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Newbie to this forum; a little introduction.
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<blockquote data-quote="HMBgal" data-source="post: 483375" data-attributes="member: 13260"><p>Hey Buddy, love your avatar! Just made me laugh. </p><p></p><p>Yes, I do have the best job in my school district, if you ask me. I do travel to 3-5 schools a day, but I really get to know the kids, some for 8 years. I get to play and act goofy all day, and watch the kids relax, get to make some fun choices (their days often involve very little choice, unfortunately). I really believe in teaching about lifelong wellness and fitness, recreation, and social skills. And teaching things that people actually DO after they leave school. I'm even a licensed Zumba, Spinning, and yoga instructor, and I teach kids Zumba--talk about successful and fun! They do fabulously well with yoga, too. I'm so glad your son is enjoying his APE time.</p><p></p><p>Anyway, as to the SD's ridiculousness, we are going to see what comes out of the 504, and while most of my experience is with IEPs, I know that 504s certainly have very little power to hold their feet to the fire. As for the Occupational Therapist (OT) evaluation, we requested a private one and was denied. It's Kaiser...huge here in California...and we will be appealing. I've been trying the sensory diet things that I've seen work with other kids (trampoline, movement breaks, weight on lap, fidgets, checking for hunger, thirst, potty) but haven't seen much interest in that here at home. Of course with us, he's using a BOSU, riding his bike, moving, but then content to sit and read or watch a show, educational activities on my iPad, etc. I did see a trampoline at his school and recommended movement breaks. I don't think a young child is really ready for much seat work at that age: they should learn by DOING and MOVING. I can teach such great stuff simply by building cross-curricular stuff into my adapted PE curriculum. The sensory stuff I see with him is mostly oral motor: lots of drooling past the infant stage, and still have to remind him to swallow. He will be concentrating and he'll drool sometimes, and he will start talking with a mouthful of saliva. He still doesn't use a cup as well as his younger sister, but handles a fork well, and is starting to use a knife to cut his food. He doesn't seem to have any tactile defensiveness that's readily apparent. Doesn't mind getting and staying dirty (except for poop--wants us to make sure he's clean--so funny). Not fussy about clothes, shoes, etc. He is antsy, but not crawling under the table, running into things, running into people accidentally, etc. </p><p></p><p>In addition to the psychologist-led 16 week play group, he's had 5 individual sessions with a child psychologist, and a 90-minute evaluation by a child psychiatrist, hence the drug recommendation. We are having to plow our way through the system at their pace, but I must say that Kaiser has been fairly responsive and quick.</p><p></p><p>Parent's Rights Paper? Ha ha ha ha!!! I know what they are and my students' families can probably wall-paper their entire houses with the ones we give them where I work. We've yet to see anything like that in this SD. As a matter of fact, we have never heard from or even seen the "Special Programs Director." The school psychiatric is young, fresh out of school, and new to the SD (they never stay; they high-tail it out of here every year). He is very idealistic and has spent a lot of time observing, but has not formally evaluated our boy. We have never signed an assessment plan for anything, either. The "team" said that difficult child might qualify under SED, but his academic performance hasn't suffered. Well, I gave him a piece of my mind, saying he knew how to read, his letter, etc., before he even got here, so it's just a matter of time before the cushion he had is gone. And the label SED may limit his opportunities later. I hate the whole idea of the 13 disabling conditions label anyway. Kids just don't seem to fit labels in my mind, and in practice, as well. They are allowing him to be suspended 20 times. Isn't that swell?</p><p></p><p>As for his mommy coming on here, I will certainly try, but forums aren't her thing, but I will try. I find hope and information in forums, although I'm very selective.</p></blockquote><p></p>
[QUOTE="HMBgal, post: 483375, member: 13260"] Hey Buddy, love your avatar! Just made me laugh. Yes, I do have the best job in my school district, if you ask me. I do travel to 3-5 schools a day, but I really get to know the kids, some for 8 years. I get to play and act goofy all day, and watch the kids relax, get to make some fun choices (their days often involve very little choice, unfortunately). I really believe in teaching about lifelong wellness and fitness, recreation, and social skills. And teaching things that people actually DO after they leave school. I'm even a licensed Zumba, Spinning, and yoga instructor, and I teach kids Zumba--talk about successful and fun! They do fabulously well with yoga, too. I'm so glad your son is enjoying his APE time. Anyway, as to the SD's ridiculousness, we are going to see what comes out of the 504, and while most of my experience is with IEPs, I know that 504s certainly have very little power to hold their feet to the fire. As for the Occupational Therapist (OT) evaluation, we requested a private one and was denied. It's Kaiser...huge here in California...and we will be appealing. I've been trying the sensory diet things that I've seen work with other kids (trampoline, movement breaks, weight on lap, fidgets, checking for hunger, thirst, potty) but haven't seen much interest in that here at home. Of course with us, he's using a BOSU, riding his bike, moving, but then content to sit and read or watch a show, educational activities on my iPad, etc. I did see a trampoline at his school and recommended movement breaks. I don't think a young child is really ready for much seat work at that age: they should learn by DOING and MOVING. I can teach such great stuff simply by building cross-curricular stuff into my adapted PE curriculum. The sensory stuff I see with him is mostly oral motor: lots of drooling past the infant stage, and still have to remind him to swallow. He will be concentrating and he'll drool sometimes, and he will start talking with a mouthful of saliva. He still doesn't use a cup as well as his younger sister, but handles a fork well, and is starting to use a knife to cut his food. He doesn't seem to have any tactile defensiveness that's readily apparent. Doesn't mind getting and staying dirty (except for poop--wants us to make sure he's clean--so funny). Not fussy about clothes, shoes, etc. He is antsy, but not crawling under the table, running into things, running into people accidentally, etc. In addition to the psychologist-led 16 week play group, he's had 5 individual sessions with a child psychologist, and a 90-minute evaluation by a child psychiatrist, hence the drug recommendation. We are having to plow our way through the system at their pace, but I must say that Kaiser has been fairly responsive and quick. Parent's Rights Paper? Ha ha ha ha!!! I know what they are and my students' families can probably wall-paper their entire houses with the ones we give them where I work. We've yet to see anything like that in this SD. As a matter of fact, we have never heard from or even seen the "Special Programs Director." The school psychiatric is young, fresh out of school, and new to the SD (they never stay; they high-tail it out of here every year). He is very idealistic and has spent a lot of time observing, but has not formally evaluated our boy. We have never signed an assessment plan for anything, either. The "team" said that difficult child might qualify under SED, but his academic performance hasn't suffered. Well, I gave him a piece of my mind, saying he knew how to read, his letter, etc., before he even got here, so it's just a matter of time before the cushion he had is gone. And the label SED may limit his opportunities later. I hate the whole idea of the 13 disabling conditions label anyway. Kids just don't seem to fit labels in my mind, and in practice, as well. They are allowing him to be suspended 20 times. Isn't that swell? As for his mommy coming on here, I will certainly try, but forums aren't her thing, but I will try. I find hope and information in forums, although I'm very selective. [/QUOTE]
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