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iep and medications update
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<blockquote data-quote="LittleDudesMom" data-source="post: 150985" data-attributes="member: 805"><p>Couple thoughts. It will take a little while for the seroquel to take effect. It made my difficult child sleep better at night, but it was a little more difficult for him to get going in the morning at first. It also increased his appetite. It was a great medication, at a low dose, for my difficult child. It seemed to lengthen his fuse a little. I'm thinking it was about two weeks before we saw the medication really kick in.</p><p> </p><p>You know, I really believe that, as parents, we know our children best. My difficult child has a case manager in middle school this year. She is ok, a little too "nice" and "kinda in his face". She meets with him once a week just for a little "how's everything going difficult child?" kind of talk. His successes this year are mostly due to his fabulous 1:1 and his great teachers who are willing to "think outside the box", and his desire to make a positive impression at his new school.</p><p> </p><p>Personally, I would meet with the case manager and tell him that, upon your son's return to school, he will be in an adjustment period. Not only with his coming out of the phos, but with his removel from a medication and the start of a new one. It will create more issues with difficult child if cm were to make a huge deal out of talking with difficult child about responsibility, etc. difficult child needs to make this transition without anxiety. It would be better for cm to meet with difficult child upon his return and just "let him know I'm here if you need me". Have cm offer his office as a place for difficult child to go when he is overwhelmed. Have cm begin this transition as an ally for difficult child. </p><p> </p><p>No talk of consequences, the importance of school work, etc. Just a welcome back I'm here from you. Insist upon this. Tell him that difficult child is very fragile right now and you are willing to work with him regarding the make up work. Insist on a low key transition period.</p><p> </p><p>It is totally understandable that part of difficult child's IEP are behavior goals. At difficult child's age, this means his awareness of these issues and his cooperation to meet those goals. So it is not out of the norm that the school would want to keep this stuff in his IEP. But, I would make sure that, at least initially, a hands off approach needs to happen. Intervention only if needed.</p><p> </p><p>Any conversations with the principal or the cm should be part of the IEP notes attached to the IEP (parent input). In reality, this is all related to the IEP meeting and should be included. It is important that your recommendations become part of the record. No signing off until you know your input becomes part of that record.</p><p> </p><p>Good luck,</p><p>Sharon</p></blockquote><p></p>
[QUOTE="LittleDudesMom, post: 150985, member: 805"] Couple thoughts. It will take a little while for the seroquel to take effect. It made my difficult child sleep better at night, but it was a little more difficult for him to get going in the morning at first. It also increased his appetite. It was a great medication, at a low dose, for my difficult child. It seemed to lengthen his fuse a little. I'm thinking it was about two weeks before we saw the medication really kick in. You know, I really believe that, as parents, we know our children best. My difficult child has a case manager in middle school this year. She is ok, a little too "nice" and "kinda in his face". She meets with him once a week just for a little "how's everything going difficult child?" kind of talk. His successes this year are mostly due to his fabulous 1:1 and his great teachers who are willing to "think outside the box", and his desire to make a positive impression at his new school. Personally, I would meet with the case manager and tell him that, upon your son's return to school, he will be in an adjustment period. Not only with his coming out of the phos, but with his removel from a medication and the start of a new one. It will create more issues with difficult child if cm were to make a huge deal out of talking with difficult child about responsibility, etc. difficult child needs to make this transition without anxiety. It would be better for cm to meet with difficult child upon his return and just "let him know I'm here if you need me". Have cm offer his office as a place for difficult child to go when he is overwhelmed. Have cm begin this transition as an ally for difficult child. No talk of consequences, the importance of school work, etc. Just a welcome back I'm here from you. Insist upon this. Tell him that difficult child is very fragile right now and you are willing to work with him regarding the make up work. Insist on a low key transition period. It is totally understandable that part of difficult child's IEP are behavior goals. At difficult child's age, this means his awareness of these issues and his cooperation to meet those goals. So it is not out of the norm that the school would want to keep this stuff in his IEP. But, I would make sure that, at least initially, a hands off approach needs to happen. Intervention only if needed. Any conversations with the principal or the cm should be part of the IEP notes attached to the IEP (parent input). In reality, this is all related to the IEP meeting and should be included. It is important that your recommendations become part of the record. No signing off until you know your input becomes part of that record. Good luck, Sharon [/QUOTE]
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