hello everyone, I have an upcoming iep meeting for my son soon because this year things aren't going well. Things had been going so well the last 2 years that there had been talk of exiting him but now this year that is obviously not going to happen. In prior Iep and bsp' there were a lot of great accomidations but I know that they were so extensive they were hard for teachers to follow in a self contained class. Now in middle school I think that 1/6 of his teachers would actually follow such a plan. So as we look into going back to a comprehensive plan what do you think is reasonable so I can expect it to be followed. At little back ground skip this if want- Three years ago his tourettes was pretty bad so we were making some changes to his ADHD meds to see if that would help and it not only didn't help his tourettes but it made him into a different person. It was horrible, he was out of control, emotional, physically sick, unable to sleep more than 2-3 hours a night, unable to eat without pain and nausea, and very quick to serious anger. During this time he was also in a job share class with 1 teacher on Monday, Tuesday, Wednesday that was great and a different teacher in Thursday and Friday who was awful. We finally got his medication situation under control but he had fallen horribly behind and he had picked up some bad behaviors during this time like refusing to do his work (t/th teacher had set him in back and let him play games on his iPad all day so he wouldn't bother her) he was having outbursts when things didn't go his way, He didn't know how to do the work at all by his point (imagine a struggling third grader walking into fourth grade near the end of the year- that what is was for him academically) and he was no pleasure to have in class becuase of it. He also refused to go to resource since the teacher was mean to him (she insisted in our iep team meeting that he didn't have tourettes, he just liked to annoy people by making noisee and taping on things and he was disrespectful and rolled his eyes all the time. I told her the eye rolling was in fact an uncontrollable tic, as was the tapping and noises and just becuase these things annoyed people didn't mean that he was doing it on purpose and if she wasn't a pediatric neurologist she was really in no position to claim that she was more qualified to make a diagnosis than his specialist). The behaviorist created a great plan with numerous accomidations and concessions that allowed him to do only 25 % of the work with rewards and breaks for when he did that much and praise and acknowledgment every 3 minutes (the teacher wore a vibrating timer to remind her to praise him every 3 minutes that he was working and behaving) and many other things. Then the year was over and some improvement had even made. We worked all summer to catch him up. New year new teacher she said he didn't need the plan. From day 1 he completed 100% of the work and, though he wasn't the easiest kid (no kid with tourettes, ADHD, OCD, sensory disfunction and disgraphia is going to be) he was going to be fine. Then Last year he was on honor roll all year and he had no behavior problems. He had fantastic teachers and personality and teaching style wise it was a lot of perfects fits. Yeah all better! Not so fast! This year he is failing half his classes and behaviors are coming up again. He is getting his triennial retesting and the new rsp is expecting to see his learning issues are still sufficient to qualify him and even increase his services. We are also going to do another functional behavior assessment and draw up a new bsp. But in looking over his old plan I see how it would never be followed in single subject classroom model with so many teachers who have so many students. A few teachers won't even follow his simple iep as it stands now unless others are looking or unless I complain to the office and I actually think that this may be were things have gotten off track. Also the resource room in his middle school he says is very loud and chaotic and he can learn and test better in a regular classroom so I don't really know iritis better to send him there more. So finally to my question, what should be a red flag that an accomidation won't really work in a secondary classroom? I know not all of his teachers will be there and many accomidations could be put in without their Input. I also think that few take the idea that since they don't agree with an accomidation they shouldnt have to follow it. I want this plan to work as well as possible for everyone so that it will be followed, my kid will be supported and he will flourish once again. What are somethings that if I hear I can speak up about not working. I firmly believe that once you've seen one kid who's neuro atypical you have seen ONE KiD WHO IS NEURO ATYPICAL. They all present differently and have unique needs so there is no one size fits all approach but if you know of a few that are most often successful and manageable in the secondary classroom throw them my way.