Guest guest Posted May 18, 2009 Report Share Posted May 18, 2009 Holding him back to "emotionally mature" is not always such a success. First of all, that is part of the disability. He will always be behind his peers in social skill and ability. Second, what is going to be different by holding him back? Do they have a new program in place that he would benefit from? If not, then I wonder why one would hold him back considering that he is gifted. Is the plan to bore him into a coma? <g> It is discrimination to not provide his needed supports and accommodations in the gifted classes. Ask to see their policy and ask to have their refusal to provide supports in all settings in writing so you can file your complaint. Roxanna Autism Happens ( ) Gifted and asperger? Is it possible for an asperger kid to experience success in gifted classroom without support? I receive an IEP draft before my upcoming meeting. At first they would like to have him held back another year because emotionally he is not ready. He has had support in his classroom right now. To have him in gifted means I lose all the support he has. To have him in regular ed class means that he is taught with everyone else with support, but he is not advancing academically. He is already in accelerating program. He was supposed to be in Kindergarten but moved to 2nd now, but I found recently that while his reading speed is improving, his spelling and vocabulary is regressing. I have been contemplating homeschooling, and had said that I am leaning heavily toward it. Is this still the best route that I should take? I need a sounding board to bounce the idea, so I won't be deterred during the meeting. Any comment would be appreciated. Thank you We found the real 'Hotel California' and the 'Seinfeld' diner. What will you find? Explore WhereItsAt.com. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 18, 2009 Report Share Posted May 18, 2009 By " support in his classroom " , do you mean an aide? If so, is the aide his 1:1 or just someone who helps many in the class? As to supports like accommodations or modifications for school work or special ed services, he should be able to get those whether he is in the gifted class or not, they should still be in his IEP. So they skipped him from kindergarten to 2nd grade?? Is that due to his level in reading and other subjects? Is it possible for him to be in 2nd grade class for his strong subjects but return to lower grade for the spelling & vocabulary work? I would hate for him to go down a grade or two if it wasn't working out before (and reason they moved him up) but also hate to see him losing ground in spelling & vocabulary due to skipping and other students are ahead (since they didn't skip and got to learn it, etc.). Each grade will be more work, more writing/work, reading...if he falls behind in his basic skills now, then it'll be more pressure later, struggling, frustration...that's what I'm wondering about now. Sorry for all the questions! > > Is it possible for an asperger kid to experience success in gifted classroom without support? > > I receive an IEP draft before my upcoming meeting. At first they would like to have him held back another year because emotionally he is not ready. He has had support in his classroom right now. To have him in gifted means I lose all the support he has. To have him in regular ed class means that he is taught with everyone else with support, but he is not advancing academically. He is already in Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 18, 2009 Report Share Posted May 18, 2009 By support I meant 1:1 aide to keep him on task. He won't have an aide with him anymore if he goes to gifted classroom all day. As far as accomodation goes, he gets a behavior plan attached to his IEP. Mostly it involves token system to encourage appropriate behavior. He was moved up to 2nd grade because of his math and reading. When I said spelling I did not mean that he could not handle spelling and the vocabulary in 2nd grade, I meant that he was regressing. He used to be able to figure out how to spell words phonetically and remember more, now he is more reliant on others to spell them for him. He is not even trying anymore. Unfortunately, the teachers were not able to handle his constant disruption on the class, so he needed 1:1 aide with him. > > > > Is it possible for an asperger kid to experience success in gifted classroom without support? > > > > I receive an IEP draft before my upcoming meeting. At first they would like to have him held back another year because emotionally he is not ready. He has had support in his classroom right now. To have him in gifted means I lose all the support he has. To have him in regular ed class means that he is taught with everyone else with support, but he is not advancing academically. He is already in > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 19, 2009 Report Share Posted May 19, 2009 Hmmm, I just don't see why he can't have an aide in the gifted class if that is what he needs and it's helped him be successful in ways he wouldn't without an aide. Just me, but it shouldn't matter where in the school the student is, if he/she needs it to succeed or aid with disability, etc., then should have it; location/class shouldn't matter. But that's a quick thought here, I might be forgetting some situations, etc. > > By support I meant 1:1 aide to keep him on task. > > He won't have an aide with him anymore if he goes to gifted classroom all day. As far as accomodation goes, he gets a behavior plan attached to his IEP. Mostly it involves token system to encourage appropriate behavior. > > He was moved up to 2nd grade because of his math and reading. > When I said spelling I did not mean that he could not handle spelling and the vocabulary in 2nd grade, I meant that he was Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 19, 2009 Report Share Posted May 19, 2009 i don't have any first hand experience with your school district or this particular issue. but i wanted to encourage you to remain vocal and press this issue with the school. i got the story too that just because my daughter gets good grades, she would not qualify for assitance. it took several meetings and appealing to the speech therapist's softer side until we finally managed to work things out. this was, 3 years ago, before i knew my daughter had a right to these services. she will be moving to middle school next year and am looking forward to our next iep meeting in early june. i have learned alot and feel better equiped to handle this meeting after reading this forum. good luck and regards, melody > > > > By support I meant 1:1 aide to keep him on task. > > > > He won't have an aide with him anymore if he goes to gifted classroom all day. As far as accomodation goes, he gets a behavior plan attached to his IEP. Mostly it involves token system to encourage appropriate behavior. > > > > He was moved up to 2nd grade because of his math and reading. > > When I said spelling I did not mean that he could not handle spelling and the vocabulary in 2nd grade, I meant that he was > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 19, 2009 Report Share Posted May 19, 2009 You get the chance to have in an all day Gifted room? Wow! Our school district gives us 1.5 hours a week of gifted services (and that's if the teacher actually shows up.) One good thing about the gifted room is that really all gifted children are a little different in their obsessions. (Actually our gifted teacher almost refused to accept that our son had AS. He said that all gifted children were this way.) I would talk to the gifted teacher and explain your son's situation and ask if the teacher thinks he or she could handle this without the aid. It could be the teacher will help you push to have the aid. About the spelling and vocab-When I questioned one of the Autism Group Leaders in our school district, she told me that my son just probably would never have the ability to spell the way teachers would like him to. But now that we have computers that help with this, it might not be a problem. He does fine on his spelling tests. It's just when he's in a normal spelling situation that he can't seem to apply his knowledge. He did fine in earlier grades, too. But that was when everything was spelled phonetically (logically). Now he spells things how he thinks they should be spelled, not their actual spelling. What made me a little sad was that in the literature I've read, kids with AS are for the most part wonderful spellers. However, not everyone is the same. Like I said, he can't spell the way teachers would like him to, but I have it in his IEP that he would not be graded for his spelling in his writing. Good Luck with this. ah > > Is it possible for an asperger kid to experience success in gifted classroom without support? > > I receive an IEP draft before my upcoming meeting. At first they would like to have him held back another year because emotionally he is not ready. He has had support in his classroom right now. To have him in gifted means I lose all the support he has. To have him in regular ed class means that he is taught with everyone else with support, but he is not advancing academically. He is already in accelerating program. He was supposed to be in Kindergarten but moved to 2nd now, but I found recently that while his reading speed is improving, his spelling and vocabulary is regressing. > > I have been contemplating homeschooling, and had said that I am leaning heavily toward it. Is this still the best route that I should take? > > I need a sounding board to bounce the idea, so I won't be deterred during the meeting. Any comment would be appreciated. > > Thank you > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 20, 2009 Report Share Posted May 20, 2009 > > Hmmm, I just don't see why he can't have an aide in the gifted class if that is what he needs and it's helped him be successful in ways he wouldn't without an aide. Just me, but it shouldn't matter where in the school the student is, if he/she needs it to succeed or aid with disability, etc., then should have it; location/class shouldn't matter. But that's a quick thought here, I might be forgetting some situations, etc. It is because most of the teachers/administrators of gifted have attitudes. They see the gifted classes as a " reward " for good students. They don't understand giftedness very well. They don't understand gifted students simply " are " and are not made that way. They think the gifted kids have worked hard in school to get where they are at (it is often the opposite!). And they think a child needs an aid because of " behaviors " . They think said child must have an aid because he/she is not working very hard. Therefore, they don't think the child should be " rewarded " with being in the gifted class. At least that is my take on it--with the teachers who have problems. Obviously, I don't want to generalize. There are some great teachers of the gifted out there. But I have two kids who qualified as gifted in all 4 subject areas, so I've seen a lot of this. It is very frustrating as a parent. Ruth Quote Link to comment Share on other sites More sharing options...
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