Well either a draft of what they want to do with your kid, or a sample IEP with names removed -- to give you a format!
Thanks guys- Those are Good ideas I can really use-
Linda- Do you mean a draft of the intended IEP for my child? Or a copy of "general" goals? (there is no "general" goals on the website)
Mary-You are exactly right- they described this cross-CAT class during our transition mtg- and that will not be appropriate for Harris. Is the Spec Ed Director of the school the same as the Spec Ed Director of the board? ( I think that is who I request tours with...getting on that this week.) Apparently there are autism-related options that have not been mentioned to me yet.....but I have seen them on the web.
Do you recommend using a Watkins-center person to assist with the IEP process - like someone from Family Support Network?
Any other suggestions?
Hi,
We have our first IEP scheduled for late July or Aug for my son who is transitioning to the preschool 3+ program in Charlotte-Mecklenburg, NC. I have been trying to determine the options of this program compared to private programs BEFORE the IEP.
Naturally it is very easy to get info/a tour and a good understanding of the offerings of the private (and expensive!) local programs (thank GOD they are even close by) But I am having ZERO luck getting any real info from the public school district. All I am getting is very generic, how the process-works type of information.
Is it possible to understand what options are offered prior to the IEP? Is this normal for the schools to make me wait until the IEP before they will discuss the types of programs/teaching methods for children with autism? There is an autism specialist in the school and she would not give me anything more than basic procedure steps---how the IEP process works.
?!
Cindy,
From my experience with NC schools, I would suggest you contact the Special Ed facilitator at the school board. There may be a separate person for preschool; just specify your child's age when calling.
When you get to the right person, tell them you are interested in visiting the options available. I have found (at least in my area) that IF YOU DON'T ASK, THEY DON'T OFFER. North Carolina loves to put children in a Cross Cat class... this is basically lots of different disabilities in one room. This can be good and bad... as I am sure you can imagine.
Definitely be assertive. The school systems around here are not very generous when handing out interventions.
Mary
Better yet, ask via email or in writing ...Cyndi, You can tell the school district that you would like a rough draft of the IEP at least five days proir to the meeting, but make sure that it is in writing. Also I agree with Mary about the IF YOU DON'T ASK THEY DON'T OFFER, and any services that you feel would be APPROPRIATE for your childs education you ask for in writing and make sure that if you ask for services to be implemented into his IEP that it is written in the IEP and make sure you get a copy. Be very polite and try to keep a good relationship with your school district. My wife and I attended PeterWrights seminar last year in Charlotte at Queens College and look on Wrightslaw.com to see when he and his wife are coming back to the area and GO! It only cost 10 dollars and you will recieve 40 dollars worth of books. Good luck!
Chris
Father of 4 year old HFA
Just a note on cross-cat. When my son was 3 he as non-verbal, and he was placed in a class with primarily ASD/non-verbal kids and it went very well. By age 4, he was very, very verbal and did his 2nd year of preschool in a cross-cat class and we had great success. I think the key is what the "cats" are in the cross-cat. In ours it was high functioning ASD, speech language and ADHD. This was a good group for my son.
Where I live we have non-cat SDCs which are a mix of diagnoses, and a mix of ages. This sounds like your cross-cat. We did not like it because our son began to pick up behaviors from the more emotionally disturbed kids. The also seemed to play the "Let's get him to say a bad word" sort of joke, and as an ASD he does not know that he is being set up. I would agree 1000% that it would depend on the other members of the class and the teacher.
If the teacher does go over the IEP process again, you might ask if the parents are full members of the IEP team, and if so, how do they get the information they need to be full members and to give informed consent to the IEP at the meeting. I'd do this politely in the "I'm just a parent" mode and see what you can learn about asking for the information you want.
The Wright's Law web site has some articles on touring potential placements. They would be worth checking out.
A great recent thread:
http://www.autism-pdd.net/forum/forum_posts.asp?TID=13232&am p;KW=right+to+fully+participate
I got the run around just like you did. They're always so nice about it too, aren't they? Be nice right back and tell them you are a member of the IEP team and you cannot help decide what placement is appropriate if you don't know what they are. Plain and simple.