MANATEE

by NobleFalcon754

What happened:
My son attended Parrish Charter Academy from kindergarten through second grade, and he struggled academically from the beginning.

His kindergarten teacher recognized that he was struggling and did everything she could to help and support him. Unfortunately, first grade was where we saw significant backsliding. Instead of beginning to close the gaps, he fell further behind. As his parent, I continued to feel that there was something more going on and that he needed more than additional practice or time to catch up.

What became increasingly concerning was that he was receiving school interventions, including Tier 2/Tier 3 support, as well as outside tutoring, and he still was not making the progress we hoped to see. By second grade, after nearly three years of school, he was still functioning around a kindergarten academic level in significant areas.

His second-grade teacher was the turning point. She recognized that his continued struggles needed further investigation and helped get the evaluation process moving. The testing ultimately resulted in him qualifying for an IEP under Specific Learning Disability, including needs in Basic Reading and Math Calculation.

After years of interventions and watching him continue to struggle, the evaluation finally gave us an explanation for why he was not progressing as expected.

My biggest frustration is that it took nearly three school years, significant academic backsliding, interventions and outside tutoring before we finally got those answers. I wish formal testing had happened much sooner.

How they resolved it:
The evaluation and IEP finally gave us the answers we had been searching for. I am extremely grateful to his second-grade teacher because she recognized that this was more than a child simply needing extra time or practice and helped move the evaluation process forward.

The IEP finally identified that my son had a genuine learning disability and needed instruction and support designed around the way he learns. However, by the time we received those answers, he had already fallen significantly behind academically.

Ultimately, our resolution was to withdraw him from Parrish Charter Academy and homeschool him.

Homeschooling has allowed us to meet him at his actual academic level rather than continuing to move forward while foundational gaps remain. We can slow down when necessary, use curriculum and instruction appropriate for his learning needs, provide individualized support, and focus on rebuilding the foundational reading and math skills he was missing.

Although receiving the IEP did not result in us remaining in the school system, it was incredibly important. It finally gave us an explanation for years of struggling and gave me the information I needed to better understand my child and make an informed decision about his education.

If I could tell another parent one thing from our experience, it would be not to assume that years of interventions without meaningful progress are enough. If your child continues to struggle or fall further behind despite intervention, keep asking questions and ask whether a formal evaluation is appropriate. I wish we had gotten that answer much sooner.

by CalmGuardian661

What happened:
My child was diagnosed at 4 with Autism (Asperger’s) and ADHD with a couple other DX. Asperger’s was its OWN ICD code at the time of his diagnosis of course, we had him evaluated before starting kindergarten. I started out asking around for parents in similar situations, to get insight on how to go about getting him the appropriate assistance. We had our first meeting , and to keep the story very short - I was told over and over again for 3ish years, “Your child is academically doing well & doesn't qualify for an IEP” . I wouldn’t take that as an answer. So after getting a 504 plan, I still was getting nowhere with his actual needs and what assistance I could use for him . So I kept trying and trying and trying . At this point I’m told , “Asperger’s is no longer a thing.” Well of course it doesn’t just disappear, so anywho to make them happy , I had his physician who did the eval- re diagnose him as just Autism Spectrum Disorder. Still… kept being told he doesn’t qualify. So now I find an advocate who knows what they’re doing because clearly I’m doing something wrong . Fast forward to middle school. 6th grade- I think ok, new school, new staff maybe this will help. Boy was I wrong … I was told yet again the same old thing “Your child is at a c average, so he doesn’t need an IEP” But their not the parent who had to lose two jobs from 65 referrals that were given in a single school year . So by the middle of 6th grade year I was done, I was on fire & I had the help of my advocate behind me. I demanded they evaluate my son & take the steps to SHOW me that he doesn’t qualify. After they weren’t following his already 504 accommodations and I threatened to get a lawyer, they thought it was all fun and games that “oh we must’ve just had bad communication”. But it wasn’t bad communication when I lost two jobs right? It wasn’t bad communicating when I was called over 75 times in half of a school year right????? Well since that day, they couldn’t believe the troubles he was having ALL ALONG FOR SEVEN 7️⃣ SOLID YEARS!!!!! On the VERY last day of school I get a call “your sons IEP is finally active , so the beginning of next school year is when it will officially begin.” So I’m here to just say, NEVER give up on being the voice your child/ren need. You know them better than anyone else.

How they resolved it:
Advocacy . Not giving up. Being my son’s voice over and over again.

by QuietBeacon149

What happened:
So first grade he had an awful teacher that kinda pushed him to the side and didnt actually teach. Fell way behind. Told me 6 weeks to the end of school that he was failing. Got tutoring. Had iep meeting in May to go over new accommodations asked to get him reevaluated they said it wouldn't happen this year since it was end of the school year would get it in second grade.in second grade had several meeting to discuss new accommodations. Asked yet again for him to retested for a learning disability. Keep getting pushed off. 3rd grade comes still having issues add more of different accommodations. Nothing still gets done. I ask again for them to reevaluate hi.. they said he isn't due for a a new evaluation until 2028. Ends up failing 3rd grade asked again for an evaluation for a learning disability at the end of the year. They yet again say it won't happen since school ends in 2 weeks. Had to repeat 3rd grade. I asked for yet another Reevaluation the first week of school. Now they want extra tests to be done outside like vision and hearing tests. Won't accept outside therapy for OT and I just feel like I have to jump hoops just to try to get him evaluated for a learning disability

How they resolved it:
Im looking into getting an out said neuro psych evaul but that appointment isn't until November

by GentleCedar817

What happened:
My Son’s Story: A Mother’s Fight for Her Child

From a very young age, my son struggled in ways that many people could not see or understand. He was diagnosed with severe ADHD and autistic tendencies. After years of evaluations and challenges, we finally received a more complete diagnosis two years ago. He is now diagnosed with severe ADHD and Autism Spectrum Disorder, Level 2.

My son also lives with a medical condition called rectal hyposensitivity, which means he has decreased sensation in his bowels and may not always recognize when he needs to use the bathroom. This is not something he can simply control or choose to ignore. It is a medical condition that requires understanding, patience, and appropriate accommodations.

Before my son even entered school, we went through the evaluation process with Manatee County. He was granted an Individualized Education Program, or IEP, before entering pre-K. The purpose was to make sure he received the services and support he needed so that he could learn, grow, and have an opportunity to succeed alongside his peers.

As his mother, I wanted to believe that once the IEP was in place, my son would have the support he needed.

Unfortunately, my experience has been very different.

For years, I have felt disappointed and frustrated by what I believe has been a lack of adequate support for my son’s educational and individual needs. I have repeatedly raised concerns about whether the services outlined for him are actually being provided in the way he needs them.

And I keep hearing the same thing:

“We need to do testing.”

Last year, I was told that testing would be completed before the end of the school year so that we could begin the new school year with an updated IEP and the appropriate support in place.

That never happened.

Then, during the summer, I received a call telling me that they needed to evaluate my son. When I asked why the testing had not been completed the previous school year, I was told that the school had essentially dropped the ball and that there were now new people responsible for conducting the evaluation.

Meanwhile, my son was the one who continued to struggle.

He has also experienced bullying at school. Some of the incidents have involved other students, but there have also been situations involving adults at school that I have found deeply concerning. I have addressed these situations because I believe my son deserves to feel safe and respected where he goes to learn.

I have always taught my son to speak up when something is happening to him. I tell him to go to someone in authority and tell them when he is being mistreated.

But what happens when a child does exactly what his parent taught him to do—and nobody listens?

What happens when a child asks for help and his concerns are ignored?

What happens when the parent finally finds out what happened and has to fight just to have the situation acknowledged?

These are the questions I have been forced to ask.

There have been situations where I have addressed concerns involving teachers or aides, and I have not seen meaningful accountability or consequences. As a mother, that is heartbreaking.

But one incident has affected me more than I can put into words.

Because of my son’s medical condition, he sometimes needs additional understanding and accommodations when dealing with bathroom accidents. On this particular occasion, I was told that he did not have clean shorts, even though he had clean underwear. He was not allowed to leave the bathroom.

His classroom is located in a portable building, and the bathroom has no adequate ventilation.

I live more than an hour away. When I learned that my son had been stuck in that bathroom for more than an hour, I was devastated.

My son was distraught. He was hot and sweaty, crying, and beside himself. He became so overwhelmed that he was difficult to console.

As his mother, hearing that and imagining what he experienced broke my heart.

My child was already struggling with a medical condition that he cannot simply control. He was already dealing with the challenges associated with ADHD and autism. He was already trying to navigate school, social situations, expectations, and bullying.

And then he was placed in a situation where, in my view, his dignity and his needs were not adequately considered.

I keep asking people to listen.

I keep asking for help.

I keep asking for my son’s needs to be taken seriously.

And I am tired of asking.

I am now demanding that my child’s needs—and the needs of children like him—be taken seriously.

Children with disabilities are not less deserving of an education. They are not less deserving of dignity. They are not less deserving of patience, protection, understanding, or respect.

They are children.

They are human beings.

They are someone’s son or daughter.

They are someone’s whole world.

Parents should not have to fight teachers, administrators, school districts, or school boards simply to make sure their children receive the support they need. Parents should not have to become investigators just to find out what happened to their own child. And parents should not have to repeatedly demand that people follow the plans that were created to help their children succeed.

Our children are the future.

Whether a child has a learning disability, a developmental disability, a genetic condition, a medical condition, or any other challenge, they still deserve the opportunity to learn and thrive.

They deserve stability in their classrooms.

They deserve trained and supportive staff.

They deserve appropriate individualized services.

They deserve to be heard when they say something is wrong.

They deserve to feel safe at school.

And they deserve dignity.

I believe there needs to be greater accountability and greater transparency in our schools. I believe parents should have meaningful ways to know what is happening to their children. I believe we need greater stability in classrooms and more individualized support for children who require it.

I also believe we need to have serious conversations about additional safeguards for vulnerable children, including appropriate monitoring and accountability measures.

I am not asking for special treatment for my son.

I am asking for him to receive the support he needs to have a fair opportunity to succeed.

I am asking for his IEP and his individual needs to be taken seriously.

I am asking for adults to listen when he speaks.

I am asking for him to be treated with dignity.

And I am asking for accountability when that dignity is not respected.

I am his mother.

I will continue to speak for him when his voice is not being heard.

I will continue to advocate for him.

I will continue to ask questions.

And when asking is no longer enough, I will continue to stand up and demand answers.

Because our children deserve better.

They deserve to be seen.
They deserve to be heard.
They deserve to be protected.
And they deserve justice.

by KindLantern244

What happened:
My daughter has been struggling in school, and despite our best efforts — begging, asking, getting re-evaluations, and waiting another year after she repeated 3rd grade — we are still not being provided an aide. Every time we talk to people at the school, they tell us it's nearly impossible to get one.

My daughter is miserable. They are supposedly trying to push all the kids through this year, forcing her to stay in the general education class. She works best one-on-one with someone who can answer her questions and help her focus, but the school system in Manatee County will not give her what she needs. She has been bullied by kids in the Gen Ed class for two years now, says she has no friends and no one to play with on the playground, and hates school. She comes home crying and sad every day, and she can't even enjoy her weekends without worrying about going back on Monday.

I have been speaking with other parents who told me they had to pull their kids and homeschool them, or switch districts, and that they've had to fight uphill battles advocating for their own children.

It's time to put an end to this. The school gets our tax dollars and funding to help our children, and they deserve a safe and happy education just like the rest of the general education population.

Any suggestions or connections to help get this matter resolved would be appreciated.