Guest guest Posted May 8, 2002 Report Share Posted May 8, 2002 ASK --in writing for an IEP of your choice. Keep in mind that these two Disorders/disabilities are quite often together.(Comorbid) Mike Savory SELf*AWAK(e)A-dvocacy © 2001 " Advocacy With Abundant Keys to Excellence and Access " Offering Advocacy in: Community Service, Student Advocacy, & Facilitation (Volunteer & Donations) Adolescence Doesn't Die IT Just Gets Buried !... Don't Give Up The Fight. Advocate for Children & Persons Who Experience Disabilities in daily living. © 2001 Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 8, 2002 Report Share Posted May 8, 2002 There are many case studies linking reading comprehension, writing skills and the like to apraxia. Have you had your daughter evaluated for dyslexia? I know the numbers of children with apraxia that turn out to be dyslexic are very high. There are several types of dyslexia from perception to reading to comprehension and on... Your daughter sounds like a great speller but then loses it on reading comprehension and writing. Get her tested for dyslexia. Since the meds are not helping she probably is not in need of them. She might need some help on focusing on the task at hand. If a child is not strong in an area, they tend to tune out during it rather than have the disability show. The problem with getting factual results and studies are that longitudinal studies of apraxic children are not common at this time. Good luck. Janet Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 8, 2002 Report Share Posted May 8, 2002 Hi I am wondering if maybe your daughter has some Sensory intergration issues. Has she always been hyper active with Attention issues. If the medication is not working I would take her off it. It always concerns me when we medicate our children. My son Jack who is almost 3 has Apraxia and Sensory Intergration dysfunction, his sensory issues are processing, regulating issues. He seeks stimulation, so he seems hyperactive, but I know he is not ADHD. Alot of children are wrongly diagnosed with ADHD but it is not always the case. Maybe having a OT do a sensory profile to rule that out, but you never know, and that is where medicine would not work for her if it is sensory related. I don't want to give you the impression that meds are horrible they are helpful for some children. Sincerely, Eileen --- skliethermes@... wrote: > Hi: HELP PLEASE!!!!! > > I'm trying to prepare for our 9 yr old daughter's > IEP update on May 14th. > She is in 3rd grade doing better than average in > math and super speller but > problems with reading and writing. She was diagnosed > apraxic at age 4 and > has been receiving speech and language therapy since > she was 20 months old. > The school provides 3x wk 20 minutes and we have 1 > hr private therapy 2x a > month. Articulation is good. As I mentioned above, > her problems are now > mostly associated with reading and writing. Can you > give me any information > or a website maybe that would explain to these > " educators " in our IEP team > why reading and writing difficulties are associated > with apraxia? They > pushed for us to have her evaluated last summer for > AD/HD (saying she was > off task and dreamy during class time -- specially > during reading and > writing assignments). We agreed to the evaluation > and she was diagnosed > borderline Ad/Hd -- more attention that > hyperactivity. The PhD who did the > eval was not truly convinced but he concluded that > she was positive for > AD/HD and in my opinion it was because he knew > little about apraxia and more > than likely most of his evals on kids turn out > positive in any event. > Anyway, with consult with our doctor, we agreed to > put our daughter on an > AD/HD med but not tell the other members of the IEP > team. Now 6 months later > she has not improved with regard to her > reading/writing grades. Now we have > something now concrete to put before the team next > week. Anyway, I'm looking > for an article or something on point to supply them > that will educate them > and persuade them to assign my daughter an aid > during reading and writing > class time. Thank so much for your help! > > > > > > __________________________________________________ Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 8, 2002 Report Share Posted May 8, 2002 could you please tell me were I may find info on a old message about if the school refuses or neglects services we can have them sign this docment making them exsplain why it started with a M thanks for any help mrs. fowler timari3@... wrote: There are many case studies linking reading comprehension, writing skills and the like to apraxia. Have you had your daughter evaluated for dyslexia? I know the numbers of children with apraxia that turn out to be dyslexic are very high. There are several types of dyslexia from perception to reading to comprehension and on... Your daughter sounds like a great speller but then loses it on reading comprehension and writing. Get her tested for dyslexia. Since the meds are not helping she probably is not in need of them. She might need some help on focusing on the task at hand. If a child is not strong in an area, they tend to tune out during it rather than have the disability show. The problem with getting factual results and studies are that longitudinal studies of apraxic children are not common at this time. Good luck. Janet Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 8, 2002 Report Share Posted May 8, 2002 Hi Mrs. Fowler, I'm going to get together some of the links I have on this -and have asked others to as well since this is a very important question that most of us have to deal with going ahead. Once we get the speech in from therapy, EFAs etc. -this is the next step - making sure all the language skills are up to speed too -including reading and writing. The US Department of Education has many published clinical studies that they have funded online at their website that will answer many of the early speech problems at risk for future learning challenges question. The one contact that CHERAB has there who is in the Early Childhood Department has a child with apraxia and other issues -so she is extremely tuned in to what the needs are -however it appears based on most of the public reports from the media that the speech aspect takes a back seat to the language aspect and many do not show the relationship which is sad. For example -the thrust now is for early intervention for reading challenges -yet what age is it that parents are really concerned about their child's inability to read? On the other hand -if a child does not know how to pronounce a word -do they statistically know how to spell it or read it? I'll get some of the links that answer that question from researchers - I believe that if it's tied into neurological aspects that many things can overlap or co exist, which is why I many times think the labels we put on our children hurt them as much as they at times help them. We should treat the child -the individual, and the symptoms -and not the condition. We all know how many times our children are misdiagnosed or even just from this list how just because you have one diagnosis it doesn't mean that your child doesn't have others too! Here is one recent 2002 article on dyslexia that I just happen to have in front of me -sorry that this one doesn't tie in speech either -I'll pull up some of them, but at least it shows that reading and writing problems can have a neurological basis. Intensive Reading Program May Alter Brain Activity in Dyslexia NEW YORK (Reuters Health) Apr 30 - In a finding that raises hopes about the effective treatment of dyslexia, the results of a small study show that intensive reading instruction may reverse the abnormal brain activity that occurs in children with the learning disability. The research " provides a more optimistic outlook for the prognosis of dyslexia, " according to a report in the April 23rd issue of the journal Neurology. " It appears that although dyslexia has a demonstrable neurologic basis, it is not a neurologic disease, " Dr. Panagiotis G. Simos, of the University of Texas-Houston Health Science Center, and colleagues report. " Rather, word reading difficulties most likely represent variations in normal development that can be reversed by means of reading intervention, " the authors propose. The consensus among researchers is that the brain network involved in reading words is abnormal in people with dyslexia, Dr. Simos told Reuters Health. Precisely how the network goes awry is not understood, however, he added. In the present study, the researchers studied 8 children, aged 7 to 17, who had severe reading difficulties. At the start of the study, the children underwent magnetic source imaging (MSI) that measured brain activity while reading. The children underwent a second MSI after completing an 8-week remedial reading course that included 1 to 2 hours of one-on-one instruction each day. A set of age-matched controls without dyslexia also underwent MSI at baseline and at end of the study, but did not receive remedial instruction. The scan was used to measure activity in the left superior temporal gyrus (STGp), which is activated during reading in individuals without dyslexia. However, individuals with dyslexia experience little or no activity in this part of the brain during reading. As expected, the brain scans performed before the reading program detected little or no left STGp activity in dyslexic children. After the reading program, however, activity in this part of the brain jumped in the dyslexic children. Brain activity stayed the same in children without dyslexia. " Our findings show that successful completion of an intensive remediation program in reading is associated with dramatic changes in brain activation profiles in children with very severe reading difficulties, " Dr. Simos and colleagues conclude. It is possible, according to the researchers, that young children develop learning difficulties because their disorder is not identified soon enough or they never receive appropriate training to teach the brain to recognize words properly. According to Dr. B. Rosenberger of Massachusetts General Hospital in Boston, however, it is too early to conclude that an intensive remedial program can reverse dyslexia. The issue is whether increased brain activity in a certain region is related to reading problems or is instead merely a reflection that the person is doing something differently, Dr. Rosenberger, co-author of an accompanying editorial, told Reuters Health. " For example, the light on the switchboard doesn't cause the telephone call, " he said. " It is merely a signal that the call is taking place. " In the editorial, Dr. Rosenberger and co-author Dr. A. Rottenberg, of the University of Minnesota in Minneapolis, also point out that six of the children began drug therapy to treat attention- deficit disorder after the first scan. Neurology 2002;58:189-1190,1203-1213. http://www.medscape.com/viewarticle/432855?srcmp=ped-050302 ===== Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 8, 2002 Report Share Posted May 8, 2002 The following group has lots of information about IEPs. IEP_guide/ Hope this helps! Suzi > Hi: HELP PLEASE!!!!! > > I'm trying to prepare for our 9 yr old daughter's IEP update on May 14th. > She is in 3rd grade doing better than average in math and super speller but > problems with reading and writing. She was diagnosed apraxic at age 4 and > has been receiving speech and language therapy since she was 20 months old. > The school provides 3x wk 20 minutes and we have 1 hr private therapy 2x a > month. Articulation is good. As I mentioned above, her problems are now > mostly associated with reading and writing. Can you give me any information > or a website maybe that would explain to these " educators " in our IEP team > why reading and writing difficulties are associated with apraxia? They > pushed for us to have her evaluated last summer for AD/HD (saying she was > off task and dreamy during class time -- specially during reading and > writing assignments). We agreed to the evaluation and she was diagnosed > borderline Ad/Hd -- more attention that hyperactivity. The PhD who did the > eval was not truly convinced but he concluded that she was positive for > AD/HD and in my opinion it was because he knew little about apraxia and more > than likely most of his evals on kids turn out positive in any event. > Anyway, with consult with our doctor, we agreed to put our daughter on an > AD/HD med but not tell the other members of the IEP team. Now 6 months later > she has not improved with regard to her reading/writing grades. Now we have > something now concrete to put before the team next week. Anyway, I'm looking > for an article or something on point to supply them that will educate them > and persuade them to assign my daughter an aid during reading and writing > class time. Thank so much for your help! Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 9, 2002 Report Share Posted May 9, 2002 A while back we uploaded a file to this group's home page which was an excerpt from a book regarding apraxia of speech and its relationship to reading and writing problems. If you can't find this in the files section, try running a search for my email address (BJBlackler@...) and you can locate it that way. -BJ Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 10, 2002 Report Share Posted May 10, 2002 Here are a few studies I've pulled up from my notes that you can search for more information on at http://www.google.com I hope others pass to us other researched articles as well. Again, the US Department of Education is a great place to search for stats in this area. Hope this helps for now to at least have a few quotes to start with! (I also have quotes for social and psychological risks from early speech problems not being addressed as well if you are interested) " From 1988 to 1994, the U.S. Department of Education's Office of Special and Rehabilitative Services funded an investigation of children with disabilities as they approached early elementary school- age. In one study, kindergarten children with speech and language impairments were given a battery of speech and language tests. These included assessments of phonological awareness and the ability to perform on a rapid naming task: name all the animals you can think of in a minute. When retested in second grade, the students with speech and language impairments performed less well on reading tests than a group of children without speech problems. " " According to the Department of Communication Disorders at Auburn University, students with speech problems are at risk for a number of problems including academic organization, oral language problems, and problems with written language and reading. " " Significant numbers of children not classified as learning disabled have a tough time with reading because for genetic or neurobiological reasons, it's not a skill that comes easily to them. " Their intelligence may be above average, " says Reid Lyon Ph.D., Chief of Child Development and Behavior Branch at NICHD and a senior advisor to President Bush on federal research programs in reading development, reading disorders, learning disabilities, and related language disorders, " but there's a disconnect between their ability to handle oral language and written language. In the past, we've mislabeled this a developmental lag and expected them to simply catch up. But without help, they don't. " " defective or lagging language processing can produce secondary effects that compromise attention, memory, socialization, self esteem, affect and behavior. " Dr. Melvin Levine, professor of pediatrics, at the University of North Carolina at Chapel Hill, Nationally-renowned authority " ===== Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 11, 2002 Report Share Posted May 11, 2002 Dear Skliethermes: Your child is receiving ST 5xpw. Are the SLS addressing the child's reading and writing difficulties in their speech and language goals? Those goals and objectives might include the 5 items listed below that are part of the READING FIRST-LEAVE NO CHILD BEHIND Federal Government program. Speech Language Specialists (SLS) can provide intervention methods to children who have difficulty learning to read or write. In addition to the Speech Language Specialist providing these services, the child may need help by a reading specialist who utilizes a multisensory approach to the teaching of reading [this approach also takes into account the five components listed below.] The SLS can provide classroom-based service intervention that would include the five components for effective reading instruction. Collaboration and consulting with the classroom teacher and the reading specialist would provide any " tutoring " the child would need. As an SLS, we know that skill development occurs in the therapy room and implementation of those skills occurs in the classroom. The SLS can provide follow through of acquired skills in the classroom. This can occur during reading instruction in the classroom setting. The Federal Government's READING FIRST program under the ESEA [Elementary and Secondary Act] used the findings of the National Reading Panel which released a report in 2000 identifying five key components for effective reading instruction: <<<<<<<<<<<<<<<<<<<PHONEMIC AWARENESS[the understanding that words are made up of sounds and letters] <<<<<<<<<<<<<<<<<<<PHONICS [ a technique to help children make those associations] <<<<<<<<<<<<<<<<<<<FLUENCY <<<<<<<<<<<<<<<<<<<VOCABULARY <<<<<<<<<<<<<<<<<<<TEXT COMPREHENSION The answer to this situation lies with the ability of the SLS to combine a student's communication goals with academic goals by integrating classroom objectives into speech and language activities. SLS are able to help children use basic language concepts related to classroom learning to become better readers and writers. RECOURSES: Literacy Communication Expectations from Kindergarten Through Fifth Grade Booklet item # 0210339 Order from ASHA Products 1.888.498.6699 One Mind at a Time Book Author: Dr. Mel Levine Order: Amazon.com Cheryl - SLS MA/Educational Consultant Executive VP CHERAB http://www.apraxia.cc > Hi: HELP PLEASE!!!!! > > I'm trying to prepare for our 9 yr old daughter's IEP update on May 14th. > She is in 3rd grade doing better than average in math and super speller but > problems with reading and writing. She was diagnosed apraxic at age 4 and > has been receiving speech and language therapy since she was 20 months old. > The school provides 3x wk 20 minutes and we have 1 hr private therapy 2x a > month. Articulation is good. As I mentioned above, her problems are now > mostly associated with reading and writing. Can you give me any information > or a website maybe that would explain to these " educators " in our IEP team > why reading and writing difficulties are associated with apraxia? They > pushed for us to have her evaluated last summer for AD/HD (saying she was > off task and dreamy during class time -- specially during reading and > writing assignments). We agreed to the evaluation and she was diagnosed > borderline Ad/Hd -- more attention that hyperactivity. The PhD who did the > eval was not truly convinced but he concluded that she was positive for > AD/HD and in my opinion it was because he knew little about apraxia and more > than likely most of his evals on kids turn out positive in any event. > Anyway, with consult with our doctor, we agreed to put our daughter on an > AD/HD med but not tell the other members of the IEP team. Now 6 months later > she has not improved with regard to her reading/writing grades. Now we have > something now concrete to put before the team next week. Anyway, I'm looking > for an article or something on point to supply them that will educate them > and persuade them to assign my daughter an aid during reading and writing > class time. Thank so much for your help! Quote Link to comment Share on other sites More sharing options...
Guest guest Posted April 15, 2005 Report Share Posted April 15, 2005 In a message dated 4/15/2005 7:30:47 AM Eastern Standard Time, sallykettle@... writes: My son Nolan is in 5th grade, diagnosed with Spergers for 2 years. Unfortunatley our school district doesn't know how to handle him. Lately he has been hiding under the stairwell and the school feels the need to punish him instead of dealing with his sensory overload. Can you please share the wording in your childrens IEP's that address similar issues? We have a PPT next week and I want to make sure that these issues aer addressed. Any suggestions would be helpful. Sally I feel you should request a functional behavior assessment from someone qualified in autism and behaviors. _http://www.air.org/cecp/fba/Default.htm_ (http://www.air.org/cecp/fba/Default.htm) They certainly shouldn't be punishing him for hiding since he is hiding due to stress overload. Bringing in people who know what autism/AS is and can help explain it to the staff is important. Also, suggest that your school send people to conferences that discuss AS in your area. I keep tabs on such things and let people know so they can go if they like. But the school is also required to have someone at the school who KNOWS your child's disability. So if they don't, you need to ask why not and how this will be fixed. Go to this website _http://www.cec.sped.org/law_res/doc/law/regulations/topicIndex.php_ (http://www.cec.sped.org/law_res/doc/law/regulations/topicIndex.php) and look up " COMPREHENSIVE SYSTEM OF PERSONNEL DEVELOPMENT " to read more about it. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted April 15, 2005 Report Share Posted April 15, 2005 Our school has been very helpful on this. My son is in high school - different teachers are handling his overload times differently. One sent my son on an errand to get an overhead projector for him, another just this week took him out to the gym area right outside his door and tossed a medicne ball with him for about 10 minutes. A third one who has know our son longer can see the minute he walks in the classroom if he needs a break or not and has him do exercise bands in her office connected to her classroom or sends him out to the football coach who is teaching him weight training. These sessions are only 5 - 8 minutes long - but do such wonders! There are tons of things a teacher can do to give a child a break - getting a damp rag to clean the white board, clapping chalk dust out of erasers, running to the office to get more copy paper - take down art work in the hall for the art teacher - etc - talk with your school/teachers - get them on it now, cause when puberty hits you are in for a major ride and will need it even more. Your son has the right to be comfortable in his surroundings, not overloaded and punished. ( ) IEP help PLEASE!!!!! My son Nolan is in 5th grade, diagnosed with Spergers for 2 years. Unfortunatley our school district doesn't know how to handle him. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted April 16, 2005 Report Share Posted April 16, 2005 My grandson liked to sit under his desk through 4th grade. Up until 4th grade the teachers seemed to understand he needed a break, and he had chosen under his desk, so no problem. In a regular ed mainstreamed class, with no one familiar with autism, they went beserk about his behavior. We finally found him a better choice for the upper grade and regular ed. I don't know how many calls I got about him refusing to eat his lunch. I would always start laughing because I could just picture him sitting under the cafeteria table, with all the other kids sitting over him at the table. The school never saw the humor in it. He was just fine, but felt safer under there. They could never get him out until lunch was over. He is now 13 and in the 7th grade. I don't believe I have heard of him under a table for probably a year now. All things seem to pass! Candy Quote Link to comment Share on other sites More sharing options...
Guest guest Posted April 16, 2005 Report Share Posted April 16, 2005 My son, too, is a " desk dweller. " Perhaps those diagnostic tests that are made to determine if children have AS/ASD should be compiled by parents; they could read something like this: check-mark here if your child sits under his/her desk at school, he/she keeps underware drawer full of rocks and marbles and bits of paper, can remember routes to places that leave you - the parent - looking baffled, but cannot remember where his/her particular body part is, etc.' LOL I am joking (kinda). The desk thing is not limited to my one son, it seems that my NT youngest has used this as his escape since kindergarten too. He is currently in grade 2 and I just got a call last week from the teacher expressing concern over his hiding under the desk - also his inability to focus, constant talking, etc. - yikes, here we go again with the ADHD concerns! I said to my dh, I think we should just take son #3's med, the Concerta, crush it and sprinkle it on top of the family salad... (kidding). - Velvet > My grandson liked to sit under his desk through 4th grade. Up until 4th > grade the teachers seemed to understand he needed a break, and he had chosen > under his desk, so no problem. In a regular ed mainstreamed class, with no one > familiar with autism, they went beserk about his behavior. > Candy Quote Link to comment Share on other sites More sharing options...
Guest guest Posted April 16, 2005 Report Share Posted April 16, 2005 Velvet, I have a desk dweller, too, it seems! And Sasha is also an awesome navigator at times! My son has a co-dx of ADHD and knows all his parts and loved to recite them when he was two. He memorized entire books and recited them from memory. He uses words like " obstacle " and " exasperated " in his speech, and yet the school considers him intellectually below average and probably not capable of being mainstreamed. I would agree that his math skills are quite, well, underdeveloped, but I know that he is capable of writing longer and more detailed compositions. It's curious. When I mentioned dictation as a possible way around the slow and sloppy way he writes, they told me that " every seven-year-old can dictate far better than he or she can write. " Hmmm. How does one counter that one? I remember when I was four and five, my mother would take down my stories and poems and songs and plays, and I would illustrate them. It was exhilarating to me that she was willing to help me in such a way that enabled me to reach out to older kids and adults. I wonder if this would help motivate Sasha in school, if he knew someone was there for him like that. Does not look like the district is going to allow us to see the special day classes in advance of our meeting. I told them that we would not sign anything that included SDC placement. They are ignoring me. Well, we'll see. The autism specialist did call and try to talk me out of doing this. She sounded terribly concerned, but I do think she understands where I'm coming from. " Sadly, I can't do anything to help with other accommodations except offer my sympathy and hope you and the district can resolve this, " she said. She did agree to talk to her boss, the coordinator of special education, but she warned me, " I don't have much influence over her. " So I guess our situation boils down to this ... I command the school to mainstream Sasha again and either go to a judge with money we don't have to force the issue of an aide or we ride this out in a game of chicken to see if the school will budge. I can't believe the school would allow a repeat of the beginning of this year, when Sasha was essentially without services for autism and had no help in the general ed classroom at all. I wouldn't want to put him in that position again, but I'm not sure what else to do at this point. The word from the district is that we will have to go on the waiting list to transfer to another home school, standing in line with everyone else. That is the current thinking. Our meeting is four weeks away. So things might shift prior to the meeting, but I somewhat doubt that. T. mom of Sasha, 7 At 02:34 PM 4/16/2005 +0000, you wrote: >My son, too, is a " desk dweller. " Perhaps those diagnostic tests that >are made to determine if children have AS/ASD should be compiled by >parents; they could read something like this: check-mark here if your >child sits under his/her desk at school, he/she keeps underware >drawer full of rocks and marbles and bits of paper, can remember >routes to places that leave you - the parent - looking baffled, but >cannot remember where his/her particular body part is, etc.' LOL I am >joking (kinda). Quote Link to comment Share on other sites More sharing options...
Guest guest Posted April 18, 2005 Report Share Posted April 18, 2005 Sally~ I do not have the copy of my son’s IEP yet to tell you exactly how it’s worded, but we’ve been having problems with Sawyer shutting down lately so the OT, his teacher, and I have been having some serious talks about strategies to help him. Our first step is to get him to realize he’s getting overloaded which we are doing by holding up a mirror at different times of the day and asking him how he feels. (if we just do it when he is getting frustrated, he’ll become conditioned that looking at the mirror means it’s about time to go squeeze his ball…) Once he sees himself frustrated and can recognize the feeling, he has a booklet that he uses to distress himself. He uses a little stress ball and does different things- makes a “monster face” then relaxes, squeezes the ball in his hand, between his ear and shoulder, between his legs, blows out, and something else. In his IEP it was written that when he needs to do this, there will be a spot in the classroom for him to go to do this. So, I’d say talk to the OT who can help Nolan figure out a way to calm himself and allow him a place to do it. Also, our ST is working on getting Sawyer to vocalize his feelings. (he’s 5 1/2 , I’m not sure if Nolan does this or not) Good luck! Renée Practically perfect people never permit sentiment to muddle their thinking. ~ Poppins _____ From: [mailto: ] On Behalf Of mskettle72000 Sent: Friday, April 15, 2005 7:28 AM Subject: ( ) IEP help PLEASE!!!!! My son Nolan is in 5th grade, diagnosed with Spergers for 2 years. Unfortunatley our school district doesn't know how to handle him. Lately he has been hiding under the stairwell and the school feels the need to punish him instead of dealing with his sensory overload. Can you please share the wording in your childrens IEP's that address similar issues? We have a PPT next week and I want to make sure that these issues aer addressed. Any suggestions would be helpful. Sally Quote Link to comment Share on other sites More sharing options...
Guest guest Posted April 18, 2005 Report Share Posted April 18, 2005 Velvet <johnvel@...> wrote: My son, too, is a " desk dweller. " Perhaps those diagnostic tests that are made to determine if children have AS/ASD should be compiled by parents; they could read something like this: check-mark here if your child sits under his/her desk at school, he/she keeps underware drawer full of rocks and marbles and bits of paper, can remember routes to places that leave you - the parent - looking baffled, but cannot remember where his/her particular body part is, etc.' LOL I am joking (kinda). The desk thing is not limited to my one son, it seems that my NT youngest has used this as his escape since kindergarten too. He is currently in grade 2 and I just got a call last week from the teacher expressing concern over his hiding under the desk - also his inability to focus, constant talking, etc. - yikes, here we go again with the ADHD concerns! I said to my dh, I think we should just take son #3's med, the Concerta, crush it and sprinkle it on top of the family salad... (kidding). - Velvet We used to have someone on this list who said she needed a family salt lick for meds. lol. Roxanna Look alive. Here comes a buzzard. -- Pogo --------------------------------- Mobile Take with you! Check email on your mobile phone. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted April 19, 2005 Report Share Posted April 19, 2005 On Apr 15, 2005, at 4:28 AM, mskettle72000 wrote: > My son Nolan is in 5th grade, diagnosed with Spergers for 2 years. > Unfortunatley our school district doesn't know how to handle him. > Lately he has been hiding under the stairwell and the school feels the > need to punish him instead of dealing with his sensory overload. Can > you please share the wording in your childrens IEP's that address > similar issues? We have a PPT next week and I want to make sure that > these issues aer addressed. Any suggestions would be helpful. > > Sally **Hi Sally. Just a quick note to ask you about his sensory diet. And how about breaks in class? Sounds like he is getting overwhelmed. That isn't being disobedient, that is based upon his disability! OT and such can help with this, tremendously, you can request it at his IEP meeting. How is his writing and coordination? If his writing is difficult to read, or if he labors with it, you can request an assessment due to need. It interferes with his academic performance. If it affects P.E. you may get in under there, as well. Otherwise, just bring what you can find about sensory diets and autism to the IEP meeting, you may have some convincing to do. Read The Out of Sync Child. And in a nutshell: http://www.bbbautism.com/sensory_diet.htm (best link of the three...has an actual diet to follow!) http://www.comeunity.com/disability/sensory_integration/ http://www.mindspring.com/~dgn/sensory.htm Tina livin' in Alphabet Soup with: , 6, AS/HFA , anxiety Jordan 10, GAD, BP, OCD Jasmine as NT as it gets, for now dw to Jon- AS but fixated on computers= $$ " The three most important voices: the voice of your heart, the voice of your gut and the voice of your child. " -Heidi Lissauer -adult with autism who has autistic children, as well Quote Link to comment Share on other sites More sharing options...
Guest guest Posted April 19, 2005 Report Share Posted April 19, 2005 On Apr 16, 2005, at 7:34 AM, Velvet wrote: > My son, too, is a " desk dweller. " Perhaps those diagnostic tests that > are made to determine if children have AS/ASD should be compiled by > parents; they could read something like this: check-mark here if your > child sits under his/her desk at school, he/she keeps underware > drawer full of rocks and marbles and bits of paper, can remember > routes to places that leave you - the parent - looking baffled, but > cannot remember where his/her particular body part is, etc.' LOL I am > joking (kinda). > **LOL You have been following my son, I see. Sticks, rocks, and swatches of Christmas paper from Christmas is what litter his drawers. Where are his clothes you ask? That's a really good question! And the first place he dives for comfort is under his desk. He also still knows how to get to my parents' house in Northern CA and the last time we went was at night, in Oct of last year! Still, if he finds us on that freeway, he always says, " This is the way to grammy and grampa's house! " He also compares places he has been to places he goes to. He can see the similarities in trees, or landscape, or buildings...and will say, " Oh, this looks like.... " And he is usually right! He didn't get that from me, I am terrible with directions. Tina livin' in Alphabet Soup with: , 6, AS/HFA , anxiety Jordan 10, GAD, BP, OCD Jasmine as NT as it gets, for now dw to Jon- AS but fixated on computers= $$ " The three most important voices: the voice of your heart, the voice of your gut and the voice of your child. " -Heidi Lissauer -adult with autism who has autistic children, as well Quote Link to comment Share on other sites More sharing options...
Guest guest Posted April 19, 2005 Report Share Posted April 19, 2005 On Apr 16, 2005, at 9:47 AM, Tombrello wrote: > The word from the district is that we will have to go on the waiting > list > to transfer to another home school, standing in line with everyone > else. > That is the current thinking. Our meeting is four weeks away. So things > might shift prior to the meeting, but I somewhat doubt that. > > T. > **ARgh! , I have a Really Big Stick. Should I come up there and thwap them? They are really ticking me off!! Tina livin' in Alphabet Soup with: , 6, AS/HFA , anxiety Jordan 10, GAD, BP, OCD Jasmine as NT as it gets, for now dw to Jon- AS but fixated on computers= $$ " The three most important voices: the voice of your heart, the voice of your gut and the voice of your child. " -Heidi Lissauer -adult with autism who has autistic children, as well Quote Link to comment Share on other sites More sharing options...
Guest guest Posted April 19, 2005 Report Share Posted April 19, 2005 Yeah, I'd take you up on this, but I'm afraid they'd throw you in jail, and that would not be a good thing. But your offer might give me a dream worth remembering! :-) T. At 07:46 PM 4/18/2005 -0700, you wrote: >On Apr 16, 2005, at 9:47 AM, Tombrello wrote: > > > The word from the district is that we will have to go on the waiting > > list > > to transfer to another home school, standing in line with everyone > > else. > > That is the current thinking. Our meeting is four weeks away. So things > > might shift prior to the meeting, but I somewhat doubt that. > > > > T. > > > >**ARgh! , I have a Really Big Stick. Should I come up there and >thwap them? They are really ticking me off!! > > > >Tina >livin' in Alphabet Soup with: >, 6, AS/HFA , anxiety >Jordan 10, GAD, BP, OCD >Jasmine as NT as it gets, for now >dw to Jon- AS but fixated on computers= $$ > > " The three most important voices: the voice of your heart, the voice of >your gut and the voice of your child. " -Heidi Lissauer -adult with >autism who has autistic children, as well > > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted April 19, 2005 Report Share Posted April 19, 2005 In a message dated 4/18/2005 9:26:34 PM Eastern Daylight Time, suso903tomb@... writes: Ah, well, our lawyer has warned us that we will probably have to file for due process ... She did say that sometimes she can finesse something in IEP team meetings. I've heard glowing things about her as well. and the new regs call for mandatory resolution sessions to take place before any due process hearings...so that may work to your advantage also. Pam Quote Link to comment Share on other sites More sharing options...
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