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
General Parenting
Need opinions on what this paragraph means
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="Marguerite" data-source="post: 621117" data-attributes="member: 1991"><p>They need to focus not on the problems and their wish list for the problems to stop (and we DON'T want this just as badly?) but to be solution-focussed.</p><p></p><p>The reason they are needed, the reason there are problems, is because this kid CAN'T self-regulate. You could offer him a wad of banknotes and wave them in front of him, telling him that if he can show self-control for one hour, he can have all that money. And he won't be able to do it. Motivation is not what is needed here. Some management strategies, coping strategies and some intervention strategies are what is needed. Close supervision, support and an escape valve for when someone else identifies he's reached his limit - THAT is what is needed.</p><p></p><p>So the SpEd drew up this draft IEP? Where the purgatory did she get her degree? A cereal packet? As I said already, this is not an IEP or a management strategy, it is a wish list.</p><p></p><p>Go back to her, don't bother asking for clarification. Instead, ask her to be solution focussed. </p><p></p><p>The goal is for Knight to reduce the incidence rate of problems. Whether these problems incur disciplinary action or not is secondary. Chances are, the kid could well be getting punished for stuff that is beyond his control - and then what is the purpose of and value in punishment?</p><p>An example I use from difficult child 3 (and you can quote me on this, because although it happened in Australia, most of our schools here are also punishment-focussed to the detriment of special needs kids).</p><p>difficult child 3 was 11 years old and his class were being sent to the auditorium where they were to watch a film. difficult child 3 was already anxious because he didn't like to watch films especially where he couldn't see subtitles, and also his class teacher was in a meeting. The substitute teacher was bent on getting obedience at all costs - "You will go to the auditorium with your class."</p><p>difficult child 3 said, "I have my communication book which my class teacher said I must put on his desk. I will do that now and then go to the auditorium."</p><p>Substitute teacher: "You will do what I say and go to the auditorium NOW."</p><p>difficult child 3: "I must obey my class teacher."</p><p>Substitute teacher: "You must obey me."</p><p></p><p>Outcome of this - they got to the auditorium by which time difficult child 3 was distraught in full-on panic mode at the internal conflict set up by mutually exclusive instructions from different people. In the auditorium, difficult child 3 began throwing chairs. The rest of the school had to wait outside while someone sent for the class teacher and the principal, both of whom were needed to talk difficult child 3 down.</p><p>Now, at many schools this would have incurred detention or suspension. In difficult child 3's case, because the cause was identified as conflicting instructions escalated by a substitute teacher who did not follow the draft IEP and let difficult child 3 deviate a little in order to reduce the conflict, difficult child 3 was not punished. I was told about it, it was written in the communication book. But the "bad behaviour" was not something difficult child 3 had any control over. He was in a panic and that needed to be resolved in a different way to the usual "problem kid who needs to not indulge his passion for aggression and vandalism".</p><p></p><p>So the IEP needs to take into account:</p><p></p><p>behaviour we want to change</p><p></p><p>reasons behaviour is difficult to change</p><p></p><p>what we can do to assist the child recognise the problem behaviours and, with support, begin to make positive changes</p><p></p><p>what we will do to try to monitor the child and help head off problems before they escalate</p><p></p><p>how we will assess success in improvement of problem behaviours (this includes defining the problem behaviours as well as a method of quantifying them).</p><p></p><p></p><p>The statement that is the DRAFT version of the IEP (whatever the SpEd wants to call it, it is in no way an IEP I would recognise as valid) doesn't come close to actually putting in place anything which vcan help make this happen.</p><p></p><p>They have to earn their bikkies. This isn't it.</p><p></p><p>Go for it.</p><p></p><p>Marg</p></blockquote><p></p>
[QUOTE="Marguerite, post: 621117, member: 1991"] They need to focus not on the problems and their wish list for the problems to stop (and we DON'T want this just as badly?) but to be solution-focussed. The reason they are needed, the reason there are problems, is because this kid CAN'T self-regulate. You could offer him a wad of banknotes and wave them in front of him, telling him that if he can show self-control for one hour, he can have all that money. And he won't be able to do it. Motivation is not what is needed here. Some management strategies, coping strategies and some intervention strategies are what is needed. Close supervision, support and an escape valve for when someone else identifies he's reached his limit - THAT is what is needed. So the SpEd drew up this draft IEP? Where the purgatory did she get her degree? A cereal packet? As I said already, this is not an IEP or a management strategy, it is a wish list. Go back to her, don't bother asking for clarification. Instead, ask her to be solution focussed. The goal is for Knight to reduce the incidence rate of problems. Whether these problems incur disciplinary action or not is secondary. Chances are, the kid could well be getting punished for stuff that is beyond his control - and then what is the purpose of and value in punishment? An example I use from difficult child 3 (and you can quote me on this, because although it happened in Australia, most of our schools here are also punishment-focussed to the detriment of special needs kids). difficult child 3 was 11 years old and his class were being sent to the auditorium where they were to watch a film. difficult child 3 was already anxious because he didn't like to watch films especially where he couldn't see subtitles, and also his class teacher was in a meeting. The substitute teacher was bent on getting obedience at all costs - "You will go to the auditorium with your class." difficult child 3 said, "I have my communication book which my class teacher said I must put on his desk. I will do that now and then go to the auditorium." Substitute teacher: "You will do what I say and go to the auditorium NOW." difficult child 3: "I must obey my class teacher." Substitute teacher: "You must obey me." Outcome of this - they got to the auditorium by which time difficult child 3 was distraught in full-on panic mode at the internal conflict set up by mutually exclusive instructions from different people. In the auditorium, difficult child 3 began throwing chairs. The rest of the school had to wait outside while someone sent for the class teacher and the principal, both of whom were needed to talk difficult child 3 down. Now, at many schools this would have incurred detention or suspension. In difficult child 3's case, because the cause was identified as conflicting instructions escalated by a substitute teacher who did not follow the draft IEP and let difficult child 3 deviate a little in order to reduce the conflict, difficult child 3 was not punished. I was told about it, it was written in the communication book. But the "bad behaviour" was not something difficult child 3 had any control over. He was in a panic and that needed to be resolved in a different way to the usual "problem kid who needs to not indulge his passion for aggression and vandalism". So the IEP needs to take into account: behaviour we want to change reasons behaviour is difficult to change what we can do to assist the child recognise the problem behaviours and, with support, begin to make positive changes what we will do to try to monitor the child and help head off problems before they escalate how we will assess success in improvement of problem behaviours (this includes defining the problem behaviours as well as a method of quantifying them). The statement that is the DRAFT version of the IEP (whatever the SpEd wants to call it, it is in no way an IEP I would recognise as valid) doesn't come close to actually putting in place anything which vcan help make this happen. They have to earn their bikkies. This isn't it. Go for it. Marg [/QUOTE]
Insert quotes…
Verification
Post reply
Forums
Parent Support Forums
General Parenting
Need opinions on what this paragraph means
Top