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IEP Stuff (round 2)
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<blockquote data-quote="HaoZi" data-source="post: 403352"><p>Okay, here's where we stand:</p><p></p><p>The "within normal limits" thing was based on how she is on a GOOD day. She did talk to kiddo about her bad days, so in some ways that was a goal thing to see how well she could function if all her days were good days.</p><p></p><p>Everyone is somewhat confuddled with my kid, because she is inherently unpredictable as to what sets her off any given day. As soon as you figure out something that should (in theory) work for her, you are guaranteed to have mixed results (no kidding, I run into that all the time, not news).</p><p></p><p>Her thing with the math is a bit self-inflicted. Her whole thing where if she can't grasp it right at the beginning and get it correct from the get-go, she doesn't want to. She *is* allowed to talk herself through the tests in class, and many of the kids do, so that wasn't the issue. Now she is also having problems with independent study because of the same "gotta get it right away" thinking on her part, not just peer group issues. All I had to go on at the time was kiddo's perception of it, which seems to be even more out of whack and mecurial than even I knew. Which goes back to it being unpredictable as to what will help her on a given day.</p><p></p><p>Due to the complicated issues coupled with time constrainted on some of the members, the meeting would have been reconvened later anyway. What we did today was go through the test results and what they mean, etc etc etc. A draft IEP will done and her therapist and case manager consulted on it as well and a few more info releases were signed. So she qualifies under emotional disability, and I think the goals will be similar to what is in her current BIP, i.e. coping skills, learning to deal better with peers, self-calming before she hits meltdown point, etc etc etc. The IEP will free up more resources for more supports, that kind of thing.</p><p></p><p>As far as further testing that I've inquired about, they suggest I take all the test results to the new psychiatrist and whoever she refers kiddo to for more testing. They're seeing a lot more Obsessive Compulsive Disorder (OCD) traits than I see. While I'm not denying she has them, I never considered them too off the wall either. She's pretty disorganized, but I see some degree of Obsessive Compulsive Disorder (OCD) + total chaos in me, too. Learned or bred in, I don't know. Maybe I don't know what I'm looking for, or maybe it's just more in evidence at school. Or maybe I don't see it as such because I just consider it "normal". </p><p></p><p>Reconvene is Feb 1st, and this time therapist and case manager will be invited by SpEd. I mentioned I had not heard back from the advocate yet, but everyone there assured me she will call, that she's very fair, and I will like her, that she's great at helping parents walk through the IEP process.</p><p></p><p>So I don't really see anything I can complain about. I did mention that even if she is not an Aspie, that she does respond to techniques that work with Aspies, so we'll see what the draft IEP looks like when I get it. I certainly can't say the school hasn't tried a wide variety of ways to help her, the FUBA for just two months time is 20+ pages long of incidents in good detail and what interventions have been tried. Everyone agrees she's very bright (her teacher says one of the brightest she's ever taught), and that on her good days she's great and wonderful. It's finding ways to help have more good days that work consistently for kiddo that gets confusing, because just like at home, something that works for a while doesn't always work or stops working.</p><p></p><p>Thank you all so much for what you could explain, additional areas to ask about and suggest, and all your support. Will update when I have the draft.</p></blockquote><p></p>
[QUOTE="HaoZi, post: 403352"] Okay, here's where we stand: The "within normal limits" thing was based on how she is on a GOOD day. She did talk to kiddo about her bad days, so in some ways that was a goal thing to see how well she could function if all her days were good days. Everyone is somewhat confuddled with my kid, because she is inherently unpredictable as to what sets her off any given day. As soon as you figure out something that should (in theory) work for her, you are guaranteed to have mixed results (no kidding, I run into that all the time, not news). Her thing with the math is a bit self-inflicted. Her whole thing where if she can't grasp it right at the beginning and get it correct from the get-go, she doesn't want to. She *is* allowed to talk herself through the tests in class, and many of the kids do, so that wasn't the issue. Now she is also having problems with independent study because of the same "gotta get it right away" thinking on her part, not just peer group issues. All I had to go on at the time was kiddo's perception of it, which seems to be even more out of whack and mecurial than even I knew. Which goes back to it being unpredictable as to what will help her on a given day. Due to the complicated issues coupled with time constrainted on some of the members, the meeting would have been reconvened later anyway. What we did today was go through the test results and what they mean, etc etc etc. A draft IEP will done and her therapist and case manager consulted on it as well and a few more info releases were signed. So she qualifies under emotional disability, and I think the goals will be similar to what is in her current BIP, i.e. coping skills, learning to deal better with peers, self-calming before she hits meltdown point, etc etc etc. The IEP will free up more resources for more supports, that kind of thing. As far as further testing that I've inquired about, they suggest I take all the test results to the new psychiatrist and whoever she refers kiddo to for more testing. They're seeing a lot more Obsessive Compulsive Disorder (OCD) traits than I see. While I'm not denying she has them, I never considered them too off the wall either. She's pretty disorganized, but I see some degree of Obsessive Compulsive Disorder (OCD) + total chaos in me, too. Learned or bred in, I don't know. Maybe I don't know what I'm looking for, or maybe it's just more in evidence at school. Or maybe I don't see it as such because I just consider it "normal". Reconvene is Feb 1st, and this time therapist and case manager will be invited by SpEd. I mentioned I had not heard back from the advocate yet, but everyone there assured me she will call, that she's very fair, and I will like her, that she's great at helping parents walk through the IEP process. So I don't really see anything I can complain about. I did mention that even if she is not an Aspie, that she does respond to techniques that work with Aspies, so we'll see what the draft IEP looks like when I get it. I certainly can't say the school hasn't tried a wide variety of ways to help her, the FUBA for just two months time is 20+ pages long of incidents in good detail and what interventions have been tried. Everyone agrees she's very bright (her teacher says one of the brightest she's ever taught), and that on her good days she's great and wonderful. It's finding ways to help have more good days that work consistently for kiddo that gets confusing, because just like at home, something that works for a while doesn't always work or stops working. Thank you all so much for what you could explain, additional areas to ask about and suggest, and all your support. Will update when I have the draft. [/QUOTE]
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