School question

[Guest guest]

Dan,

Several weeks ago s's kindergarten teacher told me that we needed to

conference because was having problems " adjusting socially " . I just

about fell over. is very well mannered for a five year old. I

continually have people telling me they can't believe how mature, well

mannered, sweet, wonderful, smart...he is. After a brief conversation with

her I was able to get her to tell me that he actually was only not paying

close attention in group time. He would just look away, and not listen to

her, like he was in his own world. (Sounded like boredom to me not problems

adjusting socially). I reminded her that for about three weeks he had a lot

of ear drainage, and his dad and I had both told her we noticed a marked

decrease in hearing. She said she thought he could hear just fine. She

said he really enjoys the other kids, and perhaps just needs me to remind

him to listen in class. Remember, she initially said he was having problems

" adjusting socially " . Well the story changed to he's having to much fun

with the other kids, and doesn't want to sit still and listen. Then I

informed her that we had just been to see his ENT surgeon, his hearing

tested well below 50%. For the last week there had been no drainage from

his ear, and the surgeon said one tube was out, the other was blocked and

she wanted to put in new tubes. Well the teacher said oh well maybe he

isn't hearing well, but I'm sure if you talk to him about how important it

is to listen in class, that will help.

That night 's ear drum perforated. He screamed in pain. I never

talked to him about his behavior at school. One week later he was in

surgery. He had new tubes, a revision adenoidectomy, and after one night in

PICU he was home. It has been about 2 weeks since his surgery, and he is

breathing much better at night. With his bipap now he goes all night

without an alarm. He has no more ear drainage, and he is obviously hearing

better.

Now is doing great at school. Every day I ask his teacher how he is

doing, every day she says he had a great day today, and every day I

reply...I guess it really helps him to hear. I think since the teachers

don't really have any medical knowledge, they can only judge using their

experience. I think SOME TEACHERS rush to categorize their class and label

their kids. We both know our kids are in a category of there own. Any time

someone with no experience with dwarfism tries to put a label on our kids,

they are in danger. I don't know if your daughters attention problems are

caused by any damage early in her life. However, I do know that when

had his decompression surgery at nine months, the surgeon told me his

brainstem was so compressed he should not have been able to breathe on his

own, but he was. I do know that now he seems mentally more alert than most

other kindergartners. And I do know that when his ears were full of fluid

and he couldn't hear, there was no way the teacher was going to keep his

attention with activities that he has been doing already for 2 years.

I know Becky will do better once her ears are clear. I hope that her brain

was not compromised during her struggles as an infant. I would give the

tubes at least 4 weeks, and if you don't see some improvement then I would

see a neurologist that specializes in dwarfism.

Good luck,

Marie

At 04:03 PM 11/6/99 -0500, you wrote:

>From: Dan Kennedy <dkennedy@...>

>

>We're having a somewhat unanticipated problem with our daughter, Becky,

>who's achon and a first-grader.

>

>Becky has always had trouble paying attention and following directions if

>the matter at hand doesn't interest her. However, through three years of

>preschool and one year of kindergarten she's gotten progressively better.

>She is also quite bright, and ahead of her age level in reading.

>

>First grade, however, has been quite difficult. She tunes the teacher out,

>pays no attention (especially on math), and has even gotten up and walked

>to another classroom on occasion in the middle of class activities. On the

>other hand, there are days when she'll come home when it's clear that

>she's done quite well on her papers and did a reasonably good job of

>paying attention -- for that day, anyway.

>

>Becky has *always* had her own agenda. It's always been quite difficult to

>get her to focus on anything that *isn't* on her agenda. We are convinced

>that she does not have attention deficit disorder. Rather, it seems just

>about impossible to make her care about anything that she doesn't care

>about to begin with. At home, she is immature for her age, but quite well

>behaved -- very sweet-natured, very little bad behavior.

>

>Complicating matters is her hearing, which varies between fine and kind of

>muddled. She's had to have tubes off and on, and in fact got another pair

>just today. I know her hearing has been kind of muddled since the

>beginning of school this year, but that she also passed a school hearing

>test without any trouble.

>

>What I would like to know is --

>

>-- Can anyone say whether this is related to achondroplasia? It seems that

>there may be an element of her not thinking that she's expected to hold to

>the same standards as her much-bigger classmates. We've tried to tell her

>otherwise -- reinforced with punishments such as no TV and no dessert --

>but it's hard to tell whether she really gets it.

>

>-- What role might early medical trauma be playing? She fell very ill at 5

>months, landing in the hospital for 2 months. She had to have a

>tracheotomy with oxygen for a little more than two years. The first year,

>in particular, she was quite sick and not really with it much of the time.

>We also had nurses in and out all the time, a night nurse, etc., etc. Is

>this now coming home to roost?

>

>-- What recommendations can anyone offer?

>

>Thanks!

>

>Dan

>

>>

[Guest guest]

Sorry about the gramatical errors. The hour was late, and I was tired.

Marie

[Guest guest]

>From: Dan Kennedy <dkennedy@...>

>

>We're having a somewhat unanticipated problem with our daughter, Becky,

>who's achon and a first-grader.

Speaking as an ancient Achon, but with a pretty good memory, I can only

make the following observations.

First, as I remember my school years, ESPECIALLY the first few, my mind was

taken up TOTALLY with dealing with my dwarfism and more accurately, people

(and authorities) attitude to it. I got totally pissed off with the whole

thing! Therefore, my mind was taken up this scenario, and commanded most

of my thinking time. As a result, I didn't concentrate at school.

I left school without a single qualification, such was the demands placed

on just dealing with being a dwarf. I got all my qualifications AFTER I

left school - the hard way! Thankfully, in lots of ways, society is much

more enlightened now. Its just a pity the so called specialists aren't.

They are STILL to this day, telling new parents with Achon babies that

because their child has Achondroplasia, they will grow up with mentally

retarded !

As adults, I honestly don't think we can appreciate the effect dwarfism has

on kids, and especially the attention they have to endure, when all they

crave is to melt into the background and be as plain as the rest of the

peer group.

Second, I remember all my school reports saying variations on " Careless,

can do better " " Needs to learn that if a job is worth doing, its worth

doing properly. "

I'm sorry Dan, but honestly, I really do remember getting totally and

utterly pissed off with attention, either necessary or morbid curiosity, in

both my school, and everyday life.

Lastly, it is a fact that yes, we do have severe constriction in our necks.

Now, remember, I'm 55 and Lin is 49. But, we are BOTH now experiencing,

what we can only describe as 'nipping' which is causing at the very least,

dizziness. At its worst we feel extremely sick, nearly faint, and for a

while after, can't even remember what we were supposed to be doing, the day

of the week etc etc.

Having said all this, it is just TOO easy to try to put what are really

everyday problems, down to our Achondroplasia.

Good luck!

Fred

[Guest guest]

Dan,

Except for the first-grade, it sounds like you are describing our son,

. is 4 1/2 years old and is in a PPCD class. Last week in class,

decided to be cute, he was working one-on-one with his teacher, working

on a shape puzzle. He would pick-up a shape, look at the teacher, then

almost put the shape in the puzzle and then while holding eye contact with

his teacher, he would throw the shape over his shoulder. This is only an

example of how stubborn is to perform. We have seen this behavior

since he was little over a year old. (After spending 40 days in the

hospital).

When was 2 years old, his regular PT had to take time off from work.

did not like the substitute PT, so to get out of doing PT with her, he

would pretend to be asleep. I know he was pretending, because the door bell

would ring, I would tell , " Rosie is here " . When I came back to the

room with her, would be asleep. She would stay for 10 to 15 minutes,

then leave. I would come back to the room after walking her out and

would be playing not sleeping. I fell for his little act twice.

When gets in trouble he tries to cute his way out of it, he thinks if

he can get you to laugh then he will not be in trouble.

I could fill a book with stories of how stubborn can be and how clever

he can be when he is trying to get out of trouble or out of performing.

My sister calls willful - I think that is a very good description of

him, along with a few other words, such a manipulative.

School question

>From: Dan Kennedy <dkennedy@...>

>

>We're having a somewhat unanticipated problem with our daughter, Becky,

>who's achon and a first-grader.

>

>Becky has always had trouble paying attention and following directions if

>the matter at hand doesn't interest her. However, through three years of

>preschool and one year of kindergarten she's gotten progressively better.

>She is also quite bright, and ahead of her age level in reading.

>

>First grade, however, has been quite difficult. She tunes the teacher out,

>pays no attention (especially on math), and has even gotten up and walked

>to another classroom on occasion in the middle of class activities. On the

>other hand, there are days when she'll come home when it's clear that

>she's done quite well on her papers and did a reasonably good job of

>paying attention -- for that day, anyway.

>

>Becky has *always* had her own agenda. It's always been quite difficult to

>get her to focus on anything that *isn't* on her agenda. We are convinced

>that she does not have attention deficit disorder. Rather, it seems just

>about impossible to make her care about anything that she doesn't care

>about to begin with. At home, she is immature for her age, but quite well

>behaved -- very sweet-natured, very little bad behavior.

>

>Complicating matters is her hearing, which varies between fine and kind of

>muddled. She's had to have tubes off and on, and in fact got another pair

>just today. I know her hearing has been kind of muddled since the

>beginning of school this year, but that she also passed a school hearing

>test without any trouble.

>

>What I would like to know is --

>

>-- Can anyone say whether this is related to achondroplasia? It seems that

>there may be an element of her not thinking that she's expected to hold to

>the same standards as her much-bigger classmates. We've tried to tell her

>otherwise -- reinforced with punishments such as no TV and no dessert --

>but it's hard to tell whether she really gets it.

>

>-- What role might early medical trauma be playing? She fell very ill at 5

>months, landing in the hospital for 2 months. She had to have a

>tracheotomy with oxygen for a little more than two years. The first year,

>in particular, she was quite sick and not really with it much of the time.

>We also had nurses in and out all the time, a night nurse, etc., etc. Is

>this now coming home to roost?

>

>-- What recommendations can anyone offer?

>

>Thanks!

>

>Dan

>

>>

>

[Guest guest]

Carolyn:

Indeed you have every right to ask for the accommodations you mention. I would

refer you to Teaching the Tiger as a really good reference for accommodation

ideas for kids with OCD, ADHD and TS. I am going to be sorting out all my iep

info this weekend (and might actually get the faq info to you, -- it's

only been what? a year?). I'll post more later.

Jule

[Guest guest]

Hi Carolyn I can only be of limited help as we have yet to pursue formal

accomodations for our daughter in school. However the specific accomodation

you mentioned, that your daughter not be kept in from recess as a

consequence for unfinished work, I requested of Kel's teacher this year, and

this has been honored. I explained that needing to be absolutely sure

everything was correct, and " just so " were common OCD compulsions which

sometimes interfered with her ability to complete tasks in the time

provided. Kel can hardly sit still anyway, and to take away recess and the

chance to run off some energy, not to mention being punished for compulsions

which is demoralizing to Kel, virtually doomed her having a successful

afternoon in school.

Kel is in first grade, and the teacher and I agreed that she would bring

home any unfinished work and return it the next school day without this

affecting her grade. This way I can also have a better idea of how OCD is

trying to interfere with school work and think up ways to boss back if

needed.

If and when we do pursue a 504 for Kel, I won't hesitate to ask for this

type of accomodation and IMO do think it's reasonable for our kids. I'm

looking forward to hearing what other, more 504-experienced parents will

say.

Kathy R in Indiana

----- Original Message -----

From: <trpyhpy@...>

> Would it be out of line to ask that my daughter not be marked down and

made

> to sit inside during recess time for late assignments, when the reason her

> work is late is because she can't stop redoing everything over & over

again?

> If not, how should I go about asking this?

[Guest guest]

Hi Carolyn, you are right on target with accomidations within the 504 plan

ie.( not being punished for late assignments because of writing and erasing

etc.) My daughter has a 504 plan and in there it states that flex

time is permited on assignments (if needed) also that she has a quiet place

where she can go and work if she's stressed, cant concentrate or if noise

levels are too high. There are other things in there too but you get the

drift. I hope this helps. Anything that you can think of that will help your

child to continue to thrive in the classroom, if there are specific issues

that your child goes through because of the ocd that is affecting his or her

abbility to function in the class get it down in writing. God Bless!

Nikki

[Guest guest]

Thanks so much to everyone who responded to my 'school question' on

accommodations, I really appreciate your advice.

As of right now, my daughter's having the most difficulty with not getting

assignments done on time or at all because of reworking & perfectionism, and

she's being kept in during recess. But that doesn't bother her much cause

she's afraid the playground has those underground bombs (land mines?) that

blow up when you step on them, so she won't play with her friends anyway.

A month ago it was being scared of germs in the bathroom, and contamination,

poison or " something weird " in the school's cafeteria food (Which actually

makes sense, from what I remember of elementary school lunches!) So who knows

what it'll be tomorrow.

One more question - where do I find " Teaching the Tiger " ?

thanks again!!!!

Carolynn

[Guest guest]

I got a copy of " Teaching the Tiger " through Amazon.com. You could

also check your local & Noble.

Greta in Oregon

> Thanks so much to everyone who responded to my 'school question' on

> accommodations, I really appreciate your advice.

> As of right now, my daughter's having the most difficulty with not

getting

> assignments done on time or at all because of reworking &

perfectionism, and

> she's being kept in during recess. But that doesn't bother her

much cause

> she's afraid the playground has those underground bombs (land

mines?) that

> blow up when you step on them, so she won't play with her friends

anyway.

> A month ago it was being scared of germs in the bathroom, and

contamination,

> poison or " something weird " in the school's cafeteria food (Which

actually

> makes sense, from what I remember of elementary school lunches!) So

who knows

> what it'll be tomorrow.

> One more question - where do I find " Teaching the Tiger " ?

> thanks again!!!!

> Carolynn

[Guest guest]

HI Carolynn:

I got " Teaching the Tiger " from amazon.com. YOu can sign on there through

the OCF website and amazon.com will give a percentage of your costs to the

OCF as a donation.

Steve also preferred getting punished and staying in at recess. We had to

meet with his teachers and explain any undone work was to be sent home,

where we could do E & RP with whatever was slowing him down, and they needed

to be sure he was out at recess and socializing and facing his fears with

the MR kids in the playground (contaminated to him). Since he found that

his computer game time was severely reduced by bringing undone work home,

he soon finished up in class and was bringing only regular homework home.

Of course, Steve was in treatment for OCD at the time we did this. If he

had not been receiving E & RP and meds, we would have asked for the recess to

be given to him and the amount of classwork to be reduced to temporarily

accommodate his OCD. Good luck, take care, aloha, Kathy (H)

kathyh@...

At 02:17 PM 01/07/2001 EST, you wrote:

>Thanks so much to everyone who responded to my 'school question' on

>accommodations, I really appreciate your advice.

>As of right now, my daughter's having the most difficulty with not getting

>assignments done on time or at all because of reworking & perfectionism,

and

>she's being kept in during recess. But that doesn't bother her much cause

>she's afraid the playground has those underground bombs (land mines?) that

>blow up when you step on them, so she won't play with her friends anyway.

> A month ago it was being scared of germs in the bathroom, and

contamination,

>poison or " something weird " in the school's cafeteria food (Which actually

>makes sense, from what I remember of elementary school lunches!) So who

knows

>what it'll be tomorrow.

>One more question - where do I find " Teaching the Tiger " ?

>thanks again!!!!

>Carolynn

[Guest guest]

In a message dated 2/17/01 10:39:43 AM Eastern Standard Time,

pastmidvale@... writes:

<< Melmark was next because of Donna's recommendation. the week I approached

them they were not admitting more PA subsidized kids. >>

We were told that also. So we played some politics. We know the CEO and we

used that card. Whatever works. All's fair when trying to do for our kids,

right?!?

<<We

took Elie to Elwyn and he immediately felt comfortable in their school

building and in the classroom, he greeted everyone and sat down at a desk to

stay!>>

That's fabulous Sara. I'm so glad to hear Elie is doing so well at Elwyn.

Donna

[Guest guest]

You can go to the PDE and look for the link to approved private schools and

see what is listed. I went over the whole list and found 3 that I thought

met Elie's needs. Caphill was still my favorite, but Elie didn't like the

shool site at all (vey hilly, uneven terrain) and he paniked big time in

their classrooms. But they really want young kids who can grow with them.

Melmark was next because of Donna's recommendation. the week I approached

them they were not admitting more PA subsidized kids. (Since rescinded). We

took Elie to Elwyn and he immediately felt comfortable in their school

building and in the classroom, he greeted everyone and sat down at a desk to

stay!

So we are at Elwyn. Depending on your child's functioning leel there are a

ouple of other places where my son would not be welcome because his

functional level is too low.

Look at the list and make some calls very early . Unlike Donna, I never

expected to want to move Elie, but when the school district SUGGESTED it, I

was ready to go.

Sara

_________________________________________________________________

Get your FREE download of MSN Explorer at http://explorer.msn.com

[Guest guest]

In a message dated 2/17/01 9:54:03 AM Eastern Standard Time,

Lucilledsl@... writes:

<< The schools you use may be an option for me in the future as I am

only about 2 hrs from each of you, unless there are others closer to

northeast PA.

Lucille >>

Lucille,

Go to http://www.cas.psu.edu/docs/pde/specialed/aps/seapsdir.pdf for a

list of PA approved private schools. It is a pdf file, so you'll need

acrobat to read it. If you don't have acrobat, you can download it from

Joan's Disability Solutions site.

Donna

[Guest guest]

Hi Justyne,

School does get more and more note intensive as it goes on. Camille has just

started 8th grade and her school has supplied her with an " AlphaSmart " which

is a portable keyboard. It's about the size of a notebook, has 10 files built

in, and comes with a wire that can download the notes into a computer or

directly into a printer. She doesn't use it much for notes yet, but she uses it

for a lot of homework, typing directly into it and then loading it into the

computer for editing. (If you go right into a printer, you can't determine font,

etc and it's harder to see the entire document for editing) If you don't have

a computer, he could still use it, and then download it at school. I also

think the tape recorder suggestion was good, but he'll still have to transcribe

it... but, it may be helpful if he's not a fast typist!

Good luck!

[Guest guest]

Justyne --

Hi, it's been a long while since we've had contact. I'm interested in how

well Tanner's parochial school cooperates with you, as we have recently

transferred the boys from a private Christian school (they attended from K-6) to

a

catholic educational institution due to a mountain of serious discrimination

issues.

Like the spring concert debacle and removing from his 5th grade class

and placing him with the 4th graders for the public presentation. Receiving

the M-word on his spelling list, followed by the D-word two weeks later, and

then once again these offenses appearing in the review lesson. Like the book

his

teacher gave him with a disrespectful poem called " How to Treat Elves, " with

the final line saying " stomp on their feet, they are God Damn little fools! "

And the most galling part is that this all controlling, dictatorship of an

administration told us they are not responsible for any of the material in

textbooks, workbooks, library books or the books the teachers bring to school

for

their students use. Yet, I distinctly recall donating several books to the

school library, but they had to be approved through the administration prior to

submitting them to the library. And then there was the state spelling bee that

they deliberately excluded Mathew from. He's got Asperger's Syndrome, having

the precocious ability to read, spell, and pronounce complex material forwards

and backwards, too -- far beyond what is expected at his chronological age of

eight years-old. There were only fourteen children in his class and there is

nobody else with this unique ability among them. His teacher didn't even

select him as an alternate. There was not an on-the-spot classroom contest.

His

teacher prayed over who she would personally select and Mathew was NEVER

included. Mathew is far too intelligent for this Christian BS. He wanted to

quit

school all year and his teacher knew it -- sending him to the spelling bee

would have boosted his self-esteem and interest in school. And, then came

's turn for deliberate exclusion. He was denied participation on the

handbell

choir and all his requests to become the school mascot -- both areas where he

excels outside of this Academy. These decisions were made with the

administration's full knowledge of his medical exemption from playing sports.

Our sons

are highly motivated and found ways to use their unique abilities and

talents, yet the administration closed all doors. It was an absolutely

humiliating

year for both , Mathew and our entire family.

The most galling part is the administrations total and consistent

insensitivity and lack of compassion, empathy and interest in rectifying these

important

issues. The buck stops with the classroom instructors. There's no discussing

anything, and there's absolutely no chain of command. They actually turned

on our character because we questioned them and wanted reasonable resolution.

I've never experienced anything like this -- this degree of discrimination --

in my life. Especially, from people proclaiming to be all loving Christians.

But I'm most proud of and Mathew's resilience and ability to rise above

all of these terrible experiences that were placed upon them by a Christian

staff who purport acceptance and love. They both went from total exclusion and

public humiliation to being equal participants and even leaders in their new

school. ran for the office of the 6th Grade Class President and won.

On the second day of school, during the first school assembly of the year he

eagerly answered the call for a volunteer, played the drums, won the contest and

was asked to join the school band. He wants to try out for the basketball

team too -- the kid has chutzpah. It's quite an accomplishment for walking in

cold, not knowing a single person on the first day and coming from such a

terribly oppressive and humiliating school environment. Mathew is now figuring

out

to go straight to Princeton or the Julliard School of Music.

Keep me informed of your progress. Tell Mr. Tanner we said hello and would

love to hear how his golf swing is going!

Sincerely,

[Guest guest]

A further note on notes...

At Camille's school, they teach them to take " Cornell Notes " which is a

specific system with a divided page. I think they put the topic on one side and

specific notes on the other... you might want to look into that as well.

[Guest guest]

When I was in school and just started taking notes my brother saw what I

was doing and corrected me.

First tell your son that note taking is not taking down everything the

teacher says word for word. It is exactly that - taking notes.

Second teachers usually work from an outline and in order to assure that

their students understand a concept or idea repeats the same at least

three times in various forms.

Example - 1 + 1 = 2 basic statement

One apple plus one orange = two pieces of fruit, class count with me one

plus one equal two. etc.

You son does not have to write down all three statements, just the basic

statement of 1+1=2.

Thus your son should start taking notes in outline form.

I Basic Concept to be studied today

A. Supporting

1. Additional supporting

B. Supporting

1. Additional supporting

This will limit his writing to one word or sentence. Rather than

everything the teacher says verbatim.

Plus, if he writes in outline form and then reads the supporting

material, when he rewrites his notes he can incorporated the supporting

material into his notes.

The advantages to this method

1. He listens to lessons, so that he understands the lessons. Otherwise

he is just writing as fast as he can. (There once was a cartoon, where

the teacher was basically saying a lot of nothing to see if the students

were listening or just writing - punch line was that the students were

just writing down a lot of nothing)

2. He can interact with the lessons. If he does not understand

something he can ask questions.

3. With the combining of classroom lecture with supporting material in

outline form - studying for a test can basically be a review of the

outline.

4. For anyone outline form is a lot easier to read that a verbatim

document. That is why business letters use a lot of bullet points to

get their ideas across.

_____

From: dakotamo [mailto:dakotamo@...]

Sent: Sunday, September 26, 2004 6:33 AM

dwarfism

Subject: School question

Hi. Everyone has always been so helpful in the past I am hoping I

will again get some great advice! My son is in 6th grade,has

achondroplasia, and does not have an IEP. In the past I have just

called the school and asked for the extra set of books or a smaller

desk, etc. (Parochial school where the children have been for the lasy

17 years.) This year will be a " writing intensive year and I already

have noticed a problem with the note-taking. He says the teacher talks

too fast and he can't get the notes down. Anyway... I can remember

reading about other issues that will crop up about letting the kids out

a few minutes early to get to classes on time and also extra time on

tests becasue of the short fingers. I cannot find my past LPA magazines

from 10-12 years ago to review them. Can anyone give suggestions that I

mat give to the school? School has not been fun in the past for him.

He'd rather be outside playing ball or riding his bike! This year it

started out pretty good with two new male teachers but has quickly gone

down hill because he has trouble taking notes. I suggested the tape

recorder like we used in college and I got " the look " . Any other

suggestions would be greatly appreciated! MANY THANX IN ADVANCE!!!!!

Justyne- Mom to Tanner

[Guest guest]

I am new to the group. My son saw a new Dr. last week and he is pretty sure that

we are dealing with a diagnosis of Aspergers. My question is in regards to the

school. He has an IEP and his disability started off (K5) as a speech disability

then (3rd grade) added learning disability. We go back to the Dr. next week to

do further testing for Aspergers....if we do get the Aspergers diagnosis what do

I do as far as his IEP is concerned? Do I get a note from the Dr. saying this is

the diagnosis? I want that on his IEP. Thanks!

Misty

[Guest guest]

The school usually has a diagnosis form to be signed by the physician. I

recommend you get that from them now--have them email or fax it to you (school

psychologist) and bring to the dr. Beat them to the punch. ASP is autism after

all, and it SHOULD get your farther with your services.

---- mistycmathis <mistycmathis@...> wrote:

> I am new to the group. My son saw a new Dr. last week and he is pretty sure

that we are dealing with a diagnosis of Aspergers. My question is in regards to

the school. He has an IEP and his disability started off (K5) as a speech

disability then (3rd grade) added learning disability. We go back to the Dr.

next week to do further testing for Aspergers....if we do get the Aspergers

diagnosis what do I do as far as his IEP is concerned? Do I get a note from the

Dr. saying this is the diagnosis? I want that on his IEP. Thanks!

> Misty

>

[Guest guest]

Yes, just me, but I'd get it in writing from the doctor to give to the school.

That way they can change/address his needs from the Aspergers perspective, just

add the dx to the IEP. You may feel the IEP is working fine as it is, but I'd

still add the diagnosis to it.

>

> I am new to the group. My son saw a new Dr. last week and he is pretty sure

that we are dealing with a diagnosis of Aspergers. My question is in regards to

the school. He has an IEP and his disability started off (K5) as a speech

disability then (3rd grade) added learning disability. We go back to the Dr.

next week to do further testing for Aspergers....if we do get the Aspergers

diagnosis what do I do as far as his IEP is concerned? Do I get a note from the

Dr. saying this is the diagnosis? I want that on his IEP. Thanks!

> Misty

>

[Guest guest]

Misty, yes give the diagnosis to the school. However, the school might fight you on it. I had to request in writing for my school to perform their own evaluation before they would accept that she has AS and once they did they wrote up an IEP and included the diagnosis on it. I'm meeting them next week so I'm keeping my fingers crossed on what they are going to do for my dd.Good luck, - -- On Tue, 11/9/10, mistycmathis <mistycmathis@...> wrote:From: mistycmathis <mistycmathis@...>Subject: ( ) School question Date: Tuesday, November 9, 2010, 10:13 AM

I am new to the group. My son saw a new Dr. last week and he is pretty sure that we are dealing with a diagnosis of Aspergers. My question is in regards to the school. He has an IEP and his disability started off (K5) as a speech disability then (3rd grade) added learning disability. We go back to the Dr. next week to do further testing for Aspergers....if we do get the Aspergers diagnosis what do I do as far as his IEP is concerned? Do I get a note from the Dr. saying this is the diagnosis? I want that on his IEP. Thanks!

Misty

[Guest guest]

Cheryl,What are you using for Math? I may have something that will work. Does he like computers?From: JAMES W <cmurray326@...>Autism and Aspergers Treatment Sent: Sat, January 29, 2011 1:00:57 PMSubject: School Question

Hi everyone:

I have homeschooled my son since 5th grade and it seems that when we hit 7th grade he has had a hard time focusing and grasping math concepts. He does worry a lot and really does not like to do math. He is currently in 9th grade. Any suggestions? It seems like this year has been his most difficult.

Thanks,

Cheryl