Guest guest Posted November 19, 2009 Report Share Posted November 19, 2009 Thank you for this information, I find myself in a IEP meeting being very emotional I hate it the way they can make me feel or how they talk about my son like he is a bother to have in school he is nonverbal and has behaviors that if they would look at why those behaviors happen . I'm getting the resource teacher and his class room teacher Helen Keller book for Christmas. On Tue, Nov 17, 2009 at 5:10 AM, <Maureen> wrote: > Write a Portrait of Your Child > > To be an effective advocate for your child you must learn how to be on an > equal > footing in IEP meetings. You must be able to articulate your concerns and > thoughts, which means careful preparation. Such preparation, while time > consuming will pay off handsomely. Preparation will give you a good > headstart on > getting your concerns and recommendations documented and considered by the > rest > of the IEP team members. The written record of the meeting is what counts > if > there is ever a dispute about what was said or what happened during an IEP > meeting. While the district takes the official minutes, you as the parent > are > entitled to have your input included in the record. The best way to ensure > your > concerns and recommendations are in the record are to take them to the > meeting > in writing. You can then ask to read it outloud and request it be included > with > the minutes as part of your parent input to the meeting. The following > strategies can assist you in accomplishing this task. > > > Writing " A Portrait " > Writing what amounts to a portrait of your child is a powerful tool for > parents > to use. Such a document can help keep the team directed towards your > child's > strengths, weaknesses, and educational needs. It is important to get your > child > front and center quickly at an IEP meeting. By reading your " Portrait " at > the > very beginning of the meeting you will immediately see the focus shift to > its > appropriate place, the needs of your child. > > Both the U.S. Department of Education and a State Department of Education > have > described to me a new way of writing a present level of performance that > describes the whole child, his strengths, weaknesses, and needs. Rather > than one > PLOP here and one there, this new approach, while not required, paints a > powerful portrait of the whole child. Parents can adopt this technique, > thus > helping the team see their child in a new way. By writing a " Portrait " , you > can > see that no strengths, weaknesses, or needs as you know them are overlooked > by > the team. While the team will write the official present levels of > performance, > such input from a parent is very powerful. IDEA recognizes that parents > have > unique knowledge of their child, knowledge that is crucial to successful > planning of placement and services. > > Benefits for both parents and the district > > Such parent documentation can help keep districts in compliance with the > law, > since all information, including parent input, is to be carefully > considered. > Since parents are equal participants, a written record of parent input can > clarify issues and concerns, and reduce the level of confusion sometimes > present > at a meeting. Parents can request that this document becomes part of their > official parent input to the meeting by making that request in writing, at > the > end of their " Portrait " . Districts have been very cooperative in this > effort to > see that parent input is treated as equal in importance to district > minutes. > > As a parent, I know how very difficult it can be to tie down your parental > concerns to specifics. But as you go through this exercise you may find > your > vision of your child and his or her needs come into sharper focus. You may > be > surprised at how much you learn about your child as you create your > portrait. > You will better prepared at the meeting to ask those all important > questions > regarding how your child's needs will be met. Your knowledge of his or her > strengths, weaknesses, likes, dislikes, fears, and dreams, is unique and > very > necessary to the total picture of the child. > > Step One: Document all of your child's needs in writing > Since the team is required to address all of the child's needs, it is > necessary > to assemble all of the pertinent information you have, including the last > multi > disciplinary evaluation, any medical or therapist's evaluations, > information > from good articles or books that pertain to your child's disability and > possible > needs, and your own invaluable knowledge of the needs. As you thumb through > all > this information, pick out all the needs you think are pertinent at this > time. > Write down each one as you find it. Since this is detailed work, it is best > to > do this exercise before you write your portrait. Think of it as assembling > the > essential materials before you start painting.If you try to skip this step, > you > may get bogged down in the details and " not see the forest for the trees " > when > it is time to complete the portrait. > > > Step two: Paint the background > > Think of the background of your portrait as would an artist. You want to > show > the overall colors that will set the scene for the details. For your > portrait, > you will write a description of your child, his personality and nature, how > the > disability impacts education and/or social skills, and describe any fears > or > frustrations. Weave into the background just a few education specifics at > this > time. > > You will likely find it very difficult to accomplish the next step, which > is to > cut it down to no more than one third of a page! The shorter you make it > the > greater the impact will be on the team. They are more likely to pay > attention. > Now you will have to slash and burn, but it will be with purpose. You must > choose only the most important facts. > > > Step Three: Insert your list of needs > > This is your opportunity to see that the team considers each and every need > documented in all your reports, evaluations, research, and personal > observationsThis is where you go into great detail. Do not worry about the > length of the list. Do not worry about whether everyone will pay attention > throughout your reading of this portion. The important thing is to get it > into > the written record of the meeting for consideration. Number each need. By > numbering each need each team member, including you, can track what needs > have > been addressed and what ones have not been addressed. You have a quick > reference > tool, in writing. > > Parents often find reading read articles and books on the relevant > disability or > disabilities helpful when assembling this list of needs. Such a book or > article > can put into words what we as parents often know but have difficulty > putting > into words. After all, we are not professionals. As you read pick out those > things that make you think " That's ny! " and " Yep,that is him! " or " It > is > like they wrote the book about ny! " Of course not everything will > apply, as > no two children are alike. Parents must be very careful to select only > those > characteristics that really describe their child. This exercise can help > add the > appropriate details onto your portrait canvas. > > > Step Four: Summing it up > > It is important to end the portrait on a positive note. This is a great > place to > write a brief description of your child's dreams for the future, what he or > she > wants to become, whether the child wants to go to college, live > independently, > etc. Include your dream for your child as well. Again, keep this paragraph > very > brief if you want to keep the team's attention. Often parents want to > include a > statement that they want to see their child become a successful, adult with > a > career, and able to live independently. > > Points to remember > > · Be sure to take enough copies for everyone on the team to have their own > copy. > > > · Keep yourself on task by reading the entire Portrait uninterrupted. > > > · Write on the document that you wish the Portrait to become part of the > written > record, as it is part of your parent input to the meeting. > > > · Do not list any recommendations in this document. This is your equivalent > of > your assessment of present levels of performance. Write a second document > of > Recommendations for Team Consideration and present it when the team reaches > the > point of considering what services and placement are needed. Trying to mix > the > two into one document dilutes the effectiveness of both. > > > > A Model > > Included here is a model portrait. This portrait is a real portrait by > parents > who have given their hearty permission to share it with other parents as a > model. After difficulty getting a team to see this child's needs and > disability > the parents wrote this Portrait of, (for the sake of privacy), . > After > the parents read the Portrait through nonstop the director of the meeting > sat > back a minute, reflected, and then said, " You have just described autism! " > The > portrait had empowered the whole team by bringing together many pieces of > the > puzzle that until then had not made a lot of sense. The realization led to > a > great meeting, serious planning, and meaningful services and placement. > Everyone > appeared relieved to finally realize the wide scope of " 's " > difficulties. > The teacher was empowered by being offered special training in this > disability. > Previously unrecognized communication needs and social skills needs were > addressed. Therapists understand the broader range of needs in the area of > speech and language. A meeting that started out with resentment and > frustration > on both sides became a dream meeting with problem solving, sharing, and > mutual > agreement. > > A Portrait of > > IEP Meeting (Date) > > > > is a very caring, sensitive child. He is excited about turning > seven years old this summer. He has a strong average verbal I.Q. and a high > average performance I.Q. His written language output is impacted by his > slow > motor skills and a compulsion to make his work appear perfect. This results > in > many erasures and false starts on his papers. > > > > If we consider the stronger, performance IQ as the more indicative of his > true ability, he shows a 17 point or greater discrepancy in the areas of > Reading > Comprehension, Oral Language, Broad Written Language, Written Expression, > Understanding Directions, Spelling, and Writing Fluency. > > If we consider the full scale I.Q. of (XXX), there is a 17 point or greater > discrepancy in writing fluency, broad written language, written expression, > and > spelling. > > > > While he is very motivated to make friends, he has a hard time knowing how > to appropriately interact with the few children who will play with him. He > has > a serous deficit in social skills that impact him both at school and at > home. > These problems include: > > > > Social Skills > > > > 1. He lacks understanding of social cues and tends to engage in one sided > interactions. > > 2. He has problems inferring the intentions of others. > > 3. He has difficulty appropriately initiating a conversation or > maintaining a give-and-take conversation. > > 4. He has great difficulty recognizing the emotions others are feeling as > he does not read nonverbal social cues, such as facial expressions or body > language. > > 5. He does not know how to appropriately respond to others' feelings. > > 6. The independent speech/language pathologist states that can > recognize a social situation, but has no clue as to how to problem solve in > social settings. > > 7. He can have very rigid expectations of what other people should do in a > seemingly prescripted social setting. Hi is improving slightly in this > area. > > 8. He has great difficulty understanding when others use figures of speech > and abstract concepts. He understands only concrete information. > > 9. He is very protective of personal space and does not understand how to > appropriately enforce the space when he feels the need. > > 10. He requires a long processing time and may not respond in the time > usually > allotted by peers for a response. > > 11. He does not understand unwritten rules, and that what may be the rule > in > one setting does not apply to all settings. This can cause problems in > change > of teachers or change of classrooms as well as in peer interactions. > > 12. The rules he does understand he applies rigidly, both to himself and to > others. > > 13. When extremely frustrated or over stimulated, will present as > catatonic until he calms down. > > 14. Indicators that his state is imminent are subtle and easily missed by > adults, much less by his peers. > > > > These social deficits have resulted in his being puzzled and hurt when > rebuffed by other children. He does not understand why they do not want to > play > with him. There have also been some unhappy incidents on the playground at > school. Unless social skill deficits are addressed intensively, with adult > coaching for understanding, implementation, and generalization, we have > serous > concerns about his future self-esteem. Without step by step instruction and > coaching, at school as well as at home, may be at risk as an adult > seeking higher education and'/or a profession or vocation. The ability to > successfully interact socially is a prerequisite to success as an adult. We > are > concerned that teachers be trained to sort out behaviors that result from > an > incompetency related to the disability, rather than view all misbehavior as > noncompliance. > > > > Sensory Issues > > > > 15. has always been very sensitive to noises, especially " sharp " > noises, or loud background noises. > > 16. He is very sensitive to maintaining his personal space, which is very > obvious when he is stressed out or overwhelmed. > > 17. He is very sensitive to many tastes and has just a few foods he will > eat. > He is very gradually improving in this area. > > > > Learning > > > > 18. Difficulty or slowness in retrieving specific answers to questions. > Recalls large chunks of information more efficiently, giving the appearance > of > efficient memory skills. > > 19. Needs plenty of time to retrieve such information. Sometimes needs > cuing > to successfully retrieve information > > 20. Motor difficulties that require OT services.(OT eval ….date) > > 21. Poor organizational skills. > > 22. Poor planning skills. > > 23. Difficulty in breaking large tasks into manageable chunks. > > 24. Difficulty with sustained attention (Psych ed eval…date) > > 25. Difficulty with exerting mental control (Psych ed eval…date) > > 26. Difficulty with concentration (Psych ed eval …Date) > > 27. Difficulty adapting to new situations(Psych Ed eval…Date) > > 28. Pragmatic skill difficulties requiring speech/language > therapy.(Speech/language eval…date) > > 29. Relative weakness in visual processing speed may make the task of > comprehending novel information more time consuming and difficult. (Psych > ed > eval,…date) > > 30. Detecting essential details in visually presented material and > differentiating them from nonessential materials. (Psych ed eval, …date) > > 31. Responding to questions about common events, objects, places, and > people. > (Psych ed eval,..Date) > > 32. Weakness in understanding number concepts, including unite and > geometric > measurement and simple one-step word problems.(Psych ed eval,…date) > > > > Strengths > > > > · Can organize visual information analyzing part-whole relationships > when information is presented spatially. (Psych ed eval,…date) > > · Ability to detect essential details in visually presented material and > to differentiate them from nonessential details. (Psych ed eval…date) > > · Numerical operations (Psych ed eval,…date) > > · Completing nonverbal tasks > > · Vocabulary (Psych ed eval, …date) > > · Replicating a three dimensional figure from a two dimensional visual > cue such as a picture. > > · Creating imaginative stories and expressing them verbally > > · Appreciates obviously silly and absurd humor > > · Is very caring about family members, friends, and even strangers > > · Is very tender hearted > > > > Future Hopes > > > > We hope will keep his enthusiasm for learning. We want him to be > a productive, independent member of society. We wish for him to have a > great > support network of good friends, and hope that by the time he is an adult, > Vincnet > will have the ability to read social situations realistically and problem > solve > appropriately. > > > > We respectfully request this Portrait of be included in the written > record of this meeting as part of our parent input. > > > > > > > > > > > > ------------------------------------ > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted November 19, 2009 Report Share Posted November 19, 2009 Your child has just as much a right to be there as the others. My son is 6 and just getting words in now, we are so lucky to be in a school setting where they are so kind and want my son there, my problem is with the special education bus drivers, some of them are real jerks, you would think they would be more understanding and know that some kids need toys as transitional items. It is hard when your child doesn't have the verbal speech to express himself, they should be ashamed of themselves for making you feel like he is a bother, that is their job. In a message dated 11/19/2009 12:48:38 P.M. Central Standard Time, zoo.4kings@... writes: Thank you for this information, I find myself in a IEP meeting being very emotional I hate it the way they can make me feel or how they talk about my son like he is a bother to have in school he is nonverbal and has behaviors that if they would look at why those behaviors happen . I'm getting the resource teacher and his class room teacher Helen Keller book for Christmas. On Tue, Nov 17, 2009 at 5:10 AM, <Maureen> wrote: > Write a Portrait of Your Child > > To be an effective advocate for your child you must learn how to be on an > equal > footing in IEP meetings. You must be able to articulate your concerns and > thoughts, which means careful preparation. Such preparation, while time > consuming will pay off handsomely. Preparation will give you a good > headstart on > getting your concerns and recommendations documented and considered by the > rest > of the IEP team members. The written record of the meeting is what counts > if > there is ever a dispute about what was said or what happened during an IEP > meeting. While the district takes the official minutes, you as the parent > are > entitled to have your input included in the record. The best way to ensure > your > concerns and recommendations are in the record are to take them to the > meeting > in writing. You can then ask to read it outloud and request it be included > with > the minutes as part of your parent input to the meeting. The following > strategies can assist you in accomplishing this task. > > > Writing " A Portrait " > Writing what amounts to a portrait of your child is a powerful tool for > parents > to use. Such a document can help keep the team directed towards your > child's > strengths, weaknesses, and educational needs. It is important to get your > child > front and center quickly at an IEP meeting. By reading your " Portrait " at > the > very beginning of the meeting you will immediately see the focus shift to > its > appropriate place, the needs of your child. > > Both the U.S. Department of Education and a State Department of Education > have > described to me a new way of writing a present level of performance that > describes the whole child, his strengths, weaknesses, and needs. Rather > than one > PLOP here and one there, this new approach, while not required, paints a > powerful portrait of the whole child. Parents can adopt this technique, > thus > helping the team see their child in a new way. By writing a " Portrait " , you > can > see that no strengths, weaknesses, or needs as you know them are overlooked > by > the team. While the team will write the official present levels of > performance, > such input from a parent is very powerful. IDEA recognizes that parents > have > unique knowledge of their child, knowledge that is crucial to successful > planning of placement and services. > > Benefits for both parents and the district > > Such parent documentation can help keep districts in compliance with the > law, > since all information, including parent input, is to be carefully > considered. > Since parents are equal participants, a written record of parent input can > clarify issues and concerns, and reduce the level of confusion sometimes > present > at a meeting. Parents can request that this document becomes part of their > official parent input to the meeting by making that request in writing, at > the > end of their " Portrait " . Districts have been very cooperative in this > effort to > see that parent input is treated as equal in importance to district > minutes. > > As a parent, I know how very difficult it can be to tie down your parental > concerns to specifics. But as you go through this exercise you may find > your > vision of your child and his or her needs come into sharper focus. You may > be > surprised at how much you learn about your child as you create your > portrait. > You will better prepared at the meeting to ask those all important > questions > regarding how your child's needs will be met. Your knowledge of his or her > strengths, weaknesses, likes, dislikes, fears, and dreams, is unique and > very > necessary to the total picture of the child. > > Step One: Document all of your child's needs in writing > Since the team is required to address all of the child's needs, it is > necessary > to assemble all of the pertinent information you have, including the last > multi > disciplinary evaluation, any medical or therapist's evaluations, > information > from good articles or books that pertain to your child's disability and > possible > needs, and your own invaluable knowledge of the needs. As you thumb through > all > this information, pick out all the needs you think are pertinent at this > time. > Write down each one as you find it. Since this is detailed work, it is best > to > do this exercise before you write your portrait. Think of it as assembling > the > essential materials before you start painting.If you try to skip this step, > you > may get bogged down in the details and " not see the forest for the trees " > when > it is time to complete the portrait. > > > Step two: Paint the background > > Think of the background of your portrait as would an artist. You want to > show > the overall colors that will set the scene for the details. For your > portrait, > you will write a description of your child, his personality and nature, how > the > disability impacts education and/or social skills, and describe any fears > or > frustrations. Weave into the background just a few education specifics at > this > time. > > You will likely find it very difficult to accomplish the next step, which > is to > cut it down to no more than one third of a page! The shorter you make it > the > greater the impact will be on the team. They are more likely to pay > attention. > Now you will have to slash and burn, but it will be with purpose. You must > choose only the most important facts. > > > Step Three: Insert your list of needs > > This is your opportunity to see that the team considers each and every need > documented in all your reports, evaluations, research, and personal > observationsThis is where you go into great detail. Do not worry about the > length of the list. Do not worry about whether everyone will pay attention > throughout your reading of this portion. The important thing is to get it > into > the written record of the meeting for consideration. Number each need. By > numbering each need each team member, including you, can track what needs > have > been addressed and what ones have not been addressed. You have a quick > reference > tool, in writing. > > Parents often find reading read articles and books on the relevant > disability or > disabilities helpful when assembling this list of needs. Such a book or > article > can put into words what we as parents often know but have difficulty > putting > into words. After all, we are not professionals. As you read pick out those > things that make you think " That's ny! " and " Yep,that is him! " or " It > is > like they wrote the book about ny! " Of course not everything will > apply, as > no two children are alike. Parents must be very careful to select only > those > characteristics that really describe their child. This exercise can help > add the > appropriate details onto your portrait canvas. > > > Step Four: Summing it up > > It is important to end the portrait on a positive note. This is a great > place to > write a brief description of your child's dreams for the future, what he or > she > wants to become, whether the child wants to go to college, live > independently, > etc. Include your dream for your child as well. Again, keep this paragraph > very > brief if you want to keep the team's attention. Often parents want to > include a > statement that they want to see their child become a successful, adult with > a > career, and able to live independently. > > Points to remember > > · Be sure to take enough copies for everyone on the team to have their own > copy. > > > · Keep yourself on task by reading the entire Portrait uninterrupted. > > > · Write on the document that you wish the Portrait to become part of the > written > record, as it is part of your parent input to the meeting. > > > · Do not list any recommendations in this document. This is your equivalent > of > your assessment of present levels of performance. Write a second document > of > Recommendations for Team Consideration and present it when the team reaches > the > point of considering what services and placement are needed. Trying to mix > the > two into one document dilutes the effectiveness of both. > > > > A Model > > Included here is a model portrait. This portrait is a real portrait by > parents > who have given their hearty permission to share it with other parents as a > model. After difficulty getting a team to see this child's needs and > disability > the parents wrote this Portrait of, (for the sake of privacy), . > After > the parents read the Portrait through nonstop the director of the meeting > sat > back a minute, reflected, and then said, " You have just described autism! " > The > portrait had empowered the whole team by bringing together many pieces of > the > puzzle that until then had not made a lot of sense. The realization led to > a > great meeting, serious planning, and meaningful services and placement. > Everyone > appeared relieved to finally realize the wide scope of " 's " > difficulties. > The teacher was empowered by being offered special training in this > disability. > Previously unrecognized communication needs and social skills needs were > addressed. Therapists understand the broader range of needs in the area of > speech and language. A meeting that started out with resentment and > frustration > on both sides became a dream meeting with problem solving, sharing, and > mutual > agreement. > > A Portrait of > > IEP Meeting (Date) > > > > is a very caring, sensitive child. He is excited about turning > seven years old this summer. He has a strong average verbal I.Q. and a high > average performance I.Q. His written language output is impacted by his > slow > motor skills and a compulsion to make his work appear perfect. This results > in > many erasures and false starts on his papers. > > > > If we consider the stronger, performance IQ as the more indicative of his > true ability, he shows a 17 point or greater discrepancy in the areas of > Reading > Comprehension, Oral Language, Broad Written Language, Written Expression, > Understanding Directions, Spelling, and Writing Fluency. > > If we consider the full scale I.Q. of (XXX), there is a 17 point or greater > discrepancy in writing fluency, broad written language, written expression, > and > spelling. > > > > While he is very motivated to make friends, he has a hard time knowing how > to appropriately interact with the few children who will play with him. He > has > a serous deficit in social skills that impact him both at school and at > home. > These problems include: > > > > Social Skills > > > > 1. He lacks understanding of social cues and tends to engage in one sided > interactions. > > 2. He has problems inferring the intentions of others. > > 3. He has difficulty appropriately initiating a conversation or > maintaining a give-and-take conversation. > > 4. He has great difficulty recognizing the emotions others are feeling as > he does not read nonverbal social cues, such as facial expressions or body > language. > > 5. He does not know how to appropriately respond to others' feelings. > > 6. The independent speech/language pathologist states that can > recognize a social situation, but has no clue as to how to problem solve in > social settings. > > 7. He can have very rigid expectations of what other people should do in a > seemingly prescripted social setting. Hi is improving slightly in this > area. > > 8. He has great difficulty understanding when others use figures of speech > and abstract concepts. He understands only concrete information. > > 9. He is very protective of personal space and does not understand how to > appropriately enforce the space when he feels the need. > > 10. He requires a long processing time and may not respond in the time > usually > allotted by peers for a response. > > 11. He does not understand unwritten rules, and that what may be the rule > in > one setting does not apply to all settings. This can cause problems in > change > of teachers or change of classrooms as well as in peer interactions. > > 12. The rules he does understand he applies rigidly, both to himself and to > others. > > 13. When extremely frustrated or over stimulated, will present as > catatonic until he calms down. > > 14. Indicators that his state is imminent are subtle and easily missed by > adults, much less by his peers. > > > > These social deficits have resulted in his being puzzled and hurt when > rebuffed by other children. He does not understand why they do not want to > play > with him. There have also been some unhappy incidents on the playground at > school. Unless social skill deficits are addressed intensively, with adult > coaching for understanding, implementation, and generalization, we have > serous > concerns about his future self-esteem. Without step by step instruction and > coaching, at school as well as at home, may be at risk as an adult > seeking higher education and'/or a profession or vocation. The ability to > successfully interact socially is a prerequisite to success as an adult. We > are > concerned that teachers be trained to sort out behaviors that result from > an > incompetency related to the disability, rather than view all misbehavior as > noncompliance. > > > > Sensory Issues > > > > 15. has always been very sensitive to noises, especially " sharp " > noises, or loud background noises. > > 16. He is very sensitive to maintaining his personal space, which is very > obvious when he is stressed out or overwhelmed. > > 17. He is very sensitive to many tastes and has just a few foods he will > eat. > He is very gradually improving in this area. > > > > Learning > > > > 18. Difficulty or slowness in retrieving specific answers to questions. > Recalls large chunks of information more efficiently, giving the appearance > of > efficient memory skills. > > 19. Needs plenty of time to retrieve such information. Sometimes needs > cuing > to successfully retrieve information > > 20. Motor difficulties that require OT services.(OT eval ….date) > > 21. Poor organizational skills. > > 22. Poor planning skills. > > 23. Difficulty in breaking large tasks into manageable chunks. > > 24. Difficulty with sustained attention (Psych ed eval…date) > > 25. Difficulty with exerting mental control (Psych ed eval…date) > > 26. Difficulty with concentration (Psych ed eval …Date) > > 27. Difficulty adapting to new situations(Psych Ed eval…Date) > > 28. Pragmatic skill difficulties requiring speech/language > therapy.(Speech/language eval…date) > > 29. Relative weakness in visual processing speed may make the task of > comprehending novel information more time consuming and difficult. (Psych > ed > eval,…date) > > 30. Detecting essential details in visually presented material and > differentiating them from nonessential materials. (Psych ed eval, …date) > > 31. Responding to questions about common events, objects, places, and > people. > (Psych ed eval,..Date) > > 32. Weakness in understanding number concepts, including unite and > geometric > measurement and simple one-step word problems.(Psych ed eval,…date) > > > > Strengths > > > > · Can organize visual information analyzing part-whole relationships > when information is presented spatially. (Psych ed eval,…date) > > · Ability to detect essential details in visually presented material and > to differentiate them from nonessential details. (Psych ed eval…date) > > · Numerical operations (Psych ed eval,…date) > > · Completing nonverbal tasks > > · Vocabulary (Psych ed eval, …date) > > · Replicating a three dimensional figure from a two dimensional visual > cue such as a picture. > > · Creating imaginative stories and expressing them verbally > > · Appreciates obviously silly and absurd humor > > · Is very caring about family members, friends, and even strangers > > · Is very tender hearted > > > > Future Hopes > > > > We hope will keep his enthusiasm for learning. We want him to be > a productive, independent member of society. We wish for him to have a > great > support network of good friends, and hope that by the time he is an adult, > Vincnet > will have the ability to read social situations realistically and problem > solve > appropriately. > > > > We respectfully request this Portrait of be included in the written > record of this meeting as part of our parent input. > > > > > > > > > > > > ------------------------------------ > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted November 23, 2009 Report Share Posted November 23, 2009 How would any one of us feel to be put through the kind of evaluation and scrutiny that we put children though? This sounds like a valuable exercise for parents to do, but personally, I would not share it with The System. I would look at the portrait and decide what are the areas that are most important for my child to receive help with. I don't know about you, but there are a lot of imperfections in my brain. And like many adults, I get along just fine in this world. I'm not sure it would have served me well to have had these things broadcast to all of my teachers. I have been asking myself a lot why we put children under such powerful microscopes. Does the good outweigh the bad? - Quote Link to comment Share on other sites More sharing options...
Guest guest Posted November 24, 2009 Report Share Posted November 24, 2009 A lot of parents in IEP meetings get flustered and dont remember all the things that they want the team to know about your child.If you've never done one yet--its very easy to forget the things you want them to know outside of their evaluations and to give a complete picture of a child they may never have met. This is just a way to keep your thoughts organized--no one said it has to be used or that all of the parts of it have to be used. Its just another tool to get our kids their services when dealing with the school district. It came from an IEP group: To be an effective advocate for your child you must learn how to be on an equal footing in IEP meetings. You must be able to articulate your concerns and thoughts, which means careful preparation. Such preparation, while time consuming will pay off handsomely. Preparation will give you a good headstart on getting your concerns and recommendations documented and considered by the rest of the IEP team members. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted November 24, 2009 Report Share Posted November 24, 2009 I was very grateful for that email. We are going through some very difficult times with the school right now and that portrait enables me to be a little more organized when they are trying to talk over me and i get flustered and lose my train of thought. I thought it was great, and i've been at the iep process a little longer than most here. ________________________________ From: mosense <mosense@...> Sent: Tue, November 24, 2009 2:07:23 PM Subject: [ ] Re: A Portrait  A lot of parents in IEP meetings get flustered and dont remember all the things that they want the team to know about your child.If you've never done one yet--its very easy to forget the things you want them to know outside of their evaluations and to give a complete picture of a child they may never have met. This is just a way to keep your thoughts organized--no one said it has to be used or that all of the parts of it have to be used. Its just another tool to get our kids their services when dealing with the school district. It came from an IEP group: To be an effective advocate for your child you must learn how to be on an equal footing in IEP meetings. You must be able to articulate your concerns and thoughts, which means careful preparation. Such preparation, while time consuming will pay off handsomely. Preparation will give you a good headstart on getting your concerns and recommendations documented and considered by the rest of the IEP team members. __________________________________________________________________ Get the name you've always wanted @ymail.com or @rocketmail.com! Go to http://ca.promos./jacko/ Quote Link to comment Share on other sites More sharing options...
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