SaraT
New Member
We have recently gotten a new diagnosis of Aspergers added to the other diagnosis's of ADHD and Mood Disorder-not otherwise specified. Aspergers explains SOOOOOO much about why difficult child is not getting "better". I think we need to change our focus from changing difficult child(ie behavior mod) to teaching difficult child coping skills(ie how does she work within her limits). Had new IEP meeting Thursday-completely usless disaster!
School keeps trying to get difficult child to act and be responsible like regular kids her age. They do not get that she is incapable of doing so. She is stuck at an emotional and social level of about an 8yr old.
difficult child has skin sensitivities, and HATES the uniform. I have gotten some ideas from my general forum post for solving that one. Thank you all. I will try adult section of JCPenny, Sears, and Kmart(although I don't really like this store). At this point if any of these stores have tan/cream/khaki color denim, I am there. :wink: The really dumb thing about the uniform is that it is only for grades 6-8. The high school and elementary schools have regular dress codes. :rolleyes:
Now to the real questions.
1. The school won't change difficult child's eligability from ED to Autism until they have done some testing of their own. The testing they want to do are: for me to fill out a sensory profile on difficult child, Occupational Therapist (OT), PT, and one more I can't remember. Is this normal, even with the clinic difficult child goes to sending the testing results to the school?
2. This school has what they call academic teams. The team I want difficult child put on next year is a very good one, with teachers I know. These teachers have the right attitudes to deal with difficult child. The school doesn't want to put difficult child on that team saying that the team doesn't have special helps or helpers. I thought that was illegal and no matter who the general ed teacher(s) were that the services in difficult child's IEP had to be done. Am I corect? Do they need to get a helper on that team just for difficult child? The school also said that difficult child won't get the kind of help she is getting now in the high school. That says illegal to me.
3. All the goals in difficult child's IEP are based on her doing such and such, but are not really measurable, and there are none for what the teachers are accountable for. Any suggestions or help would be appreciated here.
4. The interventions to help difficult child reach the goals are pretty much non-existent. The school wants difficult child to do all these goals, but have no real helps in place. Example: difficult child will bring needed materials to classes.(This is how it is written). No measurability, no help to get her to do that goal.(difficult child is very forgetful and often leaves things in her disorganized locker.)
5. The school district is stuck on all children using an agenda book. They think that getting difficult child to use it will solve all the forgotten material, forgotten homework, etc. The agenda doesn't work for difficult child because she forgets to write in it. Tried having teacher sign at school and me at home, but didn't work. We did it for a year with no luck at all. Is there an alternative to the agenda for an Aspie?
6. difficult child's needs are: help remembering her materials for class, help in remembering her assignments and bringing home homework and needed materials, organization skills, turning in the completed homework, socialization(specifically non-verbal cue recognition, and sarcasim.), and difficult child has a problem with chewing on EVERYTHING. Chew tube did not work, school won't allow gum. I need help/suggestions for interventions on these please. The school refuses to do anything. I am going to have to tell them what to do.
7. The high school here has a wierd way of teaching. There are two different days, blue and silver. On blue days you go to some classes(ie gym, math, science) and on silver days you go to the other classes(ie choir, social studies, english). Basically you go to each set of classes every other day, which means that on Monday one week you go to silver classes, and Monday the next week you go to blue. The same classes are not on same days each week. I think this is too confusing for an Aspie. What do you think? I am not sure difficult child will be able to handle this. I know this isn't for a year yet(difficult child is 8th next year), but if I am going to have to move her to another school I would rather do it in 8th grade so she has time to adjust before hitting high school.(difficult child does NOT do well with change)
I am new to what interventions are available(or appropriate) to Aspie kids, and any advise would be appreciated.
School keeps trying to get difficult child to act and be responsible like regular kids her age. They do not get that she is incapable of doing so. She is stuck at an emotional and social level of about an 8yr old.
difficult child has skin sensitivities, and HATES the uniform. I have gotten some ideas from my general forum post for solving that one. Thank you all. I will try adult section of JCPenny, Sears, and Kmart(although I don't really like this store). At this point if any of these stores have tan/cream/khaki color denim, I am there. :wink: The really dumb thing about the uniform is that it is only for grades 6-8. The high school and elementary schools have regular dress codes. :rolleyes:
Now to the real questions.
1. The school won't change difficult child's eligability from ED to Autism until they have done some testing of their own. The testing they want to do are: for me to fill out a sensory profile on difficult child, Occupational Therapist (OT), PT, and one more I can't remember. Is this normal, even with the clinic difficult child goes to sending the testing results to the school?
2. This school has what they call academic teams. The team I want difficult child put on next year is a very good one, with teachers I know. These teachers have the right attitudes to deal with difficult child. The school doesn't want to put difficult child on that team saying that the team doesn't have special helps or helpers. I thought that was illegal and no matter who the general ed teacher(s) were that the services in difficult child's IEP had to be done. Am I corect? Do they need to get a helper on that team just for difficult child? The school also said that difficult child won't get the kind of help she is getting now in the high school. That says illegal to me.
3. All the goals in difficult child's IEP are based on her doing such and such, but are not really measurable, and there are none for what the teachers are accountable for. Any suggestions or help would be appreciated here.
4. The interventions to help difficult child reach the goals are pretty much non-existent. The school wants difficult child to do all these goals, but have no real helps in place. Example: difficult child will bring needed materials to classes.(This is how it is written). No measurability, no help to get her to do that goal.(difficult child is very forgetful and often leaves things in her disorganized locker.)
5. The school district is stuck on all children using an agenda book. They think that getting difficult child to use it will solve all the forgotten material, forgotten homework, etc. The agenda doesn't work for difficult child because she forgets to write in it. Tried having teacher sign at school and me at home, but didn't work. We did it for a year with no luck at all. Is there an alternative to the agenda for an Aspie?
6. difficult child's needs are: help remembering her materials for class, help in remembering her assignments and bringing home homework and needed materials, organization skills, turning in the completed homework, socialization(specifically non-verbal cue recognition, and sarcasim.), and difficult child has a problem with chewing on EVERYTHING. Chew tube did not work, school won't allow gum. I need help/suggestions for interventions on these please. The school refuses to do anything. I am going to have to tell them what to do.
7. The high school here has a wierd way of teaching. There are two different days, blue and silver. On blue days you go to some classes(ie gym, math, science) and on silver days you go to the other classes(ie choir, social studies, english). Basically you go to each set of classes every other day, which means that on Monday one week you go to silver classes, and Monday the next week you go to blue. The same classes are not on same days each week. I think this is too confusing for an Aspie. What do you think? I am not sure difficult child will be able to handle this. I know this isn't for a year yet(difficult child is 8th next year), but if I am going to have to move her to another school I would rather do it in 8th grade so she has time to adjust before hitting high school.(difficult child does NOT do well with change)
I am new to what interventions are available(or appropriate) to Aspie kids, and any advise would be appreciated.
