Guest guest Posted March 22, 2000 Report Share Posted March 22, 2000 I got a note from Matt's Teacher yesterday afternoon. Expect Matt to be a little later from now on, as the aid that had been bringing him to the bus a few minutes before school gets out, has been assigned different hours 3 dyas a week, so the classrrom teaher has to go and get him, with the other kids. Well, there is nothing written in the IEP (MY fault) as to exactly what hours were needed, but we agreed, that he needed the aid during the specials, which are the last class of the day. He left those classes about 10 minutes before school got out, that way he didnt' have to deal with 1000 screaming children at the end of the day, running to their busses and cars. This was fine with me. NOW, it is changed, WITHOUT talking to me. I will let you know in about an hour what will happen,as I am on my way to school now. Maary S ________________________________________________________________ YOU'RE PAYING TOO MUCH FOR THE INTERNET! Juno now offers FREE Internet Access! Try it today - there's no risk! For your FREE software, visit: http://dl.www.juno.com/get/tagj. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted March 22, 2000 Report Share Posted March 22, 2000 , I hate it when they switch things like this and it takes so little to upset our kids. And 1000 voices is just ovewhelming. But when he does react to this change hopefully(HAHA) they can get someone to keep Matt on the old schedule. Seems strange they would change things toward the end of the year. Put those thigh-high boots on and go stomp that school. & Garry, parents of (9), (8), JJ (6), (5), and Esther (3). All adopted & with Down Syndrome. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted March 22, 2000 Report Share Posted March 22, 2000 I went up to the school and talked to the classroom teacher. She just found out yesterday that they were doing this. I let her know that these decisions need to be made with all of us together, that I am up there on a weekly basis (There is a visitor's sign in, so I can even prove that I am up there a lot) and I need to be informed and allowed to participate. She brought up that it is not on his IEP that he will ave an aid during the afternoon " specials " . She is right. I told her that I realized that, and he had met a number of IEP goals already, and when I asked about another meeting to write new goals, I was assured that we would keep going, and not be finished just because the IEP goals were met. I told her that if I needed EVERYTHING in writing, I would insist on that, and we could have IEP meetings all year, instead of informal " talks " about what is going on. She (Classroom teacher) told me that the district's policy is that no one gets an aide assigned to just htat person. I know that there are people that do have an aid, but that is not the point. I told her (And she knows it, too) that that is illegal, that the FEDERAL government has a LAW (Not a policy) that each child gets what he needs to be educated, and if Matt needs an aid, he gets one. I was nicer than this sounds, but I think I got my message across. She told me that there was a new student who was needing some one on one, and they " had " to use the aid that they had in the building. So they changed her hours, and she goes back and forth from Matt to this other kid. So I went and waited for the Resource Room teacher to come out of an IEP meeting. I told her I was very upset with the way this was handled, and she accepted all the responsibility. I said that if Matt can function without an aide, that is great, but it needs to be a team decision. She told me that it is not a permant change, and they had to try everything before they can get another person. Fine, great, but let me know. I explained that I am up there frequently, only a phone call away, and especially with messing with meds as we are doing, it is nice to know if MAJOR things change at school as we are evaluating their effectiveness. She accepted total responsibility for this, and assured me tht it wouldn't happen again. Do I trust her?? I'm at 50-50 right now. I told her that if she needs parents there yelling about getting more help, I would do that, but not to change things like this again without a meeting with me. I think it will be done like I want from now on. Thanks for the thoughts. It's so nice to know you are nott alone. S ________________________________________________________________ YOU'RE PAYING TOO MUCH FOR THE INTERNET! Juno now offers FREE Internet Access! Try it today - there's no risk! For your FREE software, visit: http://dl.www.juno.com/get/tagj. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted March 22, 2000 Report Share Posted March 22, 2000 Have you heard of weekly IEP meetings at noon??? I had them for one year to keep the school honest, to " tune-up " the IEp, to refocuse the Behavior management plan, and to be a pain in the butt so that the school would do what was required the first time. It took 5 months of weekly meetings to get the point across. Sara >>> stolzfamily@... - 03/22/0 1:51 PM >>> From: J Stolz <stolzfamily@...> I went up to the school and talked to the classroom teacher. She just found out yesterday that they were doing this. I let her know that these decisions need to be made with all of us together, that I am up there on a weekly basis (There is a visitor's sign in, so I can even prove that I am up there a lot) and I need to be informed and allowed to participate. She brought up that it is not on his IEP that he will ave an aid during the afternoon " specials " . She is right. I told her that I realized that, and he had met a number of IEP goals already, and when I asked about another meeting to write new goals, I was assured that we would keep going, and not be finished just because the IEP goals were met. I told her that if I needed EVERYTHING in writing, I would insist on that, and we could have IEP meetings all year, instead of informal " talks " about what is going on. She (Classroom teacher) told me that the district's policy is that no one gets an aide assigned to just htat person. I know that there are people that do have an aid, but that is not the point. I told her (And she knows it, too) that that is illegal, that the FEDERAL government has a LAW (Not a policy) that each child gets what he needs to be educated, and if Matt needs an aid, he gets one. I was nicer than this sounds, but I think I got my message across. She told me that there was a new student who was needing some one on one, and they " had " to use the aid that they had in the building. So they changed her hours, and she goes back and forth from Matt to this other kid. So I went and waited for the Resource Room teacher to come out of an IEP meeting. I told her I was very upset with the way this was handled, and she accepted all the responsibility. I said that if Matt can function without an aide, that is great, but it needs to be a team decision. She told me that it is not a permant change, and they had to try everything before they can get another person. Fine, great, but let me know. I explained that I am up there frequently, only a phone call away, and especially with messing with meds as we are doing, it is nice to know if MAJOR things change at school as we are evaluating their effectiveness. She accepted total responsibility for this, and assured me tht it wouldn't happen again. Do I trust her?? I'm at 50-50 right now. I told her that if she needs parents there yelling about getting more help, I would do that, but not to change things like this again without a meeting with me. I think it will be done like I want from now on. Thanks for the thoughts. It's so nice to know you are nott alone. S ________________________________________________________________ YOU'RE PAYING TOO MUCH FOR THE INTERNET! Juno now offers FREE Internet Access! Try it today - there's no risk! For your FREE software, visit: http://dl.www.juno.com/get/tagj. ------------------------------------------------------------------------ DON'T HATE YOUR RATE! Get a NextCard Visa, in 30 seconds! Get rates as low as 0.0% Intro or 9.9% Fixed APR and no hidden fees. Apply NOW! 1/2120/6/_/691668/_/953751761/ ------------------------------------------------------------------------ Quote Link to comment Share on other sites More sharing options...
Guest guest Posted March 22, 2000 Report Share Posted March 22, 2000 Sara, DId you have this built into the IEP, that you would be meeting every week? Who all attended? Was it a true IEP, or a meeting to discuss the issues? I am making a list of things that I will address at our regular IEP in the late summer. I already told them that I wanted the IEP before the next year begins. We have year round school here, so Matt will only have 2 weeks of a " summer vacation " before school starts up again. There won't be the long break and then the re-adjustment back time before an IEP can be written. One of the things that I will have written into next year's IEP is that we will have the paper about how his day went filled out every day. I want it complete. This cut back has been every day this week, but no one even noted it, until the classroom teacher told me to expect him a little later than normal from now on. I do a lot of informal stuff now, just showing up and talking about what is going on, but I would like a regular forum to discuss things at a regular time and place. I know they will say they are too busy. Did you have that? Thanks S On Wed, 22 Mar 2000 16:01:52 -0500 MIDVALE <Midvale@...> writes: > From: MIDVALE <Midvale@...> > > Have you heard of weekly IEP meetings at noon??? I had them for one > year to keep the school honest, to " tune-up " the IEp, to refocuse > the Behavior management plan, and to be a pain in the butt so that > the school would do what was required the first time. It took 5 > months of weekly meetings to get the point across. > > Sara > > >>> stolzfamily@... - 03/22/0 1:51 PM >>> > From: J Stolz <stolzfamily@...> > > I went up to the school and talked to the classroom teacher. She just > found out yesterday that they were doing this. I let her know that > these > decisions need to be made with all of us together, that I am up > there on > a weekly basis (There is a visitor's sign in, so I can even prove > that I > am up there a lot) and I need to be informed and allowed to > participate. > She brought up that it is not on his IEP that he will ave an aid > during > the afternoon " specials " . She is right. I told her that I realized > that, > and he had met a number of IEP goals already, and when I asked about > another meeting to write new goals, I was assured that we would keep > going, and not be finished just because the IEP goals were met. I > told > her that if I needed EVERYTHING in writing, I would insist on that, > and > we could have IEP meetings all year, instead of informal " talks " > about > what is going on. She (Classroom teacher) told me that the district's > policy is that no one gets an aide assigned to just htat person. I > know > that there are people that do have an aid, but that is not the > point. I > told her (And she knows it, too) that that is illegal, that the > FEDERAL > government has a LAW (Not a policy) that each child gets what he > needs to > be educated, and if Matt needs an aid, he gets one. I was nicer than > this > sounds, but I think I got my message across. She told me that there > was a > new student who was needing some one on one, and they " had " to use > the > aid that they had in the building. So they changed her hours, and she > goes back and forth from Matt to this other kid. So I went and > waited for > the Resource Room teacher to come out of an IEP meeting. I told her > I was > very upset with the way this was handled, and she accepted all the > responsibility. I said that if Matt can function without an aide, > that is > great, but it needs to be a team decision. She told me that it is > not a > permant change, and they had to try everything before they can get > another person. Fine, great, but let me know. I explained that I am > up > there frequently, only a phone call away, and especially with messing > with meds as we are doing, it is nice to know if MAJOR things > change at > school as we are evaluating their effectiveness. She accepted total > responsibility for this, and assured me tht it wouldn't happen > again. Do > I trust her?? I'm at 50-50 right now. I told her that if she needs > parents there yelling about getting more help, I would do that, but > not > to change things like this again without a meeting with me. I think > it > will be done like I want from now on. > > Thanks for the thoughts. > It's so nice to know you are nott alone. > S > ________________________________________________________________ > YOU'RE PAYING TOO MUCH FOR THE INTERNET! > Juno now offers FREE Internet Access! > Try it today - there's no risk! For your FREE software, visit: > http://dl.www.juno.com/get/tagj. > > ------------------------------------------------------------------------ > DON'T HATE YOUR RATE! > Get a NextCard Visa, in 30 seconds! Get rates as low as > 0.0% Intro or 9.9% Fixed APR and no hidden fees. > Apply NOW! > 1/2120/6/_/691668/_/953751761/ > ------------------------------------------------------------------------ > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted March 22, 2000 Report Share Posted March 22, 2000 It was not built into the IEP. I have the right to request an IEP " update " . The law gives me that right. I requested the classroom teacher, the OT, the Supervisor for Spec. Ed., the principal (she loved the meetings), and a regular ed teacher for the classes he attended. If all the requested people were not present, I requested a re-convening of the meeting the next day and the next, etc. I know I wore them down. It made me a nervous wreck, but it was worth it in the end. Now three years later, we have a teacher for our son who barely needs an IEP but operates on experience and logic. We communicate so well that he sends me the notes for goals for the IEP, I add, change, correct (usually very little) so that when we sit down for the IEP meeting, we are done chick-chuck. I believe that first year of torture was necessary in order to help the staff understand that I am not going to fold up and steal away. My method is confrontational, granted. I believe that in this particular arena, when the school district begins on a hostile note, that one must grab them by the small parts and make them yell for help! Sara >>> stolzfamily@... - 03/22/0 6:16 PM >>> From: J Stolz <stolzfamily@...> Sara, DId you have this built into the IEP, that you would be meeting every week? Who all attended? Was it a true IEP, or a meeting to discuss the issues? I am making a list of things that I will address at our regular IEP in the late summer. I already told them that I wanted the IEP before the next year begins. We have year round school here, so Matt will only have 2 weeks of a " summer vacation " before school starts up again. There won't be the long break and then the re-adjustment back time before an IEP can be written. One of the things that I will have written into next year's IEP is that we will have the paper about how his day went filled out every day. I want it complete. This cut back has been every day this week, but no one even noted it, until the classroom teacher told me to expect him a little later than normal from now on. I do a lot of informal stuff now, just showing up and talking about what is going on, but I would like a regular forum to discuss things at a regular time and place. I know they will say they are too busy. Did you have that? Thanks S On Wed, 22 Mar 2000 16:01:52 -0500 MIDVALE <Midvale@...> writes: > From: MIDVALE <Midvale@...> > > Have you heard of weekly IEP meetings at noon??? I had them for one > year to keep the school honest, to " tune-up " the IEp, to refocuse > the Behavior management plan, and to be a pain in the butt so that > the school would do what was required the first time. It took 5 > months of weekly meetings to get the point across. > > Sara > > >>> stolzfamily@... - 03/22/0 1:51 PM >>> > From: J Stolz <stolzfamily@...> > > I went up to the school and talked to the classroom teacher. She just > found out yesterday that they were doing this. I let her know that > these > decisions need to be made with all of us together, that I am up > there on > a weekly basis (There is a visitor's sign in, so I can even prove > that I > am up there a lot) and I need to be informed and allowed to > participate. > She brought up that it is not on his IEP that he will ave an aid > during > the afternoon " specials " . She is right. I told her that I realized > that, > and he had met a number of IEP goals already, and when I asked about > another meeting to write new goals, I was assured that we would keep > going, and not be finished just because the IEP goals were met. I > told > her that if I needed EVERYTHING in writing, I would insist on that, > and > we could have IEP meetings all year, instead of informal " talks " > about > what is going on. She (Classroom teacher) told me that the district's > policy is that no one gets an aide assigned to just htat person. I > know > that there are people that do have an aid, but that is not the > point. I > told her (And she knows it, too) that that is illegal, that the > FEDERAL > government has a LAW (Not a policy) that each child gets what he > needs to > be educated, and if Matt needs an aid, he gets one. I was nicer than > this > sounds, but I think I got my message across. She told me that there > was a > new student who was needing some one on one, and they " had " to use > the > aid that they had in the building. So they changed her hours, and she > goes back and forth from Matt to this other kid. So I went and > waited for > the Resource Room teacher to come out of an IEP meeting. I told her > I was > very upset with the way this was handled, and she accepted all the > responsibility. I said that if Matt can function without an aide, > that is > great, but it needs to be a team decision. She told me that it is > not a > permant change, and they had to try everything before they can get > another person. Fine, great, but let me know. I explained that I am > up > there frequently, only a phone call away, and especially with messing > with meds as we are doing, it is nice to know if MAJOR things > change at > school as we are evaluating their effectiveness. She accepted total > responsibility for this, and assured me tht it wouldn't happen > again. Do > I trust her?? I'm at 50-50 right now. I told her that if she needs > parents there yelling about getting more help, I would do that, but > not > to change things like this again without a meeting with me. I think > it > will be done like I want from now on. > > Thanks for the thoughts. > It's so nice to know you are nott alone. > S > ________________________________________________________________ > YOU'RE PAYING TOO MUCH FOR THE INTERNET! > Juno now offers FREE Internet Access! > Try it today - there's no risk! For your FREE software, visit: > http://dl.www.juno.com/get/tagj. > > ------------------------------------------------------------------------ > DON'T HATE YOUR RATE! > Get a NextCard Visa, in 30 seconds! Get rates as low as > 0.0% Intro or 9.9% Fixed APR and no hidden fees. > Apply NOW! > 1/2120/6/_/691668/_/953751761/ > ------------------------------------------------------------------------ > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted March 22, 2000 Report Share Posted March 22, 2000 Sara, I loved the weekly IEP routine. I went to an IEP this morning for the little boy I work with who is also Autistic. It's from working with this little boy that I realized my own child was Autistic. They refuse to increase his aide time in the afternoon recess since they felt he was doing just fine. She stood up and told the team, " I asked my son what he did at afternoon recess after Mrs. Brayley went home and he informed me that he played hopscotch with a Gopher. " To them this is doing just fine.................Same district I'm dealing with. There letting him go into his own world and not interacting since they might have to pay for more aide time. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted March 23, 2000 Report Share Posted March 23, 2000 The support she might find for her son would be through a psychological evaluation (the school district could do it, but she might be better served to have an outside source) that will reflect that the manifestation of his disability is his isolation. The isolation can be adressed by the help of an " integration aide " specially and specifically trained to work towards integrating him with his age appropriate peers. I don't know the age of this child, but purposeful integration works better in small groups where his involvement will evolve naturally given opportunity. An example is: There is a service club who takes donations to the women's shelter. One of Elie's classes work opportunities is to pack baggies with toiletries for the shelter. Integrating these two objectives puts Elie and his classmates with the service club members, preparing and delivering the toiletries bag. An adult needs to see that a child is not left in the corner twirling string, but assisting with packing, carrying, counting, marking the packing slip, etc. Sara >>> MBrayley@... - 03/23/0 12:01 AM >>> From: MBrayley@... Sara, I loved the weekly IEP routine. I went to an IEP this morning for the little boy I work with who is also Autistic. It's from working with this little boy that I realized my own child was Autistic. They refuse to increase his aide time in the afternoon recess since they felt he was doing just fine. She stood up and told the team, " I asked my son what he did at afternoon recess after Mrs. Brayley went home and he informed me that he played hopscotch with a Gopher. " To them this is doing just fine.................Same district I'm dealing with. There letting him go into his own world and not interacting since they might have to pay for more aide time. ------------------------------------------------------------------------ DON'T HATE YOUR RATE! Get a NextCard Visa, in 30 seconds! Get rates as low as 0.0% Intro or 9.9% Fixed APR and no hidden fees. Apply NOW! 1/2120/6/_/691668/_/953787690/ ------------------------------------------------------------------------ Quote Link to comment Share on other sites More sharing options...
Guest guest Posted April 30, 2000 Report Share Posted April 30, 2000 Joanne, You mentioned you didn't know what you were going to do with to keep her busy this summer. I would check the local parks and recreation department and ask about summer camp opportunities. (Day Camp) Matt did this in Cincinnati, and it was great. He went 4 days a week, from 9am to 3 pm, had swimming lessons every day, arts and crafts, sports, music, lunch (We packed a lunch every day, none was provided) all with a super group of " counselors " made up of mostly college kids going into something with our kids in college (Special education, regular education, adapted PE etc...) They were young, enthusiastic, energetic, and truely enjoyed all the kids. In Cincinnati, the group was made up of only handicapped kids, but they were around typical kids all day, and made some " friends " that way too. Also, every week, they went on a major field trip. It only cost about $250/ summer for 9 weeks of this. IN fact, the last year, we got the school district to pay for it, based on extended year services needed in speech, and we were willing to do this rather than them find a speech therapist willing to see him once a year. They paid for a private speech therapist one year, and the one they got from the district one year was totally useless. I told them that I thought he got more out of the summer camp, so they agreed to pay for that. Look in your phone book under parks and recreation for you city or county. I believe that they usually take Federal Money, so, someone please correct me if I am incorrect, but they HAVE to accomodate special needs. THe group Matt was in had 9 -12 kids, and the counselor to kid ratio always depended on who they had. At the beginning of each summer, they would take about 4 days to get all that straightened out, but in Matt's group it was usually 2-1. Kids were aged 6-12, all ranges of disabilities. The would work on whatever you wanted (including potty training) Can you tell i will miss this? Matt is in year round school here in Vegas, so 3 weeks is the longest he has off. Not enough time to go to anything like that. I may look at the parks and rec centers here to see if they offer anything like this. IMHO, I am looking for a disabilities program, just because they usually hire " kids " (About high school and college age), and to put an autistic kid with someone that young who wasn't bargaining for that kind of thing, well, I am nervous for Matt. But that is just me. SOrry this ended up being so long. S ________________________________________________________________ YOU'RE PAYING TOO MUCH FOR THE INTERNET! Juno now offers FREE Internet Access! Try it today - there's no risk! For your FREE software, visit: http://dl.www.juno.com/get/tagj. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted April 30, 2000 Report Share Posted April 30, 2000 No, we do not deal with the same person all the time but they are all accountable to Ron, the head of the spec ed depart. And there is lots of overlap of people. Full inclusion(Sam)--, vice-prin,:, school psych, a itinerate teacher, Angie red ed teacher, Carla speech SH class(JJ and Tim) Ron principil; psych; Diane spec ed teacher, Tina speech, SI for JJ Pre-school( and Essie) Ron; school psych Sharon; Carla speech; le spec ed teacher, -Head Start Director for moves out of pre school this year so add Kathy-mainstream co-ordinator, Mrs. -red ed And this is just school, we also have a Regional Center service Co-ordinator, several respite workers from ARC, our adoptions worker, support group co-ordinator and I am sure I could tink of more & Garry, parents of (9), (8), JJ (6), (5), and Esther (3). All adopted & with Down Syndrome. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 1, 2000 Report Share Posted May 1, 2000 nancy if i were you i would have sticky pads stuck inside my shirt so i could look down every time i needed for reminders..lolol Quote Link to comment Share on other sites More sharing options...
Guest guest Posted June 3, 2000 Report Share Posted June 3, 2000 In a message dated 6/3/00 3:19:35 AM Pacific Daylight Time, egroups writes: << I/we feel that the school has just written JJ off as unteachable. >> : This is ludicrous and inexcusable!! So why bother because the progression hasn't been good enough?? WHAT? Are they nuts?? So because he hasn't progressed they will discontinue services? I think this is a case for the ADA Committee to jump onto...... Quote Link to comment Share on other sites More sharing options...
Guest guest Posted January 27, 2001 Report Share Posted January 27, 2001 An IEP is basically the same. It just means that you're tailoring the education to the child. It lists what interventions the child needs in order to receive that free and appropriate education. That's why it's Individualized Educational Program. So if the child needs certain alterations (anything from a person proficient in sign, to sensory integration) it would be in the IEP. You would state where the child is now, and how to get him to advance, whether it be through one-to-one aide, special teaching techniques, whatever. Wife to Dewight Mom to , 10 yrs, DS, PDD-NOS and celiac and , 19 months and strong-willed Both Homeschooled ------------------------------------------------------------- Sign up for ICQmail at http://www.icq.com/icqmail/signup.html Quote Link to comment Share on other sites More sharing options...
Guest guest Posted November 15, 2001 Report Share Posted November 15, 2001 Dear those with experience with 504 and IEP, Our daughter is currently home tutored by the school, but we have had lots of problems trying to find out what the curriculum was. Want to do a plan so that things are more organized and would like to know how a plan is written up. Especially how much is required from the doctors. --Martha (mom to , IgA deficiency, polysaccharide coated antibody deficiency, congenital heart defect, pacemaker....) Quote Link to comment Share on other sites More sharing options...
Guest guest Posted November 15, 2001 Report Share Posted November 15, 2001 Dear those with experience with 504 and IEP, Our daughter is currently home tutored by the school, but we have had lots of problems trying to find out what the curriculum was. Want to do a plan so that things are more organized and would like to know how a plan is written up. Especially how much is required from the doctors. --Martha (mom to , IgA deficiency, polysaccharide coated antibody deficiency, congenital heart defect, pacemaker....) Quote Link to comment Share on other sites More sharing options...
Guest guest Posted November 17, 2001 Report Share Posted November 17, 2001 In my experience, the doctors write the excuse for your child not being in school. The IEP (individual educational program) usually takes place if a child is attending school. It is for the purpose of meeting the child's needs in the least restrictive environment. The teacher, as far as I know, supplies the information needed, to the home teacher, so that the child is keeping up with his/her regular class as much as possible. Books and other necessary items should be furnished by the school. The principal should also be involved with this process. Hope this helps. Lee Quote Link to comment Share on other sites More sharing options...
Guest guest Posted November 17, 2001 Report Share Posted November 17, 2001 My son is tutored at home through the school district. Since he has difficulty with writing and is " other health impaired " , a learning specialist from the school is coming to our home next week to write up the IEP. He hasn't even begun his sessions with the tutor yet since she was exposed to Meningitis. So, I have found they will write an IEP even if the child is tutored at home. I feel so supported by this school, they are definitely watching out for my son's needs. Sandi--Mom to , age 8, suspected IgAdef., chronic sinusitis, ear infections, severe allergies. Nine surgeries. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted November 17, 2001 Report Share Posted November 17, 2001 My son is tutored at home through the school district. Since he has difficulty with writing and is " other health impaired " , a learning specialist from the school is coming to our home next week to write up the IEP. He hasn't even begun his sessions with the tutor yet since she was exposed to Meningitis. So, I have found they will write an IEP even if the child is tutored at home. I feel so supported by this school, they are definitely watching out for my son's needs. Sandi--Mom to , age 8, suspected IgAdef., chronic sinusitis, ear infections, severe allergies. Nine surgeries. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted April 30, 2003 Report Share Posted April 30, 2003 In a message dated 4/30/03 4:52:25 AM Pacific Daylight Time, Reguezrod@... writes: > > I need info on good sites to get iep goals for middle school cdc class > where > most of the work is worksheets and other seatwork. > I need writing skills after letter recognition and the tracing stage. She > is > copying from a model now. (also 11) went from copying from a model just above her writing, to copying from a separate file card set on the desk to her right. Very cool, because I realized that she could remember where she was last, go back and find that letter, then correctly select the next letter for copying. It meant she had the left-to-write sequencing/tracking down solid. Suddenly we were able to successfully introduce left-to-right phonetically sounding out words and she is snapping it right up. Up to this point she has only been sight reading and the " team " assumed that was all she would EVER be able to do. HA! Need reading skills-she knows what sound goes with > > most letters, but has not yet made the connection with that and sounding > out > words to read. She reads about 50 sight words. Are you familiar with " Teaching Children WIth Down Syndrome to Read " ? There are a lot of good ideas in there for matching games (Lotto, Bingo, etc) to reinforce sounding out the word and then matching it with the right picture. > She does some beginning +/- with objects, but I'm really not sure she > understands that concept. > The comp is used as a reward-if they complete their seatwork, they may play > > learning games that go with their goals. I need a keyboarding game, and a > writing game that will help her to learn to put her ideas down on paper > without having to print it out herself. Ask for an assistive technology assessment... technology should be written into her IEP, not as an " afterthought " as a reward. (although I'll warn you... a lot of schools don't get this!) Intellikeys w/ boardmaker would be ideal, although it takes a lot of skilled help (I had a training session in it once, but nobody at our current school has the expertise to do it.) The Intellitalk program also has lots in embedded material... but there is a steep learning curve. Meanwhile look into the JumpStart series and Reader Rabbit. Do you have someone on the staff at school who is in charge of teaching computers? She/he might have ideas of things that are used for the younger kids that could be imported into your child's class. > This is another new step for us, please help if you can. Thanks in advance. > > Toni-mom to Jasmine-11-ds-and VERY pre-teen! > - Becky Quote Link to comment Share on other sites More sharing options...
Guest guest Posted April 30, 2003 Report Share Posted April 30, 2003 I personally love this for ALL schools! http://www.pearsonlearning.com/singspell/ssrwmain.html My daughter is 9 and in 2nd grade and site reads over 250 words.She been with the program for 3 yrs. I was told yesterday by the speech therapy that she comprendes(sp) a lot more than they thought. I can't wait to see the results in a few weeks. Now Math... she just don't get it... neither does her father! Good Luck.. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted February 3, 2004 Report Share Posted February 3, 2004 In a message dated 2/3/04 4:16:36 PM Eastern Standard Time, hburger64@... writes: << As it would happen, as I walked into the nurses office this morning, the district nurse was there talking to the school nurse about Nick!! What are the chances of that happening. Well she was the one i needed to talk to a >> Hi Helen: Whohoo what luck to walk in and the person you need to see is there! She sounds great and certainly caring enough to get Nick as comfortable as possible at school with everything/anything he needs. That is great! Good thought about not resting in the clinic with all the sick children there. Something you or Nick do not need on top of everything else is him getting a cold/flu etc. from someone. <<dont know why, but i was expecting to have to fight for this... Hugs Helen. mom to (6,systemic)>> Unfortunately, Helen, sometimes parents (actually often) have to fight, threaten to sue and actually sue in order to get their child(ren) the services and/or help they need, deserve and have every legal right too. I have heard some sad stories. We are fortunate where we are. Our county has been wonderful and has given my children everything they need, etc. without a fight. We simply ask and have received. Thankfully! Take care. Patty Quote Link to comment Share on other sites More sharing options...
Guest guest Posted August 29, 2007 Report Share Posted August 29, 2007 Yes you are most definitely correct Kaylene. IMHO that makes him sound like a mental case not an aspie. I would definitely not want any of my Aspies labelled like that! Marie Helping you make $ from home www.freedom4families.com ( ) IEP's Nick's IEP is under "Emotionally/Mentally disturbed".I'm assuming now that this is wrong and they need to change it to be under "autism". Am I correct???? No virus found in this incoming message.Checked by AVG Free Edition. Version: 7.5.484 / Virus Database: 269.12.10/977 - Release Date: 28/08/2007 4:29 PM Quote Link to comment Share on other sites More sharing options...
Guest guest Posted August 29, 2007 Report Share Posted August 29, 2007 Amen.. That is a stigma kind of label in my eyes too. -- Re: ( ) IEP's Yes you are most definitely correct Kaylene. IMHO that makes him sound like a mental case not an aspie. I would definitely not want any of my Aspies labelled like that! Marie Helping you make $ from home www.freedom4families.com ( ) IEP's Nick's IEP is under "Emotionally/Mentally disturbed".I'm assuming now that this is wrong and they need to change it to be under "autism". Am I correct???? No virus found in this incoming message.Checked by AVG Free Edition. Version: 7.5.484 / Virus Database: 269.12.10/977 - Release Date: 28/08/2007 4:29 PM Quote Link to comment Share on other sites More sharing options...
Guest guest Posted February 27, 2010 Report Share Posted February 27, 2010 For anyone whose school district pays for an outside speech therapist, what type of information did you provide or bring to the IEP to convince them of the need to do so? Our school district is reluctant, but the school speech therapist uses the traditional articulation approach and we have been going to a private speech therapist with a more hands-on oral motor approach and have seen a lot of improvement over the last three months. Right now we only have the recommendation of the outside speech therapist to change the IEP so that we can get the therapist paid by the school district. Any information would be appreciated. Sincerely, Barbara, (mother to 3-3/4 y.o.) firedog665@... Quote Link to comment Share on other sites More sharing options...
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