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Special Ed 101
Redoing the IEP for difficult child 3, need advice.
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<blockquote data-quote="gcvmom" data-source="post: 252431" data-attributes="member: 3444"><p>If you request that his fine motor be evaluated, they have to evaluate it. Period. Just because they don't have someone on staff at the district doesn't mean they can't find a resource to do it. Our district contracts out to an Occupational Therapist (OT) company for these services.</p><p> </p><p>Write the letter asking for the Occupational Therapist (OT) evaluation, just like you did for the IEP.</p><p> </p><p>My difficult child 2 had a lot of fine motor issues for a few years due to a temporary neurological problem. Last year they evaluation'd him and determined he was not severe enough for therapy, but he did qualify to use an Alphasmart device (like a portable word processor) to use for writing assignments and even math. </p><p> </p><p>Sheila's right about the avoidance behaviors when something is too hard to do. My difficult child 2 did similar things when it came to writing when he was having problems. He wouldn't even play video games or Legos because it was just too hard to do.</p><p> </p><p>His attention and impulse control issues may also be related to the bipolar. My difficult child 2 has similar problems. And he can't take ADHD medications because they make him too jittery and shaky (and thus worsen his handwriting). Until you get him stabilized, it's probably going to be an ongoing problem.</p><p> </p><p>So while you are working on the stabilization issues, the school should be figuring out how to make it easier for your difficult child to do the work he needs to do. I'm not saying make the content easier, just make it easier for him to learn it. Does that make sense? </p><p> </p><p>As for the reactive behavior, ask if they have a social skills program, and if not, how about a mentor who can hang out with him and help model appropriate playground behavior. We had the same issues with difficult child 2 being bullied and acting out with other kids. It all comes back to impulse control and social skills. Our school speech/lang specialist conducts a social skills class with difficult child 2 and a few other kids twice a week. Before that, he was in a mentor program and met with older kids a few times a week at recess for some positive social interaction. It helped his self esteem a lot. And now the social skills class is helping in the other areas as well.</p></blockquote><p></p>
[QUOTE="gcvmom, post: 252431, member: 3444"] If you request that his fine motor be evaluated, they have to evaluate it. Period. Just because they don't have someone on staff at the district doesn't mean they can't find a resource to do it. Our district contracts out to an Occupational Therapist (OT) company for these services. Write the letter asking for the Occupational Therapist (OT) evaluation, just like you did for the IEP. My difficult child 2 had a lot of fine motor issues for a few years due to a temporary neurological problem. Last year they evaluation'd him and determined he was not severe enough for therapy, but he did qualify to use an Alphasmart device (like a portable word processor) to use for writing assignments and even math. Sheila's right about the avoidance behaviors when something is too hard to do. My difficult child 2 did similar things when it came to writing when he was having problems. He wouldn't even play video games or Legos because it was just too hard to do. His attention and impulse control issues may also be related to the bipolar. My difficult child 2 has similar problems. And he can't take ADHD medications because they make him too jittery and shaky (and thus worsen his handwriting). Until you get him stabilized, it's probably going to be an ongoing problem. So while you are working on the stabilization issues, the school should be figuring out how to make it easier for your difficult child to do the work he needs to do. I'm not saying make the content easier, just make it easier for him to learn it. Does that make sense? As for the reactive behavior, ask if they have a social skills program, and if not, how about a mentor who can hang out with him and help model appropriate playground behavior. We had the same issues with difficult child 2 being bullied and acting out with other kids. It all comes back to impulse control and social skills. Our school speech/lang specialist conducts a social skills class with difficult child 2 and a few other kids twice a week. Before that, he was in a mentor program and met with older kids a few times a week at recess for some positive social interaction. It helped his self esteem a lot. And now the social skills class is helping in the other areas as well. [/QUOTE]
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Redoing the IEP for difficult child 3, need advice.
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