V does not qualify for special services at this point but both his Occupational Therapist (OT) and playtherapist give him 2 weeks before he completely collapses... yeah, I know: very optimistic, but probably sadly realistic. Anyhow, I have scheduled a meeting with the principal in an attempt to get the school and future teacher ready for V's arrival in August. Sure, legally, they don't have to do a thing, but I hear this specific school is pretty good with special need. Other schools actually send students to this school when they don't want/can't deal anymore. So, my hope is they will listen and actually try to make it work for V, even with no IEP in place. I was going over what I should say and decided to draft a letter that will I copy and hand out to the principal and K teacher who will attend the meeting. It will take place just before K camp. My goal is to summerize the issues, without swamping them with too much detail. And I also want to keep a positive attitude. I don't want them to see V as all negative. It would not be helpful and would not be true. V is so sweet and loveable when you meet him (until you place expectations and ask results). Here itis: About V, 5 years old.V is a sweet little boy who wants to do well and please people. Official diagnosis: Sensory integration disorder, Dyspraxia affecting the ideation part of motor-planning, Cautionary diagnosis of Central Auditory Processing Disorder (CAPD), Mild expressive language delay, Anxiety How those issues translate in his life: V becomes easily overstimulated (noise, visual, information ) V pushes back as a defense mechanism but it is not defiance. It really is anxiety. He has difficulties following rules imposed on him. It is not defiance but genuine misunderstanding or lack of understanding of what is asked from him. Social issues with peers: has a hard time with the concept of give and take. What can be done to help V: Use of a visual schedule of the day. V is a visual/hands-on learner. Extra visual clues should be used. Dont tell him, show him. Make eye contact with V when talking, ask him to look at your face and make him repeat what he understood. Make a trial use of an FM system after 2 weeks in school (Central Auditory Processing Disorder (CAPD) remediation). Vs issues are not so severe as to qualify him for special education at this point. His issues are nonetheless quite impairing to his learning. As his mother, I believe V can and will do good in Kindergarten providing that the school team implements the few strategies listed above and gain an understanding of the cause of his challenges. I will be happy to work as a team member and provide as much information and help as needed. Sincerely, Ktllc Please be as critical as possible! It is the first time the school (not the district) will hear about what's to come. And I know V can learn: he knows almost his whole alphabet after working with him for barely 3 weeks, but using a method he understands! And I've just started talking about letter sounds, and he gets it. But believe me, it is NOT easy to work with him. So yes, I see progress but it is not all rosy. And then his behavior has been awfull at home (spitting, pushing, hitting, always complaining, etc... not really violent, but just nagging everyone all the time).