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Special Education meeting; vibrating watches
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<blockquote data-quote="Marguerite" data-source="post: 298563" data-attributes="member: 1991"><p>All you need now is follow-through from the aides.</p><p></p><p>Re getting the watch - are you getting carer funding for her from Centrelink? It owuld be going to either you or her mother, its a matter of who is specified as her carer. The problem is the way she is bouncin g from one plce to another. Maybe talk to your nearest Centrelink office? Or better still, call them and discuss the situation. There's some good funding available there. The other thing - could the funding for the watch come from the support funding? I'm not sure what limitations there are on how the money is spent, but equipment is one thing that could be OK.</p><p></p><p>Another option for her is a small wind-up timer. There used to be timers on keyrings that you could get, you used them to remind you to go back and put more coins in the parking meters. I remember they had a buzz that was fairly quiet but you would feel it in your pocket. Tourist shops are a possibility (should be some in your area?)</p><p></p><p>The bubbles etc - that's what worked for difficult child 3. Also what worked - we'd use "toilet time" to read a book together. As with all other reading together, we would discuss how we'ds read it and agree, but generally one of us would read the narrative while the other would do the dialogue. Since cherub isn't really reading well, maybe you could do this for books she already has half-memorised. Or you read it all, but do the voices, throw yourself into the characters. I found that this really boosted difficult child 3's reading ability plus without realising, it taught him to act and to add expression to his reading (unusual in autism - but he's a very expressive reader now). Dr Seuss books were great, we really got into the rhythm of them ("one thumb, two thumb" and "red fish, blue fish" were favourites for getting the rhythm).</p><p></p><p>Maybe you could approach the school and ask them, "What do we need to make this work? Who do we need to ask, and what magic words do we need to use, to access the support cherub needs? We have some really great strategies given to us and it wouldbe wonderful to turn this into the success I know it can be. Just think how good it would be for this school to have a contributing hand in this success."</p><p>If oyu need to, ask District Office or even state dept of ed what hoops you need to jump through. If you have anything in writing from the alphabet people who visited you, then use it. That could carry wnough extra weight to get the 'danger money' the aides are wanting. And once the money is coughed up, they will probably be supportive and enthusiastic.</p><p></p><p>Our local school had a hemiplegic wheelchair bound kid who needed toileting. There were a lot of hoops the school had to jump through because the parents insisted their child attent mainstream school, and by law that meant the local school HAD to take her. So they had to make it work, which also meant installnig ramps (paid for by Federal funding, administered by state, the school was not out of pocket).And the kid had several aides whose duties included toileting, cleaning her down afterwards etc. They even had a special toilet installed to cope. And THIS school was the same one who were not very hepful with difficult child 3. It was just a matter of what could be forced through and how much funding could be obtained. A clearly identified toileting problem, medically backed up as it now has been, should get this through now. difficult child 3 however was one of the invisibly disabled, hence local school's recalcitrance.</p><p></p><p>Great progress!</p><p></p><p>Marg</p></blockquote><p></p>
[QUOTE="Marguerite, post: 298563, member: 1991"] All you need now is follow-through from the aides. Re getting the watch - are you getting carer funding for her from Centrelink? It owuld be going to either you or her mother, its a matter of who is specified as her carer. The problem is the way she is bouncin g from one plce to another. Maybe talk to your nearest Centrelink office? Or better still, call them and discuss the situation. There's some good funding available there. The other thing - could the funding for the watch come from the support funding? I'm not sure what limitations there are on how the money is spent, but equipment is one thing that could be OK. Another option for her is a small wind-up timer. There used to be timers on keyrings that you could get, you used them to remind you to go back and put more coins in the parking meters. I remember they had a buzz that was fairly quiet but you would feel it in your pocket. Tourist shops are a possibility (should be some in your area?) The bubbles etc - that's what worked for difficult child 3. Also what worked - we'd use "toilet time" to read a book together. As with all other reading together, we would discuss how we'ds read it and agree, but generally one of us would read the narrative while the other would do the dialogue. Since cherub isn't really reading well, maybe you could do this for books she already has half-memorised. Or you read it all, but do the voices, throw yourself into the characters. I found that this really boosted difficult child 3's reading ability plus without realising, it taught him to act and to add expression to his reading (unusual in autism - but he's a very expressive reader now). Dr Seuss books were great, we really got into the rhythm of them ("one thumb, two thumb" and "red fish, blue fish" were favourites for getting the rhythm). Maybe you could approach the school and ask them, "What do we need to make this work? Who do we need to ask, and what magic words do we need to use, to access the support cherub needs? We have some really great strategies given to us and it wouldbe wonderful to turn this into the success I know it can be. Just think how good it would be for this school to have a contributing hand in this success." If oyu need to, ask District Office or even state dept of ed what hoops you need to jump through. If you have anything in writing from the alphabet people who visited you, then use it. That could carry wnough extra weight to get the 'danger money' the aides are wanting. And once the money is coughed up, they will probably be supportive and enthusiastic. Our local school had a hemiplegic wheelchair bound kid who needed toileting. There were a lot of hoops the school had to jump through because the parents insisted their child attent mainstream school, and by law that meant the local school HAD to take her. So they had to make it work, which also meant installnig ramps (paid for by Federal funding, administered by state, the school was not out of pocket).And the kid had several aides whose duties included toileting, cleaning her down afterwards etc. They even had a special toilet installed to cope. And THIS school was the same one who were not very hepful with difficult child 3. It was just a matter of what could be forced through and how much funding could be obtained. A clearly identified toileting problem, medically backed up as it now has been, should get this through now. difficult child 3 however was one of the invisibly disabled, hence local school's recalcitrance. Great progress! Marg [/QUOTE]
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