Advice from teachers please

[tw1nsmom]

I need some help figuring out a way to bring some information to the teachers and therapists in my children's school, without offending them or putting them on the defensive.

My son has Nonverbal Learning Disability. This past weekend I went to the NLD symposiun in San Francisco and was really blown away by the presenters. I was particularly impressed with Rick Lavoie. One of the main things I want to talk about with his teachers is transfering his social skills training out of the therapy room and into the classroom. It was emphasized over and over again that in order for social skills training to be successful, it needs to be done in spontanious real life situations (his neuropsychologist also recommends this). Ds has an aide (who is not currently being used effectively), so staffing for this is not a problem.

His teachers/therapist have heard of NLD, but don't have an indepth knowledge of it. I've tried to provide information through discussions, providing articles, and buying books. I don't get the impression that my efforts are appreciated and have been told by more than one that they haven't had time to read any of it (some of it was provided to them before Christmas). I did have them write an inservice training in NLD for all staff into his IEP for next year, but that won't happen until August or September.

I know that I can call a CSE meeting and force this issue. But before I do this I would like to work directly with the staff and see if I can get them to understand this concept and my point of view without them shutting me out. I'm willing to buy any book they want (I know, I know...I'm not supposed to have to spend my money on training the teacher, but the district administration is very slow with this and I'm getting desperate). I've also ordered the audio CD's of all the presentations at the symposium for the school.

I guess what I'm asking, is how you would most appreciate being presented with this information?

 

[daisyduck123]

I think the best way would be to have an staff inservice about it, & if that means waiting til August then it will have to wait. (Believe it or not, our inservices are scheduled by September for the entire school year, & dates can't really be added in, unless something else is taken out).

If a parent had given me books about something...I know I too, would not have read them. I think it is great that you are willing to be so helpful & considerate of the teacher's time. I hope your son has a good rest of the school year.

 

[monsterkitty]

We have invited parents in for staff meeting so that the parent can share information with us. Would the principal be open to this idea? I know our meetings vary anywhere from 30 minutes to an hour, which isn't a lot of time, but it would be a start.

 

[Disneycrazymom]

Are you close to his aid? She may be your best source to affect change. Try sending the information to her. She may be able to impliment some changes right now. Possibly ask for just 1 new thing per week. ie This week lets try ____. Be sure to listen to their concerns about what to try and what not to try, as they have more than 1 child to think about in the classroom and they know what will work work the group.

I am not in special ed but I would certainly at least skim any information sent in by a parent. It could be that the teachers feel overwhelmed with the daily chores and can't take the time to study something new right now. Given a bit of time over the summer they may be able to learn more. I like your idea of books on tape. Don't give up but try to be patient too. You know what is best for your child.

 

[tw1nsmom]

I think the best way would be to have an staff inservice about it, & if that means waiting til August then it will have to wait. (Believe it or not, our inservices are scheduled by September for the entire school year, & dates can't really be added in, unless something else is taken out).

If a parent had given me books about something...I know I too, would not have read them. I think it is great that you are willing to be so helpful & considerate of the teacher's time. I hope your son has a good rest of the school year.

Can I just ask why you wouldn't read a book (or even an article...I gave them many options) about a disability of one of your students? I mean, especially if you admitted to not knowing anything about it as DS's teachers have. I guess we're having a communication issue (me and the school), because I just can't wrap my head around that viewpoint. In all seriousness, and no sarcasm, can you help me understand that?

 

[SandiH]

Does your child have a special education teacher? (I'm assuming since he has an aid). I would start with him/her. The special ed teacher is the one responsible for specialized instruction and social skills would fall under that category. As a special ed teacher, it is my job to work with the parents and the families to implement a program that best meets the students needs.

Although I would love to have a general ed teacher read information I or a parent gave them about a disability - reality says that is not always going to happen - especially if it's a book. I would hope the teacher would at least look at an article or two. If it was the special ed teacher who didn't take time to research the disability - then that's sad - it is his/her job!

Good luck - I know it's not always easy working with schools - you have your child to worry about and they have a caseload of students to manage.

 

[Louise-Montreal]

I am a teacher and worked as the coordinator for Student Services. I would say give the book and advocate for your child. I am sorry but I have seen too many children fall through the cracks because people do not have "time". Where I live, teachers are legally mandated to provide an education for each child in their classroom. How can you provide an education if you do not know or understand the disability?? I am not saying be mean or impolite, just assertive and insistent that your child's needs are being met. Hope this helps.

Louise

PS Love Rick Lavoie!! Have seen him in person and his videos. Love this line from Rick- "People ask why should the squeaky wheel get the grease? I answer because he NEEDS it!!"

 

[tw1nsmom]

Thanks everyone! I think I'll take a few days to absorb all the information and get the materials together. After that I'll make an appointment for a meeting with DS's teacher and psychologist (his school psychologist is currently the one in charge of his social skills lessons). I'll try to let you know how it goes.

 

[disney junky]

Here if a child has a unique learning situation, the teachers who will have that child are invited to attend an inservice devoted specifically to that situation. For example, we have an Aspergers child coming through, so the teachers who will have that child attended the inservice training. He too has an aid, so that helps. (The teachers are offered trade days here, meaning go to an inservice in the summer and get an inservice off during the school year). Generally the specifics of the learning situation are highlighted in a hand out for the teacher. In other words, the teacher doesn't necessarily need to know all there is to know about the situation, only how to deal with it. Teachers don't need to know the why's of dyslexia, only how to teach a dyslexic student. If a mom comes in with 12 articles and three books on a learning disability, it's likely they will go unread. But if a mom says, this is my child's situation and here are the 15 adaptations that need to be worked into the instruction, you will get much further. I don't think that's cop out for the teacher, it's just that every year there are new labels added to the ones that exist already.

 

[tw1nsmom]

Here if a child has a unique learning situation, the teachers who will have that child are invited to attend an inservice devoted specifically to that situation. For example, we have an Aspergers child coming through, so the teachers who will have that child attended the inservice training. He too has an aid, so that helps. (The teachers are offered trade days here, meaning go to an inservice in the summer and get an inservice off during the school year). Generally the specifics of the learning situation are highlighted in a hand out for the teacher. In other words, the teacher doesn't necessarily need to know all there is to know about the situation, only how to deal with it. Teachers don't need to know the why's of dyslexia, only how to teach a dyslexic student. If a mom comes in with 12 articles and three books on a learning disability, it's likely they will go unread. But if a mom says, this is my child's situation and here are the 15 adaptations that need to be worked into the instruction, you will get much further. I don't think that's cop out for the teacher, it's just that every year there are new labels added to the ones that exist already.

I totally understand what you're saying. That's what I did at the beginning of the year. I emailed the teacher a note explaining Ds and what he needed. Most of it was in the IEP, and he does have a shared aide. The big problem all year is that he isn't a behavior problem. I told the teacher that he doesn't communicate well with his peers, and needed an adult within earshot to help him learn how to work through peer communication problems (again, he has an aide and assistance with social skills is already in his IEP).

I also gave her a description of his behavior when he's on sensory overload. He has sensory breaks written into his IEP and I explained that when he's overwhelmed, he will repeatedly ask about the schedule or repeat the same phrase over and over and eventually just tune out and shut down. But, he doesn't misbehave when he does that. At those times he needs to be removed from the very stimulating kindergarten classroom by his aide and given a few minutes to decompress and regroup.

Well, they use the aide as a classroom aide, not a special education aide and nobody ever sees her interacting with DS. When the neuropsychologist observed him for a full day she watched him wander from activity to activity with little peer interaction and no attempt by his aide or teachers to redirect him. In fact she didn't even realize he had an aide. When it comes to the sensory breaks, they admot that they see him acting as I describe, but insist he's doing fine and doesn't need a break. There's kind of a placating attitude that I'm overeacting and babying him.

The problem with them not knowing about NLD, is that they are misenterpreting DS's actions. They are applying their experience with language based and behavior based disabilities and they aren't quite getting it. I've tried to diplomatically repeat what Ds needs and point out what is on his IEP, but not much changes. I feel as though my only hope is to get them to understand the true nature of NLD and then maybe we can move on to getting DS the help that he needs.

 

[Wishing on a star]

Twinsmom,

What you have just posted, as desribed by the specialist who observed for an entire day, is unnacceptable.

They are not following your son's IEP.

And, yes, unfortunately, many teachers will write you off as one of 'those parents' because you are trying to advocate for your child's needs. I really see no way to change that.

I wish I had some answers here.
But, sadly, when teachers are uncooperative, it is difficult.

 

[Cinderella94]

Can I just ask why you wouldn't read a book (or even an article...I gave them many options) about a disability of one of your students? I mean, especially if you admitted to not knowing anything about it as DS's teachers have. I guess we're having a communication issue (me and the school), because I just can't wrap my head around that viewpoint. In all seriousness, and no sarcasm, can you help me understand that?

I believe in my previous post I stated "books", not articles. That is a huge difference.

I would not attempt to pick up a book because I have at least 2 books from previous inservices that I have not opened (nothing critical, just extra info.).

I would probably read an article...but I think a previous poster said it best...something about giving the teacher a sheet with the important facts about the condition & any important info.

**THIS IS DAISYDUCK123 LOGGED ON HER DD'S COMPUTER.

 

[monsterkitty]

Tw1nsmom, I would like to thank you for bringing NLDs to my attention. When I first read you post, I was trying to think back to all of my special needs classes as an undergrad as well as in my Master's program. I went and looked through my special needs files and not once was an NLD mentioned! Is that disgusting or what?

So, this morning I have used my planning time to research NLDs. Any teacher can either Google NLDs or get into the ERIC data base. This should be there first stop in becoming familar with NLDs. It was easy to do and it only took 20 minutes of my time to find really good resources. I will take more time this weekend to read through the material and order a few books.

While I presently do not have any students with NLDs, I may in the future. My goal this summer is to learn about NLDs so that I can meet the needs of any student who does have an NLD in the future.

 

[tw1nsmom]

Tw1nsmom, I would like to thank you for bringing NLDs to my attention. When I first read you post, I was trying to think back to all of my special needs classes as an undergrad as well as in my Master's program. I went and looked through my special needs files and not once was an NLD mentioned! Is that disgusting or what?

So, this morning I have used my planning time to research NLDs. Any teacher can either Google NLDs or get into the ERIC data base. This should be there first stop in becoming familar with NLDs. It was easy to do and it only took 20 minutes of my time to find really good resources. I will take more time this weekend to read through the material and order a few books.

While I presently do not have any students with NLDs, I may in the future. My goal this summer is to learn about NLDs so that I can meet the needs of any student who does have an NLD in the future.

Oh my goodness!! You have totally made my day!! Thank you sooo much!