Guest guest Posted May 16, 2006 Report Share Posted May 16, 2006 In a message dated 5/16/2006 1:35:52 PM Eastern Standard Time, angelabiehl@... writes: We are having some big problems with getting somethings put into his IEP. Does anyone in the group have it written specifically how much OT and SLP in the IEP? Our district is telling us they can not do that. I was also wondering if anyone has sensory diet goals in there IEP's and would be willing to share? Thanks We are looking to hire Agings to from Nessa Segal's practice to help us out in writing the IEP. Has anyone had to take that route? Holy cow. Can't imagine how they can justify not putting how much ST an OT into the IEP. They must do that. I would always ask them for their reasons in writing. If they say they can't do something, for instance, where does it state that (and ask to see it, make a copy...not "you can look it up...") Usually when they have to provide proof of things that don't exist, they end up backtracking. (One would hope so...) And yes, have used Kerry and Nessa before. Am I the only one on this list who does not do diets and supplements? Just curious. Roxanna ô¿ôDon't take life too seriously; No one gets out alive. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 16, 2006 Report Share Posted May 16, 2006 - I'm sorry to hear about Dylan! Ouch! Was he in much pain?? I know that some children on the spectrum seek out sensory input, as if they need more input than the rest of us, and then they do actually hurt themselves. My son is just the opposite. He is easily overwhelmed, esp. with sound. Is Dylan wearing a cast of some sort? In Bobby's IEPs since preschool, the amount of services have always been delineated. Maybe your IEP is similar to ours. Step 5 identifies the services. The draft IEP for next year identifies the service (for instance, Occupational Therapy), the initiation date (4/28/06), expected duration (4/27/07), and the frequency (90 minutes/month). They wanted to put the frequency into so many minutes per month because the OT is only there so many days a week, and if Bobby is sick or she is sick or if there is a special assembly, it would be easier to make it up. Previous years, it was so many minutes/week. {Come to think of it, Bobby's draft IEP doesn't delineate how many minutes/week or month the special ed teacher will work with him. I'll have to make sure that is rectified!! Thank you.} Did the school give you an explanation of why they can't be specific? Probably because they don't want to give your son any services, or just the left-overs of the SLP's and OT's time. I would suggest insisting that they write in exactly how much time your son will get! If they continue to stall or refuse, put your request in writing. Say that you have requested that the school specify how much ST and OT, etc, your son will receive, the school refuses to do so, and you want to know why they will not - that you are requesting written prior notice. My bet (and I will bet my life) is that the school will then write in how much your son will receive; if they do not then they have a specified amount of time in which they must respond in writing to your request for written prior notice. They must write down the reasons they will not specify how much time your son will receive services, and if you go to due process, they cannot use any excuses other than the ones they wrote down. We are working on Bobby's sensory diet goals right now and once they are tweeked just right, I'll email them to you. Her name is Kerry Agins and she gives good advice! Over the years, I've gone to Kerry for answers to specific questions, which she is able to answer quickly, and then she proceeds to ask me questions and give me some great advice. I think you will like her. I've never had to take her to an IEP meeting yet, thank God, but I'm sure she would be a good advocate. She never is at a loss for words when giving me advice on what to say to the school. In fact, I would have done a lot of things differently if I had talked to her first, but since lawyers aren't cheap, I only go to her when I think a decision I need to make might compromise my son's education. Well, lunch is over now, but when I have time, I'll have to tell you all about this year's IEP saga! (or is it soap-opera!) Chris >From: Biehl <angelabiehl@...> >Reply- > >Subject: [ ] Broken Collar Bone >Date: Tue, 16 May 2006 10:33:49 -0700 (PDT) > >Hi Becky and (everyone else) > I am not thinking I will able to get together on Sat. Dylan was crashing >into to walls and the couch and broke his collar bone yesterday. Sorry we >will have to miss out. I am really looking forward to meeting you guys. > We are having some big problems with getting somethings put into his >IEP. Does anyone in the group have it written specifically how much OT and >SLP in the IEP? Our district is telling us they can not do that. I was also >wondering if anyone has sensory diet goals in there IEP's and would be >willing to share? Thanks > We are looking to hire Agings to from Nessa Segal's practice to >help us out in writing the IEP. Has anyone had to take that route? Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 17, 2006 Report Share Posted May 17, 2006 In a message dated 5/16/2006 8:57:27 PM Eastern Standard Time, Ladyshrink111@... writes: No diet here either, minimal supplements on board i.e. multivitamin, clo. what is "clo?" short for. We don't do diet or supplement anything here. We did ABA and also sometimes medications. Seems like I am the odd one out. Roxanna ô¿ôDon't take life too seriously; No one gets out alive. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 17, 2006 Report Share Posted May 17, 2006 <<Am I the only one on this list who does not do diets and supplements? Just curious. >> We used to do the diet, now we use enzymes. Still using the supps though. re: IEP The school wants to avoid giving specifics about speech and OT b/c it gives them more wiggle room. The IEP should be specific. It would be like having road signs that simply say "Don't speed." rather than giving speed limits! Ridiculous! BTW, sorry I missed the mom's night out.....CRAZY here. I look forward to the next one though and Happy belated Mother's Day to all. ----- Original Message ----- From: Sent: 5/16/2006 4:58:54 PM Subject: Re: [ ] Broken Collar Bone In a message dated 5/16/2006 1:35:52 PM Eastern Standard Time, angelabiehl@... writes: We are having some big problems with getting somethings put into his IEP. Does anyone in the group have it written specifically how much OT and SLP in the IEP? Our district is telling us they can not do that. I was also wondering if anyone has sensory diet goals in there IEP's and would be willing to share? Thanks We are looking to hire Agings to from Nessa Segal's practice to help us out in writing the IEP. Has anyone had to take that route? Holy cow. Can't imagine how they can justify not putting how much ST an OT into the IEP. They must do that. I would always ask them for their reasons in writing. If they say they can't do something, for instance, where does it state that (and ask to see it, make a copy...not "you can look it up...") Usually when they have to provide proof of things that don't exist, they end up backtracking. (One would hope so...) And yes, have used Kerry and Nessa before. Am I the only one on this list who does not do diets and supplements? Just curious. Roxanna ô¿ôDon't take life too seriously; No one gets out alive. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 17, 2006 Report Share Posted May 17, 2006 No diet here either, minimal supplements on board i.e. multivitamin, clo. ----- Original Message ----- From: rmaher1969@... Sent: Tuesday, May 16, 2006 8:51 PM Subject: Re: [ ] Broken Collar Bone <<Am I the only one on this list who does not do diets and supplements? Just curious. >> We used to do the diet, now we use enzymes. Still using the supps though. re: IEP The school wants to avoid giving specifics about speech and OT b/c it gives them more wiggle room. The IEP should be specific. It would be like having road signs that simply say "Don't speed." rather than giving speed limits! Ridiculous! BTW, sorry I missed the mom's night out.....CRAZY here. I look forward to the next one though and Happy belated Mother's Day to all. ----- Original Message ----- From: Sent: 5/16/2006 4:58:54 PM Subject: Re: [ ] Broken Collar Bone In a message dated 5/16/2006 1:35:52 PM Eastern Standard Time, angelabiehl@... writes: We are having some big problems with getting somethings put into his IEP. Does anyone in the group have it written specifically how much OT and SLP in the IEP? Our district is telling us they can not do that. I was also wondering if anyone has sensory diet goals in there IEP's and would be willing to share? Thanks We are looking to hire Agings to from Nessa Segal's practice to help us out in writing the IEP. Has anyone had to take that route? Holy cow. Can't imagine how they can justify not putting how much ST an OT into the IEP. They must do that. I would always ask them for their reasons in writing. If they say they can't do something, for instance, where does it state that (and ask to see it, make a copy...not "you can look it up...") Usually when they have to provide proof of things that don't exist, they end up backtracking. (One would hope so...) And yes, have used Kerry and Nessa before. Am I the only one on this list who does not do diets and supplements? Just curious. Roxanna ô¿ôDon't take life too seriously; No one gets out alive. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 17, 2006 Report Share Posted May 17, 2006 Eeek! Sorry about Dylan! Ouch! We don't use OT except on an "as needed" basis for sensory issues that may come up (for example, in preschool he used to have trouble focusing in the afternoon about the same time. OT came in and tried a few things and what actually helped the most was taking a walk (sometimes with the weighted vest on) and taking papers to the office or something). So we have 15 minutes a week scheduled in and OT observes him a couple of times a week. And they are "on call" for the teacher if she notices some behavior they may need intervention. For the speech we have it specified on his IEP exactly what he needs and it is pretty detailed and overlaps some other areas. His communication and socialization all revolve around speech for the most part. and Chris: maybe we should reschedule after school is out? Our preschool last day is the 23rd and kindergarten is June 2. Maybe it would be easier after all the school stuff going on? let me know. Becky ----- Original Message ----- From: Biehl Sent: 5/16/2006 1:35:00 PM Subject: [ ] Broken Collar Bone Hi Becky and (everyone else) I am not thinking I will able to get together on Sat. Dylan was crashing into to walls and the couch and broke his collar bone yesterday. Sorry we will have to miss out. I am really looking forward to meeting you guys. We are having some big problems with getting somethings put into his IEP. Does anyone in the group have it written specifically how much OT and SLP in the IEP? Our district is telling us they can not do that. I was also wondering if anyone has sensory diet goals in there IEP's and would be willing to share? Thanks We are looking to hire Agings to from Nessa Segal's practice to help us out in writing the IEP. Has anyone had to take that route? __________________________________________________ Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 17, 2006 Report Share Posted May 17, 2006 In a message dated 5/17/2006 7:13:29 AM Eastern Standard Time, Ladyshrink111@... writes: cod liver oil or essential fatty acids. Is okay, you don't have to do anything or supplement anything. What medications have you tried? Well, we have two boys with HFA. We've been through meds for each now. Clonidine for sleep (both) as well as the SSRI type meds such as prozac (didn't work), luvox (did work), ability (does work), zoloft (does work.) It was just something I noticed - that everyone else seems to be on diet/biomed type treatments and wondered if this was a list specifically for that since I don't do that. Roxanna ô¿ôDon't take life too seriously; No one gets out alive. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 17, 2006 Report Share Posted May 17, 2006 cod liver oil or essential fatty acids. Is okay, you don't have to do anything or supplement anything. What medications have you tried? ----- Original Message ----- From: kneeleee@... Sent: Tuesday, May 16, 2006 11:07 PM Subject: Re: [ ] Broken Collar Bone In a message dated 5/16/2006 8:57:27 PM Eastern Standard Time, Ladyshrink111@... writes: No diet here either, minimal supplements on board i.e. multivitamin, clo. what is "clo?" short for. We don't do diet or supplement anything here. We did ABA and also sometimes medications. Seems like I am the odd one out. Roxanna ô¿ôDon't take life too seriously; No one gets out alive. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 17, 2006 Report Share Posted May 17, 2006 Hi--- We have always had the number of minutes and the times per week for OT and ST written in our IEP's. Laurie --- Biehl <angelabiehl@...> wrote: > Hi Becky and (everyone else) > I am not thinking I will able to get together on > Sat. Dylan was crashing into to walls and the couch > and broke his collar bone yesterday. Sorry we will > have to miss out. I am really looking forward to > meeting you guys. > We are having some big problems with getting > somethings put into his IEP. Does anyone in the > group have it written specifically how much OT and > SLP in the IEP? Our district is telling us they can > not do that. I was also wondering if anyone has > sensory diet goals in there IEP's and would be > willing to share? Thanks > We are looking to hire Agings to from Nessa > Segal's practice to help us out in writing the IEP. > Has anyone had to take that route? > > __________________________________________________ > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 17, 2006 Report Share Posted May 17, 2006 Thank you all for your responses. Dylan is wearing a shoulder splint and a sling. We having trouble getting him to take anything for his pain. He asks for it when I think he is really feeling it. I never thought anything could take the edge off this kid but he has been laying low. (Thank goodness) The way it was written in his previous IEP he could be sitting on the playground and that be considered OT, or they could have meetings about him and that is considered his OT. The IEP states how many minutes a month but no specifics on how many days a week "with her" and for how long. We have a meeting with Kerrie on Friday and I look foward to her suggestions. Dylan is out of school for the week. Gotta run, have an appt with Dr. Klein this morning. Thanks again for everything. The Marotta Family <marottafamily@...> wrote: - I'm sorry to hear about Dylan! Ouch! Was he in much pain?? I know that some children on the spectrum seek out sensory input, as if they need more input than the rest of us, and then they do actually hurt themselves. My son is just the opposite. He is easily overwhelmed, esp. with sound. Is Dylan wearing a cast of some sort?In Bobby's IEPs since preschool, the amount of services have always been delineated. Maybe your IEP is similar to ours. Step 5 identifies the services. The draft IEP for next year identifies the service (for instance, Occupational Therapy), the initiation date (4/28/06), expected duration (4/27/07), and the frequency (90 minutes/month). They wanted to put the frequency into so many minutes per month because the OT is only there so many days a week, and if Bobby is sick or she is sick or if there is a special assembly, it would be easier to make it up. Previous years, it was so many minutes/week. {Come to think of it, Bobby's draft IEP doesn't delineate how many minutes/week or month the special ed teacher will work with him. I'll have to make sure that is rectified!! Thank you.} Did the school give you an explanation of why they can't be specific? Probably because they don't want to give your son any services, or just the left-overs of the SLP's and OT's time. I would suggest insisting that they write in exactly how much time your son will get! If they continue to stall or refuse, put your request in writing. Say that you have requested that the school specify how much ST and OT, etc, your son will receive, the school refuses to do so, and you want to know why they will not - that you are requesting written prior notice. My bet (and I will bet my life) is that the school will then write in how much your son will receive; if they do not then they have a specified amount of time in which they must respond in writing to your request for written prior notice. They must write down the reasons they will not specify how much time your son will receive services, and if you go to due process, they cannot use any excuses other than the ones they wrote down.We are working on Bobby's sensory diet goals right now and once they are tweeked just right, I'll email them to you.Her name is Kerry Agins and she gives good advice! Over the years, I've gone to Kerry for answers to specific questions, which she is able to answer quickly, and then she proceeds to ask me questions and give me some great advice. I think you will like her. I've never had to take her to an IEP meeting yet, thank God, but I'm sure she would be a good advocate. She never is at a loss for words when giving me advice on what to say to the school. In fact, I would have done a lot of things differently if I had talked to her first, but since lawyers aren't cheap, I only go to her when I think a decision I need to make might compromise my son's education.Well, lunch is over now, but when I have time, I'll have to tell you all about this year's IEP saga! (or is it soap-opera!) Chris>From: Biehl <angelabiehl@...>>Reply- > >Subject: [ ] Broken Collar Bone>Date: Tue, 16 May 2006 10:33:49 -0700 (PDT)>>Hi Becky and (everyone else)> I am not thinking I will able to get together on Sat. Dylan was crashing >into to walls and the couch and broke his collar bone yesterday. Sorry we >will have to miss out. I am really looking forward to meeting you guys.> We are having some big problems with getting somethings put into his >IEP. Does anyone in the group have it written specifically how much OT and >SLP in the IEP? Our district is telling us they can not do that. I was also >wondering if anyone has sensory diet goals in there IEP's and would be >willing to share? Thanks> We are looking to hire Agings to from Nessa Segal's practice to >help us out in writing the IEP. Has anyone had to take that route?__________________________________________________ Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 17, 2006 Report Share Posted May 17, 2006 Roxanne - No, this list is area based, not treatment based. We have had people ask questions about ABA, schools, support, etc, not just biomed stuff. I think the topics seem to be cyclical. But I also think that more and more parents are doing a hodge-podge of intreventions, so the likelihood of any one family using at least one biomed treatment is greater. For instance, we have tried or are using: GF-CF diet (because our neurologist at Akron Children's suggested we try) ABA Vit B (Super Nu Thera - made Bobby more " hyper " ) OT ST melatonin psychotherapy (Friendship Club sounds much more benign!) PBS prescription medication and I'm sure others that I'm not recalling at this time. I've posted on each intervention on some list or other. Please don't feel like the odd man (woman) out. One reason parents might post more on biomed interventions is because it's harder to get info on those treatments. Chris >From: kneeleee@... >Reply- > >Subject: Re: [ ] Broken Collar Bone >Date: Wed, 17 May 2006 09:52:45 EDT > > >In a message dated 5/17/2006 7:13:29 AM Eastern Standard Time, >Ladyshrink111@... writes: > >cod liver oil or essential fatty acids. Is okay, you don't have to do >anything or supplement anything. > >What medications have you tried? > > > > > >Well, we have two boys with HFA. We've been through meds for each now. >Clonidine for sleep (both) as well as the SSRI type meds such as prozac >(didn't >work), luvox (did work), ability (does work), zoloft (does work.) > >It was just something I noticed - that everyone else seems to be on >diet/biomed type treatments and wondered if this was a list specifically >for that >since I don't do that. > > >Roxanna ô¿ô >Don't take life too seriously; No one gets out alive. > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 22, 2006 Report Share Posted May 22, 2006 In a message dated 5/22/2006 10:31:46 AM Eastern Standard Time, angelabiehl@... writes: Are you an attorney. Unfortunatley we have gone to bat for our son for the entire school year for a sensory diet and help with his social skills. We are being told constantly that he is doing great at school. I think because he has a huge vocabulary that he does not need help with social skills. We finally had to contact an attorney who gave us similar advice. She has also gave us some advice for our next IEP meeting on Thursday. We are asking for summer school and are being told that he has not regressed during breaks and they will not give it to him. Our argument is that he has alot of emerging skills and has been in school since he was 2 (summers also) it took him this long to obtain these skills. I would hate to have to bring an attorney into the school this early in his education. (kindergarten going into first) The attorney does not think they settle with us. So wish us luck. Thanks for your help goodluck! Let us know what happens. One thing you can do in the future is go visit the classroom yourself and take notes. I've done that before and you will be either amazed that your child is REALLY do as well as they say or you will confirm with data that you are right. For instance, I went to visit my ds's pre-school class when they said he didn't need the help with language problems. I took data on how often he spoke, who he spoke to and what he said. It was easy since he didn't talk at all! lol. But had he spoken, I would have had a list of what was said. And I would have gone back more than once as well to get a good idea of what would be "typical" for him. Unfortunately, sometimes they say the child is doing wonderful when what they really mean is that he isn't causing them any problems. so check it out yourself or get someone you know to do observations. Nothing like your own data to contribute to the IEP meeting. Roxanna ô¿ôDon't take life too seriously; No one gets out alive. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 22, 2006 Report Share Posted May 22, 2006 In a message dated 5/22/2006 11:08:30 AM Eastern Standard Time, angelabiehl@... writes: have been to observe many times. He is not doing well when I went to see him. He did socalize other than to tell the others kids the rules. (while he is yelling at them) and the things they say are in place were not on those days. ( you would think they would at least try to fake it) The answers the school had were that,"He does not act like that when you are not here" I sent our county Rep in, who Dylan did not know, and she observed what I did. He indeed is not doing as well as they are telling us. Thanks for the well wishing. Have a great day. Talk soon Be sure and take DATA to back it up then. And also have your friend do so as well. It is harder for them to ignore a problem that is proven and if they do, you could ask to see their data. They probably don't have any. One time my ds was not getting help in school, many years ago. He would come home with papers marked "F" or "A" but nothing in between. IOW, if he understood what to do, he did fine and got an A. If he didn't understand, he got an F. At meetings, they would poo-pooh our concerns - oh what is a few F's - he'll have to learn, he'll be fine, etc. So I started collecting the papers. At the next meeting when the school psycho said it was not a big deal, I reached under the table and produced a huge pile of papers, all with big red F's on the top. And I proceeded to go through them and show that he did not understand what to do, he underlined instead of circled, he did the first part of directions but not the second, etc. etc. They stopped me eventually. And they decided to resolve the problem, they would just not write "F" on his F papers. This was to "protect" his self esteem, they decided. I was hysterical with rage and laughter both, lol. ARGH! However, I did get my outside evaluation done after that display and that ended up getting him the services we requested. So it did work in the end. Overwhelm them with data and graph it, display it, make it stand out. Roxanna ô¿öAutism Happens Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 22, 2006 Report Share Posted May 22, 2006 In a message dated 5/22/2006 11:11:04 AM Eastern Standard Time, rmaher1969@... writes: You're FULL of great ideas! I used to peek through the door b/c my son would immediately go for his coat and pull me to the door if he saw me. I still can't show up at school without having to bring him home. I could never get a real idea of what he is doing in class b/c when I'm there he just wants me to take him home. Good advice though, and don't you LOVE showing them you know what you're doing at IEP meets? Yes, I DO! For many years, I did not even know there was a law for sped. We didn't have the internet way back when and I was winging it. I would get so frustrated with the crap they pulled. I like having ideas of what I want. I realize this makes me a "high maintanence parent" too, but they get used to it or pretend they do. lol. If you can't go, get a friend to go and observe or someone who works with autism and can see the problems. Be sure and write up a list of items you are looking at on paper so you can keep the data easily plus take a few samples for extra support at the meeting. My kids never cared if I was at the school I recently went to music class to see what my 9 yo was doing that was so terrible and he was there for half the class before he realized I was sitting right behind him. He had walked in and never noticed me. Ahhhh, autism. lol. Some kids just zone out that way and dont notice what is right in front of them. Roxanna ô¿ôDon't take life too seriously; No one gets out alive. Roxanna ô¿ôDon't take life too seriously; No one gets out alive. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 22, 2006 Report Share Posted May 22, 2006 Thank you , Are you an attorney. Unfortunatley we have gone to bat for our son for the entire school year for a sensory diet and help with his social skills. We are being told constantly that he is doing great at school. I think because he has a huge vocabulary that he does not need help with social skills. We finally had to contact an attorney who gave us similar advice. She has also gave us some advice for our next IEP meeting on Thursday. We are asking for summer school and are being told that he has not regressed during breaks and they will not give it to him. Our argument is that he has alot of emerging skills and has been in school since he was 2 (summers also) it took him this long to obtain these skills. I would hate to have to bring an attorney into the school this early in his education. (kindergarten going into first) The attorney does not think they settle with us. So wish us luck. Thanks for your help theautismguru <theautismguru@...> wrote: You can ask for these services at the IEP meeting. If denied, be prepared to write down what you asked for, even if on a legal pad, right then and there, (or have your list ready before the meeting and columns for "no" or "yes" to services). Also write "school denied", after each request denied, or "accepted", if accepted, and have every member of the team sign it, then ask for Prior Written Notice (PWN) at the meeting right then and there, but follow up with a letter, copying and attaching the letter everyone signed at the meeting and reiterate the conversation and re-ask for PWN in writing. Of course, this should be one of your last resorts, not the very first or second IEP meeting with the district. There should be some kind of trust level at the beginning of your relationship with the school, based on good faith, but if you have exhausted all esle, then most definately do this all the time. Very few people want their name signed to something they said. Documentation scares the wits out of most people, but it cetainly holds up in court. Your letter faxed/mailed should also have a date to which you expect to have your PWN responded to, and ALWAYS ASK FOR THEIR RESPONSE IN WRITTEN FORM, via a letter for the district. Do NOT accept a phone call explaining their acceptance/refusal of services requested, or if you get a call, tell them you want whatever was just said in the conversation in writing (to avoid misinterpretation), and follow up after the call, writing what was said, on what date, with whom you spoke to, and remind them of your request to have the district put it in writing, or you will consider the call meaningless.I have always sent my most important letters first by fax and then immediately by mail, so 1), no one can say it wasn't received (you'll have your fax transmittal receipt), 2), a fax is not as "attacking" as a certified letter, and if they don't respond fast enough, they'll have a reminder in the mail. You can send the mailed letter by 'return receipt requested', so SOMEONE has to sign for it, but again, shows it was sent, but not as pricey as certified (like 55 cents, instead of $6).Did I answer your question?> >> > Hi Becky and (everyone else)> > I am not thinking I will able to get together on Sat. Dylan was crashing into to walls and > the couch and broke his collar bone yesterday. Sorry we will have to miss out. I am really > looking forward to meeting you guys. > > We are having some big problems with getting somethings put into his IEP. Does > anyone in the group have it written specifically how much OT and SLP in the IEP? Our > district is telling us they can not do that. I was also wondering if anyone has sensory diet > goals in there IEP's and would be willing to share? Thanks > > We are looking to hire Agings to from Nessa Segal's practice to help us out in > writing the IEP. Has anyone had to take that route?> > > > __________________________________________________> > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 22, 2006 Report Share Posted May 22, 2006 Wow Roxanna, You're FULL of great ideas! I used to peek through the door b/c my son would immediately go for his coat and pull me to the door if he saw me. I still can't show up at school without having to bring him home. I could never get a real idea of what he is doing in class b/c when I'm there he just wants me to take him home. Good advice though, and don't you LOVE showing them you know what you're doing at IEP meets? ----- Original Message ----- From: Sent: 5/22/2006 10:58:07 AM Subject: Re: [ ] Re: Broken Collar Bone In a message dated 5/22/2006 10:31:46 AM Eastern Standard Time, angelabiehl@... writes: Are you an attorney. Unfortunatley we have gone to bat for our son for the entire school year for a sensory diet and help with his social skills. We are being told constantly that he is doing great at school. I think because he has a huge vocabulary that he does not need help with social skills. We finally had to contact an attorney who gave us similar advice. She has also gave us some advice for our next IEP meeting on Thursday. We are asking for summer school and are being told that he has not regressed during breaks and they will not give it to him. Our argument is that he has alot of emerging skills and has been in school since he was 2 (summers also) it took him this long to obtain these skills. I would hate to have to bring an attorney into the school this early in his education. (kindergarten going into first) The attorney does not think they settle with us. So wish us luck. Thanks for your help goodluck! Let us know what happens. One thing you can do in the future is go visit the classroom yourself and take notes. I've done that before and you will be either amazed that your child is REALLY do as well as they say or you will confirm with data that you are right. For instance, I went to visit my ds's pre-school class when they said he didn't need the help with language problems. I took data on how often he spoke, who he spoke to and what he said. It was easy since he didn't talk at all! lol. But had he spoken, I would have had a list of what was said. And I would have gone back more than once as well to get a good idea of what would be "typical" for him. Unfortunately, sometimes they say the child is doing wonderful when what they really mean is that he isn't causing them any problems. so check it out yourself or get someone you know to do observations. Nothing like your own data to contribute to the IEP meeting. Roxanna ô¿ôDon't take life too seriously; No one gets out alive. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 22, 2006 Report Share Posted May 22, 2006 I think your dealings were the rule rather than the exception. A lot of school districts read IDEA/IDEIA or NCLB and try to do just enough to not get sued. I try not to say that with any malice as they are working in a broken system, i.e. not enough funding, a lot of bureacracy, ill informed teachers, administration as well as parents. I think you had the right idea though. Send in an outside evaluator to your child's classroom and have them not only evaluate you child but all aspects of the classroom. Having a third party neutral evaluator is a good idea, especially one who is very knowledgable in the peer-reviewed research on working with our kids. IDEIA '04 gave us a good tool is saying schools have to take peer-reviewed material into consideration. If your evaluator can make constructive improvement ideas that are based on science you have a strong case for getting improvements. I've done it so I know it can work. Another area that has been strengthened for us is: In " Purposes " of IDEA 2004 (Section 1400(d)), Congress describes what they intend the law to accomplish. In IDEA 2004, Congress added " further education " as a purpose of the law: " The purposes of this title are 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 further education, employment and independent living. (Section 1400(d)(1)(A)) When Congress added " further education " to the Purposes of IDEA 2004, they established a new outcome for special education, an outcome that had never been identified before. When you read in " Findings " that disabled children should be given the opportunity to meet the " challenging expectations that have been established for all children " and " improve academic achievement and functional performance… to the maximum extent possible " (Section 1400©(5)(E)) and you read that one Purpose of the law is to prepare children for " further education, " you are looking at a new legal standard for a free appropriate public education. " (slaw's 10 tips...) You can argue that your child is not being prepared for further education, even meaning the next grade, if they are just letting him be because he's not a behavior problem (which is a quite common practice for our quiet children). Shane SMD@... > In a message dated 5/22/2006 10:31:46 AM Eastern Standard Time, angelabiehl@... writes: > Are you an attorney. Unfortunatley we have gone to bat for our son for the entire school year for a sensory diet and help with his social skills. We are being told constantly that he is doing great at school. I think because he has a huge vocabulary that he does not need help with social skills. We finally had to contact an attorney who gave us similar advice. She has also gave us some advice for our next IEP meeting on Thursday. We are asking for summer school and are being told that he has not regressed during breaks and they will not give it to him. Our argument is that he has alot of emerging skills and has been in school since he was 2 (summers also) it took him this long to obtain these skills. I would hate to have to bring an attorney into the school this early in his education. (kindergarten going into first) The attorney does not think they settle with us. So wish us luck. > > Thanks for your help > > > > goodluck! Let us know what happens. > > One thing you can do in the future is go visit the classroom yourself and take notes. I've done that before and you will be either amazed that your child is REALLY do as well as they say or you will confirm with data that you are right. For instance, I went to visit my ds's pre-school class when they said he didn't need the help with language problems. I took data on how often he spoke, who he spoke to and what he said. It was easy since he didn't talk at all! lol. But had he spoken, I would have had a list of what was said. And I would have gone back more than once as well to get a good idea of what would be " typical " for him. > > Unfortunately, sometimes they say the child is doing wonderful when what they really mean is that he isn't causing them any problems. so check it out yourself or get someone you know to do observations. Nothing like your own data to contribute to the IEP meeting. > Roxanna ô¿ô > Don't take life too seriously; No one gets out alive. > > > > > *note: > When Adding to your email address book, don't forget to include the s in groups. Here is the complete address: > ~~~ ~~~ ~~~ ~~~ ~~~ ~~~ ~~~ ~~~ > is a networking and support group > of " Parent to Parent for Autism " . > Website: http://hometown.aol.com/parentschat/homepage.html > > > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 22, 2006 Report Share Posted May 22, 2006 Make this your mantra...(well said) " Overwhelm them with data and graph it, display it, make it stand out. " > > > In a message dated 5/22/2006 11:08:30 AM Eastern Standard Time, > angelabiehl@... writes: > > have been to observe many times. He is not doing well when I went to see > him. He did socalize other than to tell the others kids the rules. (while he is > yelling at them) and the things they say are in place were not on those days. > ( you would think they would at least try to fake it) The answers the school > had were that, " He does not act like that when you are not here " I sent our > county Rep in, who Dylan did not know, and she observed what I did. He indeed > is not doing as well as they are telling us. > Thanks for the well wishing. Have a great day. > Talk soon > > > > > > Be sure and take DATA to back it up then. And also have your friend do so > as well. It is harder for them to ignore a problem that is proven and if they > do, you could ask to see their data. They probably don't have any. One > time my ds was not getting help in school, many years ago. He would come home > with papers marked " F " or " A " but nothing in between. IOW, if he understood > what to do, he did fine and got an A. If he didn't understand, he got an F. > At meetings, they would poo-pooh our concerns - oh what is a few F's - he'll > have to learn, he'll be fine, etc. So I started collecting the papers. At > the next meeting when the school psycho said it was not a big deal, I reached > under the table and produced a huge pile of papers, all with big red F's on > the top. And I proceeded to go through them and show that he did not > understand what to do, he underlined instead of circled, he did the first part of > directions but not the second, etc. etc. They stopped me eventually. And they > decided to resolve the problem, they would just not write " F " on his F > papers. This was to " protect " his self esteem, they decided. I was hysterical > with rage and laughter both, lol. ARGH! However, I did get my outside > evaluation done after that display and that ended up getting him the services we > requested. So it did work in the end. > > Overwhelm them with data and graph it, display it, make it stand out. > > > Roxanna ô¿ö > Autism Happens > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 22, 2006 Report Share Posted May 22, 2006 I hate to bring up the sensitive point of MRDD case manager, but my son's manager came to Bobby's school at recess and lunchtime and wrote down some observations. Which was wonderful because my son is so busy with me when I have been on the playground. I didn't know what the usual routine was. Chris >From: " rmaher1969@... " <rmaher1969@...> >Reply- > >Subject: Re: [ ] Re: Broken Collar Bone >Date: Mon, 22 May 2006 11:02:30 -0400 > >Wow Roxanna, > You're FULL of great ideas! I used to peek through the door b/c my son >would immediately go for his coat and pull me to the door if he saw me. I >still can't show up at school without having to bring him home. I could >never get a real idea of what he is doing in class b/c when I'm there he >just wants me to take him home. Good advice though, and don't you LOVE >showing them you know what you're doing at IEP meets? > > > >----- Original Message ----- >From: > >Sent: 5/22/2006 10:58:07 AM >Subject: Re: [ ] Re: Broken Collar Bone > > >In a message dated 5/22/2006 10:31:46 AM Eastern Standard Time, >angelabiehl@... writes: >Are you an attorney. Unfortunatley we have gone to bat for our son for the >entire school year for a sensory diet and help with his social skills. We >are being told constantly that he is doing great at school. I think because >he has a huge vocabulary that he does not need help with social skills. We >finally had to contact an attorney who gave us similar advice. She has also >gave us some advice for our next IEP meeting on Thursday. We are asking for >summer school and are being told that he has not regressed during breaks >and they will not give it to him. Our argument is that he has alot of >emerging skills and has been in school since he was 2 (summers also) it >took him this long to obtain these skills. I would hate to have to bring an >attorney into the school this early in his education. (kindergarten going >into first) The attorney does not think they settle with us. So wish us >luck. > >Thanks for your help > >goodluck! Let us know what happens. > >One thing you can do in the future is go visit the classroom yourself and >take notes. I've done that before and you will be either amazed that your >child is REALLY do as well as they say or you will confirm with data that >you are right. For instance, I went to visit my ds's pre-school class when >they said he didn't need the help with language problems. I took data on >how often he spoke, who he spoke to and what he said. It was easy since he >didn't talk at all! lol. But had he spoken, I would have had a list of >what was said. And I would have gone back more than once as well to get a >good idea of what would be " typical " for him. > >Unfortunately, sometimes they say the child is doing wonderful when what >they really mean is that he isn't causing them any problems. so check it >out yourself or get someone you know to do observations. Nothing like your >own data to contribute to the IEP meeting. > >Roxanna ô¿ô >Don't take life too seriously; No one gets out alive. > > >*note: >When Adding to your email address book, don't forget to include >the s in groups. Here is the complete address: > >~~~ ~~~ ~~~ ~~~ ~~~ ~~~ ~~~ ~~~ > is a networking and support group >of " Parent to Parent for Autism " . >Website: http://hometown.aol.com/parentschat/homepage.html > > > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 24, 2006 Report Share Posted May 24, 2006 I asked for our county Behavioralist to go and watch on 2 different occasions. Once first thing in the morning for about an hour and half and then again in the late morning(only goes half days) I wanted her to see him on 2 different days because then they school can not say he was having an off day. She had alot of useful info for us. I would ask your MRDD worker what he can work out. Hope I have helped you for a change..=) The Marotta Family <marottafamily@...> wrote: I hate to bring up the sensitive point of MRDD case manager, but my son's manager came to Bobby's school at recess and lunchtime and wrote down some observations. Which was wonderful because my son is so busy with me when I have been on the playground. I didn't know what the usual routine was. Chris>From: "rmaher1969@..." >Reply- > >Subject: Re: [ ] Re: Broken Collar Bone>Date: Mon, 22 May 2006 11:02:30 -0400>>Wow Roxanna,> You're FULL of great ideas! I used to peek through the door b/c my son >would immediately go for his coat and pull me to the door if he saw me. I >still can't show up at school without having to bring him home. I could >never get a real idea of what he is doing in class b/c when I'm there he >just wants me to take him home. Good advice though, and don't you LOVE >showing them you know what you're doing at IEP meets?>>>>----- Original Message ----->From:> >Sent: 5/22/2006 10:58:07 AM>Subject: Re: [ ] Re: Broken Collar Bone>>>In a message dated 5/22/2006 10:31:46 AM Eastern Standard Time, >angelabiehl@... writes:>Are you an attorney. Unfortunatley we have gone to bat for our son for the >entire school year for a sensory diet and help with his social skills. We >are being told constantly that he is doing great at school. I think because >he has a huge vocabulary that he does not need help with social skills. We >finally had to contact an attorney who gave us similar advice. She has also >gave us some advice for our next IEP meeting on Thursday. We are asking for >summer school and are being told that he has not regressed during breaks >and they will not give it to him. Our argument is that he has alot of >emerging skills and has been in school since he was 2 (summers also) it >took him this long to obtain these skills. I would hate to have to bring an >attorney into the school this early in his education. (kindergarten going >into first) The attorney does not think they settle with us. So wish us >luck.>>Thanks for your help>>goodluck! Let us know what happens.>>One thing you can do in the future is go visit the classroom yourself and >take notes. I've done that before and you will be either amazed that your >child is REALLY do as well as they say or you will confirm with data that >you are right. For instance, I went to visit my ds's pre-school class when >they said he didn't need the help with language problems. I took data on >how often he spoke, who he spoke to and what he said. It was easy since he >didn't talk at all! lol. But had he spoken, I would have had a list of >what was said. And I would have gone back more than once as well to get a >good idea of what would be "typical" for him.>>Unfortunately, sometimes they say the child is doing wonderful when what >they really mean is that he isn't causing them any problems. so check it >out yourself or get someone you know to do observations. Nothing like your >own data to contribute to the IEP meeting.>>Roxanna ô¿ô>Don't take life too seriously; No one gets out alive.>>>*note:>When Adding to your email address book, don't forget to include >the s in groups. Here is the complete address: > >~~~ ~~~ ~~~ ~~~ ~~~ ~~~ ~~~ ~~~> is a networking and support group>of "Parent to Parent for Autism".>Website: http://hometown.aol.com/parentschat/homepage.html>>>> Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 26, 2006 Report Share Posted May 26, 2006 April - Thanks! From: " Biehl" angelabiehl@... Date: Wed May 24, 2006 8:13am(PDT) Subject: Re: Broken Collar Bone I asked for our county Behavioralist to go and watch on 2 different occasions Once first thing in the morning for about an hour and half and then again in the late morning(only goes half days) I wanted her to see him on 2 different days because then they school can not say he was having an off day. She had alot of useful info for us. I would ask your MRDD worker what he can work out. Hope I have helped you for a change..=) The Marotta Family <marottafamily@...> wrote: I hate to bring up the sensitive point of MRDD case manager, but my son's manager came to Bobby's school at recess and lunchtime and wrote down some observations. Which was wonderful because my son is so busy with me when I have been on the playground. I didn't know what the usual routine was. Chris Quote Link to comment Share on other sites More sharing options...
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