Re: Re: IEP Meeting was Today- LISA

[Guest guest]

-

You deserve a lot of the credit for my victory..... I printed out all of

the articles that you had posted, I read and re-read important sections of

your book. I did print out various forms of the PA Law, per your suggestion,

and I read and re-read those as well. You helped me to have added passion

for what I believed in..... and that passion came through during the

meeting.

I went in there so prepared..... but most of all, I had a belief of what

was right... and I was not going to settle for anything BUT what was

APPROPRIATE for my Son.... LOL- my hubby used the word " best " a few times....

it

was perfect..... and gave me a chance to say " that we can't expect the best,

but we CAN expect what is APPROPRIATE for the individual needs of our

Son " !

I want to tell you about something that I did that helped.....

I took every bit of info that I had gathered, along with my notes of what

we wanted for our Son and I organized it into an " Outline Form " ..... (just

like one would do if they were prepping for a Speech)..... I typed this out

in Large Font- and printed a copy for myself and for my hubby. Each page

dealt with one topic. I printed out several copies of all of the articles,

highlighted key points, and organized each into their own file folder. Each

file folder had a letter (A through D) on it. My outline had references

to these articles by letter..... so all I had to do was, for example, pull

articles from folder A when I was speaking of that topic. I found that

this really helped.... we were able to " keep on target " because they sure did

a lot of talking. The large font made it easier for us to read our

outlines. The final page of the Outline had a Summary of everything that we

wanted.... this helped to be sure that we covered each area. I would suggest

that everyone do this..... it helps to think of every detail.... and

organize them in this manner because it is easy to forget something during the

Meeting..... An added bonus is that as you are typing your outline, you are

able to organize your thoughts in your own memory !

Another thing that helped was to ask " how much time do we have " ..... this

was our first question. As I said, they were doing quite a lot of

talking.... and I tried redirect them to more important topics. For example,

we did

not have to have them re-read the entire Eval. Report.... we already read

it...

We knew that our Son qualified for Speech, OT and PT..... We asked that we

start of with the most important topic-- SPEECH.... because we thought that

this would take up the most time. Once we were done with the Speech part,

we blew through the OT and PT parts.

We did have two very nice people present from the School, who really seemed

to have our Son's best interests at heart... this helped as well. We felt

fortunate that they both seemed to understand our concerns. One of them was

a Supervisor, who also had Speech Experience- she knew about Apraxia....

and was very open to our suggestions. I at times wonder if she has been on

our site, and if she had read some of my angry comments about how my

EI Coordinator was telling me that the School will refuse to do Indiv.

Speech Therapy!

The last suggestion that I have to others is to ask if you can be e-mailed

a Draft of the IEP.... This can save you and the School People time.....

Just being able to read a " Partial Draft " prior to the Meeting was helpful.

For example, since I had read many things in the Draft, we did not have to

sit there and have them read the whole thing to us. We were also able to

develop suggestions to " tweak " some of the Goals to make them even more

appropriate for our Son.

You mentioned setting up a section on Big Tent of " PA people " .... I would

be glad to do what I can to help others in my State. I do want to let you

know that I would not have been where I am now if it were not for you....

Thanks so much!

Here is my Outline- maybe it will help others-

QUESTIONS FOR IEP MEETING

1. Find out how much time we have.

2. Give note to - discuss what I wrote.

-Nursemaid's Elbow risk- avoid pulling arms, call us if he is crying.

- Would like to develop a Goal that addresses separation anxiety....

permit

mom to come to class with him for first day for ___ time, Permit him

to

visit Classroom, meet teacher.

- Add Communication Book concept to IEP- could write it in all goals.

Staff will communicate to mom on weekly basis.

- Make sure W sitting is addressed in PT Goals

3. Is Handbook Correct one? Ask about potty training issue.

4. What is process if Goals not met? How often will Goals be addressed in

regard to need for developing alternate strategies?

5. We would like to request a 6 month IEP review

6. We saw in Handbook that you do use Progress Monitoring. We would like

all reports..... Are they done weekly? Please say we will receive reports in

IEP.

7. We would like to have " Extended School Year " or Summer Program written

in IEP. Can add it as a strategy for each type of Service.

8. Would like to see a Goal that addresses Social Skill Development

SPEECH

1. Apraxia Diagnosis (Moderate to Severe)

2. Neuro based Speech Disorder

3. Include Battelle Speech Scores in IEP Report

4. Apraxia is resistant to traditional methods of Treatment. Tyler has

made slow progress with his current Speech Therapies (4x per week). Have read

that children with Apraxia require 81% more treatment sessions than the

children with severe phonological disorders to achieve a similar function

outcome. (Handout A)

5. Tyler's Apraxia will affect his involvement and progress in the School

Setting due to the fact that he will not be able to communicate

appropriately to School Personnel when needed. He will not be able to

communicate

effectively to peers and teachers.

6. If Speech difficulties persist beyond age 5, will be at risk for

associated probs. with reading, spelling, Math (Handout

7. Would like to see Goals that address sequencing vowel/consonants,

consonant/vowels..... Bilabiles, BPMs, Using PECS System in Class, Kaufmann

Praxis Cards, sign language.

8. How will Speech Services be conducted, and how often?

9. How much Indiv. Therapy vs how much Group?

10. Insist on Indiv. !

IF PROBS WITH INDIV THERAPY

1. Show article citing various sources that say 1:1 Therapy is best

(CHERAB)

2. Experts from the ASHA have found that inclusive (Group) Therapy is only

appropriate for children with mild speech delays. Group therapy is

inappropriate, and possibly detrimental for children with severe impairments in

Speech

3. Show article that reccommends pull out ST 5 days per week, 40 minutes

each. We are asking for only 3 30-45 minute sessions per week. (article C)

4. Show article that supports 1:1 Therapy in the School- (Group will not

help unless other children have same dx. and are at same age level

phonologically.

(article D)

5. MOST IMPORTANT

It is the reccommendation of the ASHA that children with Apraxia of

Speech be given 1:1 Therapy regardless of the setting. When severity has

decreased, can do combo of indiv. and group.

6. Present GUIDELINES FOR SPEECH LANGUAGE ELIGIBILITY CRITERIA/MATRIX FOR

SCHOOLS

A. These Guidelines are accepted by ASHA

B. Tyler's Battelle scores are as follows: -2.33 SD for Receptive

Communication, -2.00 SD for Expressive Communication. This places him in the

" Moderate Category " of this Matrix. Per Dave Hammer DX of " Moderate to Severe

Apraxia " , we are asking for three 30 to 45 min. sessions of Indiv. ST per

week. (request corresponds to the Matrix)

LAWS

1. Tyler is entitled by Federal Law to a Free and APPROPRIATE Public

Education in the least restrictive environment APPROPRIATE TO THE UNIQUE NEEDS

OF THE CHILD. We want what is appropriate. (FAPE in LRE)

2. IDEA requires that each child identified as handicapped be provided

with appropriate " SPECIAL EDUCATION " and any " RELATED SERVICES " as may be

required to assist a child to benefit educationally from the instruction.

SPEECH THERAPY IS A RELATED SERVICE UNDER THE PROVISIONS OF IDEA

3. The classroom setting is not a replacement for appropriate 1:1 Therapy.

Tyler is entitled to BOTH appropriate placement AND appropriate Therapy.

Just because he has the School placement does not mean that he should not

also be receiving 1:1 Speech Therapy!

4. We are concerned that the School's interpretation of the PA Gaskin

Settlement will cause indirect negative consequences for what is appropriate

for Tyler in regard to Speech Services.

OT GOALS

1. What are OT Goals and how will they be measured?

2. How often/how will Tyler receive OT in the Classroom?

3. What are 3 mos, 6 mos, goals, etc?

OT ISSUES TO INCLUDE IN IEP

Per Tyler's EI OT:

1. Tyler will don/doff his jacket upon entering/exiting the classroom,

including the zipper, independently 4/5 attempts.

2. Tyler will taste one new food item per month during snack times.

3. With the use of sensory strategies, Tyler will sit at the table to

participate in structured activities with his peers for 5 minutes.

4 Tyler will tolerate a variety of touches, including sticky and wet

textures, so that he can participate in learning activities with his peers.

5. address poor attention span

6. engage in oral play- blowing bubbles, whistles

PT GOALS

1. What are PT Goals and how will they be measured?

2. How often will Tyler receive PT?

3. what are 3 mos, 6 mos, etc. Goals?

PT ISSUES TO INCLUDE IN IEP

1. Make sure jumping and stair climbing goals (leading with right foot)

are addressed.

2. Add " fix your feet " and " feet front " as strategies to prevent W sitting.

3. Add info on Tyler's high risk for " Nursemaid's Elbow " to develop.

SUMMARY OF WHAT WE WANT TO SEE

1. Goal to reduce separation anxiety- Have it written that Tyler may

visit class with mom for X minutes for X days. Add that Tyler can meet

teacher.

2. Communication Book to be sent home on weekly basis.

3. Three 30 to 45 min. Indiv. Speech Sessions per week.

4. Address Potty Training issues- handbook states that children must be

Potty Trained by age 3.5- ask about this

5. Extended School Year, or Summer Program to be written in IEP.

6. Goal that addresses Social Skill Development

7. Address W sitting in IEP

8. Address Nursemaid's Elbow Risk in IEP

9. Need Progress Monitoring reports delivered to parents on ____ basis.

10. 6 month IEP Review

11. Speech Goals of sequencing vowels/consonants, consonants/vowels, PECS,

Sign Language.

IF IT IS NOT IN IEP, ASSUME IT WILL NOT BE DONE

>

> WOOHOO!!!!! you have got to run the support group for PA...clearly

you know how to get things done!! hmmmm -I wonder if there is someone in this

group from your PA district that saw you coming and said " we better not mess

with this one " !!! haha Either way -CONGRATULATIONS!!!

>

> =====

>