Sec. 300.8 (c) (10)
If I asked you to go to the store to buy me a specific loaf of bread, what would you buy? My guess is you'd probably ask me what bread I wanted. If I said specific, I likely have a brand in mind.
I thought about all the times a school or team members, says they can't write dyslexia in an IEP (Individual Education Plan) because it is not allowed, all that is allowed are the words "specific learning disability" (SLD). But if it's a specific one, why can't we add it in?
Did you know it is listed in the Individuals With Disabilities Act under Sec? 300.8 (c) (10). Don't be afraid to push forward and ask questions. Ask the team to put in writing, they are forbidden from using the word dyslexia in and IEP. See how fast they add it in or try to change the narrative
Here is it, in case you have some school friends you want to share with :)
Statute/Regs Main » Regulations » Part B » Subpart A » Section 300.8 » c » 1(10) Specific learning disability--
(i) General. Specific learning disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.
(ii) Disorders not included. Specific learning disability does not include learning problems that are primarily the result of visual, hearing, or motor disabilities, of intellectual disability, of emotional disturbance, or of environmental, cultural, or economic disadvantage.
Last modified on May 25, 2018
A friend has this quotation on his office wall: "I know worry works because nothing I worry about ever happens."
I think I must believe that, because I worry a lot -- and about the most insignificant things. I worry about the big things, of course, like health, relationships, and finances. But I'm also liable to fret about anything and everything that finds its way into my consciousness. It is easy to worry with all of the talk surrounding COVID-19.
Because I spend so much time on worry, I've decided to embrace it with a personal research project. Maybe you'd like to join me.
Last night, we stopped at an ice cream shop after an event. One of the team members specializes in health inspection for food service business. They are astutely aware of when the property health and safety requirements are being ignored. It's a frustrating part of knowing the rules and seeing them broken in front of your very eyes.
Today, we had to call an internet business regarding an issue with a product we purchased. The product ended up being the wrong size, wrong design, and because of the error we were not able to complete a job. We rang through to customer service and were pleasantly surprised to not have to go through an extensive series of prompts to connect with a staff person.
Furthermore, the staff person quickly identified themselves and asked how they could help. That is end of what we hoped was going to be a pleasant customer service experience. The representative immediately began talking and never stopped. Here is a synopsis of how the interaction went. Sadly, it is difficult to capture the speed and veracity at which the staff person spoke to us including the constant interruptions while we were speaking.
When you frequent an establishment, you expect that someone, anyone, will remember something about you. Maybe they don't remember your name, but they remember that you've been in before. In this case, the owner has a great memory for names and details and is able to make his customers feel valued and welcomed. Not all establishments have this style of customer service. For example, every morning we stop at the same Dunkin' (Donuts). We order the same coffee, medium, hot, decaf, regular cream, and 1/2 pump of caramel swirl.
The Advocacy Journal is written by various staff persons to showcase advocacy experiencces across New England.