Now that I have had a few days to digest the IEP does this make sense. I have altered the names and this is only part of a letter to the school district. DOES It make sense do you think its a valid argument I noted that he seems to regressing since this whole process started. I really need feedback on this. would you add I know i'm redundent but I will cut it down.
I Further object to the placement at this time because JOE is a child that needs a familiar place, structure and routine. The structure and routine is essential to keep JOE from sensory overload. The change from Home to Eader in June to Plavin in August to Hawes Elementary in September would be too much and a detriment to my son. In addition to not having the same teacher. It fails to meet his unique needs and transitioning problem noted throughout his psychological-education evaluation, goals and on the IEP. Many team members brought his difficulties of changing from bubbles to a novel task to the table. Imagine being three years old from a child’s point of view with autism if he has so much a problem transitioning from a simple task it pains me to think of what going from home to those three elementary school in a short time will do.
SCHOOL PSYC noted his problems with transitions, his ability to adapt to change and his obsession with sameness through out the assessment. On page 5 she comments on the Psycho-educational assessment about the assessment and how he was crying as she walked down the hall to greet us. She does say how the bubbles calmed him down. JOE would run to me and climb on me when upset. On page 6 in the observation at the Park she noted “When it was time to leave, the car needed to be brought to him to get in as he would not walk away from the fence to the car without becoming very upset.” On page 19 in the CARS assessment of range 1 to 4 JOE was rated a 4 severely abnormal to adaptation to change. SCHOOL PSCH wrote, “During the assessment, JOE was unable to enter both classrooms without crying and great hesitation. He did not want to join the examiners in their attempts to engage him in play. When presented with a different activity that was adult directed, he was easily upset and began to cry. JOE responded similarly when attending doctor visits.” On page 21 under analysis of eligibility autistic-like behaviors it was written under an obsession to maintain sameness. “JOE did not respond to adult directed activities or request. He became upset with the change and has a difficult time joining examiners during the assessment. When the examiner’s attempted to change the direction of activities or stop something he liked, he became very upset, cried and climbed on his mom.”
PRESHCOOL TEACHER in her assessment of JOE noted on page 9 and 10 his difficulty transitioning from familiar task to novel task. She goes on to address it as his unique needs on page 10. On page 24 of the report it was identified as a unique need and also in the IEP. Transitioning is one of his goals.
For these reasons stated by the team and my own witnessing to JOE’s difficulty transitioning from play to other activities. The IEP team is expecting him to make some really big transitions into the world of preschool and be shuffled from three schools and a couple different preschool teachers in the period of three months. If he experienced as much difficulty as going from bubbles to a car or ball activity as noted in the assessment and at the meeting. I can imagine in his nonverbal world how much regression and shock this would cause. All this transitioning to a child that has such a problem to adapting to change would be a disaster for my son. It does not meet his unique need and problems he has transitioning. This placement at this time is not his least restrictive environment and therefore other options need to be discussed.
I agree my son needs therapy and school and it can not wait till September. JOE needs it now in an environment that is not going to be disrupted just as he adjusts to the world around him. I believe he needs to learn transitioning but one starts out small and moves up. To throw him into this environment of many transitions would cause further regression and not meet his needs. I thank you for your time and concern and look forward to working together in implementing an appropriate IEP for my son, JOE.
UGH Andy's mama...changing that much would be overwhelming for my children with no adjustment issues...that is absolutely RIDICULOUS! My kids freak out if they change to a new school once every five years.
I cannot imagine this happening to a child on the spectrum. Hooray for you for advocating for Andy!
Sounds good to me, but I think I will let one of our more experienced moms give input.
Andysmama, Its obvious how upset you are regarding Andy's school placement, and not that I can blame you. CHANGE is a HUGE problem for many of our kids. Its obvious you put alot of time and thought into the letter you wrote, and I cant blame you there either. I am having incredible problems with my son's school right now as well.
Below I have included some links for letter writing. As I said; it sounds like you put alot of time into writing the letter, but I am concerned it might be TOO MUCH information for them right now. Everything I hear about letter writing is to BRIEFLY STATE the reason you are writing with revelant information but not to go into detail. (EXAMPLE: http://olrs.ohio.gov/asp/pub_ApdxG8.asp Sample Format: state your reasons, but limit discussion about the specific changes you want to make because you will want to hear the school's position at the meeting.)
Here are some links for letter writing if you are interested
A Guide To Letter Writing
There is also http://www.nichcy.org/pubs/parent/pa9txt.htm
And http://wrightslaw.com/info/ltrs.index.htm
I'm sorry BUT I am a little confused about a few things and maybe you can help me understand better? I know you want a least restrictive environment for Andy. I know you feel he would do better at a regular school, But I wonder HOW when he has such difficulty with change as you mentioned in the letter. Regular Ed isnt usually set up to handle these problems and they will have changes as well.
I recall you mentioned the teacher at the school you want him to attend saying he would be fine, but I wonder does she know or have any experience with AUTISM? See, Many people (teachers included) see things (tantrums or not socializing / not sharing for example) that our kids do. MANY MANY MANY of these people THINK its typical behavior because they dont understand to the extent of how often it happens or how intense it gets or how NOTHING will being them out of it and more so how the kids DO NOT respond to the teachers usualy ways of handling these issues. If this teacher doesnt have a clue about autism it could be disasterous!!!
Personally, I feel if Andy has so many problems with transitions and sensory issues and is easily over stimulated having him in regular ed would be the worst thing for him. I believe you also mentioned he is nonverbal which concerns me. How will he communicate in regular ed? The teachers do NOT know sign language. Regular ed right now would be a dis service to him, He needs MORE than what regular ed can give him. I dont understand why you would want that for him?
ALSO, Once they are mainstreamed it seems services are dissappearing left and right for our kids,... and its SO hard to get them back!
Certainly hes your child and you know him best, but I hope you have really thought this through.
I dont mean to sound as though I am attacking you or your decision in whats best for your child,.... I just dont quite understand how in one hand you say he is mildly autistic and then explain all problems he has with socializing, communication, transitions, change in routine etc. maybe you can help me understand your son better?
I understand the situation with 4 schools over the summer. NO ONE would want that. Is this because its the ONLY summer program they have? Can you request a change of placement at public expense due to his resistance in change of routine and transition problems? It sounds to me like thats the BIGGEST problem right there.
Also is it that you want him in regular ed pre school because you need the daycare and special ed pre school is less hours per day? If thats the case Possibly you can request he be enrolled in BOTH morning AND afternoon preschool OR have him go from Special ed pre school to reg ed pre school for the other 1/2 of the day.
Unfortunately MANY MANY parents of special ed kids can not work because there arent enough services for our kids, they need additional therapies, or there isnt an approperate daycare. This is one reason for SSI.
Check with family services or resources at your local special ed school. ASK about respite or special ed day care options for someone to watch him so you can work. Also ask your county department of human services.... They usually have a program to help you with daycare issues, maybe you can hire someone going into special ed from a local college? Many students taking child education have to do volunteer hours - this could be a free babysitter!!! Also ask the local mental health facility what resources are available to you for special needs kids daycare.
Here are a few links to respite services.... Respite Service Locator and State Specific Yellow Pages also NATIONAL RESOURCES--Phone Numbers
Federation for Children with Special Needs
"A coalition of parent groups representing children with a variety of disabilities. The federation operates and coordinates information, advocacy, and training."
1-612-827-2966
Help for Children From Infancy to Adulthood, 6th Edition
"A national directory of more than 1,000 resources to help children, including sections on children’s health, mental health, and mental retardation, and children with disabilities."
1-800-343-0686
National Parent to Parent Support & Information Systems, Inc.
"Supports, strengths, and empowers families through one-to-one parent contacts."
1-800-651-1151
Regarding Least Restrictive Environment here are some links
http://www.therapistfinder.net/journal/sped/least.html (in part)
A child with a disability may only be removed from the regular classroom when the nature or severity of the disability is such that the education in regular classes cannot be achieved satisfactorily, even with the use of supplementary aids and services.
http://www.wrightslaw.com/info/lre.index.htm
Q & A: Least Restrictive Environment (LRE) Requirements of the IDEA.
IDEA Requirements: Least Restrictive Environment (LRE) & FAPE.
Us v. Them: Protecting Our Children's Rights to Inclusion.
I Hope you will be able to get the services that are best for Andy!!!
I have no problem with special ed as I realize he needs it what I have a problem is is with the changing from one program to another when he resist change. The school I was going take him to which is a regular school is at a rehabiliation center that specializes in kids with special needs and autism. Its a special school but they have normal kids to help the other kids.
I am resigned to knowing he needs help but many schools. They tell me not to enroll till fall in the mean time what do I do? I am working for commission at night no money yet I have applied for SSI. He needs therapy but the change would be devastasting to him this summer.
One day knowing the success of my brother my son can be mainstreamed no right now. . . . .I will try to change his placement for the summer. I also went to regional center and they are getting me a case manager. They might help with respite care.. . . .
I checked out resources and am trying to arm myself with a plan I found a group of parents who have a homeschool group for kids with autism I am just going through my options
I am goiing to a support group meeting tomorrow. Do you know anything about regression????
I realized mainstreaming is not an option I dont want that and the other is more a special school with regular kids. He is shutting off from the world the more I take him to those appointments.
Now what I want is an enviornment that is not going to change when he can't handle it right now thats what I mean by least restrictive. I would agree is he would not have to change schools so soon.
Does his IEP consider his unique needs?
Also, in the last few weeks things have gone from okay to worse.. .three weeks ago I would have said it was mild but with changes with all the stimulations the kids who use to wave and smile and hug and play with other kids does not.
Something is going from not so good to really bad with him and I cant seem to stop it. . . .He has never closed off this much to anyone before this. . .
I read childhood degenerative disorder and was wondering if its more that since only recently has he bacome more nonverbal and is regressing.. . .
OK, My first and honest advice to you would be you NEED to slow down. by reading your posts you are going in 15 different directions at about 100 miles per hour. This doesn't benefit your son nor does it benefit you. it's a real possibility that your sons recent behaviors are being fueled by the anxiety that you are feeling. youneed to sit back and come to a clear concise plan that will benefit your child. our kids clearly feed off of our emotional state and if we can't advocate for them in a positive manner than surely the best iep will do him no good. I agree, 4 schools in 3 months is rediculous. you can object to the iep based on his placement. see if he can attend only one summer program and they can provide the services for the rest of the summer in a homebased program or perhaps instead of being fully involved in the other programs, see if you can only attend at the time of his ot and st. i do agree with sending him to atleast 1 summer program because this will prepare him for the routine of his school day starting in sept. you son's inability to adapt to change has nothing to do with the least restrictive envioronment unfortunately, it's part of his disorder, a common thread that we all deal with. it's how we deal with it is what will be the deciding factor in your child's outcome. with the stress of the iep, the financial hardship and knowing that your child has special needs i'm sure your demeanor has change in someway, our kids are exceptional at picking up on things that are different, whether it furniture being moved to a parents dispostion. you need to stay focused on what is best for him. i read in a previous post that the doctors haven't ruled out other disorders and full testing has yet to be completed, if you are infact questioning the severity of his diagnosis, i would call your dr schedule a meeting and have him give you a step by step explaination of how the diagnosis was revealed, bring up his latest difficulties and see what he can do for your son.|
As far as transitions go, that can be wrote in the IEP. As far as regression, that is part of the autism diagnosis. You said you were working at night. That is fortunate. Alot of us parents can't even do that because the transition the kids would go through would be too much for them. Tammy P.S. I have no idea why my fonts are this size.
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Andysmama, I cannot offer any advice or help as I have no experience with anything you're going through. I just wanted to offer my support and encouragement during this distressing time. You so obviously are trying so hard and care so much to do what's right for your little one. It must be so exhausting and daunting to have to fight IEP for what you know your child needs. And seeing him become more closed off must be so scary. I definitely agree with eveyone here that NO ONE, - not any NT kid or adult - would do well with the degree of transitioning/change they are proposing.
You are faced with a lot of difficulties and obstacles right now but you are doing a great job advocating for your son. I admire your strength and courage very much. I hope it all works out for you, it sounds like you'll have to fight for it, but you seem up to the task. You and Andy are in my prayers....