Question: Unique Curriculum

[Guest guest]

Can anyone advise me on the following: My son is going to be eighteen next month and I'm getting prepared for his transition IEP. He attends a public school that is basically a center for Pre K through adult students who have special needs. As I have stated to the ESE Specialist and the IEP team, I want academics to be included in my son's transition IEP. What I'm being told is that they follow something called a Unique Curriculum, which includes quite a bit of vocational objectives.....which I'm fine with, but I want to make sure that they are accountable for continuing academic goals such as reading, comprehension, money skills, etc. My question is: Doesn't my son's IEP supercede their Unique Curriculum? Also, is my son still able to receive accommodations and modifications to the curriculum that they are using? This is one of my current disagreements with them.......as well as the fact that they have based a lot of what my son is able to participate in throughout the school day due to the possibility of "behavior issues." Our last meeting ended with me stating to his teacher that she will not "define my son by his past behavior." The never ending battle of wits continues this Thursday, at his transition meeting. Please advise, if anyone has any knowledge on these subject areas. Thanks so much, in advance!

Lesli

[Guest guest]

This unique curriculum sounds like a standard thing disguised by a title that says unique but it's far from unique. You need to ask your IEP team how your son is going to access the academic curriculum and be successful. He should have goals and they need to tell you how is he going to meet his goals and be successful. ALWAYS ASK the questions because then THEY HAVE to answer. When you talk they don't do anything but make you go around in circles and they get out of everything. When you ask a question it's direct and they need to answer it AND you make sure it is then put down on the IEP. Make the accountable. Ask for weekly data sheets from the work they do at school so you keep them accountable on the academic curriculum. MAKE SURE THAT IS WRITTEN ON THE ACCOMODATIONS PAGE and that it specifies weekly data sheets which means the teacher will have to send you data on his IEP academic goals....That's how you nail them. As long as it is written they have to be accountable. If next year they don't send you data CALL a meeting and make them accountable. It's a legal document.

About the behavioral issues...tell them you want a Functional Behavioral Assessment - you are entitled to this. The District sends someone from outside who comes in and observes the whole day and make recommendations. When they tell you he has behavioral issues impeding his progress YOU TELL THEM IT IS PART OF THE DISORDER AND WHAT HAVE THEY DONE TO CORRECT THE PROBLEM. Remember IEP teams are notorious for throwing the ball back in your court so the problem is your child. You throw it back to them and make it THEIR responsibility because it's part of their job. You might want to have an Autism Resource teacher come in and observe...they will give their recommendations and then have them at your IEP meeting. Teachers usually have to follow the recommendations of the Autism Resource Teachers because they are hired by the District. The Autism Resource Teachers usually will make sure the academics are on track if that is what the parents want. They try and liaison between the parents and the teacher.

One other thing...have you thought about what kind of a job your son might be able to do? Then there might be some academic training required such as computers, etc. This way you can tie that in as well. Be confidant and firm...so they know you mean business. Good Luck...

Can anyone advise me on the following: My son is going to be eighteen next month and I'm getting prepared for his transition IEP. He attends a public school that is basically a center for Pre K through adult students who have special needs. As I have stated to the ESE Specialist and the IEP team, I want academics to be included in my son's transition IEP. What I'm being told is that they follow something called a Unique Curriculum, which includes quite a bit of vocational objectives.....which I'm fine with, but I want to make sure that they are accountable for continuing academic goals such as reading, comprehension, money skills, etc. My question is: Doesn't my son's IEP supercede their Unique Curriculum? Also, is my son still able to receive accommodations and modifications to the curriculum that they are using? This is one of my current disagreements with them.......as well as the fact that they have based a lot of what my son is able to participate in throughout the school day due to the possibility of "behavior issues." Our last meeting ended with me stating to his teacher that she will not "define my son by his past behavior." The never ending battle of wits continues this Thursday, at his transition meeting. Please advise, if anyone has any knowledge on these subject areas. Thanks so much, in advance!

Lesli

[Guest guest]

.......thanks so much for the response. Your suggestions were right on the money! I actually went to my son's school about two weeks ago with his behaviorist and we made sure that they provided data and an FBA. The problem is that now I have to police them to make sure that they're following it. I've observed my son in his classroom on four separate occasions and have left the school fuming due to the lack of education that is going on. Hence the weekly meetings which have been draining. After last weeks meeting when my son's teacher said that the reason why she didn't allow him to help refill the soda machine was because he may strike one of the students, I had had enough. So, his IEP Transition meeting has been moved up to this Thursday instead of next month......and I'm just trying to prepare myself. I will also try and find out who the Autism Resource contact is in the county. Yes, I have requested, on case conference sheets that my son utilize the computer for any academics or anything comparable because this is a strength area. I have requested to see data on everything from computer access to video-modeling to social stories. I have a feeling that I'm in for another two hour meeting......but this time I want total accountability. Once again, thank you ....sometimes it feels like a downhill battle that's been going on forever. But, your words do help......

Lesli

Re: Question: Unique Curriculum

This unique curriculum sounds like a standard thing disguised by a title that says unique but it's far from unique. You need to ask your IEP team how your son is going to access the academic curriculum and be successful. He should have goals and they need to tell you how is he going to meet his goals and be successful. ALWAYS ASK the questions because then THEY HAVE to answer. When you talk they don't do anything but make you go around in circles and they get out of everything. When you ask a question it's direct and they need to answer it AND you make sure it is then put down on the IEP. Make the accountable. Ask for weekly data sheets from the work they do at school so you keep them accountable on the academic curriculum. MAKE SURE THAT IS WRITTEN ON THE ACCOMODATIONS PAGE and that it specifies weekly data sheets which means the teacher will have to send you data on his IEP academic goals....That's how you nail them. As long as it is written they have to be accountable. If next year they don't send you data CALL a meeting and make them accountable. It's a legal document.

About the behavioral issues...tell them you want a Functional Behavioral Assessment - you are entitled to this. The District sends someone from outside who comes in and observes the whole day and make recommendations. When they tell you he has behavioral issues impeding his progress YOU TELL THEM IT IS PART OF THE DISORDER AND WHAT HAVE THEY DONE TO CORRECT THE PROBLEM. Remember IEP teams are notorious for throwing the ball back in your court so the problem is your child. You throw it back to them and make it THEIR responsibility because it's part of their job. You might want to have an Autism Resource teacher come in and observe...they will give their recommendations and then have them at your IEP meeting. Teachers usually have to follow the recommendations of the Autism Resource Teachers because they are hired by the District. The Autism Resource Teachers usually will make sure the academics are on track if that is what the parents want. They try and liaison between the parents and the teacher.

One other thing...have you thought about what kind of a job your son might be able to do? Then there might be some academic training required such as computers, etc. This way you can tie that in as well. Be confidant and firm...so they know you mean business. Good Luck...

Can anyone advise me on the following: My son is going to be eighteen next month and I'm getting prepared for his transition IEP. He attends a public school that is basically a center for Pre K through adult students who have special needs. As I have stated to the ESE Specialist and the IEP team, I want academics to be included in my son's transition IEP. What I'm being told is that they follow something called a Unique Curriculum, which includes quite a bit of vocational objectives.....which I'm fine with, but I want to make sure that they are accountable for continuing academic goals such as reading, comprehension, money skills, etc. My question is: Doesn't my son's IEP supercede their Unique Curriculum? Also, is my son still able to receive accommodations and modifications to the curriculum that they are using? This is one of my current disagreements with them.......as well as the fact that they have based a lot of what my son is able to participate in throughout the school day due to the possibility of "behavior issues." Our last meeting ended with me stating to his teacher that she will not "define my son by his past behavior." The never ending battle of wits continues this Thursday, at his transition meeting. Please advise, if anyone has any knowledge on these subject areas. Thanks so much, in advance!

Lesli

[Guest guest]

I agree with Theresa but also I think it is a good idea to have solutions prepared after you ask the questions and their answers fall short.

For example: you son needs specific goals that prepare him for work (need to identify as Theresa suggested) or continued study in an ADULT DAY TRAINING program. This certainly/probalby requires computer training and technology access equipment,which can be overlayed/related to their suggested "unique curriculum" . Remember it can be a great unique curriculum (though I doubt it LOL) BUT your son's IEP must address your SON'S PERSONAL EDUCATIONAL GOALS as they relate/access that curriculum in preparation for his FUTURE. Caution: Should this center have an adjunct Day Training Program (for center students who age out) that they say will work for him ....have alternatives ready with reasoning/justification.

FYI My son is 18 as well , and his IEP which has already been completed is preparing him for work/attendance at a Day Training Facility( ACADEMUS Adult Day Care & Learning Center) that I will be opening in September (though he will not access until he ages out) ...including use of ipads and computer access accommodations and appropriate/light academics.

Warm regards,

Diane

Re: Question: Unique Curriculum

This unique curriculum sounds like a standard thing disguised by a title that says unique but it's far from unique. You need to ask your IEP team how your son is going to access the academic curriculum and be successful. He should have goals and they need to tell you how is he going to meet his goals and be successful. ALWAYS ASK the questions because then THEY HAVE to answer. When you talk they don't do anything but make you go around in circles and they get out of everything. When you ask a question it's direct and they need to answer it AND you make sure it is then put down on the IEP. Make the accountable. Ask for weekly data sheets from the work they do at school so you keep them accountable on the academic curriculum. MAKE SURE THAT IS WRITTEN ON THE ACCOMODATIONS PAGE and that it specifies weekly data sheets which means the teacher will have to send you data on his IEP academic goals....That's how you nail them. As long as it is written they have to be accountable. If next year they don't send you data CALL a meeting and make them accountable. It's a legal document.

About the behavioral issues...tell them you want a Functional Behavioral Assessment - you are entitled to this. The District sends someone from outside who comes in and observes the whole day and make recommendations. When they tell you he has behavioral issues impeding his progress YOU TELL THEM IT IS PART OF THE DISORDER AND WHAT HAVE THEY DONE TO CORRECT THE PROBLEM. Remember IEP teams are notorious for throwing the ball back in your court so the problem is your child. You throw it back to them and make it THEIR responsibility because it's part of their job. You might want to have an Autism Resource teacher come in and observe...they will give their recommendations and then have them at your IEP meeting. Teachers usually have to follow the recommendations of the Autism Resource Teachers because they are hired by the District. The Autism Resource Teachers usually will make sure the academics are on track if that is what the parents want. They try and liaison between the parents and the teacher.

One other thing...have you thought about what kind of a job your son might be able to do? Then there might be some academic training required such as computers, etc. This way you can tie that in as well. Be confidant and firm...so they know you mean business. Good Luck...

Can anyone advise me on the following: My son is going to be eighteen next month and I'm getting prepared for his transition IEP. He attends a public school that is basically a center for Pre K through adult students who have special needs. As I have stated to the ESE Specialist and the IEP team, I want academics to be included in my son's transition IEP. What I'm being told is that they follow something called a Unique Curriculum, which includes quite a bit of vocational objectives.....which I'm fine with, but I want to make sure that they are accountable for continuing academic goals such as reading, comprehension, money skills, etc. My question is: Doesn't my son's IEP supercede their Unique Curriculum? Also, is my son still able to receive accommodations and modifications to the curriculum that they are using? This is one of my current disagreements with them.......as well as the fact that they have based a lot of what my son is able to participate in throughout the school day due to the possibility of "behavior issues." Our last meeting ended with me stating to his teacher that she will not "define my son by his past behavior." The never ending battle of wits continues this Thursday, at his transition meeting. Please advise, if anyone has any knowledge on these subject areas. Thanks so much, in advance!

Lesli

[Guest guest]

unique curriculum is the one used at Broward or students with intellectual disability and it round around repetition on concepts until the student learn it.Sent from my iPadOmayra Matamoros, MHSA, JD

This unique curriculum sounds like a standard thing disguised by a title that says unique but it's far from unique. You need to ask your IEP team how your son is going to access the academic curriculum and be successful. He should have goals and they need to tell you how is he going to meet his goals and be successful. ALWAYS ASK the questions because then THEY HAVE to answer. When you talk they don't do anything but make you go around in circles and they get out of everything. When you ask a question it's direct and they need to answer it AND you make sure it is then put down on the IEP. Make the accountable. Ask for weekly data sheets from the work they do at school so you keep them accountable on the academic curriculum. MAKE SURE THAT IS WRITTEN ON THE ACCOMODATIONS PAGE and that it specifies weekly data sheets which means the teacher will have to send you data on his IEP academic goals....That's how you nail them. As long as it is written they have to be accountable. If next year they don't send you data CALL a meeting and make them accountable. It's a legal document.

About the behavioral issues...tell them you want a Functional Behavioral Assessment - you are entitled to this. The District sends someone from outside who comes in and observes the whole day and make recommendations. When they tell you he has behavioral issues impeding his progress YOU TELL THEM IT IS PART OF THE DISORDER AND WHAT HAVE THEY DONE TO CORRECT THE PROBLEM. Remember IEP teams are notorious for throwing the ball back in your court so the problem is your child. You throw it back to them and make it THEIR responsibility because it's part of their job. You might want to have an Autism Resource teacher come in and observe...they will give their recommendations and then have them at your IEP meeting. Teachers usually have to follow the recommendations of the Autism Resource Teachers because they are hired by the District. The Autism Resource Teachers usually will make sure the academics are on track if that is what the parents want. They try and liaison between the parents and the teacher.

One other thing...have you thought about what kind of a job your son might be able to do? Then there might be some academic training required such as computers, etc. This way you can tie that in as well. Be confidant and firm...so they know you mean business. Good Luck...

Can anyone advise me on the following: My son is going to be eighteen next month and I'm getting prepared for his transition IEP. He attends a public school that is basically a center for Pre K through adult students who have special needs. As I have stated to the ESE Specialist and the IEP team, I want academics to be included in my son's transition IEP. What I'm being told is that they follow something called a Unique Curriculum, which includes quite a bit of vocational objectives.....which I'm fine with, but I want to make sure that they are accountable for continuing academic goals such as reading, comprehension, money skills, etc. My question is: Doesn't my son's IEP supercede their Unique Curriculum? Also, is my son still able to receive accommodations and modifications to the curriculum that they are using? This is one of my current disagreements with them.......as well as the fact that they have based a lot of what my son is able to participate in throughout the school day due to the possibility of "behavior issues." Our last meeting ended with me stating to his teacher that she will not "define my son by his past behavior." The never ending battle of wits continues this Thursday, at his transition meeting. Please advise, if anyone has any knowledge on these subject areas. Thanks so much, in advance!

Lesli