Re: Need help with school issues

[Guest guest]

Has there been a regression in his presentation, behavior, functioning that warrants him to be evaluated by the Autism Team? Whenever there are signs of regression or "red flags" in kids' ability to function it is a good time to re-evaluate. Are they talking about changing his placement? Remember there would have to be an IEP Meeting to determine what his current needs/strengths and present levels of performance are before making or recommending a placement change. You need to base whatever accommodations and recommendations on his present level of functioning. There are many interventions that can be put into place for a middle school/high school student with Asperger's, but they have to be appropriate and student specific. It also sounds like a neuropsychological evaluation would be a good idea unless there has been one done recently (last three years). Pam

In a message dated 2/8/2009 12:36:52 P.M. Eastern Standard Time, me2ruth@... writes:

I hope nobody minds if I rephrase this and try again...Hi all. I have a 14yo with Asperger, developmental coordinationdisorder, neuropsych profile: executive dysfunction (workingmemory/planning/organization/initiation), borderline gifted/verybright, along with the usual social cognitive/communication deficits.My son has gone rapidly from having no accommodations at all, throughinformal accommodations, a 504 (which has never really been followedtoo much since it doesn't work), and now they have decided torecommend sending him to the Autism Team for a possible IEP. It is nota done deal yet, but I want to be prepared.All of his interventions and evaluations have been done by us, excepta brief IEP eval (they decided there was no need to go further) andsome 504 observations. Through his home program, he's had OT,speech therapy (a waste of time), cognitive behavioral therapy (alsodidn't do much), and social skills training. He's had neuropsych, OT,psychiatric, and speech evals, and we're hopefully about to startAutism eval (couldn't work out insurance before)--ADOS, ADI-R, andothers. We've had some success with strategies from our OT/neuropsych (andfrom groups like this), but one thing I've learned is that we can't dothis on our own. He needs intervention from all the everyday people inhis life.My question. Has anybody gone through such a fast change in schoolsituation so late (he's in 8th grade--goes to high school next year)?I hear what interventions they do with younger kids, but whatabout older kids who have never had school interventions? Idon't know what to expect or what I should ask for in this situation.This is Conroe ISD, by the way. The one thing that is really sticking out is that his teachers need tobe much more effectively trained. But I don't know exactly what kindof training to ask for, with whom, or how to tell if what they suggestwould be effective or not. I can see he needs some special teaching because of his executivedysfunction, his emotional fragility, processing speed, andcommunication issues. But, I'm not sure what this should look like athis age. Somehow I don't think they are going to be giving himbackrubs to get him in the mood to do work like I might do at home. :)I'd love to hear from anyone who's been through something similar. Itmight help to hear what they do at the private therapeutic schools inhigh school, I don't know. By the way--I don't have the budget for private school, attorneys oradvocates, just to save some of you from wasting your time on that. Irealize those are great ideas, but it's not going to happen.Thanks in advance!Ruth

A Good Credit Score is 700 or Above. See yours in just 2 easy steps!

[Guest guest]

>

> Has there been a regression in his presentation, behavior,

functioning that

> warrants him to be evaluated by the Autism Team?

Thanks, Pam. It's not really a matter or regression as much as many

people in the school district have been in denial. For example, they

have been trying to tell themselves that his executive dysfunction is

simply slower maturing executive functioning that he will grow out of

on his own.

And since he's not getting any real interventions at school other than

a fairly ineffective 504, he's not progressing much in certain ways.

I finally had to pull out from putting in many hours per week of

support from home, with help from an assist principal, so they could

see what the teachers could do on their own. This is why the rapid

progression through programs is happening. I just keep pushing them

and luckily they are being honest about what they are seeing. I guess

they were trying to see if they could solve the problem at the lowest

level possible.

We've been through many evaluations over the past few years, both

school and private (including neuropsych), and I'm my son's own

advocate, so I know about IDEA. What I'm looking for is some BTDT

with Asperger in public high school.

Not sure anybody will have much to say since most are either

homeschooling or private therapeutic schooling by this point. I don't

mind being a pioneer through.

And yes, the Autism Team only operates under an IEP eval, so they are

definitely thinking of going from a 504 to an IEP. We don't have our

504 meeting to officially decide on the IEP eval until later this

month--but since all the school admin/diagnosticians and myself have

decided it will most likely pass.

Ruth

[Guest guest]

I don't know if this really pertains to your situation since I do have a younger child but I am positive the program he is on will follow him into high school. I insisted on a autism specialist to come to the school last year. It cost the school district about $300 for the day. She followed him around for half the day and interviewed him and the team and then met with all of us to recommend suggestions. She is the specialist and thankfully they listened and followed her recommendations and it has made a world of difference in the way he learns, socializes and is perceived by his peers. This specialist was sent from the autism society. Good Luck.Lori

From: r_woman2 <me2ruth@...>Subject: Re: ( ) Need help with school issues Date: Sunday, February 8, 2009, 12:40 PM

>

> Has there been a regression in his presentation, behavior,

functioning that > warrants him to be evaluated by the Autism Team? Thanks, Pam. It's not really a matter or regression as much as many

people in the school district have been in denial. For example, they

have been trying to tell themselves that his executive dysfunction is

simply slower maturing executive functioning that he will grow out of

on his own. And since he's not getting any real interventions at school other than

a fairly ineffective 504, he's not progressing much in certain ways. I finally had to pull out from putting in many hours per week of

support from home, with help from an assist principal, so they could

see what the teachers could do on their own. This is why the rapid

progression through programs is happening. I just keep pushing them

and luckily they are being honest about what they are seeing. I guess

they were trying to see if they could solve the problem at the lowest

level possible.

We've been through many evaluations over the past few years, both

school and private (including neuropsych), and I'm my son's own

advocate, so I know about IDEA. What I'm looking for is some BTDT

with Asperger in public high school. Not sure anybody will have much to say since most are either

homeschooling or private therapeutic schooling by this point. I don't

mind being a pioneer through. And yes, the Autism Team only operates under an IEP eval, so they are

definitely thinking of going from a 504 to an IEP. We don't have our

504 meeting to officially decide on the IEP eval until later this

month--but since all the school admin/diagnosticians and myself have

decided it will most likely pass.

Ruth

------------------------------------

[Guest guest]

In a message dated 2/9/2009 8:52:12 AM Eastern Standard Time, me2ruth@... writes:

Not sure anybody will have much to say since most are eitherhomeschooling or private therapeutic schooling by this point. I don'tmind being a pioneer through.

I am definitely not homeschooling or private therapeutic schooling. My son attends a public high school. I think that interventions and strategies are student specific. I can tell you what kinds of interventions can be put in place but they may not apply to your son. What are his needs at this point? Pam p.s have you seen this article?

Asperger Syndrome: Understanding the Student with Asperger's Syndrome: Guidelines for Teachers A Good Credit Score is 700 or Above. See yours in just 2 easy steps!

[Guest guest]

>

> I don't know if this really pertains to your situation since I do

have a younger child but I am positive the program he is on will

follow him into high school. I insisted on a autism specialist to come

to the school last year. It cost the school district about $300 for

the day. She followed him around for half the day and interviewed him

and the team and then met with all of us to recommend suggestions. She

is the specialist and thankfully they listened and followed her

recommendations and it has made a world of difference in the way he

learns, socializes and is perceived by his peers. This specialist was

sent from the autism society.

This is exactly what they are planning on doing, although they have a

school district Autism Team since we are in a large suburban district.

That's great to hear that worked out so well for your son. It's nice

you managed to get it to happen at such a young age too. I don't have

any reason to doubt the Autism Team, I just don't want to go walking

into it blind.

Ruth

[Guest guest]

>

> I am definitely not homeschooling or private therapeutic schooling.

My son

> attends a public high school. I think that interventions and

strategies are

> student specific. I can tell you what kinds of interventions can be

put in

> place but they may not apply to your son. What are his needs at

this point? Pam

> p.s have you seen this article?

Yes, I've seen that article and many others like it, and I'm sure the

teachers have too. What I find is that many teachers can't expand such

encapsulated little articles to real life. They don't recognize all

the subtle repercussions of the disabilities. They need more detailed

training beyond the level that article is on.

The challenge with my son is that he is emotionally fragile yet very

bright. So an appropriate placement would be in advanced classes, yet

he can't even begin to handle the workload. He doesn't work on his

own yet, so he needs to do collaborative learning. He is very stressed

out by the smallest amount of frustration, so his environment has to

be extremely positive for him to be able to get anything done. He has

executive dysfunction, so things need to be taught to him a little

more step-by-step than normal, but he wouldn't function in a typical

SPED classroom because he would learn too much faster than the other

kids. His coordination problems (manual dexterity/bilateral and

left-right coordination) cause him to attempt to avoid doing anything

with his hands or avoid even just moving around very much--but he

needs to work on it. His communication problems are identifying his

own and other's thoughts, feelings and motivations. He can't

self-talk and solve problem solve very well when these things are

involved. He has problems determining what details he or others need

to understand each other. He talks very little. When he does talk,

it is usually too brief for others to understand what he is talking

about. He constantly misunderstands directions of all kinds at all

levels. He also writes very tersely. Interestingly, he is a prolific

and skilled creative writer, although his stories are all action and

dialog--no philosophizing here LOL. His auditory learning skills are

out the roof--this is test-wise as well as from observation. He does

very well just listening in class--that is how he has survived so far.

He also learns well in science by letting his lab-mates do all the

work and just listening and talking to them and writing down the answers.

If anyone has any ideas for high school, I'm all ears.

Ruth

[Guest guest]

In response to Ruth's question. We live in CA & I feel very fortunate

that we found an appropriate school close to where we live and that

the school had an opening for his classroom and that they agreed to

accept him. There aren't many schools like this anywhere. If I lived

in a part of the country where there wasn't a school for AS kids, I

suppose I would be homeschooling him or trying to form an informal

homeschooling group or charter school that would meet his needs. I'm

hoping that as the public becomes more aware of autism and all of its

flavors that the public schools will step up to the plate and do the

right thing by our kids.

[Guest guest]

Hi ....

I was swamped and never thanked you for your input on schools. It was really helpful to me!

Debra Balke

( ) Re: Need help with school issues

In response to Ruth's question. We live in CA & I feel very fortunate that we found an appropriate school close to where we live and that the school had an opening for his classroom and that they agreed to accept him. There aren't many schools like this anywhere. If I lived in a part of the country where there wasn't a school for AS kids, I suppose I would be homeschooling him or trying to form an informal homeschooling group or charter school that would meet his needs. I'm hoping that as the public becomes more aware of autism and all of its flavors that the public schools will step up to the plate and do the right thing by our kids.