Looking for feedback | Autism PDD

How old is your child and what is the diagnosis? It would be great if you would add that information to your signature as it makes it easier to respond.

I think you did all the right things regardless of your child's age, but I'm curious if this is an older child, or a very young child.

Sorry about that! He's in first grade, dx'd at 3 with autism (Asperger's). :)
I would ask for a parent handbook about School rules and regulations, I get one every year at registration. If there is a limit on time it should be in handbook. If the School can't provide one, call administration office to get one. Or ask them about the time limit, get peoples names you talk to. I would also ask for a sensory diet be added to IEP. If they don't want to provide one, and it seems that your son needs one, call a IEP meeting to discuss this issue. Do you have an Autism Specialist that work for the School or that works with your child? If so, start with that person and tell them your concerns. If you request an IEP meeting and it is not granted , send a request for one in writing, make a copy for yourself and date it. Keep this as a paper trail. It sounds like they are not sure how to handle your request, but they should. Be nice but firm. To me it kinda sounds like they don't know a lot about Autism. You might want to seek an advocate so you are not the only one telling them what services your child is entitled to. I think you are doing a great job helping your child get what he needs from new School. Our School psych does not know a lot about Autism. The Autism team are the ones that tell Spec Ed Teacher what needs to be implemented in all classrooms, and does behavior plan and tells OT's about what kind of sensory diets are needed.

I think you are being perfectly reasonable. I agree you should have a school handbook that outlines such policies ... but heck, what's an IEP FOR???? It is a venue to permit you input ...

One hing I also do is ask T's SpEd teachers for input on how we handle things at home ... it's a two-way street!

HI!

I am looking for some honest feedback re whether or not I am trying to micro-manage the SPED team at our school. Brief facts:

1) New to district. Spoke to school psych and explained we were going to do dual enrollment and send him mornings and home school afternoons. She responded, "We don't do that." I gently pushed and she said she'd ask the District.

2) Intake meeting. District said basically we don't do part-time enrollment. I "mentioned" state ordinance which allows for it and she explained the "intent"' was for high school students, seeking to take college courses. She later called and said, "Yes, we can do that."

3) IEP states we can visit school within the weeks before starting to help familiarize my son. I call to schedule and am told I need an escort from the district. I ask someone else and am scheduled to bring my son in THE DAY BEFORE school starts.

4) In the intake meeting and in his IEP the need for a token/reward system was included. This had proven highly successful at prior school. I asked about it during this class "preview" the day before, stressing again how effective it is and wanted one in place.

5) School starts, no schedule and no token system. I ask weekly about both. Week two a schedule is provided. Week 3 a token system is created but AFTER my son was demonstrating disturbing and disruptive behaviors which were growing worse by the day. Token system nearly extinguished these behaviors.

6) My son likes to chew things and the oral motor input seems to focus and calm him. I observe him one morning in school and see him chewing his shirt and his fist. I ask that he be allowed to chew appropriate items and supplied straws. DS tells me his aide told him he couldn't chew. I email the teacher stressing that I would like all concerned aware that he is permitted to chew. Find out that the teacher was then questioning his need to chew so I sent an article on the benefits and ask they route it to his team.

7) I observed them stressing he make eye contact with a peer while feeding him dialogue for a conversation. It was clear he was uncomfortable and I know from experience that he cannot do both until he is comfortable. Eye contact is always sporadic but becomes much more frequent and meaningful as he grows comfortable with the people he is talking with. As a result, I sent a copy of info re: eye contact.

8) I am told ds is falling behind and cannot keep up with the class because he cannot transition between tasks. This has been going on for several weeks. I sent the SPED teacher some techniques we use at home effectively. She has her own ideas. Again, I go in and observe (I follow procedures for doing this both times). I see his aide is basically allowing him to do this so during an opportune moment I quietly told her one of the techniques we use effectively at home. Then, during recess we chatted about a few other things, concerning my son.

9) This same morning as I am 2 hours into my 2.5 hours planned there, the principal comes in and tells me I must leave, saying "district policy allows for visits of 45 minutes." I apologize and leave immediately.

10) Because I saw 4 classmates of my son making fun of him behind his back, I asked if they did anything re: awareness. Was given this offensive "book" they normally read to classmates of students with ASD. It was awful. I showed it to several other parents and they all shared the same opinion so I asked if we could find another resource, as I didn't deem this one effective or positive.

ANYWAY, long story summarized--I am trying VERY hard not to imply they are not doing their jobs but because they were resistant to my requests for pt enrollment to begin with I am mistrusting. Being asked to leave the classroom y-day (and I later asked for a copy of this policy and it is apparent there is none), just has me thinking they are not as receptive to parent involvement as they like to pretend. I do wonder, too, if I could have/should have handled any of this better.

Thoughs/suggestions welcomed!

Thanks!

I would have handled it the same way. If often "share" information with the school, and I ask questions. As a parent, you are your child's advocate.

I'm curious what book the school wanted to use to help with awareness.

Well, I have to say that you did everything I wish I had done in the past. I don't think there is anything wrong with the steps you have taken. You know your child best and they should be listening to you and your ideas and suggestions.

Thank you both! I needed to hear this as sometimes I can lose perspective, being so close to it all.

It is all just so frustrating and it literally makes me ill when stuff like this happens (likr the principal asking me to leave). I think that actually served as a BIG wake-up call, letting me know parents really are NOT valued and they'd rather we just sat quietly in the background.

Thanks again. :)