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New diagnosis -- school questions
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<blockquote data-quote="Nancy423" data-source="post: 225970" data-attributes="member: 6118"><p>My difficult child is in LDSC. her IQ is around 71-73 (depending on which IEP you read). She hardly ever has homework anymore because they do so much in class. In her case, we'd be stuck for 2-4 hours, in between rages and shredding of paper, and lots of crying before we'd get one assignment done. It wasn't worth our effort. In second grade, they did a psychiatric evaluation (not very good, but they tested her acedemic proficiency) and found she's below average in almost everything. She was in a transitional class (less students) and they gave her work according to waht she could handle, so all kids were going at their own pace. Parents are always encouraged to do extra stuff at home and they would have work sent home if they didn't finish in class. I had difficult child reading every night for 15 minutes in 3rd grade (when she finally understood reading). 3rd grade it was finally LDSC. (I think it was too late.) Her behavior (shutdowns as the teachers labeled it) really affected her learning. If something frustrated her or she didn't understand she would put her head down, **** her thumb and not respond to the teachers. So in a way, behaviors are very much a "distraction" or "detour" to learning and can have an impact.</p><p> </p><p>ANYWAY, this is going somewhere! She's now in 6th grade, jr high. She's still LDSC. Total of 8-10 kids in the class. So there are different placements within the traditinoal mainstream classes (depending on your district I'm sure) Every 3 years they must reevaluate her. Because you have an IEP in place, you CAN request full testing if they haven't done any yet. IEPs can also set certain provisions regarding homework, schoolwork, "breaks", behavioral goals to be met etc. So if behavior is affecting his work, then maybe a SW needs to be called in.</p><p> </p><p>My difficult child has had a wonderful year (well, if you take out that incident last month) and I was so worried about teh transition into a new school, new friends, and new rules (changing classrooms, locker with- a lock etc) but she really transitioned better this time than any other grade.</p><p> </p><p>So you do have some options with-in the school district. I would highly suggest finding an advocate to bring to your next IEP. I have found that he caught stuff I never would have looked at twice. He knows the system! Mine happened to know the district coordinators and facilitators too which really made a HUGE difference.</p></blockquote><p></p>
[QUOTE="Nancy423, post: 225970, member: 6118"] My difficult child is in LDSC. her IQ is around 71-73 (depending on which IEP you read). She hardly ever has homework anymore because they do so much in class. In her case, we'd be stuck for 2-4 hours, in between rages and shredding of paper, and lots of crying before we'd get one assignment done. It wasn't worth our effort. In second grade, they did a psychiatric evaluation (not very good, but they tested her acedemic proficiency) and found she's below average in almost everything. She was in a transitional class (less students) and they gave her work according to waht she could handle, so all kids were going at their own pace. Parents are always encouraged to do extra stuff at home and they would have work sent home if they didn't finish in class. I had difficult child reading every night for 15 minutes in 3rd grade (when she finally understood reading). 3rd grade it was finally LDSC. (I think it was too late.) Her behavior (shutdowns as the teachers labeled it) really affected her learning. If something frustrated her or she didn't understand she would put her head down, **** her thumb and not respond to the teachers. So in a way, behaviors are very much a "distraction" or "detour" to learning and can have an impact. ANYWAY, this is going somewhere! She's now in 6th grade, jr high. She's still LDSC. Total of 8-10 kids in the class. So there are different placements within the traditinoal mainstream classes (depending on your district I'm sure) Every 3 years they must reevaluate her. Because you have an IEP in place, you CAN request full testing if they haven't done any yet. IEPs can also set certain provisions regarding homework, schoolwork, "breaks", behavioral goals to be met etc. So if behavior is affecting his work, then maybe a SW needs to be called in. My difficult child has had a wonderful year (well, if you take out that incident last month) and I was so worried about teh transition into a new school, new friends, and new rules (changing classrooms, locker with- a lock etc) but she really transitioned better this time than any other grade. So you do have some options with-in the school district. I would highly suggest finding an advocate to bring to your next IEP. I have found that he caught stuff I never would have looked at twice. He knows the system! Mine happened to know the district coordinators and facilitators too which really made a HUGE difference. [/QUOTE]
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