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Special Ed 101
OHI for BiPolar (BP) vs Generalized Anxiety Disorder (GAD)
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<blockquote data-quote="SRL" data-source="post: 7532" data-attributes="member: 701"><p>Wincha, when my son's anxiety issues became severe enough that we needed to up the level of services we had to go in and change the label from speech/language to something else to justify what needed to be in place for him. The school psyc told me the most likely labels were ED or Autism. The Autism consultant told me no way on either of those, OHI because the Autism wasn't strong enough and that the anxiety was primary. Three different options all from people who I respected to know their stuff.</p><p></p><p>Has the school given you handouts on what criteria they are using when assigning the labels? The school psychiatric did that for me in advance--I checked them out thoroughly and they were in line with IDEA. When I went through those checklists as stated on those forms ED was by far closest to his situation (he indeed did have other issues--including stamina-- but those all became problematic once the anxiety flared up. When the anxiety was absent he had plenty of stamina, could finish homework, did handwriting tasks without stress, etc.) But I had several reasons why I didn't want him to have an ED label. One was the stigma attached, and I do follow Martie's reasoning now. The other was that my son's issues *all* were common to Autism only his case was not severe enough to warrant a medical diagnosis of Autism. Our district has done a lot of Autism training and I understood that label would greatly help the staff working with him understand what was at the root of his behaviors and struggles. </p><p></p><p>I decided to make a push for the Autism label before going into the meeting, however I did so knowing that my son fell short of meeting that criteria on that handout. That handout was peppered with terms like "marked" and clearly pointed to kids with full blown cases of Pervasive Developmental Disorder (PDD) and not milder kids on the fence like mine or kids who had made significant progress through interventions. What happened in the end is that I explained my reasoning for wanting the Autism label (walks like a duck, quacks like a duck, only not as loud) and every staff member at that table helped find even one example of his behaviors at school so we could justify it. Basically the whole IEP team knowingly stretched the criteria and did what was best for my son in our district's situation and not necessarily what was right to the letter of the law.</p><p></p><p>What I'm trying to get at is that there is federal law, there is information online which can be found to justify almost anything, there are the opinions/interpretations of professionals, and there are times when parents seek to stretch or force the interpretation to meet a particular situation such as happened with my son. Martie and Sheila are very knowledgable and have given you a lot of information on OHI vs ED and why OHI wouldn't appear to probably fit. You may opt to take a different approach like I did when going into the IEP meeting and that's your perogative. You might find a line of reasoning that works for the team like I did. Just don't go in there expecting a slam dunk when your argument for that particular label isn't typical--from an outsider looking in it looks more like forcing it to meet a particular situation instead of a clear fit for the criteria.</p></blockquote><p></p>
[QUOTE="SRL, post: 7532, member: 701"] Wincha, when my son's anxiety issues became severe enough that we needed to up the level of services we had to go in and change the label from speech/language to something else to justify what needed to be in place for him. The school psyc told me the most likely labels were ED or Autism. The Autism consultant told me no way on either of those, OHI because the Autism wasn't strong enough and that the anxiety was primary. Three different options all from people who I respected to know their stuff. Has the school given you handouts on what criteria they are using when assigning the labels? The school psychiatric did that for me in advance--I checked them out thoroughly and they were in line with IDEA. When I went through those checklists as stated on those forms ED was by far closest to his situation (he indeed did have other issues--including stamina-- but those all became problematic once the anxiety flared up. When the anxiety was absent he had plenty of stamina, could finish homework, did handwriting tasks without stress, etc.) But I had several reasons why I didn't want him to have an ED label. One was the stigma attached, and I do follow Martie's reasoning now. The other was that my son's issues *all* were common to Autism only his case was not severe enough to warrant a medical diagnosis of Autism. Our district has done a lot of Autism training and I understood that label would greatly help the staff working with him understand what was at the root of his behaviors and struggles. I decided to make a push for the Autism label before going into the meeting, however I did so knowing that my son fell short of meeting that criteria on that handout. That handout was peppered with terms like "marked" and clearly pointed to kids with full blown cases of Pervasive Developmental Disorder (PDD) and not milder kids on the fence like mine or kids who had made significant progress through interventions. What happened in the end is that I explained my reasoning for wanting the Autism label (walks like a duck, quacks like a duck, only not as loud) and every staff member at that table helped find even one example of his behaviors at school so we could justify it. Basically the whole IEP team knowingly stretched the criteria and did what was best for my son in our district's situation and not necessarily what was right to the letter of the law. What I'm trying to get at is that there is federal law, there is information online which can be found to justify almost anything, there are the opinions/interpretations of professionals, and there are times when parents seek to stretch or force the interpretation to meet a particular situation such as happened with my son. Martie and Sheila are very knowledgable and have given you a lot of information on OHI vs ED and why OHI wouldn't appear to probably fit. You may opt to take a different approach like I did when going into the IEP meeting and that's your perogative. You might find a line of reasoning that works for the team like I did. Just don't go in there expecting a slam dunk when your argument for that particular label isn't typical--from an outsider looking in it looks more like forcing it to meet a particular situation instead of a clear fit for the criteria. [/QUOTE]
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OHI for BiPolar (BP) vs Generalized Anxiety Disorder (GAD)
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