Re: speech therapy

September 17, 2005

Lori,

You may want to take a " wait and see " approach here. Both therapists should be

on the same page, and if they're worth their salt, they will be. They may

complement each other very well and your son may enjoy the different faces.

Different " communicative partners " in therapy can definitely be a good thing.

Stay in touch with them, ask what you can be doing at home (as I'm sure you do).

Does the school have an " open-door " policy, allowing you to stop by anytime and

sit in on his therapies? Then you could watch first-hand how he connects with

each therapist. After a few weeks, if your gut tells you that he works

significantly better with one vs. the other, (not indicating that one is better

than the other - but simply that their personalities are a better fit) - then

perhaps they would be willing to juggle their schedules to accommodate your son.

On the other hand, each therapist may have complementary gifts to the other in

targeting different aspects of your son's communication difficulties.

Now, these are just suggestions. Your discernment may be telling you to push

ahead now. I would say, of course, to rely on your best judgment. Your son is

blessed to have such a good advocate for a Mom. Best of luck!

Jill

[ ] speech therapy

Could use some insight here. My son who is in a self contained 1st

grade class, dx with severe verbal apraxia and is to get speech

therapy 5x's week as well as other therapies.

School started 9/7, yesterday (9/15)I received 2 seperate notes from

two different ST about his therapy. One ST is doing 2x's and one ST

3x's. Only one of the ST notes indicated the times on it: one day am

one day PM.

Further, I was very distaisfied with his ST last year and sent a

formal request to have him switched to a new ST in what I perceived

to be a tactful letter. Although we are not a big district there are

other FT ST. (cant help but feel this was in some way retialiation

because of my request)

Too add, his classroom has k and 1st graders (only 2 first graders).

The k are only in the class in am. So of course it makes sense all

pull outs would be in the am.

I know that it is in the best interest for my child to have ST by the

same person - and in the am session. I immediately placed calls to

the school and waiting to hear. But understand the schedule and

could deal with some days am some pm.

I did first contact one of the ST and she assured me that she is

working closely with the other ST, blah blah.

Based on my brief information - could use some thoughts/advice.

Also, if someone wants to I can be contacted privately.

P.S. My side concern is how much therapy he has already missed - it

feels wrong.

Thanks to a wonderful group.

Lori J.

Mother to age 6 severe verbal apraxia.

September 17, 2005

Lori I wouldn't just be worried about how much therapy he is

missing -what about first grade curriculum with his current

placement and all that pull out? Even if he's extremely bright -is

he getting the education opportunities of others with his placement? You can

kind of suspect where he will

be schooled for 2nd grade and beyond.

Did they try mainstream kindergarten?

Then again -you started him in kindergarten at 5 -not 6.

I know what I'm going to suggest may sound radical (but I would do it in a heart

beat if

I were you)

Since your son 'just' started school, is only 6 years old, and needs

5 x a week of therapy still and now he is in 1st grade which is

when 'real' school actually starts -is there anyway to switch him to

a different school and put him back into kindergarten for one more

year to give him that chance to get up to speed with therapy and

extra developmental time?

I'd switch schools for the same reasons I just posted I did on my

last message. If professionals prove they don't know what's best -

push to put your child into something that's not appropriate, why

should I trust them with my child to continue to do the wrong

thing? Also -by switching schools you could probably eliminate the

stigma of " holding him back " . At your child's age you can spin the

reason he's going to this new school in kindergarten vs. first grade

by saying " This school is better but the ages are different then

where you were going before. " And guess what? In many more areas

today parents 'don't' start kids in kindergarten until 6.

(even " normal " ones -for academic and athletic reasons)

Here again is the study I refer to most often to share with school

personal. And to those of you with 3 and 4 year olds -please read

this and take it serious, or just check the archives for proof of it:

" Research Link / When Children Aren't Ready for Kindergarten

H. Holloway

How can schools promote the achievement of children who are old

enough to enroll in kindergarten but who are not developmentally

ready to succeed? Two approaches that parents and schools commonly

use are delaying the child's entry into kindergarten and retaining

the child in kindergarten for an extra year.

Giving children an extra year, whether through delayed entry or

kindergarten retention, makes sense in view of the ample research

suggesting that the youngest children tend to lag behind their

classmates. West, Denton, and Reaney (2000) found that in the spring

of their kindergarten year, younger children had lower reading and

mathematics knowledge and skills on average than did their older

counterparts. These researchers also found that older kindergartners

were more likely to persist at tasks, more eager to learn, and

better able to pay attention.

Delayed Entry Versus Kindergarten Retention

To avoid the disadvantage suffered by younger students, some parents

choose to delay the entry of their children into kindergarten. Zill,

Loomis, and West (1997) found that children whose kindergarten entry

was delayed so that they started kindergarten when they were older

performed better than their younger classmates in grades 1 and 2.

These researchers concluded that the extra year before starting

kindergarten does not harm the children who are held out and may

help most of them.

In contrast, the researchers discovered that children who repeated

kindergarten were doing worse than their younger classmates on most

school performance indicators by 1st or 2nd grade. For instance, two-

thirds of the retained students had received some negative feedback

from teachers compared with less than half of the nonretained

students. The retained students were also much more likely to have

problems concentrating, to perform below their capabilities, and to

act up and disrupt the class. Zill, Loomis, and West concluded that

repeating kindergarten had not helped those children and may have

actually made matters worse.

Reasons for the Differences

What explains the difference between the school performance of

delayed-entry children and those who repeat kindergarten? Both

groups of students are older than most of their classmates, so why

don't the beneficial effects of being older apply to both groups?

Some possible answers are that

The underlying developmental problems of the two groups may differ.

The two groups may have different socioeconomic backgrounds.

Parents who choose to delay their children's school entry may have a

higher level of awareness and involvement.

The stigmatizing effect of being required to repeat a grade may harm

children's academic progress.

(read full article)

http://www.ascd.org/publications/ed_lead/200304/holloway.html

=====

September 17, 2005

Dear and rest of responders,

Thank you so much for your quick responses. I owe you all so much.

This is real hard to say. My son is wonderful, beautiful, makes me so

happy, but he isn't " the brightest star " . He is progressing -- but slowly

academically, lags behind the children his age. I kind of can see something

other

than just the verbal being his issue.

The district has 1/2 day kindergarten. was placed in a program

where he went to self contained in am and mainstream in PM. He did show

attentional issues in kindergarten. He had ADHD testing and he is at risk. He

has

been tested for other possible issues -- and learning disorders -- but nothing

is on target yet.

He was placed in summer class -- and -- he had both a wonderful spec ed

teacher and ST. For the first time he said his brothers name -- " CHRIS " not

" KARIS " . The summer teachers indicated -- no attentional issues.

OOOh, trying to keep this brief sorry. The district gives me no options. I

live in what is considered -- a good district (high taxes)-- but it is a

small district -- each school has 1 building - and the special education

services is growing with the population (and obviously learning as they grow).

I did visit the school Dr. Agin recommended. It is 1 1/2 hr. each way

without traffic. They have no students even close to where I live. Most are

from

Queens, NYC etc. It was a great school though. Moving isn't an option

(sadly).

My questions, how can I push my district to find another school maybe in the

next town -- with a better language program. How could I even find out

myself if there is a better program one town over even?

And yes I love the radical idea -- but in another district. Repeating k in

our district would not work because -- our mainstream is 1/2 day.

What they are doing now in 1st grade is mainstreaming him for certain

subjects -- like art, gym, music, science and than as he is ready, math, next

probably writing etc.

As a side, I have him tutored privately for ST and Special ed. I am trying

to get those summer teachers.

Thanks a real lot,

Lori J.

September 18, 2005

hi lori,

its being that we live in suffolk, I feel I can answer the question about

another district. yes you can place him in another district. My district

acually suggested it me in my cpse/transition to K meeting. I did not know

other programs so they kept him in his own district. Now since we had to meet

again, they suggested other classrooms too, but cannot find a appropriate

placement for him. so they are keeping in the distirct and current classroom and

making a specialized plan for him (just for him). My meeting is on tuesday and

I'll see what they come up with. some of the suggestions were shorten the day

and gradually put him in a full day, a one on one aide, a communication system

for him to use, etc. I say this because if there is no appropriate placement

anywhere for him. and so your district is responsible to find the right

education plan for him. if you have a neighboring district that can help him

best, tell them to point you in right direction and you can see

these classes and should bring a professional with you so they can evaluate it

too. This is what the director of my district said to me this is not from me.

lori I know what you are going through, as the director of my district said " we

have unique cases and they are not like anyone they have seen " so it is up to as

special ed professionals to find what will work with our special unique men. My

district is the same as you, they are new to these new students coming in and

learning as they go. it stinks that they have to learn with our children but I

feel with patience and love on our part they will do their job. ( I hope)

question what school are you talking about that Dr.Agin reccommended. I like to

contact them and see what they are doing with children like ours. Maybe our

districts can send reps to observe to learn what to do.

sorry so long but we are kinda in the same boat

chris

lorijla@... wrote: