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<blockquote data-quote="jennd23" data-source="post: 422062" data-attributes="member: 11755"><p>ARD = Admission, Review, and Dismissal Process - basically the entrance into, review of, and dismissal from special services process. </p><p> </p><p>He does not have an IEP. He has a 504 that has things like "teacher must repeat directions to son" "teacher must have son repeat directions back to ensure understanding" etc. No services are in the 504. </p><p> </p><p>The initial evaluation happened because he was having major behavior problems at school & home last year and we suspected ADHD. We had him tested at the neuropsychologist and got his official diagnosis then. We provided that to the district and then they had their autism evaluation team do an evaluation. I am planning to disagree with their findings and request an additional IEE. </p><p> </p><p>The autism evaluator is the one who sees depression & anxiety. His teacher and I speak very frequently. She'll email me throughout the day if he's tired or having a hard time, but aside from the occasional tired and putting his head down, there isn't any real concern from her behaviorally. She has a lot of social concerns and language concerns moving forward. She says he is able to keep up now but he will likely fall behind as the work gets harder. I have not seen the program I'd like him in, but since the teacher's daughter is in it she and I have had a lot of discussions about it and agree that it'd be good for him. </p><p> </p><p>He is on a nice list of medications. Vyvanse, Guaficine, and Abilify. We're working the Guaficine out now and I am considering getting rid of all of them for summer and starting with a clean slate. I can't figure out which behaviors can be attributed to the medications and which are just "him" and I'd like a better understanding of that. </p><p> </p><p>Home is somewhat structured. We have a schedule and follow that. He does get homework but its spelling words and daily reading. If he has to write the spelling words our evening is tougher but I've learned that he is more than happy to paint them so we've been doing that most nights which works well. He doesn't like the reading but will do it to earn a "homework token" for the day. </p><p> </p><p>Based on what I see (unable to tie shoes, unable to button buttons (its getting hard to find elastic waisted pants in his size!), handwriting concerns, etc) I would agree that he does need an Occupational Therapist (OT) evaluation. Is that something the school should do? or something I need to persue outside? </p><p> </p><p>I do have copies of one report and I don't agree with everything in it. I've highlighted and made notes accordingly. </p><p> </p><p>I think I covered all the questions, hopefully! I will keep the advocate, I was just concerned that it wouldn't do much good if they're not seeing the problems at school (aside from anxiety and depression).</p></blockquote><p></p>
[QUOTE="jennd23, post: 422062, member: 11755"] ARD = Admission, Review, and Dismissal Process - basically the entrance into, review of, and dismissal from special services process. He does not have an IEP. He has a 504 that has things like "teacher must repeat directions to son" "teacher must have son repeat directions back to ensure understanding" etc. No services are in the 504. The initial evaluation happened because he was having major behavior problems at school & home last year and we suspected ADHD. We had him tested at the neuropsychologist and got his official diagnosis then. We provided that to the district and then they had their autism evaluation team do an evaluation. I am planning to disagree with their findings and request an additional IEE. The autism evaluator is the one who sees depression & anxiety. His teacher and I speak very frequently. She'll email me throughout the day if he's tired or having a hard time, but aside from the occasional tired and putting his head down, there isn't any real concern from her behaviorally. She has a lot of social concerns and language concerns moving forward. She says he is able to keep up now but he will likely fall behind as the work gets harder. I have not seen the program I'd like him in, but since the teacher's daughter is in it she and I have had a lot of discussions about it and agree that it'd be good for him. He is on a nice list of medications. Vyvanse, Guaficine, and Abilify. We're working the Guaficine out now and I am considering getting rid of all of them for summer and starting with a clean slate. I can't figure out which behaviors can be attributed to the medications and which are just "him" and I'd like a better understanding of that. Home is somewhat structured. We have a schedule and follow that. He does get homework but its spelling words and daily reading. If he has to write the spelling words our evening is tougher but I've learned that he is more than happy to paint them so we've been doing that most nights which works well. He doesn't like the reading but will do it to earn a "homework token" for the day. Based on what I see (unable to tie shoes, unable to button buttons (its getting hard to find elastic waisted pants in his size!), handwriting concerns, etc) I would agree that he does need an Occupational Therapist (OT) evaluation. Is that something the school should do? or something I need to persue outside? I do have copies of one report and I don't agree with everything in it. I've highlighted and made notes accordingly. I think I covered all the questions, hopefully! I will keep the advocate, I was just concerned that it wouldn't do much good if they're not seeing the problems at school (aside from anxiety and depression). [/QUOTE]
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