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<blockquote data-quote="Mominator" data-source="post: 647704" data-attributes="member: 18745"><p>anonymous, I had a lot of difficulty getting an IEP for my son. When I did the Sped teacher told us it was behavioral too. She told my son he'd better straighten up or he'd land in jail...he did land in jail, but that wasn't her place to tell him. He also has executive functioning issues among other things.</p><p></p><p>My experience has been the teachers for the most part care but the administration doesn't. However just because they care doesn't mean they have time to take training on every diagnosis out there. Plus there isn't the funding to send every teacher for that kind of training, so you have to make them want to learn more. Sometimes you have to be a little sneaky or nicely manipulative to get them to read information that's helpful. I have some good literature on executive functioning. (see links at bottom of message)</p><p></p><p>First I emailed it to all the teachers with a comment about how wonderful they are and how hard they work at teaching my son. Then told them how someone gave you something that made so much sense I just had to share it with them....Then I made copies for each of the teachers and admin staff and passed it out to them during one of the IEP meetings and reviewed the parts I highlighted in advance during the meeting. Captive audience. </p><p></p><p>The main point is from page 3 of the ebook- executive function 101, that defines what Executive function is, what it's used for and list's examples. in my opinion the most important example is the ability to "Ask for help or seek more information when we need it". </p><p><span style="font-size: 15px"></span></p><p><span style="font-size: 15px">Point out that if our kids can't ask for help then get in trouble for doing wrong, they are going to be frustrated and act out. There is no which-came-first-the-chicken-or-the-egg type thing happening...frustration leads to acting out, not the other way around.</span></p><p><span style="font-size: 15px"></span></p><p><span style="font-size: 15px"><a href="https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/executive-functioning-issues/ebook-executive-function-101" target="_blank">https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/executive-functioning-issues/ebook-executive-function-101</a></span></p><p><span style="font-size: 15px"></span></p><p><span style="font-size: 15px"><a href="http://www.sps186.org/downloads/basic/397230/Executive%20Function%20Around%20the%20Clock.pdf" target="_blank">http://www.sps186.org/downloads/basic/397230/Executive Function Around the Clock.pdf</a></span></p></blockquote><p></p>
[QUOTE="Mominator, post: 647704, member: 18745"] anonymous, I had a lot of difficulty getting an IEP for my son. When I did the Sped teacher told us it was behavioral too. She told my son he'd better straighten up or he'd land in jail...he did land in jail, but that wasn't her place to tell him. He also has executive functioning issues among other things. My experience has been the teachers for the most part care but the administration doesn't. However just because they care doesn't mean they have time to take training on every diagnosis out there. Plus there isn't the funding to send every teacher for that kind of training, so you have to make them want to learn more. Sometimes you have to be a little sneaky or nicely manipulative to get them to read information that's helpful. I have some good literature on executive functioning. (see links at bottom of message) First I emailed it to all the teachers with a comment about how wonderful they are and how hard they work at teaching my son. Then told them how someone gave you something that made so much sense I just had to share it with them....Then I made copies for each of the teachers and admin staff and passed it out to them during one of the IEP meetings and reviewed the parts I highlighted in advance during the meeting. Captive audience. The main point is from page 3 of the ebook- executive function 101, that defines what Executive function is, what it's used for and list's examples. in my opinion the most important example is the ability to "Ask for help or seek more information when we need it". [SIZE=4] Point out that if our kids can't ask for help then get in trouble for doing wrong, they are going to be frustrated and act out. There is no which-came-first-the-chicken-or-the-egg type thing happening...frustration leads to acting out, not the other way around. [URL]https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/executive-functioning-issues/ebook-executive-function-101[/URL] [URL]http://www.sps186.org/downloads/basic/397230/Executive%20Function%20Around%20the%20Clock.pdf[/URL][/SIZE] [/QUOTE]
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