Socialization on IEP

[Guest guest]

Hi, I'm writing about my son who is in Kindergarten. I'm looking for advice on putting social skills on the IEP. During my last IEP meeting I requested to add some skills to the IEP and they refused because they were starting a small social skills class for 20 minutes a week. They introduce a new skill each week for 12 weeks and will send home a paper saying how he performed with the teacher and with a peer. I feel the skills need to be on the IEP so they can be measured until he masters them. I would like him to practice these skills across all settings. The principal called me today, very disturbed that I'm asking for another meeting, saying he feels that I don't think they are doing anything. He wants me to come up with ideas on how to measure social skills for the IEP. I'm beginning to question myself again. Does anybody have social skills on their IEPs? If so, how are they measured. One last note. I also asked for more communication between the school and me. I requested to receive a sentence on something that my son enjoyed so that I could ask him about at home in hopes of increasing his communication. The principal said that I'm asking for too much. I told him that I have no idea of how my son's day was. I told him typical kids could come and and tell their parents, where I don't have a clue. Do you have any ideas on the simplest form of communication? Any suggestions would be much appreciated. Thank You. Debbie

[Guest guest]

A sentence a day is asking too much? I don't think so! In fact, that could

be part of your's son IEP. Recalling past events was part of my son's

preschool IEP, and once a day we would send in a sentence so the teacher

could prompt him if he didn't answer her question. It didn't take much of

my time. The sentences went from home to school because then the teacher

could measure how many times he responded without prompting. But it

wouldn't take much of a teacher's time to write, " really enjoyed

today's craft - making snowmen out of shaving cream. " Would it suffice for

the teacher to write you a note once a week, say on Friday, to let you know

what the next week's activities will be? She could write it when she does

her weekly planning. That way you would know what the activities were but

the teacher would only have to write you once a week.

I sympathize with you not knowing what is going on in the classroom. When

my first grader was younger, I could talk to him and ask questions ad

nauseum, but he wouldn't volunteer much info. I felt in the dark, too, but

his preschool teacher would send in papers re: the week's activities home on

Monday, so I did have a inkling. What I found most helpful in helping my

son talk about his day was to ask, " Tell me one good thing that happened

today. " His definition of good would always surprise me and his answers

would help me understand how he thought and what he valued. I also learned

that his definition of bad was different than mine. I would also ask, " Did

anything bad happen today? " and he would invariably answer, " No. " I had to

asked about anything sad or scary or mad etc. to get an answer.

But communication between parent and teacher is very important. Whether

once a day or once a week, trust between the two can grow with frequent

communication only. I would think the principal would be happy that a

parent would want such communication, and it would need to go both ways.

You'd need to tell the teacher if your son had a troubling evening or grumpy

morning. The teacher has the same communication problems as you do. I

don't think your son tells her what's going on at home.

When a child has a diagnosis of autism, then social skills BELONG on the

IEP. Communication, Socialization, and Interests all can be affected in a

child with autism. Socialization affects how well your son functions in

school. If he doesn't learn social skills now as a student (and the

younger, the better), then he will fail to become an independent adult. He

will be unable to keep a job. The whole reason why congress created IDEA

was because students with disabilities were not being educated by the LSDs

and they were not able to be independent when they grew into adults. They

were burdens to society. The schools must teach their students with

disabilities what they need to be as independent as possible. If a child

has autism, then social skills are a part of that.

If the social skills are not on your son's IEP, then the school will NOT be

held responsible for teaching him those skills. Maybe your son will learn

one a week, maybe he won't. But put them on his IEP, and then if he does

not master them, the school will have to adjust his IEP, his services, so

that he does learn them. I bet the principal does not want the skills to be

on the IEP because they are not positive that the skills will be learned.

Teaching social skills can be/should be intensive.

NEVER DOUBT YOURSELF! Your mother instincts are telling you that something

is foul in Denmark and you are right (okay, so I never was good at

Shakespeare).

I have a good book on the subject at home and the author lives in

Pittsburgh. She's a consultant for schools, teaching them how to

incorporate social skills in the school day. I'll get her name and let you

know.

And by the way, tonight I and another mom are going to be working on social

skills on my son's IEP via cyberspace. I don't think my son's IEP is

intensive enough, and I'm getting ready now for the IEP meeting this April.

Marotta

>From: Debbie Ranallo <Corkwood@...>

>Reply-

>n < >

>Subject: [ ] Socialization on IEP

>Date: Tue, 31 Jan 2006 12:30:43 -0800 (PST)

>

>Hi,

>

> I'm writing about my son who is in Kindergarten.

>

> I'm looking for advice on putting social skills on the IEP. During my

>last IEP meeting I requested to add some skills to the IEP and they refused

>because they were starting a small social skills class for 20 minutes a

>week. They introduce a new skill each week for 12 weeks and will send home

>a paper saying how he performed with the teacher and with a peer.

>

> I feel the skills need to be on the IEP so they can be measured until he

>masters them. I would like him to practice these skills across all

>settings.

>

> The principal called me today, very disturbed that I'm asking for

>another meeting, saying he feels that I don't think they are doing

>anything. He wants me to come up with ideas on how to measure social

>skills for the IEP.

>

> I'm beginning to question myself again. Does anybody have social skills

>on their IEPs? If so, how are they measured.

>

> One last note. I also asked for more communication between the school

>and me. I requested to receive a sentence on something that my son enjoyed

>so that I could ask him about at home in hopes of increasing his

>communication. The principal said that I'm asking for too much. I told

>him that I have no idea of how my son's day was. I told him typical kids

>could come and and tell their parents, where I don't have a clue. Do you

>have any ideas on the simplest form of communication?

>

> Any suggestions would be much appreciated.

>

> Thank You.

>

> Debbie

[Guest guest]

In a message dated 1/31/2006 3:32:52 PM Eastern Standard Time, Corkwood@... writes:

The principal called me today, very disturbed that I'm asking for another meeting, saying he feels that I don't think they are doing anything. He wants me to come up with ideas on how to measure social skills for the IEP.

I'm beginning to question myself again. Does anybody have social skills on their IEPs? If so, how are they measured.

That is a manuever to get you to stop asking for things. Sometimes people take things too personally or in your case, are trying to make you stop asking for more services/help. But the "I" in IEP stands for Individualized. And that is where you are able to put together a program uniquely designed to meet your child's needs.

I have two kids with HFA. My younger is extremely bright and has hyperlexia. Therefore, academics were never an issue in the early grades. His entire IEP was focused on socialization skill concepts and language goals. The ultimate goal of the IDEA is: "

§300.1 Purposes.

The purposes of this part are—

(a) To ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for employment and independent living; "

As you can see, preparing for independent living and future employment would demand that these kids have the social skills in order to do so! So these are an important feature of the IEP for kids with autism, where social skills are delayed.

As for measuring social skills, this is not really all that hard to do. I went to a wonderful conference down in Canton given by the serrc on this very thing - measuring less concrete concepts in kids. You might check this out as I highly recommend it. It was called, "From goals to data and back again." It is really well worth the trip, it is free and you can register online at: http://www.lincolnway.k12.oh.us/inservices.asp

Here is a link to their webpage that describes the book/workbook that goes with their program. --> http://www.kidaccess.com/html/products/book/main.html

Their big idea for gathering data on these kinds of goals is to make a simple page of easy to answer questions so that school staff can circle or write in numbers quickly. Then they show you how to analyze the information to determine if progress is being made or not. It seems as if asking the right questions is key in making up these worksheets.

There is also a good book called, "Super Skills" ( http://www.asperger.net/bookstore_9937.htm )and it has a nice listing of social skills that you can use as a guideline for determining what skills your child needs to work on. It is always nice when asking for social skill help, to have a list of things you want to have addressed. And now I am all linked out. lol. good luck and keep pushing for these things! It is very important!

Roxanna ô¿öAutism Happens

[Guest guest]

Most of the goals on my son's IEP relate to socialization. One of

the goals talks about initiation while others focus on interaction

and play. For a few of the objectives, data is taken at recess or at

lunch (when you have the greatest opportunities for socialization).

In addition to social opportunities throughout the school day, the

counselor has also set up a buddy group that meets three times a week

for 20 minutes at a time. The " buddies " are trained to work with my

son on various social skills. Social skills are also worked on

during group speech time. In other words, goals can be written and

data can be collected during various times of the school day.

With respect to finding out what is going on during the day, my

husband created a one page form for the teacher or aide to complete.

It is printed on duplicate paper so that the school keeps a copy and

week keep a copy. This is sent home every day. There is a section

at the bottom where parent comments/questions can be written.

I can tell you that when my son was in kindergarten, we had all sorts

of problems with the principal. Staff at that level just does not

have the training necessary to make informed decisions. Now that my

son is in first grade, things have been better (he has been dealing

with us for a year and a half and is now better educated in my son's

needs). In fact, he has agreed to do some classroom videotaping to

help my son learn from other students behavior. This is something he

would have never agreed to a year ago.

Perhaps you need a parent advocate to help you in this situation.

Maybe your parent mentor can be of assistance or perhaps someone from

this group can help you. I would be willing to help as other mothers

from this group may be as well.

Also, you may want to check to see if your school district has an

autism consultant. Our school district has one, and she has been a

tremendous help.

I hope this helps.

Debbie Z.

[Guest guest]

This is a really great idea for the IEP and thanks for sharing on the list. I'm going to take this info to my son's school and see if we can revise our way of keeping data on our IEP, they've been doing a good job with what has been done so far but this looks like a better plan. This is what is so wonderful about having a list group! Everyone can benefit from a one to one conversation.

Thanks Again,

n

In a message dated 2/2/06 9:30:24 AM Eastern Standard Time, zielinski@... writes:

Most of the goals on my son's IEP relate to socialization. One of the goals talks about initiation while others focus on interaction and play. For a few of the objectives, data is taken at recess or at lunch (when you have the greatest opportunities for socialization).

[Guest guest]

Who are the "buddies?" Are they peer children, parent volunteers or are they teaching staff?

Thanks,

n

zielinski@... writes:

The "buddies" are trained to work with my son on various social skills.

[Guest guest]

The peer buddies are 3rd graders selected on the basis of their own

social skills. The 3rd grade teacher recommends the students to the

counselor, and the counselor contacts the parents to obtain permission

for them to participate in the group. The selection process and

training is all done in the first month of school, with the group

starting to meet the second or third month of school until the end of

the year.

>

> Who are the " buddies? " Are they peer children, parent volunteers or

are they

> teaching staff?

>

> Thanks,

>

> n

>

> zielinski@... writes:

>

>

> > The " buddies " are trained to work with my

> > son on various social skills.

>

[Guest guest]

Hi Debbie, My name is . My son is in Kindergarten and also has been having problems in school. I went to visit him at school and I did not like what I saw. I talked to his intervention specialist about these things and asked how we could help him out. She got defensive too. I have to remind them that I am not attacking them I am just looking out for his best interest. I recieved a call from our Vice Principal and he was very understanding and they are now implementing the things that were in his IEP to begin with. We have some social skills goals on his IEP and they are helping him. I also get in writing what they do everyday. Its a notebook that we send back and forth. It helps me understand what he is doing and why he may be having a hard day when he gets home. is amazing with all the info she has on IEP goals and how to deal with the schools. I think you spoke with a friend of mine Missy who is in your

district. If you want to call me for anything please feel free. 216-898-0103. If I can help I am more than happy to. Good Luck, Debbie Ranallo <Corkwood@...> wrote: Hi, I'm writing about my son who is in Kindergarten. I'm looking for advice on putting social skills on the IEP. During my last IEP meeting I requested to add some skills to the IEP and they refused because they were starting a small social skills class for 20 minutes a week. They introduce a new skill each week for 12 weeks and will send home a paper saying how he performed with the teacher and with a peer. I feel the skills need to be on the IEP so they can be measured until he masters them. I

would like him to practice these skills across all settings. The principal called me today, very disturbed that I'm asking for another meeting, saying he feels that I don't think they are doing anything. He wants me to come up with ideas on how to measure social skills for the IEP. I'm beginning to question myself again. Does anybody have social skills on their IEPs? If so, how are they measured. One last note. I also asked for more communication between the school and me. I requested to receive a sentence on something that my son enjoyed so that I could ask him about at home in hopes of increasing his communication. The principal said that I'm asking for too much. I told him that I have no idea of how my son's day was. I told him typical kids could come and and tell their parents, where I don't have a clue. Do you have any

ideas on the simplest form of communication? Any suggestions would be much appreciated. Thank You. Debbie

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