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If your child has had a successful school year...
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<blockquote data-quote="tictoc" data-source="post: 324407" data-attributes="member: 7916"><p>Hi,</p><p>I read your post first thing this morning and have been thinking about it since then. My difficult child is really succeeding at school this year, after a disastrous year in kindergarten.</p><p> </p><p>I'll give you a quick answer and then the long answer. </p><p> </p><p>Quickly: difficult child is doing better this year because we have simultaneously been able to reduce his level of need for services and increase the school's willingness and capacity to provide services. There is no longer a gap between difficult child's needs and the school's services. </p><p> </p><p>The long version: In the spring, difficult child was having major behavioral outbursts at school...so bad that parent volunteers wanted to call the police. It was awful. The school seemed ambivalent about what to do. The principal was unsure whether difficult child was just a discipline problem or a kid who really needed help. We muddled through, but at the start of this year we were uncertain whether difficult child would be able to stay in a mainstream class.</p><p> </p><p>What changed? medications have certainly been a large part of the change. difficult child's tic level was very high in the spring and he was very stressed by it. His Obsessive Compulsive Disorder (OCD) was also very bad. medications have helped a lot with both of those and he is no longer having severe outbursts. Intense social skills therapy over the summer has also helped.</p><p> </p><p>On the school side, I think the key was getting the principal on board. She went from ambivalent to completely supportive. The sp ed person at the district level also got involved in the case and has been supportive. She recognized that the sp ed person at the school level was problematic and assigned someone else. </p><p> </p><p>Once school personnel got on board, things changed completely. difficult child's one-on-one aide can be much more effective now. Instead of waiting until difficult child is having a meltdown, she can remove him from the room at the first sign of agitation. The most effective intervention we have is trips to the adaptive PE room for exercise. He goes to APE every morning before class to exercise off some of his anxiety. He also has an APE class 2x week and his aide can take him to the APE room any time she feels he needs a break. That has been key. He had a very rough day on Tuesday and spent nearly half the morning in APE. </p><p> </p><p>It is great that your difficult child has a supportive teacher this year. It is a shame that not all teachers are so supportive and that you can't guarantee the same type of teacher next year. However, I hope you can build on what this teacher has been able to do. You now have a history of success based on that teacher's approach. Now is the time to write into the IEP the types of things she is doing and to document whatever you can about her approach. If things fall apart next year, you can refer to this year's success in asking for changes.</p><p> </p><p>Good luck.</p></blockquote><p></p>
[QUOTE="tictoc, post: 324407, member: 7916"] Hi, I read your post first thing this morning and have been thinking about it since then. My difficult child is really succeeding at school this year, after a disastrous year in kindergarten. I'll give you a quick answer and then the long answer. Quickly: difficult child is doing better this year because we have simultaneously been able to reduce his level of need for services and increase the school's willingness and capacity to provide services. There is no longer a gap between difficult child's needs and the school's services. The long version: In the spring, difficult child was having major behavioral outbursts at school...so bad that parent volunteers wanted to call the police. It was awful. The school seemed ambivalent about what to do. The principal was unsure whether difficult child was just a discipline problem or a kid who really needed help. We muddled through, but at the start of this year we were uncertain whether difficult child would be able to stay in a mainstream class. What changed? medications have certainly been a large part of the change. difficult child's tic level was very high in the spring and he was very stressed by it. His Obsessive Compulsive Disorder (OCD) was also very bad. medications have helped a lot with both of those and he is no longer having severe outbursts. Intense social skills therapy over the summer has also helped. On the school side, I think the key was getting the principal on board. She went from ambivalent to completely supportive. The sp ed person at the district level also got involved in the case and has been supportive. She recognized that the sp ed person at the school level was problematic and assigned someone else. Once school personnel got on board, things changed completely. difficult child's one-on-one aide can be much more effective now. Instead of waiting until difficult child is having a meltdown, she can remove him from the room at the first sign of agitation. The most effective intervention we have is trips to the adaptive PE room for exercise. He goes to APE every morning before class to exercise off some of his anxiety. He also has an APE class 2x week and his aide can take him to the APE room any time she feels he needs a break. That has been key. He had a very rough day on Tuesday and spent nearly half the morning in APE. It is great that your difficult child has a supportive teacher this year. It is a shame that not all teachers are so supportive and that you can't guarantee the same type of teacher next year. However, I hope you can build on what this teacher has been able to do. You now have a history of success based on that teacher's approach. Now is the time to write into the IEP the types of things she is doing and to document whatever you can about her approach. If things fall apart next year, you can refer to this year's success in asking for changes. Good luck. [/QUOTE]
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