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change of disability????
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<blockquote data-quote="slsh" data-source="post: 33835" data-attributes="member: 8"><p>Hi Eater and welcome - </p><p></p><p>It's been more than a decade since I've dealt with- a preschool IEP, but really I don't think it matters if the "diagnosis" on an IEP is daughter or autism. It doesn't change the meat of the IEP because your child's needs are educationally the same. You're not going to get more or less services based on the classification they use. *Individual* Education Plan. Way back when, daughter was simply a catchall term that they gave to pretty much every preschooler receiving Special Education regardless of cause (CP, MR, autism, Down syndrome, whatever).</p><p></p><p>Sounds to me like it's time for you to request another IEP mtg. Seclusion in a room by himself is flat out wrong. I don't know a ton about autism, but I would think socialization would be high in the goal list. And yes, in my humble opinion, academic goals should also be addressed on a pre-school IEP.</p><p></p><p>Why isn't he participating in all activities? Is this specifically addressed in the IEP?</p><p></p><p>Staff training can and should be addressed in the IEP, with *dates* of completion. </p><p></p><p>The picture communication issue really hits a nerve with- me. This is something that needs to be addressed now, firmly, again with- dates of completion - staff will train family (parent training is a related service under IDEA) on appropriate use of assistive communication using pictures or whatever by X date. If your son hasn't had an assistive technology evaluation done yet, and requires pictures to help with- communication, I would strongly recommend getting that done ASAP and writing into IEP when that will be followed through on. Trust me on this... 16 years after my son's first assistive tech (AT) evaluation and we're *still* reinventing the wheel when it comes to communication because our SD is utterly clueless about AT, won't follow through, and has thrown up enough roadblocks and other fires in my way that I've been completely useless in terms of advocating for a reliable functional communication system. This is doubly important if you think there's any possibility that he may not be a verbal kiddo, or even if he's not functionally verbal right now. </p><p></p><p>Call for an IEP meeting, get them to stop isolating him (or have them put in writing when they *are* going to isolate him - hopefully they won't have the nerve to put it in writing), get specific dates for when they are going to do X, Y, Z, and polish up your armor!! </p><p></p><p>Again, welcome!</p></blockquote><p></p>
[QUOTE="slsh, post: 33835, member: 8"] Hi Eater and welcome - It's been more than a decade since I've dealt with- a preschool IEP, but really I don't think it matters if the "diagnosis" on an IEP is daughter or autism. It doesn't change the meat of the IEP because your child's needs are educationally the same. You're not going to get more or less services based on the classification they use. *Individual* Education Plan. Way back when, daughter was simply a catchall term that they gave to pretty much every preschooler receiving Special Education regardless of cause (CP, MR, autism, Down syndrome, whatever). Sounds to me like it's time for you to request another IEP mtg. Seclusion in a room by himself is flat out wrong. I don't know a ton about autism, but I would think socialization would be high in the goal list. And yes, in my humble opinion, academic goals should also be addressed on a pre-school IEP. Why isn't he participating in all activities? Is this specifically addressed in the IEP? Staff training can and should be addressed in the IEP, with *dates* of completion. The picture communication issue really hits a nerve with- me. This is something that needs to be addressed now, firmly, again with- dates of completion - staff will train family (parent training is a related service under IDEA) on appropriate use of assistive communication using pictures or whatever by X date. If your son hasn't had an assistive technology evaluation done yet, and requires pictures to help with- communication, I would strongly recommend getting that done ASAP and writing into IEP when that will be followed through on. Trust me on this... 16 years after my son's first assistive tech (AT) evaluation and we're *still* reinventing the wheel when it comes to communication because our SD is utterly clueless about AT, won't follow through, and has thrown up enough roadblocks and other fires in my way that I've been completely useless in terms of advocating for a reliable functional communication system. This is doubly important if you think there's any possibility that he may not be a verbal kiddo, or even if he's not functionally verbal right now. Call for an IEP meeting, get them to stop isolating him (or have them put in writing when they *are* going to isolate him - hopefully they won't have the nerve to put it in writing), get specific dates for when they are going to do X, Y, Z, and polish up your armor!! Again, welcome! [/QUOTE]
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