I don't know what to do about my autistic son's education?

[disney-super-mom]

I'm just so sad and frustrated at this point.

First of all, since DS was in kindergarten, I was hoping with the proper support in the resource room and his regular class, that the gap in abilities between him and his peers would get smaller and smaller, and he would start to catch up. Well, after a year in kindergarten, 2 years of first grade, and now well into his second grade year, and after countless IEP meetings, he seems to be getting further behind his same grade peers.

We just had parent-teacher conferences. It starts out with the resource room teacher saying, "Well, Ryan really regressed over the summer." I was put aback to say the least. I told her I didn't understand what she was talking about. Ryan worked on his reading all summer, and between the end of last year and the beginning of this year, his reading level has gone up and he's improved. He's reading much more fluently and harder books now then he was at the end of last year. She proceeds to say, "Well, at the end of last year he was reading more words per minute. Also, his comprehension of what he reads has also gone down since last year." Well, Ryan has a significant speech and language disability, what the heck does she expect? If he's reading harder books, it's going to take him longer to decipher and read the words, and it's going to be more difficult for him to comprehend. DUH!

Then she starts to talk to me about the WASL (state test for Washington State). He'll have to take it next year in the third grade, and then every year thereafter. Well frankly, there's no way he can take this test. He won't understand most of it, if any of it. What do they expect him to do? Sit there for three/four hours everyday for a week, staring at the test, frustrating him to no end and making him feel like an idiot because he can't do it?!?! I asked if there was another way for a child in special education to be assessed by the state rather than the WASL, and she said, "No, not really."

So they want a 3rd grader in special education who is academically on a first grade level, with autism and a speech/language disablility, to take the third grade WASL. Why? Ryan is already embarrased and ashamed because he can't do the same work as his regular class peers. He doesn't want his dad and I to see his work or art projects he does in school because he's ashamed of them. Now the school wants to put him through a week of WASL hell?!!! Well, that ought to make him feel REAL GOOD about himself - NOT!

I soooooo wish there was a special school or academy here in the Spokane area for kids like Ryan, providing the kind of special support they need for a quality education, and where he could make real friends with kids like him, but sadly there's not. There's nothing here....NADA!

I don't know what to do, but I'm seriously considering homeschooling him next year, if just to spare him the pain of the academic failure he goes through in school.

For once, I want him to feel good about himself and his accomplishments in learning.

Sorry for this long post, but does anyone have any advice? I really need some.

 

[lisadoll93]

Is he getting any type of treatment right now? A tutor? Is it possible for him to be in a Special Education classroom rather than a NT one?

Sorry you are going thru this, your poor baby. No real advice, just wanted to

 

[KirstenB]

Grrr!! I'm sorry you're dealing with so much.

A friend of ours has a son with autism. Their school also pointed out how her son regressed each summer. She was able to successfully argue that this meant they needed to provide him with summer school! I know this doesn't help you know, but it was a big victory that she needed after endless IEPs, etc. Maybe this is something you could pursue for next year?

Is he in an inclusion class, regular class or self-contained? I subbed as an aide as well as a teacher in different special ed classes, and when our kids had to take the Virginia state tests, there were different accomodations for the kids. The kids could take the test one-on-one with the special ed teacher (even if they were mainstreamed for most of the day). They could have her read it to them, etc. One of the kids was autistic, and his regular test results were all over the chart, depending on what kind of day he was having. If he was having a bad day, we could postpone testing him until another day. I realize this still isn't ideal, but there was no way for the kids to skip the state tests, so we just tried to make the testing situation as ideal as it could be.

 

[disney-super-mom]

He spends about 3 hours per day in the resource room (reading, math, speech) and 3 hours per day in a regular classroom (science, writing, reading, PE, music).

Regarding the WASL, they can make a few accomodations, like giving him more breaks, more time to take it, and a teacher or an aide can read him the math questions, but ONLY the math questions. No one is allowed to read him any part of the reading portion because, well, it's testing reading, and reading it to him would kind of defeat the purpose.

But even reading the math portion to him won't really help because he has a speech/language disability. The word problems might as well be in a foreign language because that's about how well Ryan will understand them. If the math problems on the test were just number equations/problems to solve (like basic addition/subtraction equations) he could do it. But it's ALL word problems.

He might, and I emphasis might, be able to solve the most basic and easy first grade word problem. But reading, deciphering, and solving even one third grade word problem - NO WAY!

I find it interesting. Lets say the states tested kids on their PE abilities too. Starting in the third grade kids were tested and by the third grade, they should be able to:

Run X amount in distance, in X amount of time.
Do X amount of pushups, in X amount of time.
Do X amount of situps, in X amount of time.
......and so on.

And the state said that ALL kids must take this PE test, regardless of ability or disability. And so the kids in wheelchairs and leg braces (and other physical disabilities) are lined up on the field or the gym floor with everyone else. And the gym teacher pulls out his/her stopwatch and says "GO!" However, the kids with physical disabilities get "more time" to complete the tests (as if that'll make a difference). And this takes place everyday for an entire week. And it will happen the same way, every year, until graduation. What do you think would happen? Do you think the parents of kids with physical disablities would be crying foul at the top of their lungs? Would it be a form of discrimination? Would it be considered extremely cruel and humiliating to make the kids with physical disabilities endure this?

In my opinion, this is what is taking place to my son and so many others with learning disabilites. It's just not right.

 

[Forevryoung]

Ok, there HAS to be exceptions to the Washington State testing (although I know little about it). I would suggest that instead of listening to the school, you do a little detective work.

I googled a bunch of terms and discovered that you (as a parent) CAN REFUSE to allow your student to participate in the WASL testing. You must refuse in writing and they must provide supervision to your son during testing week. I'm inserting a bunch of links/documents in this post.

Additionally, for the WASL, you can have your son complete it over the course of 3 weeks (if you think that might help)

There IS an exemption for testing (WASL and NCLB) but the cap is at 1% of all children in a state with significant cognitivie disabilities. I see your point very well as I am getting my masters in speech therapy and will have many children like your son on my caseload in a few short weeks (finishing classes this semester). I hate NCLB as many do.

I would suggest ensuring all testing modifications possible (do your research) and testing over the course of three weeks- make sure it's in his IEP (hey, call for a new IEP meeting if necessary)

Good luck!

http://www.ed.gov/news/pressreleases/2004/03/03022004.html

some of the links were documents that aren't working, PM me with your email address and I'll happily forward them (regarding refusal)

 

[belle&beast]

I am a speech pathologist in the school system and in my state, children who regress over the summer are entitled to extended school year services which will include therapies as well as resource services.

As far as state mandated testing, children with special needs should be exempt from the testing if you choose that route. The PP had some links, and you really should look into your rights as a parent.

One very important suggestion is to find a parent advocate group if you haven't already. They will know the laws and where to begin to help your son be successful in the classroom. My experience as a professional has always been positive when working with advocates and they really help both sides to do what is in the best interest of the child. GOOD LUCK!!!

 

[Maraena]

This sounds like it was a really frustrating experience for you. I do agree with the prior posters in that your child should be eligible for summer school (i.e. extended school year) services if the IEP team feels he has regressed.

I'm not sure how any district can legally exclude students with special needs with or without parent approval. Both IDEA 2004 and NCLB require that testing, of some sort, take place. I know that many parents really hate the required testing, but it does have its positives. Students with special needs have often (as was the case when I was still in the classroom) been held to lower standards, regardless of how their disability effected their academic performance. Certainly the testing can be frustrating for a student, but a district can also provide accommodations and modifications to ensure that students are measured according to their real ability (and not their frustration threshhold).

Since you said you're using the WASL, I went to the Washington Department of Education site. There are some nice resources there and one really nice resource handbook that you may want to read. The link is: http://www.k12.wa.us/resources/pubdocs/WASL-WAASStudentsinSpecEd.pdf

It appears that you may need to push a bit for accommodations and/or with the WASL-Basic methodology. I didn't really read the entire resource guide but happened to notice that difference. I did also notice that it does say that parents cannot refuse to allow their children to take part, but I'm not sure at what grade level that begins.

Get in touch with your Department of Education. They can probably explain this in more detail to you.

 

[disney-super-mom]

Thanks everyone for your kind words, advice, and links.

I think when the time comes to get ready for the WASL, I'm going to have to specifically ask/suggest certain accomodations and possibly some modifications as well.

On the website it listed all the state approved WASL accomodations and modifications, so that really helped me out in knowing what is available. For some reason Ryan's IEP team/teachers didn't mention most of what is available. They only mentioned 3 things - giving Ryan more time, giving him more breaks, and allowing someone to read him the Math questions. I hope I don't get any resistance from the IEP team when I request other WASL accomodations/modifications though. I'm not sure they will resist, but you never know. Sometimes it feels they only do what they HAVE to do, and they will only do/address something if it's specifically brought up by the parent. (sigh)

Anyway, I'm feeling a little better (It's like they say, knowledge is power. ), although I still feel that making kids with mental/learning disabilities take a test meant for neural typical kids is wrong and discriminatory. They really should come up with something else for special education kids.

 

[BeckyScott]

Try looking at it from the flip side (which might not make you feel much better, but an interesting view)

His statistics go in with everyone else's. Okay, to put it bluntly, his scores are going to lower their average. Which will make the school not look quite so good. Which may force them to deal with him more effectively.

Justin had to take state assessment tests like that this year, and they did standard accomodations on him- read what they could, allowed extra time, etc- and I was okay with it because I want him to be included in the statistics. If the school isn't doing their job, then his scores should be in the mix, to point out that there's a problem. If he's not included in those state tests, then he basically doesn't exist. You know the drill, if it's not documented then it didn't happen. If the SpEd kids don't take those assessment tests... well then the school could be doing just great with typical students... stink with the SpEd kids and omit them from testing... and all the state sees is the good stuff with no idea that the SpEd kids are struggling.

I know that won't help your son's feelings. Maybe they could at least do "alternative setting" (which is a pretty common ADA accomodation) and he wouldn't have to be around his classmates.

 

[AJKMOM]

In a lot of school districts, it's all about the money. They probably didn't suggest those things because 1. they didn't know about them, or 2. they are too costly for the budget.

That doesn't make it right, and as they say "the squeeky wheel gets the grease". If I were you, (luckily where I live there are lots of accommodations for state testing, including a separate test for special needs students) I would print out all that information and highlight the most important parts. Make sure they know that they can't overlook your child because you don't know better. Also, check to see if there is some advocate for your son that can go with you to the meetings.

 

[mazz1]

it's hard for me to comment on this as i'm in the Uk and or system is different, not any better, just different

over here we have SATS which are similar tests to what you describe and provision can be made for a scribe (aide) to work with a special edcational needs child or our children can be exempt

we also have a lot of power as parents and the child has a voice too in decision making

i agree with others that say knowledge is power and that you must seek out as much info as possible because they damn well don't seem to be offering you the information you need

i became an "informed parent" many years ago and it's made such a difference to myself and my children, i took part in a course that originated in the US called "partners in policy making" it was new to the UK and with a quick google search you may find one nr you, if you do i would beg for a place

i hope things go well with whatever the outcome of your sons test situation and that you get some support from others on here

sending hugs from across the atlantic

 

[WildGrits]

Try looking at it from the flip side (which might not make you feel much better, but an interesting view)

His statistics go in with everyone else's. Okay, to put it bluntly, his scores are going to lower their average. Which will make the school not look quite so good. Which may force them to deal with him more effectively.

I tottally agree with you. When my youngest who had HFA started this testing in 3rd grade, I told her straight out. They are testing the school not you. If you don't feel you know the stuff, just do your best. When all is said and done they are testing the students to see how much the school has taught them.

 

[pcparamedics01]

Okay, when I hear this stuff I get enraged!!!!!!! First of all you need an advocate and run do not walk. They talk about regression over the summer. Well it is called ESY- Extended School Year this is when the district comes to your home over the summer and works with your child so they do not regress. Secondly, they talk about speech delays. So where is the Speech teacher?? They are soooo in violation it is not even funny. I don't know much about the test in Washington it is called CRCT here. State mandated test. With an IEP he does not have to pass you can appeal it and promote him on.....

You will get all the services you need including catching him up if you can get someone that knows the IDEA laws!!!!!Also called FAPE. Fair and Appropiate Education. Do not wait!!!! I hate when this happens they take advantage of parents that do not know there childs rights.

 

[pcparamedics01]

Okay so I flamed too quickly. I did not read the other posters. I have repeated most of the information that you need.

 

[pcparamedics01]

This sounds like it was a really frustrating experience for you. I do agree with the prior posters in that your child should be eligible for summer school (i.e. extended school year) services if the IEP team feels he has regressed.

I'm not sure how any district can legally exclude students with special needs with or without parent approval. Both IDEA 2004 and NCLB require that testing, of some sort, take place.

Yes you are right Maraena they are not allowed to exclude them. However if they fail the parent can appeal to the Principal and promote him based on the IEP. My son is brillant, however he failed the CRCT by 20 points. I appealed and promoted him. The Teachers knew he knew the information and we all agreed to promote him.