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Old 12-14-2013, 11:28 AM   #16
kirstenb1
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Originally Posted by J.C.&ALI'SMOM View Post
I am surprised by this. Our school system in VA offers services by an OT and they treat children with sensory processing disorders. Is this unusual? Not offered in other states or school systems?
Our school has an O/T too, and we're in Virginia. Here's the disconnect for us. The services provided are "educationally necessary" or words to that effect. Meaning if your child struggles with handwriting, or cutting with scissors, they qualify for services. Sensory processing, no.

Now I will say our current school O/T is great, and does try to integrate strategies to help kids with sensory issues. However, she only works part time, and every kid I've met (I sub, and am often called into SPED classrooms) gets 30 minutes once a week, max.

So we had our dd in private practice O/T for a little over 3 yrs, where they worked much more extensively on sensory issues.
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Old 12-14-2013, 06:34 PM   #17
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I don't want to hijack this thread any further but when NIH finds something useful, like an effective medical treatment, please send me a PM.
No problem, if you could send me a pm I can find follow up as things come out. NIH is research, CDC /FDA generally work on the broad clinical application.
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Old 12-14-2013, 06:39 PM   #18
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Originally Posted by J.C.&ALI'SMOM View Post
I am surprised by this. Our school system in VA offers services by an OT and they treat children with sensory processing disorders. Is this unusual? Not offered in other states or school systems?
Schools are required to address and accommodate for sensory processing disorder since it always has an impact on educations (both academic and functional).

Many districts lack the knowledge and skill in this area since the science and treatment are advancing rapidly. We are luck in my state to have a pioneering program, which was started by a mom who could not find services for her child.
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Old 03-11-2014, 09:30 PM   #19
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Just so you know making friends easily and Aspergers are not mutually exclusive. In Aspergers kids it is the sometime times the subtle social variances and lack of fluency in less familiar situations that are seen in the highly adaptive kids. The speech stuff is not that unusual and does occur is both NT and AS kids, so that is not the best indicator. I have had kids who have seen dozens of clinicians who said "no" before going to a highly qualified team and finding out "yes" or as I said he may only have a few pieces of the genetics. Time will tell
I have a couple of updates. First, my son was denied an IEP by the school in December. Long story but they mainly said he is doing well enough (reading and writing at one grade below his grade, which is good enough and average, according to the SE coordinator). He was enrolled in Response to Intervention at that time. He did not have a "good enough" diagnosis because the ADD diagnosis was unsure and his speech was understandable most of the time.

Secondly, yesterday I received the final results from the Neuropsychologist and he was diagnosed with autism spectrum disorder. I wanted to
thank you for your comments about social functioning and how it relates to autism. After you posted the above comment, I started researching and autism seemed possible. It softened the blow when the Neuropsychologist first suggested the possibly a couple of months ago.

Now, of course, I want another IEP eval. Should I get an advocate this time? The SE coordinator was difficult and blew off every concern the teacher had and we had in the first meeting, saying repeatedly that he was in "normal" range and we don't want SE. I also don't want to make the group mad, as we are going to have to work as a team for a long time. I think with his new diagnosis and test results showing that his IQ is above average, we probably can get the IEP this time but I am so lost with these things.

Thanks!
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Old 03-12-2014, 08:58 AM   #20
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Originally Posted by KandiB47 View Post
I have a couple of updates. First, my son was denied an IEP by the school in December. Long story but they mainly said he is doing well enough (reading and writing at one grade below his grade, which is good enough and average, according to the SE coordinator). He was enrolled in Response to Intervention at that time. He did not have a "good enough" diagnosis because the ADD diagnosis was unsure and his speech was understandable most of the time.

Secondly, yesterday I received the final results from the Neuropsychologist and he was diagnosed with autism spectrum disorder. I wanted to
thank you for your comments about social functioning and how it relates to autism. After you posted the above comment, I started researching and autism seemed possible. It softened the blow when the Neuropsychologist first suggested the possibly a couple of months ago.

Now, of course, I want another IEP eval. Should I get an advocate this time? The SE coordinator was difficult and blew off every concern the teacher had and we had in the first meeting, saying repeatedly that he was in "normal" range and we don't want SE. I also don't want to make the group mad, as we are going to have to work as a team for a long time. I think with his new diagnosis and test results showing that his IQ is above average, we probably can get the IEP this time but I am so lost with these things.

Thanks!


There are three questions that need to be answered as YES to qualify a child for an IEP:

1. Does your child have a disability? What type?
2. Is your child not making effective progress in school due to the disability?
3. Does your child require specialized instruction to make effective progress or require related
services in order to access the general curriculum?


And these are the categories used to determine if a student has a disability that makes them eligible for special education (these are based on state and/or Federal laws and regulations):

Autism
Deafness
Deaf-Blindness
Developmental Delay
Emotional Disturbance
Established Medical Disability
Hard of Hearing
Mental Retardation/Intellectual Disability
Multiple Disabilities
Orthopedic Impairment
Other Health Impairment
Specific Learning Disability
Traumatic Brain Injury
Visual Impairment



Question #1:
1. Does your child have a disability? What type?
Yes: Austism And it's on the approved list, so no argument (They answered no in your first meeting)

Question #2
Is your child not making effective progress in school due to the disability?

This is where the school can argue with you, and did. You have to have documentation proving he is not making effective progress. And obviously there will be an argument as to what effective progress is. (As you've already seen- he's a grade level behind, they are calling that acceptable. )

Question #3
3. Does your child require specialized instruction to make effective progress or require related services in order to access the general curriculum?

Again the school can argue here. They will want to know exactly what specialized instruction can be given to allow the student to access the general curriculum. And they won't want to hear about "accommodations" as the teachers are supposed to do that for all students, and accommodations are not special education, and can be handled in a 504 plan.


So this is the information you'll need to present to the IEP team to deem him eligible for special education services. I would at least talk with an advocate to see if they could help you answer these questions.


It was at the end of 5th grade that we finally did neuro pscyh testing with my son. He tested onto the spectrum. I always knew he was different, but he was passing in school, and his teachers just naturally made accomodations for him, but there were red flags in school every year. Each year brought a different problem. We started asking for an IEP in 6th grade- denied, he was passing. (See question 2 for them passing = effective progress). We finally got the IEP written at the beginning of 8th grade, and that was after a miserable 7th grade year where he was passed by the skin of his teeth- mostly d's a couple of low c's. The difference was this time we had support from the behavior therapist and one of his teachers in particular who were able to answer those 3 questions in a way that made him eligible.

He now has a behavior plan and and his IEP is written specifically for organization and completion of work as he reads above grade level and does math at grade level, and his NECAP scores put him in the proficient range, so he didn't need "individualized education" in that regard. But they did put him in resource once a day, every day, where he finishes all the work he didn't do in class and they make sure to "chunk" out projects for him. They also keep track of his homework as this year he has decided he was not doing any school work at home.

Good Luck!! Get or talk to an advocate and be ready to answer those 3 questions!!
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Old 03-12-2014, 11:50 AM   #21
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Long story short as we have done IEPs since birth, we had about 4-5 years of unpleasant experiences. I used to handle all this alone and found when things got tough the school began filling their side of the table with more administrators and coordinators to intimidate me.

My response was to bring my DH wearing a suit and tie. I had completely briefed him on everything and everyone so we were prepared to tag team. The results I had by having a "team" there that was professional and prepared made a huge difference. The first time he walked in they were shocked and completely changed how they spoke to me. (I purposely did not tell them he was coming.) Your doctor diagnosis should get your meeting and from the sounds of it your SE Coordinator (I've had two bad ones and had both removed by Principals from my DS case with notation they were to have no interaction with him) will not be happy. I understand not wanting to make them mad. Maybe start with the first meeting with Dad. Know before going what your expectations are the services you and the doctor think are needed. If they still refuse then I would be contacting an advocate.

I went through bad times the end of elementary and beginning of middle school. It can be scary but if you don't fight for them, no one else will. Once we were in high school, medical situation changed, world upside down but the teachers, SE coordinator and everyone at that level were awesome. Stay calm; Keep all your notes, their notes, letters, data etc; Don't sign if you don't agree; If changes are made to forms and you sign, get a new copy of that right there because, as I learned, getting later can be impossible; Thank and praise all who help to reinforce your positive energy; and if you have a person who is working against you do not converse with them without a witness (Dad or Advocate or Friend) and communicate everything in writing.

GOOD LUCK
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Old 03-18-2014, 08:03 PM   #22
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I had the same issue with my dd. Because academically she wasn't struggling that much (the higher the grade she did start having some trouble) they said she didn't need an iep and would not offer any help. That was in 2nd grade and it wasn't until her counselor at a new school in 4th grade suggested Asperger's that it all made sense. We had her tested and sure enough she was diagnosed with Asperger's. And is now a senior in high school and has had an iep since 4th. She has improved a lot with services, but I wish that I had known sooner. We knew she was different and had some difficulties but back then she was diagnosed with a bunch of other things that never really fit. So I am very glad that you got a diagnosis and are on the right track to making sure your child receive services that will help. As someone who is at the end of the iep journey to someone just beginning, never stop pushing and always ask. Because they are not required to tell you every service that they have or can offer. Which is sad because I know of many students who could have benefited from certain things but they were never asked for. Good luck and if you ever have any questions or need any tips don't hesitate to pm me.
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Old 03-19-2014, 05:53 AM   #23
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Yes get a volunteer advocate experienced in HFA/Asperger's to assist you.

You can contact your state IDEA parent training center or autism advocacy groups.

You might also want to contact your state PTA special needs committee, to let them know the issues you are having since they can advocate more broadly for systemic changes and compliance.

If you have not read it already get a copy of Tony Attwood's "the complete guide to Aspergers"

I also want to say congratulations, since along with the challenges of ASD come amazing gifts that if supported have the potential to positively impact the world well beyond average.

Quote:
Originally Posted by KandiB47 View Post
I have a couple of updates. First, my son was denied an IEP by the school in December. Long story but they mainly said he is doing well enough (reading and writing at one grade below his grade, which is good enough and average, according to the SE coordinator). He was enrolled in Response to Intervention at that time. He did not have a "good enough" diagnosis because the ADD diagnosis was unsure and his speech was understandable most of the time.

Secondly, yesterday I received the final results from the Neuropsychologist and he was diagnosed with autism spectrum disorder. I wanted to
thank you for your comments about social functioning and how it relates to autism. After you posted the above comment, I started researching and autism seemed possible. It softened the blow when the Neuropsychologist first suggested the possibly a couple of months ago.

Now, of course, I want another IEP eval. Should I get an advocate this time? The SE coordinator was difficult and blew off every concern the teacher had and we had in the first meeting, saying repeatedly that he was in "normal" range and we don't want SE. I also don't want to make the group mad, as we are going to have to work as a team for a long time. I think with his new diagnosis and test results showing that his IQ is above average, we probably can get the IEP this time but I am so lost with these things.

Thanks!
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Old 04-03-2014, 01:39 PM   #24
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Just wanted to say "I understand" to you... we are in the same boat right now with our DS7 who was diagnosed on the spectrum but high functioning in December. I insisted on evals from the school at the PRE-IEP meeting, and we are waiting those results in 3 weeks... its so hard to have to advocate as a parent and still be understanding as to not burn bridges at the school. Its obvious to me and his teacher that he flourishes with an aide one on one, but suffers if asked to do independent work. But, we have to work the system and pray for the best. Although ASD is on the "list" its not a golden ticket for services, schools just don't know how to handle these high functioning kids.

"Education" is not just academics. See what your states definition of Education is... you will see there is much more than just grades!

Good luck!
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Old 04-03-2014, 06:23 PM   #25
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Did your school do any testing at all? To get an iep army dd's school they had to go through a battery of tests from IQ to pt/ot and speech as well as complete scial and medical histories from me. We are provides with all the test results not just the averages. The key is in the subtests.

If you haven't request in writing that he be given a complete test and the results shared with you at least ten days prior to any meeting. Also google wrights law. It's an extremely informative website. If he happens to be speaking in your area it is well worth the money to see him
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Old 04-03-2014, 09:22 PM   #26
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[QUOTE=Fjobe;50256829]Good luck to you at your referral conference. I wanted to mention that OT is something that can be addressed in schools. It is a related service which means if he receives OT under an IEP, it must be related to the disability he is categorized under as well as support the stand alone services he receives.
QUOTE]

OT is a related service that is offered in schools, but depending on the school district unless it is impacting the child's educational performance he/she may not qualify for school based OT. That is not said that the child wouldn't benefit from a sensory based center or program
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Old 04-03-2014, 09:28 PM   #27
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Quote:
Originally Posted by bookwormde View Post
Schools are required to address and accommodate for sensory processing disorder since it always has an impact on educations (both academic and functional).

Many districts lack the knowledge and skill in this area since the science and treatment are advancing rapidly. We are luck in my state to have a pioneering program, which was started by a mom who could not find services for her child.
sensory processing disorder doesn't always impact academic functioning. I have treated many children with SID who are flourishing academically. That is not saying there aren't issues that necessitate OT within the school setting.
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Old 04-03-2014, 10:28 PM   #28
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As a special education teacher I can honestly tell you that there are students that we test and really wish we could place in our program with an IEP but are unable to. We have state guidelines and are required to follow them. We evaluate and determine if a disability is present. Then we use functional assessments to determine if the disability is having a negative impact on education and finally, if they require specialized instruction. Being a year behind doesn't necessarily mean an IEP. There are students that don't have disabilities that are a year behind. In my many years of teaching I have worked with students with autism their whole school day, some a couple of hours a day and some an hour a week. There are also some that we evaluate and determine them not in need of services. We have some that need full visual schedules, some need quiet work areas while others work on skills to handle anxiety producing situations. As with previous posters, OT is a related service and can't be a stand alone service. One thing to keep in mind, the school uses the guidelines in hopes that we are doing what is best for the student~keeping the least restrictive environment in mind. However, because they aren't eligible for services in a given year doesn't mean they won't be eligible another year. Always advocate for your child, the school really does appreciate that even though it doesn't always lead to an IEP. I promise you that as a mom, I would advocate for my own children because if I don't then how can I expect it of others?
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Old 04-04-2014, 04:24 PM   #29
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Originally Posted by huey duey & luey View Post
sensory processing disorder doesn't always impact academic functioning. I have treated many children with SID who are flourishing academically. That is not saying there aren't issues that necessitate OT within the school setting.
Yes that is the point, it does not have to impact academic functioning, just educational functioning and progress.
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Old 04-05-2014, 08:04 PM   #30
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Did your school do any testing at all? To get an iep army dd's school they had to go through a battery of tests from IQ to pt/ot and speech as well as complete scial and medical histories from me. We are provides with all the test results not just the averages. The key is in the subtests.
We had independent neuro psych testing, OT, and speech evals. The school did not test. However, the SE coordinator recently told me the testing was thorough enough for them.

On a side note, I finally made the hard decision with DS's doctor to trial DS on an ADHD medication for his trouble with concentration and impulsiveness. He has been on it two weeks (Concerta),and he is now doing awesome with his after school program and with homework. He used to have behavior problems and get in trouble most days in his after school program for not following directions. Now, everyday I get a report about how great he is in his program. Also, I no longer fight with him over his homework because he can concentrate on in and complete it. He can also hold a conversation much better and longer. It's like a light switch was flipped. I haven't told anyone he started the medicine because I fear his IEP services will be denied again. His second grade teacher doesn't know he started meds. We have another meeting to determine if he qualifies for an IEP on April 10th.
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