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Wee difficult child's evaluation results - prepping for IEP
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<blockquote data-quote="'Chelle" data-source="post: 257914" data-attributes="member: 1161"><p>Oh, sorry, IEP interventions. Does he have an aide? If not definitely needs one if you can push for that. difficult child in high school still has one, relys on her even more now with additional high school workload. She keeps him on track, helps with the abstract writing stuff ("Does not write his own stories with events that have happened to him." This is part of that for my difficult child as well), they would get to know the signs difficult child would put out that he was anxious/overwhelmed and try head things off. In grade school difficult child had a "spot" he could take himself off to when things where overwhelming him. This is a definite plus with the sensory/auditory problems. These things would irritate my difficult child to the point of meltdown at times, and having somewhere to go let him get away and calm down. The aide would of course go with him, and when difficult child was more relaxed they would at times work there to get the work done. Now they just go to the back of the classroom and work quietly when he needs it. In regards to the inflexibility to changes etc. my difficult child was a little older than yours, but they would print out a daily schedule for him so he had it in front of him and knew what was happening next and when eg math, then reading, then recess, etc. They did work with him (therapist & school) on accepting transitions and sudden changes in routine, but having the schedule helped. Check with therapist/psychiatrist/school for social skills programs that might be available for his age group. My difficult child was in 3 or 4 of those, and they helped with the social problems, learning personal space etc. </p><p></p><p>Getting accomodations similar to these might help your difficult child, whether he's diagnosis'd Autism Spectrum Disorders (ASD) or not.</p></blockquote><p></p>
[QUOTE="'Chelle, post: 257914, member: 1161"] Oh, sorry, IEP interventions. Does he have an aide? If not definitely needs one if you can push for that. difficult child in high school still has one, relys on her even more now with additional high school workload. She keeps him on track, helps with the abstract writing stuff ("Does not write his own stories with events that have happened to him." This is part of that for my difficult child as well), they would get to know the signs difficult child would put out that he was anxious/overwhelmed and try head things off. In grade school difficult child had a "spot" he could take himself off to when things where overwhelming him. This is a definite plus with the sensory/auditory problems. These things would irritate my difficult child to the point of meltdown at times, and having somewhere to go let him get away and calm down. The aide would of course go with him, and when difficult child was more relaxed they would at times work there to get the work done. Now they just go to the back of the classroom and work quietly when he needs it. In regards to the inflexibility to changes etc. my difficult child was a little older than yours, but they would print out a daily schedule for him so he had it in front of him and knew what was happening next and when eg math, then reading, then recess, etc. They did work with him (therapist & school) on accepting transitions and sudden changes in routine, but having the schedule helped. Check with therapist/psychiatrist/school for social skills programs that might be available for his age group. My difficult child was in 3 or 4 of those, and they helped with the social problems, learning personal space etc. Getting accomodations similar to these might help your difficult child, whether he's diagnosis'd Autism Spectrum Disorders (ASD) or not. [/QUOTE]
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