IEP Classification

[Guest guest]

,

My son is also 12, he will be going into 7th

grade next fall.  I have not had the IEP meeting for next year yet, should be

interesting to say the least!

I refused to let them put ED on any

paperwork and instead he is classified OHI (other health impaired).  The thing

that scared me about an ED label at school was the kids they were apt to group

him with.  My son is a mimic and being placed with ED kids who’s issues

were potentially environmental in nature as opposed to developmental posed a

great risk for him acquiring undesirable and potentially dangerous behaviors. 

I know at my son’s middle school he

is to high functioning for one class and is not a “problem kid”

like the kids in the other class, so they have had to take him on his own and

do his “special ed” interventions alone.

Charlotte

From: Autism and Aspergers Treatment [mailto:Autism and Aspergers Treatment ] On Behalf Of

Sent: Tuesday, May 16, 2006 5:46

PM

Autism and Aspergers Treatment

Subject: FW:

IEP Classification

Tomorrow will be my second meeting with the IEP team to work

on my 12 yr old son’s IEP for next school year. Our first meeting

was last Wednesday and that meeting lasted 2 ½ hours and we got almost nothing

completed or finalized for his IEP except that it was agreed that he no longer

needs speech therapy for a stuttering problem that has been resolved for at

least 2 yrs now. So I expect to complete or finalize his IEP it will take

several 2-3 hour sessions, and as I go through the process, I’m hoping I

will be able to get some of my questions answered through you all.

Anyway, here is my first question. My son was

originally classified as Emotionally Disturbed when he was evaluated prior to Kindergarten.

At that time, his medical diagnosis was ADHD, OCD, ODD, and possibly

depression. When he was around 8yrs old he was officially diagnosed with

Asperger’s which was suspected for several years before he got the

official diagnosis. He is also now officially diagnosed with Bipolar and

Intermittent Explosive Disorder along with all previous diagnosis. What I

want to know is, should I push to have his classification changed to something

other then ED? I had asked last year for it to be changed to

Asperger’s and they said I needed to submit medical documentation.

Time passed and I forgot all about it. The SD now has their own medical

documentation with his Asperger’s diagnosis on it. They just had an

outside psychiatrist come to the school to do a full evaluation on him and the

report that doctor completed and sent back to the SD confirms his

diagnosis. If I do ask them to change his classification, what should it

be and what are the pros and cons of different classifications?

Also, just one more big piece of his picture – he has

major behavior issues (which all his doctors say are directly related to his

Asperger’s) that have caused him to be suspended numerous times, the most

recent was at the end of March and he was suspended for 2 weeks. Also,

the BIP that he has right now is absolutely useless so we will be spending

quite a bit of time changing that as well.

Thanks in advance for any and all help anyone can provide, .

[Guest guest]

I am not familiar with an "ED" classification. The classifications that I am familiar with are SED - seriously emotionally disturbed, OHI (which is a catch all and may prevent some services) however, both my AS daughters are classified under the Autism section. This gives them legal rights to an OT, to Sensory activities in school - they have incorporated deep compression, lotion rub downs, brushes and so forth into my 5yo daughter Hope's day - she uses the picture exchange communication chart, then they do her sensory activities, and then her day commences. My older daughter who has AS and is 14 was dx'd previously under OHI and carried a dx of BP, ADD, OCD, Tourettes and PTSD. Basically she missed out on a lot of the school incorporated activities, but she and I have for years done role play and eye work - meaning we pretend to be in different social situations and using eye contact. She finally got it a couple years ago, and has started

talking to Hope about it - that for her, she will look around the eyes, not directly in them, and it still appears to be eye contact, the other way seems to personal and intrusive to her. She still has problems with knowing how far to stand from people, and so on, but I really think that somehow we were able to work on the things she needed when she needed them. If it is possible DO NOT have your child placed with SED kids - this can cause way more problems than it can help - they did this with my bipolar nephew and he has consistently underperformed and acted out - his work is not appropriate for his abilities - he was always a straight A student, and now he is 18 can barely read or do math, acts out a lot - and why??? Because the school felt it was easier to catalog and ware house him than to actually work with him!!!! mom to Max 17 adhd, Molly 14 AS, SaraCait 9 adhd, and Hope

HFA/Severe Aspergers and adhd.Charlotte <scottdesigns@...> wrote: , My son is also 12, he will be going into 7th grade next fall. I have not had the IEP meeting for next year yet, should be interesting to say the least! I refused to let them put ED on any paperwork and instead he is classified OHI (other health impaired). The thing that scared me about an ED label at school was the kids they were apt to group him with. My son is a mimic and being placed with ED kids who’s issues were potentially environmental in nature as opposed to

developmental posed a great risk for him acquiring undesirable and potentially dangerous behaviors. I know at my son’s middle school he is to high functioning for one class and is not a “problem kid” like the kids in the other class, so they have had to take him on his own and do his “special ed” interventions alone. Charlotte From: Autism and Aspergers Treatment [mailto:Autism and Aspergers Treatment ] On Behalf Of Sent: Tuesday, May 16, 2006 5:46 PMAutism and Aspergers Treatment Subject: FW: IEP Classification Tomorrow will be my second meeting with the IEP team to work on my 12 yr old son’s IEP for next school year. Our first meeting was last Wednesday and that meeting lasted 2 ½ hours and we got almost nothing completed or finalized for his IEP except that it was agreed that he no longer needs speech therapy for a stuttering problem that has been resolved for at least 2 yrs now. So I expect to complete or finalize his IEP it will take several 2-3 hour sessions, and as I go through the process, I’m

hoping I will be able to get some of my questions answered through you all. Anyway, here is my first question. My son was originally classified as Emotionally Disturbed when he was evaluated prior to Kindergarten. At that time, his medical diagnosis was ADHD, OCD, ODD, and possibly depression. When he was around 8yrs old he was officially diagnosed with Asperger’s which was suspected for several years before he got the official diagnosis. He is also now officially diagnosed with Bipolar and Intermittent Explosive Disorder along with all previous diagnosis. What I want to know is, should I push to have his classification changed to something other then ED? I had asked last year for

it to be changed to Asperger’s and they said I needed to submit medical documentation. Time passed and I forgot all about it. The SD now has their own medical documentation with his Asperger’s diagnosis on it. They just had an outside psychiatrist come to the school to do a full evaluation on him and the report that doctor completed and sent back to the SD confirms his diagnosis. If I do ask them to change his classification, what should it be and what are the pros and cons of different classifications? Also, just one more big piece of his picture – he has major behavior issues (which all his doctors say are directly related to his Asperger’s) that have caused him to be suspended

numerous times, the most recent was at the end of March and he was suspended for 2 weeks. Also, the BIP that he has right now is absolutely useless so we will be spending quite a bit of time changing that as well. Thanks in advance for any and all help anyone can provide, .

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[Guest guest]

Bonnie,

My son has an IEP and is classified as other

health impaired. To me, emotionally disturbed has

more of a negative connotation. Granted, our children

do get more emotional, but our children do have a

physical problem with their brain. I see our children

as a work in progress. All kids are. Our kids with

OCD just require a little more work and effort.

Therese

--- rnmomo2 <rnmomo2@...> wrote:

> Does anyone have any input about the advantage or

> disadvantage to your

> child being classified under IEP as emotionally

> disturbed versus other

> health impaired. My son has issues that coudl fit

> under either class.

> I just started the IEP process and I want to be

> prepared.

>

> Thanks,

> Bonnie

>

>

>

>

__________________________________________________

[Guest guest]

Bonnie, if he needs the IEP just for his OCD, then I would ask for the

OHI. Also I note on our state site (for school), it is worded

emotionally " disabled " now instead of " disturbed. " (actually it's

worded: behaviorally-emotionally disabled)

>

> Does anyone have any input about the advantage or disadvantage to

your

> child being classified under IEP as emotionally disturbed versus

other

[Guest guest]

In a message dated 6/13/2006 3:59:06 P.M. Eastern Standard Time,

tbporter@... writes:

Therese

What state do you live in. I am constantly fighting the school over the

" LABELING " of my son and I REFUSE to label him ED to get extra help for him. The

school doesn't want to let me label him " Other health Impairments " . How did

you get your school to go for this label?

Sheree

[Guest guest]

I am looking into having my son given the OHI classification too. I

am going to bring in some research that points to a neurobiological

basis for OCD. Also my son has a sensory disorder and dysgraphia. I'm

hoping that will work.

Bonnie

PS, I live in NJ

>

>

> In a message dated 6/13/2006 3:59:06 P.M. Eastern Standard Time,

> tbporter@... writes:

>

> Therese

>

>

> What state do you live in. I am constantly fighting the school over

the

> " LABELING " of my son and I REFUSE to label him ED to get extra help

for him. The

> school doesn't want to let me label him " Other health Impairments " .

How did

> you get your school to go for this label?

>

> Sheree

>

>

>

[Guest guest]

Anne,

I can see how you son interpreted his homework....I would say when it gets to that point ...write a note or email the teachers and explain the situation. Fustration to that extreme is not good for any one! Then ask the teachers to help him understand the assignments....and explain to the teachers that he takes everything word for word and literally...so they will have to expand on the word or explanation of each assignment.

Jan

"In the Midst of Difficulty lies Opportunity" Albert Einstein

Success is not measured by one's position but by the obstacles one has overcome to obtain that position

From: <clarrisse_mone@...> Sent: Wed, November 10, 2010 9:46:22 AMSubject: ( ) Re: IEP classification

Dear Anne:I completely understand that type of rigidity. My ASD dd has a precise way about doing what she does and if the teacher didn't say it, well... you get the gist.To address this, I am working on getting all of her instructions in writing placed into her IEP. Also, the teachers that I have this year prefer email communication. So, when my dd and I have come to a stand off, I send an email and she works it out with her teacher the next day. Sometimes, I even get a response that very night and we resolve it.You may not get that kind of "real time" communication but you can attempt to establish some type of it or some other process with the teachers. I have found that the teachers themselves are more willing to help when it is within their power to do so and doesn't hit the District's budget.The vagueness can be put into the present level of achievement and performance. Different states have different names for this

in the IEP.Evaluations: Okay, the key factors for any ASD are usually intermingled with other Dxs. For example, sensory integration is a huge one. The external environments can reek havoc on our precious ones. So it is important to get an OT eval. done but only by an OT who is sensory suave. Many school OTs are not. You probably will have to find one that has years of experience in that specialized aspects of OT. Nevertheless, if you ask the District for an OT eval., make sure your letter states that the eval. focuses on sensory integration.A neuropsychological eval. will help you find out how the brain is assimilated information and what level is the cognitive and executive functioning abilities are at.An auditory processing assessment with establish whether or not his middle ear is receiving outside stimuli appropriately.A functional behavior assessment by a board certified behavior analyst would help identify social

issues and make recommendations. Some states now require the BCBA certification but most do not. So most Districts will conduct their on FBA. It usually will be done by a CST member who has went to one seminar on FBAs. This is not what you want. So let them do there thing and then request and independent. They might offer a list of people that don't have the designation. You don't have to accept it. Write them back with your denial and request a new list that include board certified behavior analysts.This are outside of the typical psuedoeducational evaluations.Social skills: My daughter has social skills therapy once every two weeks in a small group setting at school. One circullum that is use is Second Step. She also sees the counselor every other week and that can be a one-on-one session or a small group. The program can include a lunch bunch, social stories, and role plays. The instructor could plan certain situations or

opportunities and use positive reinforcement to encourage the proper response. Other techniques are modeling the skill and didactic instruction, which uses visual aids and lively presentations.Most importantly is the development of appropriate social skills goals. The key is to first get them to agree on the goals and then inquire as to how they will attend to them.I hope that this helps you.Regards,>> My ds had his first IEP based on his anxiety. And the IEP classification was Emotional Disturbance. Those behaviors that he got the initial IEP for he has outgrown (hiding under tables or taking off when stressed or dealing with anxiety). As he got older he would use a pass to go to the guidance office

when overwhelmed in class. He hasn't used a pass at all this year or last year. We have moved to a new state and his old IEP has expired. I and his new school definitely both want him to have an IEP (at least that isn't a hurdle to overcome).> > > Now he is newly diagnosed with AS (and prior diagnosis of anxiety which isn't an issue at school). We want the IEP based on AS. What would the IEP classification be? It's not a learning disability (he's on honor roll) or an Emotional Disturbance. The issue is more his social skills, emotional immaturity, and his black and white thinking and very literal interpretation of everything. The schools guidance counselor seemed more familiar with AS than the Special Needs rep that was running the IEP meeting (not very reassuring). He has a case manager that goes to the meetings with me too. I also know to put all my requests and things in writing or they can ignore what I say.> >

> What testing do you all recommend? What services under an IEP can be offered for social skills? Also I want the teachers to all be aware that vague directions are taken very literally and they have to be specific and to the point or the misinterpretation or vagueness can cause major frustration to the point he just won't do the work. How do I put that into the IEP??> > > Example: homework assignment in English to compare native american indian character's items to items that he (ds) owns. My son does not own a needle or a necklace. I told him to compare them to an item that a family member or person of modern day society uses. But, that was not in the instructions. He was very adament about that. The 5 minute assignment took three hours and frustration and a meltdown and yelling and tears to complete. > > > Thanks,> > > Anne>

[Guest guest]

Anne,

Your post at first brought me down memory lane. Your first couple sentences reminded me of my son when he was in kindergarden. He did the very same thing. I'm so happy I found this forum because we can help each other. Your right, everything has to be written down exactly or it won't be followed properly. Thats the way it has always been for my ds for years. I didn't do it for some of the years and I'm sorry to say my ds & I suffered because of it. I would have to go through hurdles to get things adjusted until the next IEP.

As far as the homework issue, OMG! I just had to laugh. That really brought back memories! My ds is a senior now & I remember the days when a simple project would take 3-5 hours. How old is your ds? Now we're preparing for College going into the world of looking for a job and maybe possibly drivers training some day. (well maybe not!)

~Anita~

In , annembuzzell@... wrote:>> My ds had his first IEP based on his anxiety. And the IEP classification was Emotional Disturbance. Those behaviors that he got the initial IEP for he has outgrown (hiding under tables or taking off when stressed or dealing with anxiety). As he got older he would use a pass to go to the guidance office when overwhelmed in class

Also I want the teachers to all be aware that vague directions are taken very literally and they have to be specific and to the point or the misinterpretation or vagueness can cause major frustration to the point he just won't do the work. How do I put that into the IEP?? Example: homework assignment in English to compare native american indian character's items to items that he (ds) owns. My son does not own a needle or a necklace. I told him to compare them to an item that a family member or person of modern day society uses. But, that was not in the instructions. He was very adament about that. The 5 minute assignment took three hours and frustration and a meltdown and yelling and tears to complete. > > > Thanks,> > > Anne