Guest guest Posted March 9, 2006 Report Share Posted March 9, 2006 It seems as though the district administration try to get away with as much as they can and they love if parents are uninformed. Barb Rutt has some wonderful parent trainings. Maybe we could get a group together and she could do a training for us. She asked me to send her the link to this group. She has her own child with Autism. She's very busy these days, but if there's interest, I'll get a date from her. Let me know. Laurie --- Colleen <Tripletmom@...> wrote: > Thanks Laurie! In theory " special education is a > service, not a > place " . I think districts try to fit students into > existing > programs. I'm planning on using this next year to > create a more > appropriate placement. > Colleen > > > > > > Does anyone have a child that is unable to > function > > > in a typical > > > classroom due to attention issues, stims and > lack of > > > language, yet > > > doesn't have cognitive issues? Currently, in > our > > > district, there is > > > one MH classroom at one elementary school. The > MH > > > classroom works > > > on living skills and the children currently in > the > > > classroom have > > > cognitive issues, self-help issues, mobility > issues, > > > medical issues, > > > etc. I observed the class for only 1/2 hour, > but I > > > have a difficult > > > time seeing how my child would fit in. There is > > > very little > > > structure and it is only one step up from > > > babysitting. He, of > > > course, would love the classroom. They have > > > computers in the class > > > and very little demands would be placed and > there > > > would be very low > > > expectations. He is almost 5, so I can leave > him at > > > the preschool > > > level one more year and try to work with the > > > district to provide an > > > appropriate education plan for him. We > negotiated > > > with the district > > > when he turned 3 to create an appropriate > preschool > > > environment for > > > him. When he is attending, he has good word > > > approximations and is > > > able to do anything that is asked of him. I > guess > > > I'm just not sure > > > what other districts have. Is there a middle > ground > > > somewhere? > > > Thanks, > > > Colleen > > > > > > > > > > > > > > > > > > > > > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted March 9, 2006 Report Share Posted March 9, 2006 In a message dated 3/8/2006 9:23:20 PM Eastern Standard Time, Tripletmom@... writes: Part of my problem is that the consultant is actually an organization. I guess for lack of a better explanation, the consultant in charge of the organization has limited exposure to my son. Since she consults with the MH classroom, she feels it is an appropriate placement for my son and has already discussed that placement with the director of special ed.Thanks again,Colleen That doesn't mean you have to take the advice if you feel it's wrong. First, ask her why she made this decision and what reasons she feels this is the best placement. Sometimes getting them to explain in more detail will give you a clue as to why they think this way. And unfortunately, sometimes they recommend what will be easiest for them and not what is best for the child. If that is the case, you just need to stand firm and politely disagree (in writing!) Roxanna ô¿öAutism Happens Quote Link to comment Share on other sites More sharing options...
Guest guest Posted March 9, 2006 Report Share Posted March 9, 2006 In a message dated 3/8/2006 9:35:04 PM Eastern Standard Time, Tripletmom@... writes: I observed two full day K classes at two different elementary schools and one 1/2 day K class. I was very surprised at the lack of structure in their day, the distractions and quite frankly the lack of attention by "typical" children. His preschool class is very structured and the children are all directed to attend. I'm hoping that another year of growth will help with some of his issues. It will also give me a year to try to negotiate a more appropriate program for him.Colleen You can also ask the principals to recommend the most structured teacher. They do tend to let kids be more independent in K however, you can make good use of many accommodations such as a visual schedule. Roxanna ô¿öAutism Happens Quote Link to comment Share on other sites More sharing options...
Guest guest Posted March 9, 2006 Report Share Posted March 9, 2006 In a message dated 3/8/2006 9:38:36 PM Eastern Standard Time, Tripletmom@... writes: Our elementary schools also have pull out resource rooms. He currently has a 1:1 aide in preschool and she has difficulty some days keeping him focused and his stims under control. There are only 8 children in his very structured preschool class. A reg ed K class will have 22 children and the classes that I observed were less structured, more play based than his currrent class.Thanks,Colleen If you decide to keep him in pre-k another year, put transitioning into his IEP so he can start spending time in the next placement. The only other option I can think of is to request he be taught in small group or 1-1 at the school he attends. But he could also get mainstreamed into the reg. class for structured activities like reading or writing. One of his goals might be to get him into reg. ed classes as much as possible for his K year. I do realize how structured pre-k is and it's like a little haven. Suddenly they are thrown to the "real world" of K. It might be better to slowly get him into classes as the year goes on and as he adjusts. You can have them pre-teach skills so he is more apt to pay attention, use visual schedules and have the 1-1 aide to redirect and do sensory diet. The whole point is - the program should suit his needs. Sit down and write up what you feel is the "best" environment for him in K and use that to advocate for an appropriate placement. Sometimes when I make a list, I am better able to see what I want to ask for. My now 9 yo did ABA in Kindergarten so he was in the reg class at times and to generalize skills but often was out with the 1-1 getting his trials and learning. K was a very nice place for him and he made great leaps with his program and in his development. Pre-K, while nice and warm, did not do much to advance his education. Attention is still a problem for him but he gets so bored in class and has a hard time sitting still for long periods of time. He is in 4th grade now. Each year is a new struggle! Always something new to have to deal with! Roxanna ô¿ôDon't take life too seriously; No one gets out alive. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted March 10, 2006 Report Share Posted March 10, 2006 Laurie, I know my husband and I would be very interested in that. We are still going thru alot of issues with what our child is entiled to. We did go and see Nesa Segal's associate and she did tell us some of the things are wrong with our sons IEP and how to go about changing his it. I would love to see if we could get some ideas for his education in the future. Maybe Barb could touch on somethings on how to help with ongoing educational issues we might come across. Please let me know. Laurie Kowalski <lyndhurstmom3@...> wrote: It seems as though the district administration try toget away with as much as they can and they love ifparents are uninformed. Barb Rutt has some wonderfulparent trainings. Maybe we could get a group togetherand she could do a training for us. She asked me tosend her the link to this group. She has her ownchild with Autism. She's very busy these days, but ifthere's interest, I'll get a date from her.Let me know.Laurie--- Colleen <Tripletmom@...> wrote:> Thanks Laurie! In theory "special education is a> service, not a > place". I think districts try to fit students into> existing > programs. I'm planning on using this next year to> create a more > appropriate placement.> Colleen> > > > > > Does anyone have a child that is unable to> function> > > in a typical > > > classroom due to attention issues, stims and> lack of> > > language, yet > > > doesn't have cognitive issues? Currently, in> our> > > district, there is > > > one MH classroom at one elementary school. The> MH> > > classroom works > > > on living skills and the children currently in> the> > > classroom have > > > cognitive issues, self-help issues, mobility> issues,> > > medical issues, > > > etc. I observed the class for only 1/2 hour,> but I> > > have a difficult > > > time seeing how my child would fit in. There is> > > very little > > > structure and it is only one step up from> > > babysitting. He, of > > > course, would love the classroom. They have> > > computers in the class > > > and very little demands would be placed and> there> > > would be very low > > > expectations. He is almost 5, so I can leave> him at> > > the preschool > > > level one more year and try to work with the> > > district to provide an > > > appropriate education plan for him. We> negotiated> > > with the district > > > when he turned 3 to create an appropriate> preschool> > > environment for > > > him. When he is attending, he has good word> > > approximations and is > > > able to do anything that is asked of him. I> guess> > > I'm just not sure > > > what other districts have. Is there a middle> ground> > > somewhere?> > > Thanks,> > > Colleen> > > > > > > > > > > > > > >> >> > > > > Relax. virus scanning helps detect nasty viruses! Quote Link to comment Share on other sites More sharing options...
Guest guest Posted March 10, 2006 Report Share Posted March 10, 2006 Colleen, What do you mean when you say stims? I ask because my son is having alot of trouble when he comes home from a 2 1/2 day of school and needs alot of sensory stimuli and I was wondering are you talking about your child needed that in school (self-stim)? Colleen <Tripletmom@...> wrote: Roxanna,Our elementary schools also have pull out resource rooms. He currently has a 1:1 aide in preschool and she has difficulty some days keeping him focused and his stims under control. There are only 8 children in his very structured preschool class. A reg ed K class will have 22 children and the classes that I observed were less structured, more play based than his currrent class.Thanks,Colleen--- In , kneeleee@... wrote:>> > In a message dated 3/7/2006 7:35:13 PM Eastern Standard Time, > Tripletmom@... writes:> > He is almost 5, so I can leave him at the preschool > level one more year and try to work with the district to provide an > appropriate education plan for him. We negotiated with the district > when he turned 3 to create an appropriate preschool environment for > him. When he is attending, he has good word approximations and is > able to do anything that is asked of him. I guess I'm just not sure > what other districts have. Is there a middle ground somewhere?> Thanks,> Colleen> > > > I would say that it is important to have the school provide an APPROPRIATE > and INDIVIDUALIZED education plan. If they have a program going that suits > your child, then great! If they don't, they need to make one. You could start > talking with the director of sped now to get a program together for the > following year and hope for cooperation. One idea is to put him in regular > education with an aide or other supports as necessary. Here in Medina, they all > have "resource rooms" and they pull kids out for various needs - mostly the > kids spend half a day in reg. ed and half a day in sped/resource. But you can > alter that to suit your child's needs. Or they could create an LD room just > for him as well. But really it is about what he needs. So I would probably > make a list and go visit the director of sped to discuss what will happen > next. I wouldn't settle for the MH room if that is clearly not where he > belongs. > > > Roxanna ô¿ô> Don't take life too seriously; No one gets out alive.> Relax. virus scanning helps detect nasty viruses! Quote Link to comment Share on other sites More sharing options...
Guest guest Posted March 10, 2006 Report Share Posted March 10, 2006 Hi, Can anyone tell me the schools in the state offer IBI programs? thanks, andrew Biehl <angelabiehl@...> wrote: Colleen, What do you mean when you say stims? I ask because my son is having alot of trouble when he comes home from a 2 1/2 day of school and needs alot of sensory stimuli and I was wondering are you talking about your child needed that in school (self-stim)? Colleen <Tripletmom@...> wrote: Roxanna,Our elementary schools also have pull out resource rooms. He currently has a 1:1 aide in preschool and she has difficulty some days keeping him focused and his stims under control. There are only 8 children in his very structured preschool class. A reg ed K class will have 22 children and the classes that I observed were less structured, more play based than his currrent class.Thanks,Colleen>> > In a message dated 3/7/2006 7:35:13 PM Eastern Standard Time, > Tripletmom@... writes:> > He is almost 5, so I can leave him at the preschool > level one more year and try to work with the district to provide an > appropriate education plan for him. We negotiated with the district > when he turned 3 to create an appropriate preschool environment for > him. When he is attending, he has good word approximations and is > able to do anything that is asked of him. I guess I'm just not sure > what other districts have. Is there a middle ground somewhere?> Thanks,> Colleen> > > > I would say that it is important to have the school provide an APPROPRIATE > and INDIVIDUALIZED education plan. If they have a program going that suits > your child, then great! If they don't, they need to make one. You could start > talking with the director of sped now to get a program together for the > following year and hope for cooperation. One idea is to put him in regular > education with an aide or other supports as necessary. Here in Medina, they all > have "resource rooms" and they pull kids out for various needs - mostly the > kids spend half a day in reg. ed and half a day in sped/resource. But you can > alter that to suit your child's needs. Or they could create an LD room just > for him as well. But really it is about what he needs. So I would probably > make a list and go visit the director of sped to discuss what will happen > next. I wouldn't settle for the MH room if that is clearly not where he > belongs. > > > Roxanna ô¿ô> Don't take life too seriously; No one gets out alive.> Relax. virus scanning helps detect nasty viruses! Bring photos to life! New PhotoMail makes sharing a breeze. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted March 14, 2006 Report Share Posted March 14, 2006 In a message dated 3/9/2006 1:43:37 PM Eastern Standard Time, Tripletmom@... writes: They supposedly do ABA in the MH classroom. That is why the consultant thinks it would be a good placement. What I observed was not good ABA. One child was sitting at a table with a completed puzzle in front of him for 15 minutes before anyone noticed he was done. There was no follow thru. Reinforcements were longer than actual tasks. After completing the puzzle, this child was permitted to vacuum the room, wipe down the counters and take a walk in the hall. These are all reinforcing activities to this child, but took up over 20 minutes to complete. Yikes! I wouldn't let my kid go to a class like that. It could cause more problems. Roxanna ô¿ôDon't take life too seriously; No one gets out alive. Quote Link to comment Share on other sites More sharing options...
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