Re: Schooling

[Guest guest]

Hi Jim,

Yes, schooling children is an individual choice and each choice should be

respected. Yes some parents find it necessary to compete against each other

of who can " raise " their children the " best " . Raising children with CMT and as

a parent whom also has CMT raises its own challenges. Schools get upset

because my children have to miss school due to appointments for their medical

needs.

Thanks,

Heidi

[Guest guest]

In our public school they've been bringing in PEP and I'm sorry I can't remember the name but I'll find out for you. They come in weekly to assess what is happening in class and give the teachers tips and ideas on what types of sensory help they can give a child, such as a weighted vest, an air cussion to sit on that gives appropriaceptive input, visual scheduling boards and they also help with ideas on where the child should sit in the classroom to help to keep the child more calm. The school also provided a CD player close by my son's desk for when he needs calming with music.

I'll ask where you can contact PEP, they will go into any school that will accept their help. They're funded by the county, I think. So there's no cost to a parent or the school...(i think).

I'll get back with you soon,

n

In a message dated 3/7/06 7:33:46 PM Eastern Standard Time, Tripletmom@... writes:

Does anyone have a child that is unable to function in a typical classroom due to attention issues, stims and lack of language, yet doesn't have cognitive issues? Currently, in our district, there is

[Guest guest]

Colleen,

I have always been told that " special education is a

service, not a place " of course, that was not from

any school personnel!! I have worked with CSESC and

the Office for the Education of Children with

Disabilities and they have trained me well. All of

our children have the right to be educated in the

least restrictive setting with whatever supports and

services they need.

Good luck and don't give up!!!

Laurie

--- Colleen <Tripletmom@...> wrote:

> Does anyone have a child that is unable to function

> in a typical

> classroom due to attention issues, stims and lack of

> language, yet

> doesn't have cognitive issues? Currently, in our

> district, there is

> one MH classroom at one elementary school. The MH

> classroom works

> on living skills and the children currently in the

> classroom have

> cognitive issues, self-help issues, mobility issues,

> medical issues,

> etc. I observed the class for only 1/2 hour, but I

> have a difficult

> time seeing how my child would fit in. There is

> very little

> structure and it is only one step up from

> babysitting. He, of

> course, would love the classroom. They have

> computers in the class

> and very little demands would be placed and there

> would be very low

> expectations. He is almost 5, so I can leave him at

> the preschool

> level one more year and try to work with the

> district to provide an

> appropriate education plan for him. We negotiated

> with the district

> when he turned 3 to create an appropriate preschool

> environment for

> him. When he is attending, he has good word

> approximations and is

> able to do anything that is asked of him. I guess

> I'm just not sure

> what other districts have. Is there a middle ground

> somewhere?

> Thanks,

> Colleen

>

>

>

>

>

[Guest guest]

Colleen - It sounds like you are a great advocate for your son, to have helped the school create an appropriate preschool placement for your son! I don't I would have been able to do that when my son was in preschool. I was still on the IDEA learning curve, with plenty of learning to go! In fact, I still have plenty of learning to do! My son sounds similar to, but not exactly like, your son. He doesn't have cognitive issues, but he does have attention issues and he stims. But he is not lacking in language. He did very well in a reg ed K classroom. I agree with you that the MH classroom is not appropriate for your son. Are you sure that a reg ed classroom is not appropriate for your son? Would a specially trained aide be able to help your son stay focused, help with communication within a reg ed classroom? It sounds like your son can function in the setting he is at now. What would change in a K reg ed classroom that makes you think he wouldn't be able to function there? Can some supports be given your son make up for what is lacking in the K classroom? If there is a possibility of your son going to K next year, the school should be doing an MFE this semester before the next IEP meeting. Why not wait for the MFE report, and see what annual goals your son should be working toward. Then I think you would have a clear picture of what your son's placement should be like. I'm planning for my son's next IEP meeting, and I'm trying to keep an open mind in regards to placement. I think to get an appropriate IEP in place, I'm going to have to think "outside" the box. He'll be going into second grade next fall. ----- Original Message ----- From: Colleen Sent: Tuesday, March 07, 2006 7:32 PMSubject: [ ] SchoolingDoes anyone have a child that is unable to function in a typical classroom due to attention issues, stims and lack of language, yet doesn't have cognitive issues? Currently, in our district, there is one MH classroom at one elementary school. The MH classroom works on living skills and the children currently in the classroom have cognitive issues, self-help issues, mobility issues, medical issues, etc. I observed the class for only 1/2 hour, but I have a difficult time seeing how my child would fit in. There is very little structure and it is only one step up from babysitting He, of course, would love the classroom. They have computers in the class and very little demands would be placed and there would be very low expectations. He is almost 5, so I can leave him at the preschool level one more year and try to work with the district to provide an appropriate education plan for him. We negotiated with the district when he turned 3 to create an appropriate preschool environment for him. When he is attending, he has good word approximations and is able to do anything that is asked of him. I guess I'm just not sure what other districts have. Is there a middle ground somewhere?Thanks,Colleen

[Guest guest]

In a message dated 3/7/2006 7:35:13 PM Eastern Standard Time, Tripletmom@... writes:

He is almost 5, so I can leave him at the preschool level one more year and try to work with the district to provide an appropriate education plan for him. We negotiated with the district when he turned 3 to create an appropriate preschool environment for him. When he is attending, he has good word approximations and is able to do anything that is asked of him. I guess I'm just not sure what other districts have. Is there a middle ground somewhere?Thanks,Colleen

I would say that it is important to have the school provide an APPROPRIATE and INDIVIDUALIZED education plan. If they have a program going that suits your child, then great! If they don't, they need to make one. You could start talking with the director of sped now to get a program together for the following year and hope for cooperation. One idea is to put him in regular education with an aide or other supports as necessary. Here in Medina, they all have "resource rooms" and they pull kids out for various needs - mostly the kids spend half a day in reg. ed and half a day in sped/resource. But you can alter that to suit your child's needs. Or they could create an LD room just for him as well. But really it is about what he needs. So I would probably make a list and go visit the director of sped to discuss what will happen next. I wouldn't settle for the MH room if that is clearly not where he belongs.

Roxanna ô¿ôDon't take life too seriously; No one gets out alive.

[Guest guest]

Whatever district you are in, the key is the parents. Educate yourself as much as possible. I have an MBA and I am completely lost in the IEP meetings. I had to bring a consultant that advised me where my son (11years old) is academically and what he needs to be successful in school. She did more for me in one hour than I have been able to accomplish in years by myself. Don't be afraid to ask for help. Good luck.. Meredith (son 11 and daughter 12)kneeleee@... wrote: In a message dated 3/7/2006 7:35:13 PM Eastern Standard Time, Tripletmom@... writes: He is almost 5, so I can leave him at the preschool level one more year and try to work with the district to provide an appropriate education plan for him. We negotiated with the district when he turned 3 to create an appropriate preschool environment for him. When he is attending, he has good word approximations and is able to do anything that is asked of him. I guess I'm just not sure what other districts have. Is there a middle ground somewhere?Thanks,Colleen I would say that it is important to have the school provide an APPROPRIATE and INDIVIDUALIZED education plan. If they have a program going that suits your child, then great! If they don't, they need to make one. You could start talking with the director of sped now to get a program together for the following year

and hope for cooperation. One idea is to put him in regular education with an aide or other supports as necessary. Here in Medina, they all have "resource rooms" and they pull kids out for various needs - mostly the kids spend half a day in reg. ed and half a day in sped/resource. But you can alter that to suit your child's needs. Or they could create an LD room just for him as well. But really it is about what he needs. So I would probably make a list and go visit the director of sped to discuss what will happen next. I wouldn't settle for the MH room if that is clearly not where he belongs. Roxanna ô¿ôDon't take life too seriously; No one gets out alive.

Bring photos to life! New PhotoMail makes sharing a breeze.

[Guest guest]

Yes, that's right Roxanne, she should already have an IFSP in place. If not, she will need to seek to get one. that is the beginning of the IEP. The IFSP will determine services for her child before Kindergarten. After which it becomes an IEP. I remember that change over. There's also the MFE which is necessary at the age of 3 and 6 years. These will definately help to provide the services for her child.

~ n

In a message dated 3/8/06 9:14:35 AM Eastern Standard Time, kneeleee@... writes:

I would say that it is important to have the school provide an APPROPRIATE and INDIVIDUALIZED education plan. If they have a program going that suits your child, then great! If they don't, they need to make one. You could start talking with the director of sped now to get a program together for the following year and hope for cooperation. One idea is to put him in regular education with an aide or other supports as necessary. Here in Medina, they all have "resource rooms" and they pull kids out for various needs - mostly the kids spend half a day in reg. ed and half a day in sped/resource. But you can alter that to suit your child's needs. Or they could create an LD room just for him as well. But really it is about what he needs. So I would probably make a list and go visit the director of sped to discuss what will happen next. I wouldn't settle for the MH room if that is clearly not where he belongs.

[Guest guest]

Colleen,

I really thought my son wouldn't be able to function in a regular

classroom due to his language difficulties, attentional issues and

self-stims; therefore, I kept him in pre-school for one more year and

entered him in Kindergarten right after he turned six (he is a May

baby). Looking back, I'm not sure it was the right thing to do, but

I wanted that extra year to work on his language so he would be ready

for the change.

Like your child, my son doesn't have cognitive issues; however, his

language (although much better than it was two years ago when he

first started K) still needs work. He has attentional issues (in the

at-risk range) and self-talk is a problem. With that said, he has

been in a regular classroom for two years with a shared aide. Of

course, some days are better than others, but I'm glad he wasn't sent

to the MH classroom -- he would have been very very bored. We

continue to work on the attentional issues and the self-talk, and

these issues seem to be getting better (especially the self-talk).

We work continuously at school and at home on language, and although

not perfect, he is able to communicate within the classroom and hold

short conversations with adults and peers.

I guess I'm telling you all this because I felt the same way -- not

sure what the future holds for a child who doesn't communicate well,

can't pay attention well, and has " odd " mannerisms (i.e., self-

talk). However, you would be surprised at the adjustments a child

will make to be part of a regular classroom.

We were somewhat fortunate that our school district has an autism

consultant who we asked to assist in developing our son's IEP. She

has done several observations of our son, and has been incredibly

helpful in offering suggestions to accommodate our son in the regular

classroom.

I would think your " middle ground " would be to request he be placed

in a regular classroom with supports (e.g., aide, communication

device, etc.). It can't hurt to try.

Thanks.

Debbie

>

> Does anyone have a child that is unable to function in a typical

> classroom due to attention issues, stims and lack of language, yet

> doesn't have cognitive issues? Currently, in our district, there

is

> one MH classroom at one elementary school. The MH classroom works

> on living skills and the children currently in the classroom have

> cognitive issues, self-help issues, mobility issues, medical

issues,

> etc. I observed the class for only 1/2 hour, but I have a

difficult

> time seeing how my child would fit in. There is very little

> structure and it is only one step up from babysitting. He, of

> course, would love the classroom. They have computers in the class

> and very little demands would be placed and there would be very low

> expectations. He is almost 5, so I can leave him at the preschool

> level one more year and try to work with the district to provide an

> appropriate education plan for him. We negotiated with the

district

> when he turned 3 to create an appropriate preschool environment for

> him. When he is attending, he has good word approximations and is

> able to do anything that is asked of him. I guess I'm just not

sure

> what other districts have. Is there a middle ground somewhere?

> Thanks,

> Colleen

>

[Guest guest]

Meredith - Tell me more about your consultant! Is she associated with Creative Education Institute? How did she help? Thanks, P.S. I found the application. It was right where I left it! And I had looked for it exactly there half a dozen times previously with no luck!----- Original Message ----- From: Meredith Von Sent: Wednesday, March 08, 2006 9:32 AMSubject: Re: [ ] SchoolingWhatever district you are in, the key is the parents. Educate yourself as much as possible. I have an MBA and I am completely lost in the IEP meetings. I had to bring a consultant that advised me where my son (11years old) is academically and what he needs to be successful in school. She did more for me in one hour than I have been able to accomplish in years by myself. Don't be afraid to ask for help. Good luck..Meredith(son 11 and daughter 12)kneeleee@... wrote:In a message dated 3/7/2006 7:35:13 PM Eastern Standard Time, Tripletmom@... writes:He is almost 5, so I can leave him at the preschool level one more year and try to work with the district to provide an appropriate education plan for him. We negotiated with the district when he turned 3 to create an appropriate preschool environment for him When he is attending, he has good word approximations and is able to do anything that is asked of him. I guess I'm just not sure what other districts have. Is there a middle ground somewhere?Thanks,ColleenI would say that it is important to have the school provide an APPROPRIATE and INDIVIDUALIZED education plan. If they have a program going that suits your child, then great! If they don't, they need to make one. You could start talking with the director of sped now to get a program together for the following year and hope for cooperation. One idea is to put him in regular education with an aide or other supports as necessary. Here in Medina, they all have "resource rooms" and they pull kids out for various needs - mostly the kids spend half a day in reg. ed and half a day in sped/resource. But you can alter that to suit your child's needs. Or they could create an LD room just for him as well. But really it is about what he needs. So I would probably make a list and go visit the director of sped to discuss what will happen next. I wouldn't settle for the MH room if that is clearly not where he belongs. Roxanna ô¿ôDon't take life too seriously; No one gets out alive.Bring photos to life! New PhotoMail makes sharing a breeze.

[Guest guest]

Thanks n! PEP is Positive Education Program. I am aware of

their services. The district is currently working with a

consultant. The consultant was part of what we negotiated for at

the preschool level. He also has a 1:1 aide and all the teachers

and aides in the preschool went to special training before he

started preschool. He also has an additional 2 1/2 hours each

school day of 1:1 thereapy. The consultant has been involved with

my son since August 2004. Now the district is using the consultant

for all other children in the district with autism. The consultant

is working with the MH classroom teacher and has been for the past

year. Part of my problem is that the consultant is actually an

organization. I guess for lack of a better explanation, the

consultant in charge of the organization has limited exposure to my

son. Since she consults with the MH classroom, she feels it is an

appropriate placement for my son and has already discussed that

placement with the director of special ed.

Thanks again,

Colleen

>

> In our public school they've been bringing in PEP and I'm sorry I

can't

> remember the name but I'll find out for you. They come in weekly

to assess what is

> happening in class and give the teachers tips and ideas on what

types of

> sensory help they can give a child, such as a weighted vest, an

air cussion to sit

> on that gives appropriaceptive input, visual scheduling boards and

they also

> help with ideas on where the child should sit in the classroom to

help to keep

> the child more calm. The school also provided a CD player close

by my son's

> desk for when he needs calming with music.

>

> I'll ask where you can contact PEP, they will go into any school

that will

> accept their help. They're funded by the county, I think. So

there's no cost

> to a parent or the school...(i think).

>

> I'll get back with you soon,

>

> n

>

> In a message dated 3/7/06 7:33:46 PM Eastern Standard Time,

> Tripletmom@... writes:

>

> > Does anyone have a child that is unable to function in a typical

> > classroom due to attention issues, stims and lack of language,

yet

> > doesn't have cognitive issues? Currently, in our district,

there is

> >

>

[Guest guest]

Thanks Laurie! In theory " special education is a service, not a

place " . I think districts try to fit students into existing

programs. I'm planning on using this next year to create a more

appropriate placement.

Colleen

>

> > Does anyone have a child that is unable to function

> > in a typical

> > classroom due to attention issues, stims and lack of

> > language, yet

> > doesn't have cognitive issues? Currently, in our

> > district, there is

> > one MH classroom at one elementary school. The MH

> > classroom works

> > on living skills and the children currently in the

> > classroom have

> > cognitive issues, self-help issues, mobility issues,

> > medical issues,

> > etc. I observed the class for only 1/2 hour, but I

> > have a difficult

> > time seeing how my child would fit in. There is

> > very little

> > structure and it is only one step up from

> > babysitting. He, of

> > course, would love the classroom. They have

> > computers in the class

> > and very little demands would be placed and there

> > would be very low

> > expectations. He is almost 5, so I can leave him at

> > the preschool

> > level one more year and try to work with the

> > district to provide an

> > appropriate education plan for him. We negotiated

> > with the district

> > when he turned 3 to create an appropriate preschool

> > environment for

> > him. When he is attending, he has good word

> > approximations and is

> > able to do anything that is asked of him. I guess

> > I'm just not sure

> > what other districts have. Is there a middle ground

> > somewhere?

> > Thanks,

> > Colleen

> >

> >

> >

> >

> >

>

[Guest guest]

Currently, due to his lack of language and basic communication

skills, a reg ed K classroom would be very difficult even with a 1:1

aide. He currently has a specially trained aide in preschool and

she does an o'kay job keeping him focused. I was actually very

surprised the last time I observed his classroom how distracted he

was. We don't have attention issues during his home tutoring or

during his speech therapy. Of course those are all 1:1 learning

environments with little distractions. If he is having attention

problems with 8 children in the class, I imagine that a class of 22

would be next to impossible. I observed two full day K classes at

two different elementary schools and one 1/2 day K class. I was very

surprised at the lack of structure in their day, the distractions

and quite frankly the lack of attention by " typical " children. His

preschool class is very structured and the children are all directed

to attend. I'm hoping that another year of growth will help with

some of his issues. It will also give me a year to try to negotiate

a more appropriate program for him.

Colleen

>

> Colleen - It sounds like you are a great advocate for your son, to

have helped the school create an appropriate preschool placement for

your son! I don't I would have been able to do that when my son was

in preschool. I was still on the IDEA learning curve, with plenty

of learning to go! In fact, I still have plenty of learning to do!

>

> My son sounds similar to, but not exactly like, your son. He

doesn't have cognitive issues, but he does have attention issues and

he stims. But he is not lacking in language. He did very well in a

reg ed K classroom. I agree with you that the MH classroom is not

appropriate for your son. Are you sure that a reg ed classroom is

not appropriate for your son? Would a specially trained aide be

able to help your son stay focused, help with communication within a

reg ed classroom? It sounds like your son can function in the

setting he is at now. What would change in a K reg ed classroom

that makes you think he wouldn't be able to function there? Can

some supports be given your son make up for what is lacking in the K

classroom?

>

> If there is a possibility of your son going to K next year, the

school should be doing an MFE this semester before the next IEP

meeting. Why not wait for the MFE report, and see what annual goals

your son should be working toward. Then I think you would have a

clear picture of what your son's placement should be like.

>

> I'm planning for my son's next IEP meeting, and I'm trying to keep

an open mind in regards to placement. I think to get an appropriate

IEP in place, I'm going to have to think " outside " the box. He'll

be going into second grade next fall. Chris

>

> ----- Original Message -----

> From: Colleen<mailto:Tripletmom@...>

> <mailto: >

> Sent: Tuesday, March 07, 2006 7:32 PM

> Subject: [ ] Schooling

>

>

> Does anyone have a child that is unable to function in a typical

> classroom due to attention issues, stims and lack of language,

yet

> doesn't have cognitive issues? Currently, in our district,

there is

> one MH classroom at one elementary school. The MH classroom

works

> on living skills and the children currently in the classroom

have

> cognitive issues, self-help issues, mobility issues, medical

issues,

> etc. I observed the class for only 1/2 hour, but I have a

difficult

> time seeing how my child would fit in. There is very little

> structure and it is only one step up from babysitting. He, of

> course, would love the classroom. They have computers in the

class

> and very little demands would be placed and there would be very

low

> expectations. He is almost 5, so I can leave him at the

preschool

> level one more year and try to work with the district to provide

an

> appropriate education plan for him. We negotiated with the

district

> when he turned 3 to create an appropriate preschool environment

for

> him. When he is attending, he has good word approximations and

is

> able to do anything that is asked of him. I guess I'm just not

sure

> what other districts have. Is there a middle ground somewhere?

> Thanks,

> Colleen

>

[Guest guest]

Roxanna,

Our elementary schools also have pull out resource rooms. He

currently has a 1:1 aide in preschool and she has difficulty some

days keeping him focused and his stims under control. There are

only 8 children in his very structured preschool class. A reg ed K

class will have 22 children and the classes that I observed were

less structured, more play based than his currrent class.

Thanks,

Colleen

>

>

> In a message dated 3/7/2006 7:35:13 PM Eastern Standard Time,

> Tripletmom@... writes:

>

> He is almost 5, so I can leave him at the preschool

> level one more year and try to work with the district to provide

an

> appropriate education plan for him. We negotiated with the

district

> when he turned 3 to create an appropriate preschool environment

for

> him. When he is attending, he has good word approximations and

is

> able to do anything that is asked of him. I guess I'm just not

sure

> what other districts have. Is there a middle ground somewhere?

> Thanks,

> Colleen

>

>

>

> I would say that it is important to have the school provide an

APPROPRIATE

> and INDIVIDUALIZED education plan. If they have a program going

that suits

> your child, then great! If they don't, they need to make one.

You could start

> talking with the director of sped now to get a program together

for the

> following year and hope for cooperation. One idea is to put him

in regular

> education with an aide or other supports as necessary. Here in

Medina, they all

> have " resource rooms " and they pull kids out for various needs -

mostly the

> kids spend half a day in reg. ed and half a day in

sped/resource. But you can

> alter that to suit your child's needs. Or they could create an

LD room just

> for him as well. But really it is about what he needs. So I

would probably

> make a list and go visit the director of sped to discuss what

will happen

> next. I wouldn't settle for the MH room if that is clearly not

where he

> belongs.

>

>

> Roxanna ô¿ô

> Don't take life too seriously; No one gets out alive.

>

[Guest guest]

Hi Debbie,

The district is working with a consultant and they do assist in the

IEP process. They also observe his classroom once a month and work

with his 1:1 afternoon DTT tutor at least once a month. My problem

is that the consultant is also involved with the MH classroom and

thinks it is an appropriate placement for my son.

My current plan is to keep him in preschool one more year. As you

said, hopefully he will gain more language and a clear method of

communication. My goal would be to have him in a reg ed K classroom

with a 1:1 aide (trained of course). I really like the principal at

the elementary school where the MH classroom is located. My fear of

agreeing to sending him to the reg ed K classroom at that elementary

school is knowing for sure that he is actually in the reg ed K

classroom and not in the MH room. I guess that I don't trust that

they will be honest with me.

Thanks,

Colleen

> >

> > Does anyone have a child that is unable to function in a typical

> > classroom due to attention issues, stims and lack of language,

yet

> > doesn't have cognitive issues? Currently, in our district,

there

> is

> > one MH classroom at one elementary school. The MH classroom

works

> > on living skills and the children currently in the classroom

have

> > cognitive issues, self-help issues, mobility issues, medical

> issues,

> > etc. I observed the class for only 1/2 hour, but I have a

> difficult

> > time seeing how my child would fit in. There is very little

> > structure and it is only one step up from babysitting. He, of

> > course, would love the classroom. They have computers in the

class

> > and very little demands would be placed and there would be very

low

> > expectations. He is almost 5, so I can leave him at the

preschool

> > level one more year and try to work with the district to provide

an

> > appropriate education plan for him. We negotiated with the

> district

> > when he turned 3 to create an appropriate preschool environment

for

> > him. When he is attending, he has good word approximations and

is

> > able to do anything that is asked of him. I guess I'm just not

> sure

> > what other districts have. Is there a middle ground somewhere?

> > Thanks,

> > Colleen

> >

>

[Guest guest]

Thanks for the great ideas. I especially like the transition

option. Currently, the preschool is housed in an elementary school

in our district that services the least number of special education

students. We have 4 elementary schools and they try to shift the

special ed kids to the schools that have the resources that they

need. The one that houses the preschool does not even have a

resource room. It seems like the teachers at the school that houses

the MH classroom are open to try new things and try to make

inclusion work. I will definitely discuss including him for part of

the day in a reg K class with the special ed director and prinicpal.

They supposedly do ABA in the MH classroom. That is why the

consultant thinks it would be a good placement. What I observed was

not good ABA. One child was sitting at a table with a completed

puzzle in front of him for 15 minutes before anyone noticed he was

done. There was no follow thru. Reinforcements were longer than

actual tasks. After completing the puzzle, this child was permitted

to vacuum the room, wipe down the counters and take a walk in the

hall. These are all reinforcing activities to this child, but took

up over 20 minutes to complete.

Colleen

>

>

> In a message dated 3/8/2006 9:38:36 PM Eastern Standard Time,

> Tripletmom@... writes:

>

> Our elementary schools also have pull out resource rooms. He

> currently has a 1:1 aide in preschool and she has difficulty some

> days keeping him focused and his stims under control. There are

> only 8 children in his very structured preschool class. A reg ed

K

> class will have 22 children and the classes that I observed were

> less structured, more play based than his currrent class.

> Thanks,

> Colleen

>

>

>

> If you decide to keep him in pre-k another year, put transitioning

into his

> IEP so he can start spending time in the next placement. The only

other

> option I can think of is to request he be taught in small group or

1-1 at the

> school he attends. But he could also get mainstreamed into the

reg. class for

> structured activities like reading or writing. One of his goals

might be to

> get him into reg. ed classes as much as possible for his K year.

>

> I do realize how structured pre-k is and it's like a little

haven. Suddenly

> they are thrown to the " real world " of K. It might be better to

slowly get

> him into classes as the year goes on and as he adjusts. You can

have them

> pre-teach skills so he is more apt to pay attention, use visual

schedules and

> have the 1-1 aide to redirect and do sensory diet.

>

> The whole point is - the program should suit his needs. Sit down

and write

> up what you feel is the " best " environment for him in K and use

that to

> advocate for an appropriate placement. Sometimes when I make a

list, I am better

> able to see what I want to ask for. My now 9 yo did ABA in

Kindergarten so

> he was in the reg class at times and to generalize skills but

often was out

> with the 1-1 getting his trials and learning. K was a very nice

place for him

> and he made great leaps with his program and in his development.

Pre-K,

> while nice and warm, did not do much to advance his education.

Attention is

> still a problem for him but he gets so bored in class and has a

hard time sitting

> still for long periods of time. He is in 4th grade now. Each

year is a new

> struggle! Always something new to have to deal with!

>

>

> Roxanna ô¿ô

> Don't take life too seriously; No one gets out alive.

>

[Guest guest]

,

He has a lot of visual stims and verbal stims. The visual ones

include loving his reflection. He can see it in anything . . .

mirror, faucet, doorknob, laminated paper, window, etc. He also

looks out the corner of his eyes at objects and his hands. While he

is visually stimming, he is not attending, the verbal stims are more

disruptive. I guess the best way to describe it is high pitched

babbling. It is difficult for his teacher and aide to stop the

verbals and to stay quiet during his school day.

Colleen

> >

> >

> > In a message dated 3/7/2006 7:35:13 PM Eastern Standard Time,

> > Tripletmom@ writes:

> >

> > He is almost 5, so I can leave him at the preschool

> > level one more year and try to work with the district to

provide

> an

> > appropriate education plan for him. We negotiated with the

> district

> > when he turned 3 to create an appropriate preschool environment

> for

> > him. When he is attending, he has good word approximations and

> is

> > able to do anything that is asked of him. I guess I'm just not

> sure

> > what other districts have. Is there a middle ground somewhere?

> > Thanks,

> > Colleen

> >

> >

> >

> > I would say that it is important to have the school provide an

> APPROPRIATE

> > and INDIVIDUALIZED education plan. If they have a program going

> that suits

> > your child, then great! If they don't, they need to make one.

> You could start

> > talking with the director of sped now to get a program together

> for the

> > following year and hope for cooperation. One idea is to put him

> in regular

> > education with an aide or other supports as necessary. Here in

> Medina, they all

> > have " resource rooms " and they pull kids out for various needs -

> mostly the

> > kids spend half a day in reg. ed and half a day in

> sped/resource. But you can

> > alter that to suit your child's needs. Or they could create an

> LD room just

> > for him as well. But really it is about what he needs. So I

> would probably

> > make a list and go visit the director of sped to discuss what

> will happen

> > next. I wouldn't settle for the MH room if that is clearly not

> where he

> > belongs.

> >

> >

> > Roxanna ô¿ô

> > Don't take life too seriously; No one gets out alive.

> >

>

>

>

>

>

>

>

[Guest guest]

Her name is Carole s. She is the executive director at Northcoast as well as the Creative Education Instutute. She was a great help to me because of her knowledge of education. She reviewed Chris's IEP and MFE and was able to quickly assess for me what my son's needs are. She came to the IEP meeting and explained what she felt would be best for my son and also addressed my concerns as well. I left the meeting and told her that she was able to accomplish more in one hour than I had been able to accomplish in years. Because as everyone has stated in the last day in this group, the school is looking out for number one. I hope that helps! The Marotta Family <marottafamily@...> wrote: Meredith - Tell me more about your consultant! Is she associated with Creative Education Institute? How did she help? Thanks, P.S. I found the application. It was right where I left it! And I had looked for it exactly there half a dozen times previously with no luck! ----- Original Message ----- From: Meredith Von Sent: Wednesday, March 08, 2006 9:32 AM Subject: Re: [ ] Schooling Whatever district you are in, the key is the parents. Educate yourself as much as possible. I have an MBA and I am completely lost in the IEP meetings. I had to bring a consultant that advised me where my son (11years old) is academically and what he needs to be successful in school. She did more for me in one hour than I have been able to accomplish in years by myself. Don't be afraid to ask for help. Good luck.. Meredith (son 11 and daughter 12)kneeleee@... wrote: In a message

dated 3/7/2006 7:35:13 PM Eastern Standard Time, Tripletmom@... writes: He is almost 5, so I can leave him at the preschool level one more year and try to work with the district to provide an appropriate education plan for him. We negotiated with the district when he turned 3 to create an appropriate preschool environment for him When he is attending, he has good word approximations and is able to do anything that is asked of him. I guess I'm just not sure what other districts have. Is there a middle ground somewhere?Thanks,Colleen I would say that it is important to have the school provide an APPROPRIATE and INDIVIDUALIZED education plan. If they have a program going that suits your child, then

great! If they don't, they need to make one. You could start talking with the director of sped now to get a program together for the following year and hope for cooperation. One idea is to put him in regular education with an aide or other supports as necessary. Here in Medina, they all have "resource rooms" and they pull kids out for various needs - mostly the kids spend half a day in reg. ed and half a day in sped/resource. But you can alter that to suit your child's needs. Or they could create an LD room just for him as well. But really it is about what he needs. So I would probably make a list and go visit the director of sped to discuss what will happen next. I wouldn't settle for the MH room if that is clearly not where he belongs. Roxanna ô¿ôDon't take life too seriously; No one gets out alive. Bring photos to life! New PhotoMail makes sharing a breeze.

Brings words and photos together (easily) with PhotoMail - it's free and works with .

[Guest guest]

Well, I think I'll have to get to know her better this summer! Chris----- Original Message ----- From: Meredith Von Sent: Friday, March 10, 2006 8:34 AMSubject: Re: [ ] SchoolingHer name is Carole s. She is the executive director at Northcoast as well as the Creative Education Instutute. She was a great help to me because of her knowledge of education. She reviewed Chris's IEP and MFE and was able to quickly assess for me what my son's needs are. She came to the IEP meeting and explained what she felt would be best for my son and also addressed my concerns as well. I left the meeting and told her that she was able to accomplish more in one hour than I had been able to accomplish in years. Because as everyone has stated in the last day in this group, the school is looking out for number one. I hope that helps! The Marotta Family <marottafamily@...> wrote:Meredith - Tell me more about your consultant! Is she associated with Creative Education Institute? How did she help? Thanks, P.S. I found the application. It was right where I left it! And I had looked for it exactly there half a dozen times previously with no luck!