We just had this added to my sons IFSP. Like you I was left wondering what was going on and obviously my son wont tell me lol. I would ask the teacher face to face and get "he did good" ughhhh with what exactly?
Now they are writing in it every day which is nice but im still frustrated with them. They seem to sugar coat everything. "a little boy tried to engage in play with collin, collin would not engage and became increasingly upset but this is developmentally normal for a child collins age" ughhhhh Um no its not he NEVER engages with children so noooo this is not "normal" for children collins age lol. Or they just write "he did well in circle, followed directions, seemed happy today, he sits on carpet for circle" I could use a lil more detail lol. I think I just need to attach a lil camera to his head to see whats actually going on at school
Two things to do to get the communication going better:
1. Call and IEP meeting and have the communication book and its use written into the IEP.
2. Make out a form yourself with typical and specific questions with easy answers to check off. Show that to the IEP team and give a copy to the teacher. Expect to get it filled out each day. Time it at home and TELL them how long it should take to fill out the form.
That said, honey attracts more flies, so make nice to the teacher as much as possible.
tzoya - sorry, I should have been more specific re: tape recorders and any type of cameras. I am aware of the laws, but on the other hand I have no way of knowing if the teacher &/or aide are actually telling the truth. And there have been times when they have stated a specific behavior or action and I could not see how that could have happened. So we had a disscussion about it, (school & us) come to find out, their meaning of certain words were not what I thought they mean, like having a conversation - a real one - not just answering a question. But, on the side of the law, which is where I am at, I understand the reasons, but sometimes I just like to dream. Again sorry I did not mean to imply that I would do it, I should have stated that it was just a dream.Same here tzoya we were just joking around about what we wish we could do
The bad part about my situation is that we have had the meeting the communication book is in the ifsp. I also have specific questions listed on the front of the communication book but they do not answer the questions they just fill out what they think they should I guess. And like Doglady said soemthings they say that happen just seem like a real long shot. So I do wonder what their meaning for things is as well.
At our last ppt meeting, the autism specialist came up with this really great idea. He calls it "The Daily Scoop". It has pictures for my son to circle, like math, gym, art, etc. My son circles the activities he did that day. It also has a spot for him to write who he sat with at lunch and played with at recess. It's supposed to help him remember what happened in his day. In the past when I would ask about his day I would get very little information, like he had a good day and I would get a lot of "I don't know" answers. Now I go over "The Daily Scoop" with him and it help us talk after school.
Written communication can be required DAILY by the IEP. You certainly cannot force people to communicate honestly, but their written communication can be Exhibit A in a hearing. And any teachers caught lying could lose their jobs. Teacher who barely comply with your requests give you ammunition to push the district for more help.
I have many, many times wanted to be a fly on the wall in my son's classrooms. The best I got was sending in an autism consultant who could (and did) report back to me about what was REALLY going on and how she intended to intervene. Having a consultant come in is the next best thing to your own eyes and ears.
I was just wondering how often you get a report on how your child is doing? I am completely clueless what is going on in his PPCD classroom. I get a report every 9 weeks of what is going on if he has exceeded any of his goals or anything like that but, for 9 wks I have no idea if he is working. If his behavior is bad, if he is eating breakfast and so on. I hear nothing of how his day or week has gone? Is this normal or should I contact the PPCD teacher and ask for more of what is going on?
Any input is appreciated!
TIA
I know how frustrating this can be, my grand daughter, Selena. When she was in early intervention we had no clue what was going on in her day. Starting in k we started sending a notebook to school EVERYDAY! Selena is now in the 3rd grade, we have fine tuned the daily report. Due to medical issuses, it covers: all foods and liquids - type and amount, total restroom visits, mood, what is covered academatley, social - what, who, when. Then we talk with her in the evening about what happened at school that day. Otherwise we would know nothing. This book goes back and forth everyday. Her aid fills it out, It is in her IEP. Hope this helps.Get a communication book going back and forth DAILY. As far as official progress, the law says that parents of spec. ed. kids must get notified, in writing, of their child's progress AT LEAST AS OFTEN AS PARENTS OF TYPICAL KIDS DO. That means, if your son's typical peers get 4 report cards each year, he has to get 4 report cards each year. Official reassessments don't have to happen more than every 3 years, but they can happen more often, depending. For daily input, use a communication book as described by DOGLADY.I guess I had better clairify something: at the begining (early intervention) Selena was a sound maker. but not verbal. Now she is verbal but to find out what went on at school - answeres are - nothing, or I don't know. And if we dont have a clue as to what happened we are still in the same boat. The 1st 2 years of school ( k & 1) we had a great aide, wrote 1 page everyday. Then last year the new aide (not so good) Had to remind every week. So this year ( got last years aide Replaced lol) but to make things eaiser for the new aide we made out a form: So there was only alittle that she had to write in. The rest is just ck off in the right box. Made it eaiser and faster for her. Hope this helps.My son started preschool in sept and we sent in a communication notebook that his teacher writed notes in daily.
She also sends home a sheet that talks about his day. She circles the activites he participated on. It talks about his day and what services he had.
PM me if you want and i can scan it and email it to you so you can see what it looks like
[QUOTE=danyell782]We have a communication book for my son who attends a program for 3 year olds.. But i am kind of mad at the teahcer who does not write in it.. I know she told me that she can't write everyday which if fine but once in a while it is nice to know what they are doing because my son is non-verbal i can't ask him what he is doing,, It gets frustrating at times.. [/QUOTE]
That is EXACTLY how it is for me. He has a notebook that goes back and forth. The first day he was there there was a little note that he was doing well and so on. Then from then on all I have recieved is that he needs more pullups. It is really frustrating having NO clue what is going on since he is Non-Verbal also. We have a communication book for my son who attends a program for 3
year olds.. But i am kind of mad at the teahcer who does not write in
it.. I know she told me that she can't write everyday which if fine but
once in a while it is nice to know what they are doing because my son
is non-verbal i can't ask him what he is doing,, It gets frustrating at
times..
I hear your frustrations. My 5 year olds teacher doesn't write in the communication log all that often either. When she does it's something generic like "Nathaniel did well today." or Nathaniel had some difficulties today, but he did well making choices." I'm left wondering, he did well with what? What were his difficulties with, or about? I have an IEP meeting tomorrow for my youngest, and I'm going to push very hard for it to be added to the IEP that there will be communication everyday that lets me know one thing specifically that happened. That way they HAVE to write in it, or e-mail me, or call me.
*
Copyright Autism-PDD.net