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A more detailed account from yesterday
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<blockquote data-quote="Marguerite" data-source="post: 266514" data-attributes="member: 1991"><p>Shari, he needs both a Speech Pathology assessment andalso an Occupational Therapy assessment.</p><p></p><p>The problem writing sounds like it is at least partly a communication problem - he wants to write a Y and instead writes a J, then realises it's wrong - there is something in the communication centre of his brain that is short-circuiting things, hence Speech Pathology, it comes under their umbrella. They may find something elsealso, which could give you all far more clues.</p><p></p><p>The Occupational Therapist involvement - what we have to do, to formally apply to schools for permission for the student to use a computer instead o fhandwriting: the formal assessment involves getting the child to write something (usually copying "the quick brown fox jumps over the lazy dog" as many times as possible in three minutes) and then typing the same thing, also in three minutes. The Occupational Therapist (OT) observes te child's handwriting, asks the child how it feels, reports and pain or other difficulty and then according to the observations, makes the recommendation (or not). Generally unless the child performs worse in the typing test, and if there is clear evidence of handwriting difficulty, the recommendation is to use the computer. But then, few people go into an assessment simply out of idle curiosity, you're there because YOU know your child has a problem.</p><p>We've also had the Occupational Therapist (OT) tell us of some useful exercises we can do, depending on what the problem is.</p><p>Same goes for Speech Path, we get some useful exercises. </p><p>But in difficult child's case, I reckon your son needs both (at least) and working in tandem, talking to one another and also talking to SpEd as well as the para(s), for teir feedback and input. This really does have to be a team effort.</p><p></p><p>Which brings me to...</p><p></p><p>That Communication Book - it MUST be found. And if it is indeed "lost", then I suggest you simply start another one. It's amazing how it can help the old one materialise!</p><p></p><p>if the new one gets lost, begin again. And again. make it clear you will continue. This MUST be in the IEP.</p><p></p><p>We found (to our surprise) that even though we thought the communication was only for our benefit, since difficult child 3 didn't get to read any of it and wouldn't have understood it ayway, that it wouldn't make much difference. But in the times when teachers either lost the book (or I did) or a teacher decided to 'wean' me off it (stupid mistake), difficult child 3's behaviour and general problems got MUCH worse. BIG problems.</p><p></p><p>The reason - the really fast communication and detailed feedback, even quick, short-note feedback, meant tat immediate concerns were being immediately addressed. The tendency to use emails these days - teachers have to go to the computer, open the file and actively DO something to make it happen. But the Book - if it's on their desk and they look up and see difficult child doing something interesting/odd/wrong, they cna quickly jot it down. Or just as quickly scan over previous entries and perhaps begin to see a pattenr.</p><p></p><p>Both parties can see patterns, when it's in the book. You can't see the pattern so easily, in emails.</p><p></p><p>That said - if emails are used, then my recommendation is to copy/paste those emails (including your own) to a single text file. Date the entries. Keep this file as a 'diary' of sorts, a log of events. We use to take the Communication Books to each psychiatrist & therapist appointments. I also took it with us when we were 'interviewing' a new school. As the prospective class teacher and principal were skimming the entries in the Book, the looks they exchanged spoke volumes - I hd been far more tolerant than I should have been, of some of the really nasty goings on.</p><p></p><p>To make Communication Books - you probably don't needme to tell you, but if the school is losing books, this is my suggestion - </p><p></p><p>Buy a quantity of cheap exercise books. Buy some ready-made clear plastic covers. Alternatively, bright plastic. I then printed a large heading onto an entire sheet of paper (in a bright colour) - </p><p></p><p>"Communication Book</p><p></p><p>difficult child 3</p><p></p><p>Family, friends and teachers, please write down anything of interest that difficult child 3 says or does, so we can have a record of his activities and progress. Good things, bad things, it helps everybody to know about any change in pattern as soon as possible. Regular use is most helpful for everybody."</p><p></p><p>All that was placed to form the front cover. I then placed text in the area of the back cover, numbering the book. For example, "Book 5".</p><p>That way, when a previous book was found, I would know in what order to file it.</p><p></p><p>I also would decorate the books with colouredmarkers, stickers, crayon etc, to make it REALLY stand out. It's hard to lose a fluorescent purple book with red puffy stickers!</p><p></p><p>I got to keep the books. I made sure of that.</p><p></p><p>Where possible, especially if you are concerned that the book is likely to disappear, either transcribe or scan the teacher entries. Even apparently mundane ones are vital - what if there is a mundane, "nothing happened" entry for a particular day, and then at a later stage you find your difficult child being disciplined for something alleged to have happened on that day? It's easy for teachers to mistake a child, especially after the event, so a book entry could clear your child if it's mistaken identity. Or if it's the school victimising your child or failing to tell you what you need, again a lack of entry is a breach of IEP.</p><p></p><p>Shari, I don't know about you but in all this discussion I feel I am getting a better understanding of your difficult child. If only the SpEd and paras could be privy to this discussion! But of course they can't be, however your questioning and discussion with them should also be giving them some clues. I suspect SpEd and at least good para, are really wanting to find ways to help him. Probably also so-so para, only she's got a flawed role model setting a bad pattenr for her 9and sounds like she's in the wrong job for her).</p><p></p><p>We're making progress, I feel.</p><p></p><p>Marg</p></blockquote><p></p>
[QUOTE="Marguerite, post: 266514, member: 1991"] Shari, he needs both a Speech Pathology assessment andalso an Occupational Therapy assessment. The problem writing sounds like it is at least partly a communication problem - he wants to write a Y and instead writes a J, then realises it's wrong - there is something in the communication centre of his brain that is short-circuiting things, hence Speech Pathology, it comes under their umbrella. They may find something elsealso, which could give you all far more clues. The Occupational Therapist involvement - what we have to do, to formally apply to schools for permission for the student to use a computer instead o fhandwriting: the formal assessment involves getting the child to write something (usually copying "the quick brown fox jumps over the lazy dog" as many times as possible in three minutes) and then typing the same thing, also in three minutes. The Occupational Therapist (OT) observes te child's handwriting, asks the child how it feels, reports and pain or other difficulty and then according to the observations, makes the recommendation (or not). Generally unless the child performs worse in the typing test, and if there is clear evidence of handwriting difficulty, the recommendation is to use the computer. But then, few people go into an assessment simply out of idle curiosity, you're there because YOU know your child has a problem. We've also had the Occupational Therapist (OT) tell us of some useful exercises we can do, depending on what the problem is. Same goes for Speech Path, we get some useful exercises. But in difficult child's case, I reckon your son needs both (at least) and working in tandem, talking to one another and also talking to SpEd as well as the para(s), for teir feedback and input. This really does have to be a team effort. Which brings me to... That Communication Book - it MUST be found. And if it is indeed "lost", then I suggest you simply start another one. It's amazing how it can help the old one materialise! if the new one gets lost, begin again. And again. make it clear you will continue. This MUST be in the IEP. We found (to our surprise) that even though we thought the communication was only for our benefit, since difficult child 3 didn't get to read any of it and wouldn't have understood it ayway, that it wouldn't make much difference. But in the times when teachers either lost the book (or I did) or a teacher decided to 'wean' me off it (stupid mistake), difficult child 3's behaviour and general problems got MUCH worse. BIG problems. The reason - the really fast communication and detailed feedback, even quick, short-note feedback, meant tat immediate concerns were being immediately addressed. The tendency to use emails these days - teachers have to go to the computer, open the file and actively DO something to make it happen. But the Book - if it's on their desk and they look up and see difficult child doing something interesting/odd/wrong, they cna quickly jot it down. Or just as quickly scan over previous entries and perhaps begin to see a pattenr. Both parties can see patterns, when it's in the book. You can't see the pattern so easily, in emails. That said - if emails are used, then my recommendation is to copy/paste those emails (including your own) to a single text file. Date the entries. Keep this file as a 'diary' of sorts, a log of events. We use to take the Communication Books to each psychiatrist & therapist appointments. I also took it with us when we were 'interviewing' a new school. As the prospective class teacher and principal were skimming the entries in the Book, the looks they exchanged spoke volumes - I hd been far more tolerant than I should have been, of some of the really nasty goings on. To make Communication Books - you probably don't needme to tell you, but if the school is losing books, this is my suggestion - Buy a quantity of cheap exercise books. Buy some ready-made clear plastic covers. Alternatively, bright plastic. I then printed a large heading onto an entire sheet of paper (in a bright colour) - "Communication Book difficult child 3 Family, friends and teachers, please write down anything of interest that difficult child 3 says or does, so we can have a record of his activities and progress. Good things, bad things, it helps everybody to know about any change in pattern as soon as possible. Regular use is most helpful for everybody." All that was placed to form the front cover. I then placed text in the area of the back cover, numbering the book. For example, "Book 5". That way, when a previous book was found, I would know in what order to file it. I also would decorate the books with colouredmarkers, stickers, crayon etc, to make it REALLY stand out. It's hard to lose a fluorescent purple book with red puffy stickers! I got to keep the books. I made sure of that. Where possible, especially if you are concerned that the book is likely to disappear, either transcribe or scan the teacher entries. Even apparently mundane ones are vital - what if there is a mundane, "nothing happened" entry for a particular day, and then at a later stage you find your difficult child being disciplined for something alleged to have happened on that day? It's easy for teachers to mistake a child, especially after the event, so a book entry could clear your child if it's mistaken identity. Or if it's the school victimising your child or failing to tell you what you need, again a lack of entry is a breach of IEP. Shari, I don't know about you but in all this discussion I feel I am getting a better understanding of your difficult child. If only the SpEd and paras could be privy to this discussion! But of course they can't be, however your questioning and discussion with them should also be giving them some clues. I suspect SpEd and at least good para, are really wanting to find ways to help him. Probably also so-so para, only she's got a flawed role model setting a bad pattenr for her 9and sounds like she's in the wrong job for her). We're making progress, I feel. Marg [/QUOTE]
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