lørdag den 18. oktober 2014

Criticism: The municipalities fail the dyslexic children #denmark #handicap #2ekids #gifted #odense


English via Google translate HERE



Dansk: http://2e-giftedogdiagnose.blogspot.dk/2014/10/ordblindeforeningen-beskriver-vigtige.html



Our school placement was declared illegal 4. august 2014, and 16th september I got the paperwork! Now we battle as we started in august 2011 ... basically the complaints system does not help a case progress.

I got our stuff through alot faster than the letter below states when it was written in january 2013. Kårl Åge said it will take about 36 months, and at that point I had not even started since the municipality did not give me the paperwork I needed in order to hand in the complaint. A serious loophole in the system I am asking politicians to change, for the sake of the children.

Sadly I realise could have had this letter I got on 16. september in june 2013 but somebody told "white lies", and the other option via the Foster Care Complaints Board did not work out since they neglected to critically evaluate if the municipality is placing my son fairly, and according to his special needs as the psychologist stated, and as his previous school reports remarked after several sessions with psychologists.

But, saying this I know we were basically lucky since due to the school that the school going bankrupt in may 2014, we got a second chance this okt 2014 - just over 18 months later. Normally once kids are placed and when the Municipality gets over the complaints board the parents are not heard school wise for years. We certainly have a once off oppertunity. Not many people realise how the system works, and everybody believes the child is met in the best possible way.

My opinion is that the Municipality does not care what happens to the education of dyslexic or foster care kids - or any handicapped child. Parents must work against all odds ... the simple paperwork stating our school placement  is illegal actually took from august 2011 to get. Due to holes in the system abused by the local authorities, other officials ect- ... the system is not easy to navigate and we got snowballed with paperwork, a foster care placement as well as f. eks offered autism class when he indeed was diagnosed with anxiety, dyslexia and being Gifted!Not to mention going to court and the emotional situation as well. Visitation is one hour every three weeks, with 15 minutes phone calls once a week. People do not believe you when you tell them.

Not once before the Municipality ordered a renewed investigation via Child Services had any psychologist written I was the cause, and a psykiatrist declared me mentally healthy but stated that the problem sounds like a school problems that needs attention way back in 2008 - the papers were lost until april 2014! Luckely for me the latest psychologist also spotted his dyslexia although she has no idea it's a special kind called Stealth Dyslexia. She was not offered alle the papers and I still have no clue what she had been given. And that's not legal in Denmark - but sadly the Municipality just carry on. See here for another case in the newspaper: http://www.fyens.dk/svendborg/Mor-til-anbragt-barn-er-rystet-over-sagsbehandling/artikel/2590273 Use google translate.

The really scary thing is the psychologist never spoke to me, about me or evaluated my relationship with my child as the law requires - she only spoke to the foster home and the socialworker before she wrote how much he was in need of being removed from my care stating he'd develope a mental illness if he stayed. The joke is only a psykiatrist can give that diagnoses and a child does not develope that at age 11 but has it before age 3 ... I noticed since I know my way around the DSM IV and ICD 10.

She was as I say: A clairvoyant psychologist.

Yet she was spot on evaluating my son though where she described him - her causes were totally hypothetical and that I am shocked about where she involved me without seeing me ... and her testing methods? I am sad to say rally lack professionalism since she only saw him once and did tests that should have taken several hours, as well as visits.She did not critically compare previous tests, but she might not have been given those - I have asked but nobody answered me.

At least she did notice his dyslexia, as I did ...  not all reports are perfect and we certainly need to communicate with the child, his teachers (good and bad) but most of all with the parents that often suffer from the same LD's! I will never forgive her when I did call her and pointed out she missed paperwork - but most importandly I told her she missed how the foster carers were emotionally and physically hurting my child.

That paperwork I got months later and no court cares. She should have cared ... she was the professional. She is not the only one that did not care. The list is long ... our GPs, socialworkers, other professionals ... nobody dares to say anything and everybody knows it's hard to win in court when nobody speaks up.

What I don't understand is why socialworkers have so much power ... and how come mothers and children are not heard. Afterall, it's the childs special needs that need taking care of.Its for the benefit of the child they have their jobs!




Dear Mother!
 
Thank you for the conversation, and the papers on your son that you sent me. I have read through them and considered
situation. It is a very complicated and unhappy case with many difficult aspects. It is important for
I should emphasize that Dyslexics Association and I only have the opportunity to advise with respect to your son educational needs and dyslexia. Of course I am aware that things in a child's life hangs together, but I and the union have not the understanding of social legal order, and it would be very wrong to move into these issues as "amateurs".
 
For  your sons educational needs I have particularly looked at read the report and psychological report. Reading the report is true over 2 years old, but it is clear that at the time he needs a special educational efforts.
 
As for his cognitive function, there are different results, but it is clear that in any
event is at least normal intelligence and that his cognition therefore could not have played into his reading difficulties.
 
This may have affected his reading difficulties, that he has not received proper training and does not has been stable. However, it is clear from reading the report to his difficulty is fundamentally dyslexic and So not only educational. The report concludes that "Your sons recommended an intensive, focused and
educational elements to use letter knowledge functionally by reading texts and words on his reading level of development. "This formulation clearly points to a special class or special school deals for dyslexics.
 
It is also of some of the school reports that your sons  in the right educational context, learn and succeed in a school environment. It leads me to conclude that it is not primarily all must be based on his behavior when finding a school. His behavior can easily interpreted as a reaction to that he is unhappy with the teaching and learning environment, he has found themselves.
 
When I can see of the other papers that are not actually taken the necessary attention to his dyslexia in teaching, and when his schooling in the past few years has been irregular, it is my clear understanding he still has a special educational neds. It is also supported by psychologist report.
 
In his current situation, he not met his educational needs. Even for a boy without
dyslexia or other learning difficulties would cause serious difficulties to follow a
age-related satisfactory academic progress when his schooling has been that it has.
 
Your municipality has in any event obliged to offer an education that meets  your sons needs. Although he is temporarily placed outside the home, you can arrange his life so that it possible. It is important for children's self-concept and development that they are with other children and go to school. It has indeed also been taken into account in the big sister where you have placed on she could continue in her school.
 
Resident municipality has said that the duty to offer Marius schooling. According to the Primary Education Act Section 20, paragraph. 1 and 2 The wording is:
"§ 20 The council shall provide for teaching in primary schools and 10 classes of children and young people under 18 who are living or staying in the municipality and whose parents wish them busy in school, see. § 54th Subsection. 2 In addition, the municipal council shall provide special education and other special educational assistance for the declaration. 1, the children and young people, including children and young persons whose development demands for special consideration or support that best met in special or remedial classes, or for whom education can only be implemented with the support of the majority of class time.

Furthermore, the municipal council shall provide for special educational assistance to children who have not started school. "
If the child is in a treatment center or in a stowed position, the child can get his teaching there. According to the Primary Education Act § 20 paragraph. 5 The wording is: "Section. 5th Special education can be organized in day treatment or a by the Social Services Act created or approved the location, see. § 22 Special in the first paragraph. 3, the character can also arranged in the form of boarding schools. "

You have, however, indicated that his current placement facility is not authorized to operate the school, therefore, this provision shall not be considered. Your sons must therefore offered schooling in elementary school, and it must in my view be in an offering that has dyslexic students as target audience targeted especially, after the Primary Education Act § 20 paragraph. Second If you agree with this, the question is of course: How can this happen?

Usually, it is the municipality / school who take the initiative to offer specialist help when they find that it is child's needs. But if it does not, parents can take the initiative. It is described in the Notification for public school special education, which I link to here:

https://www.retsinformation.dk/Forms/R0710.aspx?id=141578
The notice also applies to children who are placed in a stowed position.
If the local authority refuses a request from the parents of special education, parents can appeal to the Appeal Board for special education. It is also described in the notice.

If you choose this procedure, ie to express its desire to your sons benefit from appropriate special education for dyslexics are of course some time with case, it can not be avoided. There is no rules on how long the municipality must be to assess the parents' wishes, so there is nothing else to do but to press on. In your sons case, in my opinion, to say that there are already so many information that it must be possible for the municipality to take a position without conducting new studies.

If possible, you can of course also deal above with the municipality at a meeting. It may be helps to shorten the process, but I have the feeling of the need for literacy and more formal inquiries into this matter. The decision of the municipality must always be in writing.

In case of refusal by the municipality, there will also be some processing time in the Complaints Board. It may take 34 months, will have a final decision. It may seem a long time, but it may be necessary investing for the child's future.

Whether as a parent triggers such a process, the municipality still an obligation to
provide the lessons, the child needs. You can not put a child on "stand by" in relation to its schooling so that you have the right to expect that the local authority in relation to all the other studies and assessments it is doing, also assesses his educational needs and possible schooling.

If this is not the case, and you want to try to put the thing going, I'd like to help you
formulate a request to the municipality where you want to Marius must have a special educational offerings.

This I will therefore ask you to consider.
sincerely,
KarlÅge Andreasen
Forælrerådgiver
Dyslexics / Dysleksiforeningen in Denmark

Twice Exceptional Denmark

Twice Exceptional Denmark er lavet for dobbelt exceptionelle børn dvs. børn med særlige forudsætninger som samtidig har indlæringsvanskeligheder. Disse børn kan have opmærksomheds-, koncentrations- og kontakt- vanskeligheder som oftest er pga. Ordblindhed/ Dyslexi, ADHD, AS, PDD NOS, OCD, Tourette osv.

Det ofte set at Børn med særlige forudsætninger er af natur Asynkron Udviklet dvs. det halter med at deres emotionelle og sociale udvikling følger med det som ses ved jævnaldrende, samtidig med at de lærer lynhurtigt det emner de er motiveret for og ender således ofte foran jævnaldrende i disse oråder, uden sparringspartner. Børnene ender ofte meget ”misforstået” og en tværfagligindsats er nødvendig hvis sådan en situation skal kunne vendes.

Tværfaglighed bør bestå af en BMSF konsulent/psykolog og derudover specialister jvf. barnets specifikke diagnoser og andre problemer hver gang handleplaner udarbejdes, barnets evalueres osv. Men der er langt vej endnu, da BMSF ikke anerkendes i Kommunerne, og dermed overses det at barnet har behov for en ”særlig” forståelse og indsigt for at børnene kan få den rette hjælp jvf. Socialloven og Inklusion.

Men desværre ses disse børn i AKT forløb, heldagsskoler og kan ende i Udsatte grupper:

De unge, som kommer til opholdsstederne, har været vanskelige at placere i de kommunale tilbud, hvor hverken de unge, som kommer til opholdstederne eller de elever, der går i de kommunale tilbud, vil profitere af at være sammen.