Hi all,
My DS5 was diagnosed with Sensory Intergration at 2.5 after a speech delay prompted contact with Early Childhood Intervention. The speech delay persisted and he was admitted to PPCD program at public school until Kindy (this year, mainstreamed).
The 'A' word was banted about at the admission interviews for PPCD but the diagnosis was not persued, but at an early ARD meeting last month. the IEP team suggested we do so now.
His current IEP included a Resource person for 20 minutes and his need is double that. They also commented that he needs continued services in the classroom and with Speech/OT. However, he is currently enrolled with a Speech problem and this 3 year enrollement expires in April. He needs a new evaluation and if he only needs speech he will lose his daily resource person and OT support which he desparate needs.
The ARD team has brought in the Autism team for evaluation and sent me home 46 pages of evaluations for me to fill out. My concern is on my laymans study of the DSM IV (I have a bachelors with a double major in Sociology & Psych) I don't believe he qualifies (meets only 1 criterea in social instead of the required 2 - he does have the other categories easy). But I should let the professionals do their job as they might see something I don't.
His teacher is giving a disportionate amount of her time and energy to engage with DS who doesn't appreciate that she is there for everyone, not just him. She needs to accomodate his need for a set schedule and is reminded when she deviates and dealing with his tantrums when things don't go the way he thinks they should. He plays well with his peers (though on his terms, rules & timetable) and has been mercifully spared teasing...so far. The IEP team is concerned about managing his frustration level when things change or he doesn't get it right on the first try (and the time needed to calm him down) and that this will get worse as the academic demands increase with grade levels.
But I fear what will happen if he doesn't get what he needs becauswe he isn't autistic. It is hard to be in this position of not wanting the Diagnosis, but needing it so bad to get my son the support he needs.
Thanks for listening...
My DS5 was diagnosed with Sensory Intergration at 2.5 after a speech delay prompted contact with Early Childhood Intervention. The speech delay persisted and he was admitted to PPCD program at public school until Kindy (this year, mainstreamed).
The 'A' word was banted about at the admission interviews for PPCD but the diagnosis was not persued, but at an early ARD meeting last month. the IEP team suggested we do so now.
His current IEP included a Resource person for 20 minutes and his need is double that. They also commented that he needs continued services in the classroom and with Speech/OT. However, he is currently enrolled with a Speech problem and this 3 year enrollement expires in April. He needs a new evaluation and if he only needs speech he will lose his daily resource person and OT support which he desparate needs.
The ARD team has brought in the Autism team for evaluation and sent me home 46 pages of evaluations for me to fill out. My concern is on my laymans study of the DSM IV (I have a bachelors with a double major in Sociology & Psych) I don't believe he qualifies (meets only 1 criterea in social instead of the required 2 - he does have the other categories easy). But I should let the professionals do their job as they might see something I don't.
His teacher is giving a disportionate amount of her time and energy to engage with DS who doesn't appreciate that she is there for everyone, not just him. She needs to accomodate his need for a set schedule and is reminded when she deviates and dealing with his tantrums when things don't go the way he thinks they should. He plays well with his peers (though on his terms, rules & timetable) and has been mercifully spared teasing...so far. The IEP team is concerned about managing his frustration level when things change or he doesn't get it right on the first try (and the time needed to calm him down) and that this will get worse as the academic demands increase with grade levels.
But I fear what will happen if he doesn't get what he needs becauswe he isn't autistic. It is hard to be in this position of not wanting the Diagnosis, but needing it so bad to get my son the support he needs.
Thanks for listening...