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<blockquote data-quote="susiestar" data-source="post: 620773" data-attributes="member: 1233"><p>First, PLEASE do not stop asking questions and pushing to have things make sense. Then don't stop pushing them to actually follow the IEP, BIP and anything else that you child needs. </p><p></p><p>Have they done any testing for sensory issues? Are there any sensory breaks or sensory things that he can have/do to help him achieve these goals? Their goals of not getting suspended are great, but exactly HOW is he to do this? Is this a goal that HE buys into? My difficult child had a LOT of friends with similar IEP goals who thought it was a flat out riot because being suspended meant that they got to sleep late, do what they wanted while mom and dad worked, eat what they wanted when they wanted, and roam around town freely for a day or three. Gee, sounds like fun, what sane difficult child would NOT want that? What were their parents to do when the kid kept getting suspended over and over? Jobs don't give you unlimited days off, and by the suspension point, you have likely already taken every sick, personal, and other day off work that you have just to deal wtih the IEP and calls to the office/teacher conference. </p><p></p><p>There MUST be SPECIFIC things that make this INDIVIDUAL, not some boilerplate where all that changes is the number of suspensions and why he got them. They have to help him use specific coping tools to achieve the goals in the IEP.</p><p></p><p>Don't let school tell you that all IEP's are a bit vague and hard to understand, but they mean what you want them to mean. Make them write it out clearly and specifically. ALL PARTS of it. Don't stop asking questions, learning about the process and how to make it help your child. </p><p></p><p>What do YOU think would help him not act out/get suspended? I have been busy with some things lately and not over here much, so I am sorry not to know more specifics right now (also have the cold from Hades, ick, promise I won't share!), but what would help him? How do you think you can get those added to the IEP? How can you communicate with the school to help them understand that he needs tools and not just suspensions? </p><p></p><p>Don't let school get away with what seems like a lazy IEP to me. "Student will have fewer suspensions because he will control himself better", which is sort of what their goal sounds like to me, is lazy. It doesn't discuss the teachers, therapists or SCHOOL doing anything, only your child magically doing something he has been unable to do prior to this. Sure sounds like a road map for failure to me. Make them do better. They CAN.</p></blockquote><p></p>
[QUOTE="susiestar, post: 620773, member: 1233"] First, PLEASE do not stop asking questions and pushing to have things make sense. Then don't stop pushing them to actually follow the IEP, BIP and anything else that you child needs. Have they done any testing for sensory issues? Are there any sensory breaks or sensory things that he can have/do to help him achieve these goals? Their goals of not getting suspended are great, but exactly HOW is he to do this? Is this a goal that HE buys into? My difficult child had a LOT of friends with similar IEP goals who thought it was a flat out riot because being suspended meant that they got to sleep late, do what they wanted while mom and dad worked, eat what they wanted when they wanted, and roam around town freely for a day or three. Gee, sounds like fun, what sane difficult child would NOT want that? What were their parents to do when the kid kept getting suspended over and over? Jobs don't give you unlimited days off, and by the suspension point, you have likely already taken every sick, personal, and other day off work that you have just to deal wtih the IEP and calls to the office/teacher conference. There MUST be SPECIFIC things that make this INDIVIDUAL, not some boilerplate where all that changes is the number of suspensions and why he got them. They have to help him use specific coping tools to achieve the goals in the IEP. Don't let school tell you that all IEP's are a bit vague and hard to understand, but they mean what you want them to mean. Make them write it out clearly and specifically. ALL PARTS of it. Don't stop asking questions, learning about the process and how to make it help your child. What do YOU think would help him not act out/get suspended? I have been busy with some things lately and not over here much, so I am sorry not to know more specifics right now (also have the cold from Hades, ick, promise I won't share!), but what would help him? How do you think you can get those added to the IEP? How can you communicate with the school to help them understand that he needs tools and not just suspensions? Don't let school get away with what seems like a lazy IEP to me. "Student will have fewer suspensions because he will control himself better", which is sort of what their goal sounds like to me, is lazy. It doesn't discuss the teachers, therapists or SCHOOL doing anything, only your child magically doing something he has been unable to do prior to this. Sure sounds like a road map for failure to me. Make them do better. They CAN. [/QUOTE]
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