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New here - seeking weaponry for IEP meeting
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<blockquote data-quote="InsaneCdn" data-source="post: 451011" data-attributes="member: 11791"><p>You're not going to get anywhere close to everything that's documented by other specialists, on the first pass. Frustrating, I know - yet, there is a little logic in this, because these kids come in "layers", and it pays to make changes in a controled fashion so you know what works, what doesn't, and hopefully, why.</p><p></p><p>This means YOU have to prioritize the requests... Pick your top battles and stick to your guns on those, then have the next layer where you can give them a little "flexibility" if they will cooperate on your "hit list" issues, etc.</p><p></p><p></p><p>Not familiar with <u>that</u> diagnosis... can you give us a few more details?</p><p>Because if it entails some of what I suspect might be involved, it might provide a starting point for your IEP strategy...</p><p>- how are his motor skills? both fine (dressing, writing, etc.) and gross (running, riding bike, learning sports)</p><p>- how are his listening skills? does he do well with verbal instructions, or does he miss parts of it? does he do better one-on-one or no difference?</p><p>- is he worn out by the end of the day?</p><p>- does his behavior "track" on some level of expectation? for example... worse at end of day and/or end of week and/or after certain activities?</p><p></p><p>If these questions seem to fit at all, then I'd make fatigue "enemy #1". What, on the list of accomodations etc., will significantly reduce the fatigue? Keep in mind that there are multiple levels of fatigue - physical is just ONE of those... there's mental (how your brain feels after a 3-hr university final exam), emotional (you know what THAT's like!), neuro-motor and other command-control modules (motor coordination, executive functions like planning, organizing, self-control, etc.) Any one of these can throw a difficult child for a loop - and if you've got a difficult child with ALL of these at the same time? (been there done that)</p><p></p><p></p><p>Given all of those options... I'd suggest something we don't have access to here... but others on the board do, and it seems to work. In a really loaded situation like this, it really pays to take an ADVOCATE. This person doesn't have the emotional involvement in the situation, but is on YOUR side. They can be professionals on the education side, or on the medical side, or just someone who comes across really professionally and can hold it all together WITH you. (I'm still trying to figure out how to get this into OUR system because it would really help) But it has to be someone you trust, and who respects where you are taking this, and who will work WITH you.</p></blockquote><p></p>
[QUOTE="InsaneCdn, post: 451011, member: 11791"] You're not going to get anywhere close to everything that's documented by other specialists, on the first pass. Frustrating, I know - yet, there is a little logic in this, because these kids come in "layers", and it pays to make changes in a controled fashion so you know what works, what doesn't, and hopefully, why. This means YOU have to prioritize the requests... Pick your top battles and stick to your guns on those, then have the next layer where you can give them a little "flexibility" if they will cooperate on your "hit list" issues, etc. Not familiar with [U]that[/U] diagnosis... can you give us a few more details? Because if it entails some of what I suspect might be involved, it might provide a starting point for your IEP strategy... - how are his motor skills? both fine (dressing, writing, etc.) and gross (running, riding bike, learning sports) - how are his listening skills? does he do well with verbal instructions, or does he miss parts of it? does he do better one-on-one or no difference? - is he worn out by the end of the day? - does his behavior "track" on some level of expectation? for example... worse at end of day and/or end of week and/or after certain activities? If these questions seem to fit at all, then I'd make fatigue "enemy #1". What, on the list of accomodations etc., will significantly reduce the fatigue? Keep in mind that there are multiple levels of fatigue - physical is just ONE of those... there's mental (how your brain feels after a 3-hr university final exam), emotional (you know what THAT's like!), neuro-motor and other command-control modules (motor coordination, executive functions like planning, organizing, self-control, etc.) Any one of these can throw a difficult child for a loop - and if you've got a difficult child with ALL of these at the same time? (been there done that) Given all of those options... I'd suggest something we don't have access to here... but others on the board do, and it seems to work. In a really loaded situation like this, it really pays to take an ADVOCATE. This person doesn't have the emotional involvement in the situation, but is on YOUR side. They can be professionals on the education side, or on the medical side, or just someone who comes across really professionally and can hold it all together WITH you. (I'm still trying to figure out how to get this into OUR system because it would really help) But it has to be someone you trust, and who respects where you are taking this, and who will work WITH you. [/QUOTE]
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