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I thank you for the link and suggestions for the IEP process. I have contacted the TSA advocate and she said they will try to be present at the meeting. Here is the thing we live in an upper middle class district where the school has a great reputation for smart kids and testing high. Special ed is hard to get here for some reason. I think it comes down to cost for the district and numbers. They want to keep numbers low because the upper mid class don't have LD kids, right? They don't want to make too many accomodations. I find it hard to believe he is so great there but falls to pieces at home but who knows? Today he cried and said his teacher is mean and she doesn't like his class but later recanted the whole thing. She really seems nice but school is hard work for him. They are giving him half hour a week OT but he has real problems with handwriting. He can hardly get the letters or numbers on the lines. The school keeps saying it will come with age. Hopefully it does. I don't know how much help is appropriate or necessary. The principal says any good teacher should know the accomodations to make. His teacher says he has been good so far. I bought him the sword because he went all week with out crying in the morning or carrying on. Now what though? Can I bribe him weekly? I also woke him earlier to get the abilify med in him before he got out of bed. I did handwriting camps, OT, tutoring, summer reading school and at home work with him. I think he will need more one on one help but maybe let them figure this out based on how he does over the course of the year. Sometimes they say you have to let them fail to get the help. At this point maybe there is not enough discrepancy between him and other first graders to qualify for help. His teacher said Andrew is doing fine and is feeling like all the other kids are. It just seems they are trying to down play his disorder and I don't know why.Could it be his age? Why would they act like I am making it up? How horrible is that? They are really worried about seeing my results of private tests I had done for auditory processing. They want to see it before the meeting. However they don't want to share his tests results they did until the meeting with me. I am not sure how they even knew I had the testing done outside the school since it was over the summer. The psychologists kept saying what a good job he did and how coopertive he was. Sometimes the school can make you feel like it is a discipline issue why your kid is having these problems not a neurological problem. I have a teachers background and he is my third kid through the school so they should realize I have never had any issues in the past. I think this is going to be a tough process. Any suggestions are appreciated.

Michele

We were good for school days one and two. After that there has been screaming, and refusal to get ready. He says he is not going. School is too hard, too long and he hates all the handwriting and the lunch room ladies are mean. I am in the process of using positive reinforcement to get him ready each day. We put a smile face on the calander each day he is coopertive. After a week of good days I will take him to get a lightsaver sword. The problem is he just keeps trying to bump up the days till we get the sword. It is killing him to have to wait. He talks about and looks it up online over and over. His teacher says he is holding it together well there at school though. I have a feeling he is letting it out here at home. Lots of vocal squeals in the PM. The school completed his evaluation testing. The meeting is Sept 24th. They are waiting for the teacher to be able to make input after getting to know him. Because they haven't put any accomodations into writing after a year of this evaluation process I am thinking of having a TSA advocate along for the meeting. Has anyone done this before? Have your kids have had to be failing in the classroom and on the testing to get help? I would think they are aloud some help based on diagnosis alone. The school makes me feel like I am imagining this disorder. They said not many kids have been to as many Dr's or have as many diagnosis as your son does in first grade. Like that is reason to sit back and wait on the IEP process? Shouldn't that help my process that he has been to the Dr's and has the diagnosis?

 

While I'm familiar with the IEP process as a parent, there has never been any doubt that my daughter needs an IEP. Its pretty obvious with her. But, I also have experience as a teacher, trying to get help for kids who are not failing miserably, but are barely keeping their heads above water. Its frustrating, even with parental support, its an ordeal trying to get the district to test and get with the program. All the while, the child is falling further and further behind. . . They almost always take a "wait and see" approach with kindergarteners. It might be helpful if your child can see a developmental pediatrician who will document areas of concern and make recommendations for accommodations. It kind of sounds like they're accusing you of munchausens (in an underhanded way). Have they completed the testing yet? If you disagree with the results (check wright's law to be sure) I believe you can have an independent evaluation done at school expense. If a 1st grader thinks the staff at school is mean, they are probably expecting him to do things that he cannot do, or to not do things he cannot help doing. For, instance- kids with poor impulse control are always getting into trouble and being punished, instead of being taught strategies for impulse control. And from a purely developmental standpoint, I agree with your son, a first grader's schoolday is too long.

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At least in California, they are legally obligated to give you the test results (these are the tests from the school psychologist etc. I don't know if this includes any regular testing the teacher has done) before the IEP....but you do have to ask! We made our request in writing (e-mail) and even then, the school dragged their feet. I suppose it gives the school more of an advantage on the day of your son's IEP if you haven't had a chance to digest and process the test results!

 

IMO it's important to get his disability on record so accomodations can be made. When he's older and has homework you want the teacher who gives minimal homework (ie not a lot of handwriting and busy work). So far, my dd's teacher's have all been wonderful...however, I feel there will come a point when we will have someone who is not so understanding (wants to give your kid a hard time b/c of messy handwriting/spelling or whatever) and then it will be nice to have the IEP to fall back on.

 

Re special ed...it may be that your son doesn't actually need to be in a separate special ed class (ie, not ultimately in his best interests). This is the case for dd. What we realized after our daughter's IEP last year what we really need for her is a 504...(maybe someone who understands this better can explain?).

 

Is your son's handwriting issues from the tourettes maybe someting else? my dd has handwriting issues...we think dyslexic dysgraphia. We'll get her a keyboard/computerwhen she's a little older so she doesn't have to write so much. Supposedley, dyslexic dysgraphia improves with adolescence.

 

I understand the bribery problem. Maybe you could do a sticker chart to work towards something that isn't so "material." A trip to the zoo or a playdate with a special friend (my daughter has a best friend who lives 1/2 hour away so that is a good thing to bribe her with), renting/borrowing a video he's wanted to see, letting him pick a special weekend activity?

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I just had to share, my son had the child study, and we had a meeting. He has never been tested for anything that the IEP's ask for.

 

This is the part I feel blessed, he got every thing I asked for, and is in team taught classes which I did not even think of.

 

A friend of mine is in shock that he got all this, and did not have to take the testing that takes 3 months to get through.

 

CP

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Good for him! Wow could you elaborate on the kinds of things you asked for? Were they things being done by the tescher anyways? Do you feel that you need the accomodations they do in writing just in case? I understand the school saying any good teacher(and we do have a good one) would be doing these things, however isn't it in my kids best interest to put them into an IEP in writing? I agree the reg classroom is best but he probably needs a tutor along with title one reading.

 

Thanks for the info about getting the test results prior to the meeting. I will email them on it. You are right they want to come in and throw you off so you haven't had a chance to absorb and plan for the meeting. I come in armed with info and it intimidates them when you know about the IEP process. My friend with a mild autistic son even got him an aide 1 on 1 and since they have changed their policy on aides. She is very good at working the system. That is why I need an advocate. I am too nice and just have gone along and not asked for things.

 

Michele

 

I just had to share, my son had the child study, and we had a meeting. He has never been tested for anything that the IEP's ask for.

 

This is the part I feel blessed, he got every thing I asked for, and is in team taught classes which I did not even think of.

 

A friend of mine is in shock that he got all this, and did not have to take the testing that takes 3 months to get through.

 

CP

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Michele,

 

He has special signs for him that no one else knows what it means, just him and all his teachers. That is for him to use if he needs to leave the room.Tests taken elsewhere if needed. Time limits waved, notes provided after he attempts to take them. Exam study guides provided with all the answers, so he does not have to look 150 questions up, then find time to study.

 

He was put into a reading class because he does not like to read (except the sports page) but he is a wonderful reader, speller, and can use good vocabulary. This class is to help with comprehention, as he can't remember anything if it something he does not want to be reading. The Dean said if the class is to slow for him he is able to use that time to do his homework and get help in any other class he might need.

 

I really think they see this will help him, other students , and the teachers themselves.

 

I believe that is why they are so helpful.

 

CP

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Were the special signs their idea? How old is he now? They agreed or recommended tests taken elsewhere, no time linits?

 

I am sure they will give him title one reading but they were trying to tell me you can't get both title one and a tutor. Title one is good for helping to learn to read but also half the first graders get it. Why couldn't he get both if he qualifies. I don't know why it would be one service or the other except for cost. Does anyone know about the laws in Ohio for IDEA? I think the school expects parents to just go along with their recommendations. When you come to the table knowing something they try to intimidate you. I just want him to be successful at school. I know he is smart and can remember dates and details like nobody else if he is interested. I think they are used to not as smart kids getting extra help and that is just not the case with him. That is why I think the advocate could help me at the meeting. Andrew is smart and just will need some extra help to get things done that may slow him down like you mentioned. The handwriting, math, reading maybe harder for him because they entail visual and fine motor skills that he is weak in. Maybe the school has never dealt with tourettes in a child this young before. Had yours?

 

Michele

Michele,

 

He has special signs for him that no one else knows what it means, just him and all his teachers. That is for him to use if he needs to leave the room.Tests taken elsewhere if needed. Time limits waved, notes provided after he attempts to take them. Exam study guides provided with all the answers, so he does not have to look 150 questions up, then find time to study.

 

He was put into a reading class because he does not like to read (except the sports page) but he is a wonderful reader, speller, and can use good vocabulary. This class is to help with comprehention, as he can't remember anything if it something he does not want to be reading. The Dean said if the class is to slow for him he is able to use that time to do his homework and get help in any other class he might need.

 

I really think they see this will help him, other students , and the teachers themselves.

 

I believe that is why they are so helpful.

 

CP

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thought it may be helpful to those looking into IEP as well as 504 plan to again post the TSA info for these

 

the top section will take you into what the IEP and 504 are for and the bottom is for advocacy help

 

my son had IEP in elementary and switched to 504 for middle and high

 

interestingly the 504 is proving to also be helpful now that he has registered to do some courses at our local community college and same accommodations he had thru highschool are being granted :)

this is really great as he can now get the credits he wants at his own pace. we knew that doing a regular college schedule was going to be way too stressful, especially related to the Crohn's

 

anyways here is the TSA education stuff

http://www.tsa-usa.org/educ_advoc/education_main.htm

 

lol Tami I had big smiles reading your report on day 1 ;)

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michele,

 

He will be 15yo next month. Yes, the special signs were their idea. They also had a lot more that he does not want to use. Like... a stress ball, chewing gum or a straw. They agreed with every thing I asked for. I did put on a little show for them with a piece of paper, I showed them his violent head jerk, squeezed my eyes, and shouted out loud a word I was reading. Then I held my neck and said, "OUCH" that hurt, I don't know how my son can do that without being in so much pain.

 

The special Ed teacher asked what he was comfortable with as a cue. Would it be OK for her to gently touch his arm if he was too loud. She will be in 2 of his classes.

 

His History teacher asked if he was able to stand up in front of the class to give a report. So they were very helpful asking questions that I had not even thought of.

 

Most of the things they were suggesting I thought were to special, and I did not want him to sit in class with his hands on his head with the attitude, "AHH... I don't have to do any of this stuff." So I told them he needs to give reports and be exposed to stressful situations, thats just life. Besides most of the stressing over reports would be at home anyway, he would be fine during the report.

 

CP

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CP it sounds like your school is really on the ball :)

 

ours was too, but sadly it seems many almost go out of their way to make it hard to get the accommodations needed.

 

my son also had signals for teachers to know when he needed to leave the room to let out his tics and later for the Crohn's stuff

I mentioned in another thread that chewing gum was also one of his accommodations as it really helps him destress as well as keep the vocal tics down in company

 

in highschool he was also allowed to keep a second set of textbooks home so he didnt have that heavy load in the backpack (his chiro has a hard enough time adjusting for the tics already LOL) but also so he didnt have that added stress of forgetting books he needed home in his locker (the ADD thing)

Another accommodation that really helped him was being allowed to type rather than write assignments...his OCD sometimes makes him go over written words for the "just right" and tics can often impact handwriting, which using keyboard doesnt seem to do for him. he also used an AlphaSmart (schools can assign them or you can purchase) really helps with taking notes/organization etc http://www.alphasmart.com

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