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Special Ed 101
Question on Visual Motor Integration
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<blockquote data-quote="PollyParent" data-source="post: 86847" data-attributes="member: 3822"><p>He has had two Occupational Therapist (OT) evaluations done by the SD last year.</p><p></p><p>The first found that he had difficulty with handwriting, and that he avoided it, but offered no suggestions as to how to mitigate his frustration. Further suggestions for the classroom teacher included "Henry Occupational Therapist (OT)" first thing in the morning and before coming back into the class after recess. This was never implemented. I still am not clear on what the Occupational Therapist (OT) thought the classroom teacher was supposed to do first thing in the morning with him. Certainly the classroom teacher was not trained in "Henry Occupational Therapist (OT)." No gross motor deficits were noted. A further suggestion, which I objected to in writing, was to place a five minute timer at his desk to encourage him to stay on task. It is my experience that timers cause him anxiety. He is not able to work during the five minutes but instead focused on how little time he has left as the timer clicks down. Overall it was a very disappointing Occupational Therapist (OT) evaluation.</p><p></p><p>(There's an interlude here where son refused to enter class at all, his aide quit, and within about four weeks, his entire environment had changed. The police were called on him one day when he dove under a desk and refused to come out, eventually making threatening statements about doing harm to himself if they didn't leave him alone. When the police arrived, he took it as them escalating the situation. He was fairly traumatized by it all (dry heaves, persistent nightmares, phobias about police cars pulling us over). After a week off school to find him a different aide, he came back to school, and when he was loud in the hallway outside his classroom, another aide, a friend of the first aide, tackled him to the ground. After that, he started eloping from school and from home and refusing to even enter the hallway near his classroom, let alone do work in the classroom. Then he had a new case manager assigned who requested a more in depth Occupational Therapist (OT) analysis.)</p><p></p><p>The second Occupational Therapist (OT) was not complete, as difficult child refused to participate in the second day. A written report was never prepared as the evaluation was not complete, but preliminary verbal reports were that no gross motor deficits were found. At this time he started staying in school (although not in his classroom -- in a conference room with a specEd teacher), so we decided not to stress him by re-evaluating him for Occupational Therapist (OT). He declared that he hated this Occupational Therapist (OT) therapist because she "thought the worse of him," and that "she talked down to him."</p><p></p><p>I had hoped that at the start of this year we would reassess for Occupational Therapist (OT), but that has not happened before the date of his annual review.</p><p></p><p>I'm not adverse to assessing, but I really would just like to relieve his frustration so that he has a CHANCE at improving his behavior, and not wait on interventions until every possible test is run.</p><p></p><p>When he's on the computer, he's calm. When he's asked to write, he explodes or refuses to complete work. I wouldn't say that he's easy peasy on the computer, but he's not throwing it to the ground either.</p><p></p><p>I guess that's truly the best argument I can make, now that I've typed it out here.</p><p></p><p>I'd still be interested in learning more about interventions for children with visual/spatial/motor issues.</p><p></p><p>PollyParent</p></blockquote><p></p>
[QUOTE="PollyParent, post: 86847, member: 3822"] He has had two Occupational Therapist (OT) evaluations done by the SD last year. The first found that he had difficulty with handwriting, and that he avoided it, but offered no suggestions as to how to mitigate his frustration. Further suggestions for the classroom teacher included "Henry Occupational Therapist (OT)" first thing in the morning and before coming back into the class after recess. This was never implemented. I still am not clear on what the Occupational Therapist (OT) thought the classroom teacher was supposed to do first thing in the morning with him. Certainly the classroom teacher was not trained in "Henry Occupational Therapist (OT)." No gross motor deficits were noted. A further suggestion, which I objected to in writing, was to place a five minute timer at his desk to encourage him to stay on task. It is my experience that timers cause him anxiety. He is not able to work during the five minutes but instead focused on how little time he has left as the timer clicks down. Overall it was a very disappointing Occupational Therapist (OT) evaluation. (There's an interlude here where son refused to enter class at all, his aide quit, and within about four weeks, his entire environment had changed. The police were called on him one day when he dove under a desk and refused to come out, eventually making threatening statements about doing harm to himself if they didn't leave him alone. When the police arrived, he took it as them escalating the situation. He was fairly traumatized by it all (dry heaves, persistent nightmares, phobias about police cars pulling us over). After a week off school to find him a different aide, he came back to school, and when he was loud in the hallway outside his classroom, another aide, a friend of the first aide, tackled him to the ground. After that, he started eloping from school and from home and refusing to even enter the hallway near his classroom, let alone do work in the classroom. Then he had a new case manager assigned who requested a more in depth Occupational Therapist (OT) analysis.) The second Occupational Therapist (OT) was not complete, as difficult child refused to participate in the second day. A written report was never prepared as the evaluation was not complete, but preliminary verbal reports were that no gross motor deficits were found. At this time he started staying in school (although not in his classroom -- in a conference room with a specEd teacher), so we decided not to stress him by re-evaluating him for Occupational Therapist (OT). He declared that he hated this Occupational Therapist (OT) therapist because she "thought the worse of him," and that "she talked down to him." I had hoped that at the start of this year we would reassess for Occupational Therapist (OT), but that has not happened before the date of his annual review. I'm not adverse to assessing, but I really would just like to relieve his frustration so that he has a CHANCE at improving his behavior, and not wait on interventions until every possible test is run. When he's on the computer, he's calm. When he's asked to write, he explodes or refuses to complete work. I wouldn't say that he's easy peasy on the computer, but he's not throwing it to the ground either. I guess that's truly the best argument I can make, now that I've typed it out here. I'd still be interested in learning more about interventions for children with visual/spatial/motor issues. PollyParent [/QUOTE]
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