You will have more clout with a school district like this if you get a medical diagnosis of autism or PDD-NOS. Make an appt. with the "go-to" doctor in your area as soon as you can. It'll be hard to argue with a doctor's report. Also, immediately write a letter to the school and request an OT evaluation. An OT should be able to spot his sensory needs. If her report comes back without mention of sensory issues, ask for an Independent Educational Evaluation. If you want to advocate for the right things for your son, you must immerse yourself in the law and discover what your son's right are. Then go to the IEP meeting prepared with this info. If that is too overwhelming to do, your only alternative, if you want the proper interventions for your son, will be to hire an advocate or lawyer or at least attempt to get whatever free advocacy help you can through your state. Knowing your rights is the first step toward obtaining your rights.You're right, the computer comment by his case manager is crap! I need to start searching for a new one, fast. One that is educated about autism. She isn't of much help. When I asked what I should make a point to ask for at my youngests ds IEP meeting Friday she said to wait and see what they'll offer, and not to rock the boat. (she's also his case manager)
The autism specialist at the school did observe him, and talk to him once. Only because I made a written request to do so when I called Nathaniel's last emergency IEP meeting. She never gave me her opinion as to whether or not she thought he was on the spectrum. Only that she "wished she saw more kids in her room like him." Whatever that means. lol
I'm not sure exactly how MR/DD sevices work myself. All I know is that my ds case manager puts in requests for services, and equipment that he could use, and when funds come in the committee reviews the requsts, and appoves them or denies them. You have a much better chance of getting requests granted if a specialst from the school puts it in writing why that person needs that service, or equipment. I had filled out a sensory profile for the OT at the school, and she said she didn't agree with my answers as far as his behaviors are at school. She suggested that I vidoetape his sensory issues, so that she could see what I'm talking about. She also offered to go to Wal-mart with us to see if she could help with any suggestions about his behavior there.
I think they're saying he's doing fine, because they don't want to hear anymore from me, to be honest. The fact that he's not fine compared to a NT peer is exactly what I am trying to point out to them. They're wanting to mainstream him for kindergarden next year, and I'm not totally sure that's a good idea. Academically, I know he can handle it, but I don't know about socially, and emotionally. As far as the communication everyday goes they flat out told me that they can't do it everyday. I offered a sheet with activities, ect... already written on it, so all they had to do was circle the activities he participated in and they told me they only do that for nonverbal kids. EVen after I explained that he is incapable of carrying on a 2 way conversation in that way. ( actually, in most ways period.) The only way I know what he did at school is if I hear him scripting out conversations when he's playing by himself.
His only labels/diagnosis at this point is ADHD, and dev delayed.
My son was just diagnosed autistic and can focus on his interests for
hours on end such as Thomas the tank engine and he is just 3. I imagine
if I let him and when he has the ability to use a mouse, he will want to
spend hours on the computer. He's very visual and enjoys the computer
now, but needs help with it. He also doesn't like gooey textures and his
teacher just gives him something else after attempting to get him to eat
it.
As I recall although your son does not have a diagnosis, but your schools
autism specialist has observed your son and the school has done some
testing of him or he wouldn't have an IEP. Even without a medical
diagnosis, the school district should be able to assess his educational
needs with an OT evaluation, speech evaluation, adaptive skills test,
adaptive PE test for gross motor skill, cognitive testing, etc. (Someone
posted a good list of appropriate tests within the last 2 months if you do
a search.) I take it they did not perform a behavioral assessment after
your last meeting with them, yet they are claiming everything has
magically resolved itself?
I would make sure they perform all necessary testing and then with those
test results, you can make sure they meet all his educational needs now
even without a diagnosis through his IEP.Well, I do care if they get irritated, because it seems they communicate with me less, and less the more irritated they get. I'd like to keep my relationship with the school on the pleasant side if possible. The second reason as to why I'm hesitant is the same as what you pointed out. I really don't have a leg to stand on. His services wouldn't change all that much even with a dx, but the way they treat him would. For example, the snack issue. If I had a doc report that said he had ASD, and that his diet was limited ( and I know the doc would put it in there, because she did with Ian) I could tell them that they cannot deny him a snack, because he doesn't like what the rest of the class is eating. They would have to let him have the replacement snack that I sent from home. That issue being resolved alone would greatly improve his behavior, thus he'd learn more. Once he gets really upset about something it takes hrs sometimes to calm him down, especially if he's hungry.
I also understand that the teacher can't write a paragraph for each child everyday. There are 13 kids in the class, and 1 ECD teacher, and 3 to 4 aides. I did offer a form for her to fill out at the IEP, and she said they already have forms like that. Which was news to me since she's never used them for Nathaniel. She said she fills them out 3 times a week, but only for the nonverbal kids. I would think the very first day of school would've been one of those times. I would think that ANY mother would want to know how the first day of school went for her severly autistic, nonverbal 3 yr old. Maybe, I'm just getting too overemotional, and exaggerating the situation, I don't know. I think I just need to cool my jets for a few days, see how things proceed, then assess the situation from a calmer perspective.
Beware about school evaluatuions. We are getting a individual evaluation paid from se. Here they claim all they see is adhd. Language disorder are now where in the dsm with adhd or add. this kids has been in speech since age 1 and still 3 yrs. behind. at age 10. right now they have him lableled ohiw/si as his label. We noticed he was different at 4 months old. He is 10.6yrs. now.
OUR SE TEACHER CAN'T HANDLE 7 DIFFERENT IEP'S. I THINK THEY WANT TO MAKE HIS CLASS ONLY FOR SEVERE KIDS. THE PROBLEM IS THIS CLASS AS NT/TALKERS BOTH TOGETHER. WASN'T THIS WAY WHEN i VISITED THERE. iSN'T THIS ILLEGAL.
I NEVER LIKE ANY OF THE IEP IDEAS THEY SUGGEST FOR HIM. I FEEL EACH SE KID SHOULD HAVE A CURRICULUM MADE TO THEIR LEARNING STYLE AND LEVELS THEY NEED TO WORK AT. I THOUGHT THAT IS WHAT FT SE IS SUPPOSE TO BE. I ALSO LEARNED A IEP SHOULDN'T JUST HAVE JUST MODIFIED WORK AND THAT'S IT. I LEARNED SHOULD HAVE OTHER STUFF ALSO. THE PROBLEM IN OUR CASE IS BEING TOLD WE WILL NEVER PLEASE THAT WOMEN. DANIEL HERD A AID SAY THIS IN HIS CLASS. I took a few days to think , and research a little. I called a local place that gives advice about advocacy for people with disabilities. They are always a HUGE help. There are a few people who work there that have children with autism, so they really have good suggestions. I think I will have to change case managers. Also, I DO know that getting a med DX would help immensely, but his appt isn't until June. He is on the cancellation list, and the doc said they get a lot of cancellations around the holidays, so I'm keeping my fingers crossed that he'll get in sooner. The only thing about that is that his first appt is for eval only, then we have to come back for the results. So, it still could be several months before we have an actual written report. I think that I'm going to try to write a letter outlining my concerns, and see if that doesn't get some improvement. I really don't want to call another IEP meeting, because that only seems to make them irritated. Things have gotten worse, as far as their behavior, since I called the last one.First of all, who careS if they get irritated about your calling IEP meetings? That is their JOB. When there is something that needs to be changed on his IEP, call the darned meeting. Of course, with a District like this is really is wise to wait until the doctor's report. It is typical for the eval to happen one day and the report to come at a different time. IF you can get any information out of the doctor at the end of the eval, do so. You can always call an IEP meeting and tell the team, verbally, what the doctor said. It could work. And tell them that the report will be coming soon. Make SURE the doctor writes as many practical suggestions in the report and makes them sound definite. Avoid phrases like "could benefit from" and instead use "needs," "requires," and definite phrases that won't give the District any wiggle room. Also request that the doctor give a DEFINITE dx of autism or PDD-NOS (Asperger's is not possible if the child has a speech delay). The idea is to give a District like this NO wiggle room.
It is VERY difficult to be the teacher of disabled students. I don't know how many students are in your child's class, but imagine the teacher having to write a paragraph for each of them. That would take a TON of time away from actually teaching the class. What CAN work for good communication is for you to create a form. Put things on the form that you want to know about each day and include an easy way for the teacher to check off what happened. Leave an area for comments, too. Then send this form in each day (keep the completed forms in chronological order in a binder -- they will be IMMENSELY helpful in future IEP meetings). Of course, call the teacher and explain to her beforehand that you are going to be sending in a communication form because you need to know more details about Tell the teacher "It will take less than a minute -- I've timed it so that I could make it as efficient a way for us to be in touch as possible." You can certainly adjust the form as time goes by. If you are STILL having trouble with the communication, call an IEP meeting and ask that DAILY WRITTEN COMMUNICATION be written into your child's IEP. Then the District will be legally responsible for seeing that communication improves.
With the people you are currently dealing with at the school, it may be more powerful to get a medical diagnosis. However, eventually the school will have to have an assessment in which they acknowledge the diagnosis or develop an educational one. Here is a very rough idea of what the ASD part should look like in an assessment- plus the assessment should include a Sensory Profile, Test of Visual Motor Integration, and SPL testing appropriate to your child.
http://www.autism-pdd.net/forum/forum_posts.asp?TID=10895&am p;PN=2
We too have has similar issues when Selena was in EI (almost 9 with autism), and I agree STRONGLY with tzoya, learning the law was and is our best choice. Also regarding the case manager MR/DD - I don't know what state or county you are in, but we had a case manager who did not have a clue on autism. We contacted her supervisor and requested a new case manager, and we got one that was more helpful for Selena and worked with us. Hope this helps.IT SADDENS ME THAT A STAFF WANTS TO PUNISH A SID /ASD KID. Call an IEP meeting immediately and get DAILY communication written into your child's IEP. Ask that the form they have be filled out each and every day. Even if you only get the barest communication at first, I bet over time the teacher will be more forthcoming because, after all, if she's required to do it she might as well make it meaningful or she'll be wasting her own time. Too bad the situation is so contentious.Threaten with an advocate and if need be, get one. My guess would beFirst of all, that is crap that a child with Autism can't stay focused on a computer, or any other activity THEY ARE INTERESTED IN. That can't be their sole reason for not thinking he is ASD. You can ask the school to evaluate him for Autism while you are waiting to get in to see the doc. They can't refuse to do this, but request in writing.
Second of all, if he has an IEP, get it written into his IEP that he can have his snack no matter what. If they want to offer him what the other children are having first for maybe like 2 minutes, fine. But they can not withhold a snack from him that you send from home just because he won't eat what the rest of his class is eating. That is wrong, wrong, wrong. Get that written into the IEP ASAP and don't sign or agree with anything until they do.
Third, I don't think they have a choice in commuinicating with MR/DD if they are requesting information. What do they care if he get services through MR/DD. They are probably seeing with dollar signs and thinking that if they write to MR/DD stating he has sensory needs, then they are also liable for addressing those needs. You can ask the school to address his sensory needs through an OT evaluation. They can't just "say" they don't think he has sensory needs. Make up a checklist and have them document if the behaviors happen at school for a while. Like stimming, or whatever he does at home that is sensory seeking. List those behaviors and ask them to mark everytime they see the behaviors. Don't tell them what it is for and you can even say it's for the doctor if you want to. But I would want concrete documentation they didn't see these behaviors before you lose your MR/DD services. I am not real sure on how that works, so I am making an educated guess on that.
Fourth, when you call the IEP meeting to change the snack deal, also get it written in there what kind of information you want in the communication notebook. Have some guidelines and they have to understand this is because your son can't tell you himself.
I don't have any advice to offer about them all of the sudden saying he is fine when a month ago he wasn't. He might be "fine" compared to what he was last month. But ask them how his behaviors would compare to a peer who is NT.
What is his label for receiving special ed services in the first place?
I'm needing some advice on how to deal with the school on a few issues. The main issue I'm having right now is that the school is saying that my ds is doing great, and having absolutely no problems. That would be a good thing, except that about a month ago they were telling me that he was having all kinds of problems, headbanging, crying, tantrums, and was sitting in the "safe place" a good part of the day. I called an IEP meeting, and suddenly his behavior is fine according to them. They quit communicating with me through his communication log, except a few very general comments here, and there. I have no idea how school really is going, since he's not able to tell me himself. He's qualified for MR/DD services through our county, but the school has to send in a recommendation about sensory equipment ect.. to have any chance of getting the items requested approved. They are telling me that he doesn't have any sensory issues as of now, and that the ones he did have has been resolved. Which is totally untrue at least while he's at home. I asked the autism specialst from EI that's working with my youngest ds if she thinks Nathaniel self regulates well, and she said no, absolutely not. She thinks he's definetely on the spectrum. The school seems to think he's fine, which I really don't know why he'd be in a spec ed class if that were true. They also have been withholding his snack if he won't at least try a bite of what the rest of the class is eating first. He doesn't, and will not eat gooey textures, like pudding ect.. I think that's unfair to make him go without, because he has sensory issues with food. Even his case manager from MR/DD services is siding with the school. She says he can't be autistic because" if he was then he wouldn't be able to stay focused on the computer for as long of a period of time as he does." I'm not sure where to go from here. He can't get see the dev ped yet, as there is a long waiting list for his age, and even if he did I'm not sure the school would change their attitude even with a diagnosis. Does anyone have any advice?Bump means you reply to a post for the express purpose of bumping that post to the top of the list. Just by typing in ANYTHING (like a *, for example) the post goes to the top. This is a strategy that we members use when there is a spam post or an offensive post. By continuing to bump lower-down posts, the offensive post goes to page 2 and can be forgotten. We have to do this because this site is not moderated and no one here has the power to delete unwanted posts.
Another reason to bump something is if you want to see more replies to a particular post, so you bump it up in the hopes that others who have not had the chance to reply will do so. Once a post is on page 2, it tends to be forgotten.
I have been a member for awhile but lost the web site and just found it again today. I'm wondering what "BUMP" means?
Thanks Tessa
Once more, with feeling! BUMP!I'm to frustrated with the school. I have a medical dx of Pdd and sensory integration dysfunction that the school has on hand. My son is getting detentions every day for missing homework and things not being communicated home. I was told by one teacher that I should punish my son for seeking out sensory input. He cant read or write due to SDI, he is verbal but tends to forget things he should tell me. So therefor he gets detention. He has a communication log but the only teacher that will write in it is his Sp. Ed. teacher. He is in 5th grade and it's been a battle every year. I asked for them to allow 10 min's for sensory b/c he is coming home spinning, jumping, and crashing for 3 hours after school and i was told that i should punish him for that. The state of Ohio has a new program this year. The Ohio Autism Scholarship, this will pay for an outside provider such as a private school or an Individual to educate the child. My son is starting a new private school Dec. 4th. They are hiring a tutor just for him. I knew i needed to find a new school for many years now but i never could find one around here. The teachers at this school went for training due to the new scholarship. My sons MR/dd case manager is the one that gave me the information so you might want to check into your state. I know the schools are not advertising it due to funding they would be losing. I'm not sure how your local Mr/dd services work but i know here it is a service and i could choose another case manager if i wasn't happy with the one i have. I don't know if this will help but i do hope more states have this type of scholarship.
BUMP