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difficult child's input on his tri-annual IEP review!
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<blockquote data-quote="LittleDudesMom" data-source="post: 403628" data-attributes="member: 805"><p><span style="font-family: 'Comic Sans MS'"><span style="font-size: 15px">Confuzzled,</span></span></p><p><span style="font-family: 'Comic Sans MS'"><span style="font-size: 15px"></span></span></p><p><span style="font-family: 'Comic Sans MS'"><span style="font-size: 15px">difficult child was originally tested for an IEP back when he was in third grade. That was actually the last time he had really in-depth testing. At that time, his depression, anger, frustration, sense of entitlement, unwillingness to do schoolwork, incredible lack of impulse control and intense hyperactivity were at an all time high. Many of his frustrations came from his difficulty with writing and his, at the time, low reading level and major difficulties socially. He was never actually diagnosis'd with a math disability, but he was placed in resource for math because the class was 7 students instead of 28 and he had known the teacher for years and most of the kids were with him in resource language arts.</span></span></p><p><span style="font-family: 'Comic Sans MS'"><span style="font-size: 15px"></span></span></p><p><span style="font-family: 'Comic Sans MS'"><span style="font-size: 15px">His 4th and 5th grade years in elementary were years of growth academically. The resource teachers were great and his spelling improved, his reading came up to grade level, but he still struggled with slight dysgraphia. Once he entered middle school, he was placed on consultative and also in collaborative classes (they did not have resource other than for extreme academic or emotional need students). He did well academically, had some great teachers and every year his behavior improved.</span></span></p><p><span style="font-family: 'Comic Sans MS'"><span style="font-size: 15px"></span></span></p><p><span style="font-family: 'Comic Sans MS'"><span style="font-size: 15px">His ability to take notes has DRASTICALLY improved. We have challenged him to do it on his own and, if there was an issue, assured him I would address it with the teacher. With work and practice, his writing ability got better and better as time went by. It was gradual, but it happened. One thing that was really important to me is that he be challenged from time to time to "operate" like "everyone else" to see if some of the accommodations and modifications could be considered crutches as the years progressed. </span></span></p><p><span style="font-family: 'Comic Sans MS'"><span style="font-size: 15px"></span></span></p><p><span style="font-family: 'Comic Sans MS'"><span style="font-size: 15px">At his annual review last February, both his math and language arts teachers were there and both said that they honestly felt he was ready to go "total mainstream" and not need a collaborative setting. </span></span></p><p><span style="font-family: 'Comic Sans MS'"><span style="font-size: 15px"></span></span></p><p><span style="font-family: 'Comic Sans MS'"><span style="font-size: 15px">So, I think this has been in the works for awhile, but it's great to actually hear difficult child being honest. It shows maturity to me.</span></span></p><p><span style="font-family: 'Comic Sans MS'"><span style="font-size: 15px"></span></span></p><p><span style="font-family: 'Comic Sans MS'"><span style="font-size: 15px">Funny you should mention the locker. difficult child, since entering middle school, has never used his locker! He carries his lunch box and his messenger bag all day. He ties his sweat jacket around his waste. Not that he thinks he will forget the combo, he just fears being late for class! A little anxiety thrown in for good measure!</span></span></p><p><span style="font-family: 'Comic Sans MS'"><span style="font-size: 15px"></span></span></p><p><span style="font-family: 'Comic Sans MS'"><span style="font-size: 15px">Sharon</span></span></p><p><span style="font-family: 'Comic Sans MS'"><span style="font-size: 15px"></span></span></p><p> <span style="font-family: 'Comic Sans MS'"><span style="font-size: 15px"></span></span></p></blockquote><p></p>
[QUOTE="LittleDudesMom, post: 403628, member: 805"] [FONT="Comic Sans MS"][SIZE="4"]Confuzzled, difficult child was originally tested for an IEP back when he was in third grade. That was actually the last time he had really in-depth testing. At that time, his depression, anger, frustration, sense of entitlement, unwillingness to do schoolwork, incredible lack of impulse control and intense hyperactivity were at an all time high. Many of his frustrations came from his difficulty with writing and his, at the time, low reading level and major difficulties socially. He was never actually diagnosis'd with a math disability, but he was placed in resource for math because the class was 7 students instead of 28 and he had known the teacher for years and most of the kids were with him in resource language arts. His 4th and 5th grade years in elementary were years of growth academically. The resource teachers were great and his spelling improved, his reading came up to grade level, but he still struggled with slight dysgraphia. Once he entered middle school, he was placed on consultative and also in collaborative classes (they did not have resource other than for extreme academic or emotional need students). He did well academically, had some great teachers and every year his behavior improved. His ability to take notes has DRASTICALLY improved. We have challenged him to do it on his own and, if there was an issue, assured him I would address it with the teacher. With work and practice, his writing ability got better and better as time went by. It was gradual, but it happened. One thing that was really important to me is that he be challenged from time to time to "operate" like "everyone else" to see if some of the accommodations and modifications could be considered crutches as the years progressed. At his annual review last February, both his math and language arts teachers were there and both said that they honestly felt he was ready to go "total mainstream" and not need a collaborative setting. So, I think this has been in the works for awhile, but it's great to actually hear difficult child being honest. It shows maturity to me. Funny you should mention the locker. difficult child, since entering middle school, has never used his locker! He carries his lunch box and his messenger bag all day. He ties his sweat jacket around his waste. Not that he thinks he will forget the combo, he just fears being late for class! A little anxiety thrown in for good measure! Sharon [/SIZE][/FONT] [/QUOTE]
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