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OK so what do I ask for?? Help me think...
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<blockquote data-quote="buddy" data-source="post: 510505" data-attributes="member: 12886"><p>I love the sound of so much of what you guys describe. Janet, in our state, the kids who can't meet educational standards for graduation can graduate to their IEP goals. So, he will receive his regular diploma based on what he can do as long as he sticks with it and works on his goals. (which he does). Yes, there is no doubt he will always need supervision and support. He may get to a place where he can have some time alone in a supported apartment etc. but he wont be a person who can fully handle money, shopping etc. On the other hand, he would be able to handle learning a specific job and do very well at it if he had the training and patience from someone... he would need a support person if a problem happened of course but would not likely need someone right next to him all of the time. </p><p></p><p>So at the meeting I pretty much said similar to what you guys said. The academic gap is widening, not that we give up because he likes to learn about science and social studies and he consistently makes progress in his reading, writing and math. He actually has better functional skills in those areas than academic skills (like could figure out lapsed time using a digital clock when quite young... or could say we have 18 minutes until.... again using a DIGITAL clock..so he was doing the math in his head...but if you ask how he couldn't tell you. He does very well with adding, subtracting and understands the processes for mult. and division but his memory problems means he does need to use a calculator to make sure things are right... that is FINE. He does well with money... like would give a 20 if something cost 16 dollars and knows he should get change. He even knows if he is too close to cover taxes. He sometimes gets nervous but he always goes and orders or pays himself (I have always encouraged him to do that because it is such a huge part of being independent). </p><p></p><p>I think we may be able to get him to start high school THIS year. I am still looking at all programs and will make sure, but the idea may be he spends 3.5 hours at the SUN program without the peer models but working on academics and direct teaching of skills...probably his speech and DAPE there too, then he is bused to his high school to do functional skills with the CIP and Developmental Coordination Disorder (DCD) classes including off campus transitional activities as you all discussed... independent living skill stuff etc. I will explore it all and see if they are all talk and no chance to really do it or what. He would be THRILLED and it would reduce a transition if we ultimately want him there. May need to go the other way because SUN starts late and HS ends early. But if it is less than an hour off his day I am not so sure tha t is a big deal since we would still have after school appointments and it would be easier on him. I am still checking out two other districts close by, one is an independent Special Education district (not thrilled by the distance but??? if it is good???) and the other is to open enroll in the next town south of here. </p><p></p><p> I stood firm on not being thrilled by their stance he needs only 2-3 kids... that has never been the case it is just what they are DOING right now because they can't pull it off. and the fact that they squished 13 kids into this tiny new room with no separate sensory room does not mean that he didn't do well other years with 6-8 kids and he needs those kids to be with emotionally and to learn appropriate skills... and yes he is a kid who does learn from them... of course with support. He needs help to learn, but he does amazingly well because he is so motivated. SO for example I would coach him on what to say if someone wanted to play searching for a diving toy in the water... I would remind him to take his turns etc... and he did well. Eventually was going underwater and playing games back and forth together, even new games and I have video to prove it! I know it can be done. Just throwing him in with peers does not work as it doesn't with most Autism Spectrum Disorders (ASD) kids but he really does learn when coached using visuals and prep work and practice ahead of time. Some of those skills can make the difference between being able to work in a car wash with others and not being able to do so. </p><p></p><p>I will keep exploring and I have printed these ideas and really pulled them together under one document but I will keep checking or PM me if anyone has ideas....I am considering ALL of it. I think I am too emotional to remember all of the things I want to say so that is why I am really loving that you all are sharing... thanks!</p></blockquote><p></p>
[QUOTE="buddy, post: 510505, member: 12886"] I love the sound of so much of what you guys describe. Janet, in our state, the kids who can't meet educational standards for graduation can graduate to their IEP goals. So, he will receive his regular diploma based on what he can do as long as he sticks with it and works on his goals. (which he does). Yes, there is no doubt he will always need supervision and support. He may get to a place where he can have some time alone in a supported apartment etc. but he wont be a person who can fully handle money, shopping etc. On the other hand, he would be able to handle learning a specific job and do very well at it if he had the training and patience from someone... he would need a support person if a problem happened of course but would not likely need someone right next to him all of the time. So at the meeting I pretty much said similar to what you guys said. The academic gap is widening, not that we give up because he likes to learn about science and social studies and he consistently makes progress in his reading, writing and math. He actually has better functional skills in those areas than academic skills (like could figure out lapsed time using a digital clock when quite young... or could say we have 18 minutes until.... again using a DIGITAL clock..so he was doing the math in his head...but if you ask how he couldn't tell you. He does very well with adding, subtracting and understands the processes for mult. and division but his memory problems means he does need to use a calculator to make sure things are right... that is FINE. He does well with money... like would give a 20 if something cost 16 dollars and knows he should get change. He even knows if he is too close to cover taxes. He sometimes gets nervous but he always goes and orders or pays himself (I have always encouraged him to do that because it is such a huge part of being independent). I think we may be able to get him to start high school THIS year. I am still looking at all programs and will make sure, but the idea may be he spends 3.5 hours at the SUN program without the peer models but working on academics and direct teaching of skills...probably his speech and DAPE there too, then he is bused to his high school to do functional skills with the CIP and Developmental Coordination Disorder (DCD) classes including off campus transitional activities as you all discussed... independent living skill stuff etc. I will explore it all and see if they are all talk and no chance to really do it or what. He would be THRILLED and it would reduce a transition if we ultimately want him there. May need to go the other way because SUN starts late and HS ends early. But if it is less than an hour off his day I am not so sure tha t is a big deal since we would still have after school appointments and it would be easier on him. I am still checking out two other districts close by, one is an independent Special Education district (not thrilled by the distance but??? if it is good???) and the other is to open enroll in the next town south of here. I stood firm on not being thrilled by their stance he needs only 2-3 kids... that has never been the case it is just what they are DOING right now because they can't pull it off. and the fact that they squished 13 kids into this tiny new room with no separate sensory room does not mean that he didn't do well other years with 6-8 kids and he needs those kids to be with emotionally and to learn appropriate skills... and yes he is a kid who does learn from them... of course with support. He needs help to learn, but he does amazingly well because he is so motivated. SO for example I would coach him on what to say if someone wanted to play searching for a diving toy in the water... I would remind him to take his turns etc... and he did well. Eventually was going underwater and playing games back and forth together, even new games and I have video to prove it! I know it can be done. Just throwing him in with peers does not work as it doesn't with most Autism Spectrum Disorders (ASD) kids but he really does learn when coached using visuals and prep work and practice ahead of time. Some of those skills can make the difference between being able to work in a car wash with others and not being able to do so. I will keep exploring and I have printed these ideas and really pulled them together under one document but I will keep checking or PM me if anyone has ideas....I am considering ALL of it. I think I am too emotional to remember all of the things I want to say so that is why I am really loving that you all are sharing... thanks! [/QUOTE]
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