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Special Ed 101
Advice on rewriting an IEP with different label
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<blockquote data-quote="PollyParent" data-source="post: 51995" data-attributes="member: 3822"><p>Thanks for the replies.</p><p></p><p>I've requested a number of IEP addenda over the year, so I'm no stranger to that process. Thank you Babs for the suggestion to find a private Occupational Therapist (OT) for an evaluation. At the last IEP we were supposed to hear a report from the SD's Occupational Therapist (OT), but she never showed. I saw a preliminary report from her at one point, and it seemed to mostly parrot what the frustrated aide was seeing, not what Saul was actually doing. He's very sensitive to noises, for example, but two out of the three aides this year didn't see it.</p><p></p><p>Also, there was no Special Education teacher involved with this case until late May. This school has reading and math resource teachers, and one SpecEd teacher who works with severely handicapped children in a separate room, but there's no overlap. His original case manager, who gave permission to call the police, told me on three separate ocassions that she doesn't "believe in" full inclusion and is waiting for the laws to change back. (At this point I asked the District Special Education Dep't to reassign his case manager. I found out at this point that this teacher was working on an emergency credential, had been for four years, and had had her original waiver extended before that. Goodie.) This school is crawling with untrained people. This is one reason why the principal and I get along so well. She keeps assuming, as do I, that the staff will react appropriately. They keep proving her wrong and she's constantly mortified.</p><p></p><p>Being on the school board has helped this school though, as I demanded that all staff receive CPI training, especially after Saul was first dragged and then tackled on school property.</p><p></p><p>Sheila, thank you for those references. I've copied them into my file, and I will be demanding that all staff who come into contact with my son receive proper training from this point on. Autism rates are on the rise, and really, crisis prevention is a tool that should be in every educator's toolkit.</p><p></p><p>I've got some time over the summer. I think I need to take some time and really think about what I want his IEP to look like. So many of his appropriate accomodations are really curricular. If the curriculum is presented to him in the right way, his behavior improves. I couldn't get Either one of his TWO general ed teachers to see that. Then then new case manager showed up, changed his curriculum, and boom, no more running away, and he did all his work, sometimes week's worth in a single day. I'm not sure that the second teacher still really understands what happened.</p><p></p><p>Maybe I'll work on writing up some drafts of Behavior plans and curricular modifications.</p></blockquote><p></p>
[QUOTE="PollyParent, post: 51995, member: 3822"] Thanks for the replies. I've requested a number of IEP addenda over the year, so I'm no stranger to that process. Thank you Babs for the suggestion to find a private Occupational Therapist (OT) for an evaluation. At the last IEP we were supposed to hear a report from the SD's Occupational Therapist (OT), but she never showed. I saw a preliminary report from her at one point, and it seemed to mostly parrot what the frustrated aide was seeing, not what Saul was actually doing. He's very sensitive to noises, for example, but two out of the three aides this year didn't see it. Also, there was no Special Education teacher involved with this case until late May. This school has reading and math resource teachers, and one SpecEd teacher who works with severely handicapped children in a separate room, but there's no overlap. His original case manager, who gave permission to call the police, told me on three separate ocassions that she doesn't "believe in" full inclusion and is waiting for the laws to change back. (At this point I asked the District Special Education Dep't to reassign his case manager. I found out at this point that this teacher was working on an emergency credential, had been for four years, and had had her original waiver extended before that. Goodie.) This school is crawling with untrained people. This is one reason why the principal and I get along so well. She keeps assuming, as do I, that the staff will react appropriately. They keep proving her wrong and she's constantly mortified. Being on the school board has helped this school though, as I demanded that all staff receive CPI training, especially after Saul was first dragged and then tackled on school property. Sheila, thank you for those references. I've copied them into my file, and I will be demanding that all staff who come into contact with my son receive proper training from this point on. Autism rates are on the rise, and really, crisis prevention is a tool that should be in every educator's toolkit. I've got some time over the summer. I think I need to take some time and really think about what I want his IEP to look like. So many of his appropriate accomodations are really curricular. If the curriculum is presented to him in the right way, his behavior improves. I couldn't get Either one of his TWO general ed teachers to see that. Then then new case manager showed up, changed his curriculum, and boom, no more running away, and he did all his work, sometimes week's worth in a single day. I'm not sure that the second teacher still really understands what happened. Maybe I'll work on writing up some drafts of Behavior plans and curricular modifications. [/QUOTE]
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