such as finding a way to tell a boss that they cannot spell and will need an editor in business situations. We, their parents, are the ones who model for them how to make allies. This is their lifelong battle. And it starts with getting the 504 - battling for it if need be - so that the kids can see that no one has the right to take away their civil rights. (This is not hyperbole - Sec. 504 is part of civil rights code.) My child has gotten several jobs by now and has learned how to let supervisors know what her weak area is, while maintaining her integrity and intelligence. It's a lifelong skill and a lifelong struggle. High school is when we help them learn to stand up for themselves, and thankfully my daughter's freshman year BHS counselor (AC) told her that in no uncertain terms. He told her clearly that part of HIS job was to help her learn to ask for what she needed from her teachers. We need more of that, and it needs to come from the counselors exactly so that the kids can get the testing accommodations needed for SAT & ACT exams. Fight the good fight. (I guess I am still mad on your behalf.) Good luck. former BHS parent
I need someone to help us get a 504 for my daughter before she enters Berkeley High School. Looking for someone who has done this before and knows the legal aspects for a child with dyslexia.
You should start the 504 process now, in junior high/middle school. The 504 will follow your child to high school. You may want to renegotiate the terms of the 504 each year, as your daughter's needs change, her classes and teachers change, etc. As long as it's working for you as is, you can leave it in place. But there's no point in waiting until high school, you're only going to lose time that way.
A 504 is all about the accommodations you're asking for your child. Do you know what accommodations you need? I found our school looked at us blankly and expected us to have some clear cut, easy accommodations and weren't good at suggesting any. I felt like I was doing all the work for them.
You start the process by calling your school and saying you want a 504 for your daughter and how do you get started. We worked with our son's academic advisor, who had no idea what she was doing. She insisted on a meeting with all our son's teachers (only two showed up) to talk about what they noticed was problematic for our son in his work, what accommodations they could make, etc. If you have a demonstrated diagnosis of dyslexia, perhaps you can skip that step. I can see how it could be helpful, in some other universe, but it was useless in mine. Then you and the counselor/academic advisor write up the 504, which explains the need and what accommodations will be made. Everyone signs it. It goes in your kid's file. That's it.
Heads up for counselors who drag their feet, teachers who say it's not needed, people not sticking with the plan, teachers saying your request is too much work/unheard of, etc. good luck!
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