Forums
New posts
Search forums
What's new
New posts
New profile posts
Latest activity
Internet Search
Members
Current visitors
New profile posts
Search profile posts
Log in
Register
What's new
Search
Search
Search titles only
By:
New posts
Search forums
Menu
Log in
Register
Install the app
Install
Forums
Parent Support Forums
Special Ed 101
K- Meeting to talk about difficult child 1???
JavaScript is disabled. For a better experience, please enable JavaScript in your browser before proceeding.
You are using an out of date browser. It may not display this or other websites correctly.
You should upgrade or use an
alternative browser
.
Reply to thread
Message
<blockquote data-quote="SRL" data-source="post: 45173" data-attributes="member: 701"><p>I had an experience that made me extremely glad that we had supports in place. We went to our first meeting with a stack of private evaluations. The SD did one more which was recommended by private speech clinic but had to be done after a certain date. SD qualified him and we wrote the IEP based primarily on private evaluation results and recommendations. </p><p></p><p>They gave him speech and the Speech Language Pathologist (SLP) was very sharp about knowing exactly what he needed to keep him progressing both in speech basics and in social skills training. K went off without a hitch and except for speech we reduced accomodations accordingly. Problems started day 1 in first grade when acute anxiety was triggered. I mean problems of the really serious kind as in school refusal, etc, etc. Because he was already qualified and had an IEP it was a simple matter to meet and up the level of services. (It wasn't simple to pull him from the low point but that's another story...)</p><p></p><p>From what you have described here and on the Easy Child board, I would think an IEP with the following would be appropriate:</p><p></p><p>-Social skills goals, which could be either/or in a speech by Speech Language Pathologist (SLP) or classroom by teacher </p><p></p><p>-Occupational Therapist (OT) or at least Occupational Therapist (OT) consult--I know she has had ongoing therapy but it would be helpful for a school Occupational Therapist (OT) to keep tabs on her. My difficult child's has done things like take him to visit the cafeteria the first time, observed him in the classroom and gym, suggested minor accomodations that could be done subtly because he doesn't like to be singled out (such as putting foam under his chair to pick when he's anxious), take him on extra classroom sensory breaks at the beginning of the year when his anxiety was high. Overall Occupational Therapist (OT) was a very small amount of time of his direct services but what he did have has been very important</p><p></p><p>-Accomodations to address anxiety and situations like the field trip</p><p></p><p>You don't have to have a lot in an IEP for it to be an IEP. But having it in place will give a huge level of protection if more is needed.</p></blockquote><p></p>
[QUOTE="SRL, post: 45173, member: 701"] I had an experience that made me extremely glad that we had supports in place. We went to our first meeting with a stack of private evaluations. The SD did one more which was recommended by private speech clinic but had to be done after a certain date. SD qualified him and we wrote the IEP based primarily on private evaluation results and recommendations. They gave him speech and the Speech Language Pathologist (SLP) was very sharp about knowing exactly what he needed to keep him progressing both in speech basics and in social skills training. K went off without a hitch and except for speech we reduced accomodations accordingly. Problems started day 1 in first grade when acute anxiety was triggered. I mean problems of the really serious kind as in school refusal, etc, etc. Because he was already qualified and had an IEP it was a simple matter to meet and up the level of services. (It wasn't simple to pull him from the low point but that's another story...) From what you have described here and on the Easy Child board, I would think an IEP with the following would be appropriate: -Social skills goals, which could be either/or in a speech by Speech Language Pathologist (SLP) or classroom by teacher -Occupational Therapist (OT) or at least Occupational Therapist (OT) consult--I know she has had ongoing therapy but it would be helpful for a school Occupational Therapist (OT) to keep tabs on her. My difficult child's has done things like take him to visit the cafeteria the first time, observed him in the classroom and gym, suggested minor accomodations that could be done subtly because he doesn't like to be singled out (such as putting foam under his chair to pick when he's anxious), take him on extra classroom sensory breaks at the beginning of the year when his anxiety was high. Overall Occupational Therapist (OT) was a very small amount of time of his direct services but what he did have has been very important -Accomodations to address anxiety and situations like the field trip You don't have to have a lot in an IEP for it to be an IEP. But having it in place will give a huge level of protection if more is needed. [/QUOTE]
Insert quotes…
Verification
Post reply
Forums
Parent Support Forums
Special Ed 101
K- Meeting to talk about difficult child 1???
Top