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future meeting with school principal
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<blockquote data-quote="buddy" data-source="post: 539782" data-attributes="member: 12886"><p>I think it is a great idea. I'll throw out other thoughts but they are general so if they don't apply just ignore ...</p><p>1. You can recognize V's anxiety increasing when you hear _________and when you see _______. (For q-- blurts, rocking, hair twirling, louder voice, sleepy signs etc....). </p><p>2. Things that can help once anxiety or upset happens include _____(going for a walk, swinging, quiet time in a library ....whatever )</p><p>2. If you have concerns contact me at ....you of course have said this but nice to put it in writing.</p><p>3. Does anything help with his sensory issues? ...use of a ball or movement chair /sitter, weighted vest, sqish vest trampoline jumping swinging figits etc. </p><p>4. In grade. K they often still sit on the floor. Picking a spot and marking it with tape or a little rug can help position him in a good place. Q always needed something like a wall or shelf behind him. </p><p>5. Minimize choices to two or three things and use visuals as you said. Present tasks visually step by step on a small individual white board and cross off the steps ( for vrade K kids, I drew pics like a scissors pen etc. Or....used premade 1-2 inch symbols or photos, cut up &laminated with velcro-hook side-- on the back. The white board had a strip of loop down the left side to put the pics in order. I used a clean up picture at the end ...a trash can or picture of his table/chair or picture of his backpack at the end of the day. </p><p>6. Offer to take pictures or provide graphics if needed for schedule and task boards. They can cut and laminate.</p><p></p><p>Hopefully the therapists are wrong about his falling apart. Some kids do well because of all of the structure and visuals in K. I hope that's what happens for v. I think your idea is very proactive. Maybe the principal will pick a teacher that matches V's needs!</p><p></p><p>Big hugs ...you're doing great</p><p></p><p>Hope they are receptive!</p></blockquote><p></p>
[QUOTE="buddy, post: 539782, member: 12886"] I think it is a great idea. I'll throw out other thoughts but they are general so if they don't apply just ignore ... 1. You can recognize V's anxiety increasing when you hear _________and when you see _______. (For q-- blurts, rocking, hair twirling, louder voice, sleepy signs etc....). 2. Things that can help once anxiety or upset happens include _____(going for a walk, swinging, quiet time in a library ....whatever ) 2. If you have concerns contact me at ....you of course have said this but nice to put it in writing. 3. Does anything help with his sensory issues? ...use of a ball or movement chair /sitter, weighted vest, sqish vest trampoline jumping swinging figits etc. 4. In grade. K they often still sit on the floor. Picking a spot and marking it with tape or a little rug can help position him in a good place. Q always needed something like a wall or shelf behind him. 5. Minimize choices to two or three things and use visuals as you said. Present tasks visually step by step on a small individual white board and cross off the steps ( for vrade K kids, I drew pics like a scissors pen etc. Or....used premade 1-2 inch symbols or photos, cut up &laminated with velcro-hook side-- on the back. The white board had a strip of loop down the left side to put the pics in order. I used a clean up picture at the end ...a trash can or picture of his table/chair or picture of his backpack at the end of the day. 6. Offer to take pictures or provide graphics if needed for schedule and task boards. They can cut and laminate. Hopefully the therapists are wrong about his falling apart. Some kids do well because of all of the structure and visuals in K. I hope that's what happens for v. I think your idea is very proactive. Maybe the principal will pick a teacher that matches V's needs! Big hugs ...you're doing great Hope they are receptive! [/QUOTE]
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