OT: I really need help and advice RE: IEP for CP, PDD-NOS vs Aspergers, and delays

[patchchild]

Hi Denise,

I'm a special education teacher and have been for five years now. It can be so tough when you're just getting used to the whole system and all the jargon, especially because it can seem like the school officials "must" know what they're talking about, even when it runs counter to what you know about your son. At times I hate being there as part of the school since meetings can get really confrontational.

The best thing I can say is, trust yourself. Ask lots of questions, and then some more questions, and a couple of questions after that. Especially with testing, a lot of the infpormation they'll share with you comes out in jargon. Keep asking them what things mean for your son in real life.

As for the self-contained classroom, I'd really advise you to be hesitant. Once kids get into these programs, it's generally very hard to get them back out. I'd strongly suggest really pushing the school to find out EXACTLY what his day would look like. At my school, we do have a self-contained room, but it's more like homeroom for the students. They check in at the begining and end of the day but are in the mainstream classroom for the majority of their day with an aide. It really helps assure that all the kids are being pushed to reach the highest level they can. Also, peer models are such an important factor to consider.

Basically, question, question, question, and then follow your gut. You know your son better than anyone else at that meeting. They know their school and have a lot of experience with hundreds of kids, but you know your son.

Feel free to PM me with any specific questions as you're running through things. I'm happy to help if I can.

 

[eternaldisneyfan]

I found my experiences with different schools drastically different.
I was homeschooled until second grade. When I entered school, I used a scooter to get around, transfered to my desk, had help getting books, and help in the bathroom. 2nd-8th grade I went to a superb school that always accomodated my disability as best as possible and would quickly address my needs. When they found out I was coming, (1992) they poured concrete ramps for the curb and made a fully accessible bathroom by the younger grades. I didn't even know about IEPs but every year we had a meeting to discuss my needs. The gym teacher let me play everything. Academics were awesome. Good values promoted. And I fully participated in choir (solos & speaking roles) and band (bells). I was a gifted student and graduated high school with honors and 16 hours of college credit (through AP testing). But it was quite a journey getting there once I entered high school...You should be able to determine there attitude/stance by the way they speak. At Lone Star (2-8) they said, "What kind of help does she need? What limitations should we be aware of and how can we help? What do you want us to do?" 9th grade I changed to a different school and things changed. I was now using an electric wheelchair full-time, needed set up with paper/folder/books within my reach, but was still writing. I so wish I would've known legal rights. We went to a meeting to discuss my placement. 8 people from the school in an 8x10 room with 3 wheelchairs. The first thing they said was-these will be your teachers for the room where you'll be. Like self-contained. This was with the transcript they had with A's and one B, gifted and talented class, and high test scores. I immediately pointed out my record and the schedule I'd picked. Mom's like Christamae's a superb, advanced student. They said, well, we just assumed...When they knew they had a fight we moved to a bigger room. I did get regular classes but wasn't allowed in the special Honors English (my best subject). Once I proved myself (it took less then 2 weeks) I got into advanced choir. My IEP included-with a fight- the things Lone Star gave me without a question (unlimited sickness absences, extra time to make up work, student sets me up with work, leave 5 minutes early for next class). I think if I would've known my rights I never would've let mom sign the IEP without Honors English and advanced choir guaranteed. After that meeting, I read the IEP & ADA and researched like crazy. The next year I had 4 honors classes My fight helped my sister (we both have Muscular Dystrophy) get what she wanted without a fight.

You mentioned that it would really upset you if your son couldn't do the same activities. In a self-contained area-he wouldn't-he might even eat lunch at a different table. Choir, band, and competitive speech were great experiences for me-especially competitive speech. I went to contests, made friends, and people saw the talent/competativeness instead of the wheelchair.

My senior year we moved to California. I spent my 1st senior year in the hospital (UCSF) because of a "do or die" surgery. I approached my 2nd senior year with a lot of trepidation. I could no longer write or turn pages. I needed a full-time attendant because of my new trach/respiratory issues and 24 hour tube feeds. At the time I went to pick my schedule, I couldn't talk yet (vocal cord damage from long-term intubation & trach) so I mouthed my choices while my family read my lips. I was shocked when the counselor nonchalantly approved all my choices (Pre-Calculus, AP government, Drama, AP Psychology, AP English, and Health-state required). I was expecting a big fight. They hired my Dad for my aid (we'd just moved and he didn't have a job). I did get my voice back-yay. We had a little problem with good test places/writers at first but the school fixed it when they knew there was a problem.

I have a friend whose son has PDD-NOS. He is in 1st grade. He's fully inclusive. He has an aid to keep him on task and help him with assignments.

His fine-motor limitations should NOT stop him from being inclusive. If necessary the school must provide an aid to write for him (I dictated to my Dad). Some people take the quality not quantity approach where the student is required to do 75% of the work. Extended time for assignments and tests might also be appropriate. You have a right to see all their test evaluations and have another performed-at your cost-to challenge their findings. Write down everything you want and get it all addressed. No matter what they say-they cannot force you to sign. You have just as much decision power as all of them. Once the IEP is signed and in place it is a legal binding contract.

Good luck!

Christamae