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Special Ed 101
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<blockquote data-quote="TeDo" data-source="post: 589221" data-attributes="member: 15799"><p>I agree, for the most part, with slsh. The diagnosis does not drive the IEP or determine what the needs and accommodations are. The difference will come in HOW they approach the needs and how much time/money they are going to "invest". An Autism Spectrum Disorders (ASD) approach is many times very different than an ED approach. </p><p></p><p>As for the self-harm, it can be difficult child's way of dealing with extreme anxiety and/or frustration with school issues. That will need to be figured out and dealt with. He's going to need to be TAUGHT by school staff how to do that appropriately and provide appropriate accommodations. That should be a goal for his IEP with specific teaching methods and interventions. </p><p></p><p>difficult child 1 had that problem at school because no one there believed he was on the spectrum and literally pushed him to do everything like a neurotypical kid and then when he couldn't, he'd get punished for "refusing" to do it. His frustration mounted (as the work became even harder and no one explained it to him so he could understand it) and he resorted to self-harm because he "must be stupid". He felt the need to "punish" himself for not "knowing" how to do things.</p></blockquote><p></p>
[QUOTE="TeDo, post: 589221, member: 15799"] I agree, for the most part, with slsh. The diagnosis does not drive the IEP or determine what the needs and accommodations are. The difference will come in HOW they approach the needs and how much time/money they are going to "invest". An Autism Spectrum Disorders (ASD) approach is many times very different than an ED approach. As for the self-harm, it can be difficult child's way of dealing with extreme anxiety and/or frustration with school issues. That will need to be figured out and dealt with. He's going to need to be TAUGHT by school staff how to do that appropriately and provide appropriate accommodations. That should be a goal for his IEP with specific teaching methods and interventions. difficult child 1 had that problem at school because no one there believed he was on the spectrum and literally pushed him to do everything like a neurotypical kid and then when he couldn't, he'd get punished for "refusing" to do it. His frustration mounted (as the work became even harder and no one explained it to him so he could understand it) and he resorted to self-harm because he "must be stupid". He felt the need to "punish" himself for not "knowing" how to do things. [/QUOTE]
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