Requesting an aide

[Guest guest]

My daughter, , has been tested through the school. While they can't formally

diagnose what is going on with her, she had a LOT of issues from the educational

evaluation, all pointing to dyslexia and auditory processing disorder. Last

winter, she had an onset of OCD symptoms.

We have started therapy and I have met with the psychiatrist to discuss the

possibility of OCD and medication. The psychiatrist is thinking that based on

the therapist's observation and the questions she asked me, she believes that

is also on the PDD scale with possible asperger's syndrome. We meet with

the psychiatrist Thursday for the psych to see and make recommendations.

receives resource daily as well as speech therapy twice a week. Even with

the resource, she was still making D's and F's. She has short-term memory loss

and her recall/comprehension scores were VERY low. She is, of course, a visual

learner and even with visuals, it can be difficult to get her to understand

concepts. She's rather slow at " getting " things.

I have put in a request for an IEP modification (her annual is due in Nov.)

meeting. The teacher so far seems oblivious to 's needs. I know it's only

the 3rd week of school, but it appears it's going to be a fight all year with

the teacher who thinks she knows what she's doing, but in reality, she is

setting up for failure.

It is my opinion that if the school still had an inclusion program, that it

would be best for to be placed in that setting with a small class and

one-on-one help. The school doesn't offer that-just resource time. It was my

goal to increase her resource time, but the teacher's lack of ability has made

me decide that should have a full-time aide. Right now, it probably doesn't

warrant one-based on the fact they haven't done much work yet. But I can bet

that she is going to fail if not given the attention she needs.

So, I am in need of suggestions on how to go about asking for an aide. What

types of things do I need to show " just cause " for one, and what experiences

have you had in asking for one?

Thanks in advance.

-Melinda

[Guest guest]

From our experience wording is key. Our son's aide is not called a one-on-one aide, but is an 'enhanced classroom staffing'.

In a message dated 9/22/2010 8:28:18 A.M. Eastern Daylight Time, mlndhall@... writes:

My daughter, , has been tested through the school. While they can't formally diagnose what is going on with her, she had a LOT of issues from the educational evaluation, all pointing to dyslexia and auditory processing disorder. Last winter, she had an onset of OCD symptoms. We have started therapy and I have met with the psychiatrist to discuss the possibility of OCD and medication. The psychiatrist is thinking that based on the therapist's observation and the questions she asked me, she believes that is also on the PDD scale with possible asperger's syndrome. We meet with the psychiatrist Thursday for the psych to see and make recommendations. receives resource daily as well as speech therapy twice a week. Even with the resource, she was still making D's and F's. She has short-term memory loss and her recall/comprehension scores were VERY low. She is, of course, a visual learner and even with visuals, it can be difficult to get her to understand concepts. She's rather slow at "getting" things.I have put in a request for an IEP modification (her annual is due in Nov.) meeting. The teacher so far seems oblivious to 's needs. I know it's only the 3rd week of school, but it appears it's going to be a fight all year with the teacher who thinks she knows what she's doing, but in reality, she is setting up for failure. It is my opinion that if the school still had an inclusion program, that it would be best for to be placed in that setting with a small class and one-on-one help. The school doesn't offer that-just resource time. It was my goal to increase her resource time, but the teacher's lack of ability has made me decide that should have a full-time aide. Right now, it probably doesn't warrant one-based on the fact they haven't done much work yet. But I can bet that she is going to fail if not given the attention she needs. So, I am in need of suggestions on how to go about asking for an aide. What types of things do I need to show "just cause" for one, and what experiences have you had in asking for one?Thanks in advance.-Melinda

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[Guest guest]

For myself, I got an Advocate who is wonderful.She is holding the school acountable for their lack of sufficient assessment of my son, who clearly has auditory processing disorder among other things as well. He is also a D and F student in the 2nd grade, so I know what you are going through. It's fighting the school staff all the way on getting Dylan the resources he needs, which I would like, is one on one person in the class just devoted to my son.

My advocate dissented to the schools assessment of Dylan because they did not do the proper testing. The school psychologist is too inexperienced in my opinion, and doesn't know what she is doing. But, now we have no IEP (for now)

My advocate is fighting them hard, and now we're taking it to the district. I know advocates are expensive, but if you can, try one. In the long run, you will thank yourself. You shouldn't have to do this alone, because they will try to do as little as possible without any regard for your child's welfare.

One Moms opinion, hope it helps,

Cathleen

From: Hall Melinda <mlndhall@...>Aspergers Treatment Sent: Wed, September 22, 2010 5:27:58 AMSubject: ( ) Requesting an aide

My daughter, , has been tested through the school. While they can't formally diagnose what is going on with her, she had a LOT of issues from the educational evaluation, all pointing to dyslexia and auditory processing disorder. Last winter, she had an onset of OCD symptoms. We have started therapy and I have met with the psychiatrist to discuss the possibility of OCD and medication. The psychiatrist is thinking that based on the therapist's observation and the questions she asked me, she believes that is also on the PDD scale with possible asperger's syndrome. We meet with the psychiatrist Thursday for the psych to see and make recommendations. receives resource daily as well as speech therapy twice a week. Even with the resource, she was still making D's and F's. She has short-term memory loss and her recall/comprehension scores were VERY low. She is, of course, a visual learner and even with visuals, it can be

difficult to get her to understand concepts. She's rather slow at "getting" things.I have put in a request for an IEP modification (her annual is due in Nov.) meeting. The teacher so far seems oblivious to 's needs. I know it's only the 3rd week of school, but it appears it's going to be a fight all year with the teacher who thinks she knows what she's doing, but in reality, she is setting up for failure. It is my opinion that if the school still had an inclusion program, that it would be best for to be placed in that setting with a small class and one-on-one help. The school doesn't offer that-just resource time. It was my goal to increase her resource time, but the teacher's lack of ability has made me decide that should have a full-time aide. Right now, it probably doesn't warrant one-based on the fact they haven't done much work yet. But I can bet that she is going to fail if not given the attention she needs.

So, I am in need of suggestions on how to go about asking for an aide. What types of things do I need to show "just cause" for one, and what experiences have you had in asking for one?Thanks in advance.-Melinda

[Guest guest]

I would say that you need to document that her current placement is not working. I would use grades and lack of progress learning as the data and it sounds like you have that. It seems like you had the same problem last year. SO I don't think you have to wait longer to address the problem since it is more than a 3 week problem. The program that they put together for her has to show some educational benefit as well. They can't just have her marking time without appropriate instruction so she is learning and making sufficient progress.

Try to have the conversation focus on what she needs to be successful and then how that will happen. If they have pull out's, they could literally pull her out for half the day or longer, depending on her needs. In other words, it would be an inclusion class really but they can call it pull outs. lol. I know our elementary school did that - had pull out for specific subjects. But some kids stayed in there all morning or all day, depending on their needs.

Anyway, they need to either put someone in the classroom to work with her 1 on 1 (an aide) or they need to pull her out for specific subjects. It is really stressful, I know. Just keep focusing them on her lack of progress and keep coming back to that fact no matter what they say.

Roxanna

"I

predict future happiness for Americans if they can prevent the government from wasting the labors of the people under the pretense of taking care of them." - Jefferson

( ) Requesting an aide

My daughter, , has been tested through the school. While they can't formally diagnose what is going on with her, she had a LOT of issues from the educational evaluation, all pointing to dyslexia and auditory processing disorder. Last winter, she had an onset of OCD symptoms.

We have started therapy and I have met with the psychiatrist to discuss the possibility of OCD and medication. The psychiatrist is thinking that based on the therapist's observation and the questions she asked me, she believes that is also on the PDD scale with possible asperger's syndrome. We meet with the psychiatrist Thursday for the psych to see and make recommendations.

receives resource daily as well as speech therapy twice a week. Even with the resource, she was still making D's and F's. She has short-term memory loss and her recall/comprehension scores were VERY low. She is, of course, a visual learner and even with visuals, it can be difficult to get her to understand concepts. She's rather slow at "getting" things.

I have put in a request for an IEP modification (her annual is due in Nov.) meeting. The teacher so far seems oblivious to 's needs. I know it's only the 3rd week of school, but it appears it's going to be a fight all year with the teacher who thinks she knows what she's doing, but in reality, she is setting up for failure.

It is my opinion that if the school still had an inclusion program, that it would be best for to be placed in that setting with a small class and one-on-one help. The school doesn't offer that-just resource time. It was my goal to increase her resource time, but the teacher's lack of ability has made me decide that should have a full-time aide. Right now, it probably doesn't warrant one-based on the fact they haven't done much work yet. But I can bet that she is going to fail if not given the attention she needs.

So, I am in need of suggestions on how to go about asking for an aide. What types of things do I need to show "just cause" for one, and what experiences have you had in asking for one?

Thanks in advance.

-Melinda

[Guest guest]

If the aide is called "enhanced classroom staffing", how do you know this person is helping your child? And how will you have an aide next year or when he changes to another building?

We had 1-1 support/aide written in our ds's IEP as a related service so that it was understood what they needed to provide. If your child doesn't need 1-1 support, then having an extra person in the classroom might be fine. I mean, if it works, it works. But if a child needs 1-1 support, I would recommend it is written as just that so there are no mistakes in providing the service.

Roxanna

"I

predict future happiness for Americans if they can prevent the government from wasting the labors of the people under the pretense of taking care of them." - Jefferson

Re: ( ) Requesting an aide

From our experience wording is key. Our son's aide is not called a one-on-one aide, but is an 'enhanced classroom staffing'.

In a message dated 9/22/2010 8:28:18 A.M. Eastern Daylight Time, mlndhall@... writes:

My daughter, , has been tested through the school. While they can't formally diagnose what is going on with her, she had a LOT of issues from the educational evaluation, all pointing to dyslexia and auditory processing disorder. Last winter, she had an onset of OCD symptoms.

We have started therapy and I have met with the psychiatrist to discuss the possibility of OCD and medication. The psychiatrist is thinking that based on the therapist's observation and the questions she asked me, she believes that is also on the PDD scale with possible asperger's syndrome. We meet with the psychiatrist Thursday for the psych to see and make recommendations.

receives resource daily as well as speech therapy twice a week. Even with the resource, she was still making D's and F's. She has short-term memory loss and her recall/comprehension scores were VERY low. She is, of course, a visual learner and even with visuals, it can be difficult to get her to understand concepts. She's rather slow at "getting" things.

I have put in a request for an IEP modification (her annual is due in Nov.) meeting. The teacher so far seems oblivious to 's needs. I know it's only the 3rd week of school, but it appears it's going to be a fight all year with the teacher who thinks she knows what she's doing, but in reality, she is setting up for failure.

It is my opinion that if the school still had an inclusion program, that it would be best for to be placed in that setting with a small class and one-on-one help. The school doesn't offer that-just resource time. It was my goal to increase her resource time, but the teacher's lack of ability has made me decide that should have a full-time aide. Right now, it probably doesn't warrant one-based on the fact they haven't done much work yet. But I can bet that she is going to fail if not given the attention she needs.

So, I am in need of suggestions on how to go about asking for an aide. What types of things do I need to show "just cause" for one, and what experiences have you had in asking for one?

Thanks in advance.

-Melinda

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Messages in this topic (20)

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[Guest guest]

Are you getting an outside evaluation done now?

Roxanna

"I

predict future happiness for Americans if they can prevent the government from wasting the labors of the people under the pretense of taking care of them." - Jefferson

( ) Requesting an aide

My daughter, , has been tested through the school. While they can't formally diagnose what is going on with her, she had a LOT of issues from the educational evaluation, all pointing to dyslexia and auditory processing disorder. Last winter, she had an onset of OCD symptoms.

We have started therapy and I have met with the psychiatrist to discuss the possibility of OCD and medication. The psychiatrist is thinking that based on the therapist's observation and the questions she asked me, she believes that is also on the PDD scale with possible asperger's syndrome. We meet with the psychiatrist Thursday for the psych to see and make recommendations.

receives resource daily as well as speech therapy twice a week. Even with the resource, she was still making D's and F's. She has short-term memory loss and her recall/comprehension scores were VERY low. She is, of course, a visual learner and even with visuals, it can be

difficult to get her to understand concepts. She's rather slow at "getting" things.

I have put in a request for an IEP modification (her annual is due in Nov.) meeting. The teacher so far seems oblivious to 's needs. I know it's only the 3rd week of school, but it appears it's going to be a fight all year with the teacher who thinks she knows what she's doing, but in reality, she is setting up for failure.

It is my opinion that if the school still had an inclusion program, that it would be best for to be placed in that setting with a small class and one-on-one help. The school doesn't offer that-just resource time. It was my goal to increase her resource time, but the teacher's lack of ability has made me decide that should have a full-time aide. Right now, it probably doesn't warrant one-based on the fact they haven't done much work yet. But I can bet that she is going to fail if not given the attention she needs.

So, I am in need of suggestions on how to go about asking for an aide. What types of things do I need to show "just cause" for one, and what experiences have you had in asking for one?

Thanks in advance.

-Melinda

[Guest guest]

Yes, I will have Dylan tested at last in a couple of weeks. He meets all the criteria of AS, but I need to know formally, also having the neuropsychologist say he has AS will hopefully get us more services that we need.

Cathleen

From: Roxanna <MadIdeas@...> Sent: Wed, September 22, 2010 6:08:05 PMSubject: Re: ( ) Requesting an aide

Are you getting an outside evaluation done now?

Roxanna"I predict future happiness for Americans if they can prevent the government from wasting the labors of the people under the pretense of taking care of them." - Jefferson

( ) Requesting an aide

My daughter, , has been tested through the school. While they can't formally diagnose what is going on with her, she had a LOT of issues from the educational evaluation, all pointing to dyslexia and auditory processing disorder. Last winter, she had an onset of OCD symptoms. We have started therapy and I have met with the psychiatrist to discuss the possibility of OCD and medication. The psychiatrist is thinking that based on the therapist's observation and the questions she asked me, she believes that is also on the PDD scale with possible asperger's syndrome. We meet with the psychiatrist Thursday for the psych to see and make recommendations. receives resource daily as well as speech therapy twice a week. Even with the resource, she was still making D's and F's. She has short-term memory loss and her recall/comprehension scores were VERY low. She is, of course, a visual learner and even with visuals, it can be

difficult to get her to understand concepts. She's rather slow at "getting" things.I have put in a request for an IEP modification (her annual is due in Nov.) meeting. The teacher so far seems oblivious to 's needs. I know it's only the 3rd week of school, but it appears it's going to be a fight all year with the teacher who thinks she knows what she's doing, but in reality, she is setting up for failure. It is my opinion that if the school still had an inclusion program, that it would be best for to be placed in that setting with a small class and one-on-one help. The school doesn't offer that-just resource time. It was my goal to increase her resource time, but the teacher's lack of ability has made me decide that should have a full-time aide. Right now, it probably doesn't warrant one-based on the fact they haven't done much work yet. But I can bet that she is going to fail if not given the attention she needs.

So, I am in need of suggestions on how to go about asking for an aide. What types of things do I need to show "just cause" for one, and what experiences have you had in asking for one?Thanks in advance.-Melinda

[Guest guest]

Our son was in an Emotional Support classroom in 1st grade and we weren't happy

with this placement. Not necessarily the placement, but the way the classroom

was run. So we went outside of the school district and found a children's

neuropsychologist with a background in working with schools. Then we wrote to

the person in charge of special education at our school and requested that he

hire this psychologist to perform an evaluation at the expense of the school

district. He agreed, and we brought our son in for a series of six visits and

she also did a classroom observation.

We got an excellent report, along with a formal diagnosis of PDD-NOS and ADHD,

which is very helpful to have. We also has her professional recommendation that

he be placed in a regular classroom with an aide. The school had this report

when we sat down to plan his IEP for 2nd grade. We were prepared for a fight,

but they offered the aide easily. I'm not sure if that was because of the

report or if our school district is just exceptional? But this was the best step

we ever took in this journey.

Perhaps you could research some children's neuropsychologists in the area, give

them a call, and feel them out? I got all my direction from this doctor for how

to go about getting the school district to fund it.

Our son is now in 4th grade and he has kept this same aide every year. She eats

in the cafeteria with him and accompanies him to recess. In the classroom, she

is considered the " classroom aide " though, which works out well because Josh

isn't singled out and the teachers are happy to have the two of them!

Good luck!

[Guest guest]

Hello ,

My son is currently in 2nd grade, having lots of problems academically and socially. He also has PDD-NOS and ADHD. What you got, I so badly need for my situation. Just went through the IEP process without a single accomodation that would help him.

Would you say that the first step I take is to get an outside neuro-eval at my expense and then show the results to the school? I want to follow in your footsteps so I can get an aide also. That is what we desperately need!

Cathleen

From: Gaskill Straiton <melissadiane75@...> Sent: Thu, September 23, 2010 6:50:39 AMSubject: ( ) Re: Requesting an aide

Our son was in an Emotional Support classroom in 1st grade and we weren't happy with this placement. Not necessarily the placement, but the way the classroom was run. So we went outside of the school district and found a children's neuropsychologist with a background in working with schools. Then we wrote to the person in charge of special education at our school and requested that he hire this psychologist to perform an evaluation at the expense of the school district. He agreed, and we brought our son in for a series of six visits and she also did a classroom observation.We got an excellent report, along with a formal diagnosis of PDD-NOS and ADHD, which is very helpful to have. We also has her professional recommendation that he be placed in a regular classroom with an aide. The school had this report when we sat down to plan his IEP for 2nd grade. We were prepared for a fight, but they offered the aide easily. I'm not sure if that was because

of the report or if our school district is just exceptional? But this was the best step we ever took in this journey. Perhaps you could research some children's neuropsychologists in the area, give them a call, and feel them out? I got all my direction from this doctor for how to go about getting the school district to fund it. Our son is now in 4th grade and he has kept this same aide every year. She eats in the cafeteria with him and accompanies him to recess. In the classroom, she is considered the "classroom aide" though, which works out well because Josh isn't singled out and the teachers are happy to have the two of them!Good luck!

[Guest guest]

I recommend you get a good eval with an insurance paid psych.Tell them you want to know his non verbal and verbal IQ.Ask other parents with children of ASD where they go. We got a one on one in our son's individual education program (IEP) easy when they didn't follow IEP and he was failing and doing poorly in the current academic setting.-- Sent from my Palm PreOn Oct 4, 2010 14:07, Cathleen Veloria <cathleen.veloria@...> wrote:

Hello ,

My son is currently in 2nd grade, having lots of problems academically and socially. He also has PDD-NOS and ADHD. What you got, I so badly need for my situation. Just went through the IEP process without a single accomodation that would help him.

Would you say that the first step I take is to get an outside neuro-eval at my expense and then show the results to the school? I want to follow in your footsteps so I can get an aide also. That is what we desperately need!

Cathleen

From: Gaskill Straiton <melissadiane75@...> Sent: Thu, September 23, 2010 6:50:39 AMSubject: ( ) Re: Requesting an aide

Our son was in an Emotional Support classroom in 1st grade and we weren't happy with this placement. Not necessarily the placement, but the way the classroom was run. So we went outside of the school district and found a children's neuropsychologist with a background in working with schools. Then we wrote to the person in charge of special education at our school and requested that he hire this psychologist to perform an evaluation at the expense of the school district. He agreed, and we brought our son in for a series of six visits and she also did a classroom observation.We got an excellent report, along with a formal diagnosis of PDD-NOS and ADHD, which is very helpful to have. We also has her professional recommendation that he be placed in a regular classroom with an aide. The school had this report when we sat down to plan his IEP for 2nd grade. We were prepared for a fight, but they offered the aide easily. I'm not sure if that was because

of the report or if our school district is just exceptional? But this was the best step we ever took in this journey. Perhaps you could research some children's neuropsychologists in the area, give them a call, and feel them out? I got all my direction from this doctor for how to go about getting the school district to fund it. Our son is now in 4th grade and he has kept this same aide every year. She eats in the cafeteria with him and accompanies him to recess. In the classroom, she is considered the "classroom aide" though, which works out well because Josh isn't singled out and the teachers are happy to have the two of them!Good luck!