Re: Life skills program- questions

[Guest guest]

In a message dated 3/31/2005 4:38:30 P.M. Eastern Standard Time,

jtesmer799@... writes:

So go and observe this classroom a couple of times before the IEP.

Okay, I have a question on this 'go and observe'. Have any of you gotten

the " we have to ask the permission of the parents of all the students in the

class before you can come and observe how the class works " ? Some history,

n County is still pushing for Nick to be moved to Barrackville

Elementary/Middle where they traditionally school all moderately and severely

mentally

impaired students. I (DH is in agreement) want him to stay where he is, the

school he would attend if he wasn't moderately mentally impaired. His current

special ed teacher went and observed the class and told me he like that the

students were working more independently than his kids were (most of his kids

are BD or LD) and the class was smaller. He also told me that if I wanted to

keep Nick in East Dale he felt he could do what the other school was doing.

The day of the IEP the board special ed liaison person is there and the

teacher from Barrackville. They are pushing for Nick to be moved. Nick's IEP

isn't complete yet, as we have not decided on a placement. Nick is to have 2

field trips to Barrackville, to determine if he handles the bus ride okay and

if the classroom setting is good for him. I was told that due to privacy

issues I couldn't observe unless they had permission from all the parents, but

I

could come have lunch with Nick. Oh, they did say if we insisted they would

leave Nick at East Dale. (To me that means they aren't in total agreement

that Barrackville would be best for Nick.) The principal of East Dale even

asked, what does Barrackville offer that we don't and why are we not able to

provide it here! Basically, it was there isn't enough students and resources

to

enable the board to provide it here. Oh, the board office person said, by

law we only have to provide the services somewhere, it doesn't have to be at

every school.

After the IEP the OT walks out with DH & I and tells us to fight to keep

Nick at East Dale. She told us that she does OT over there and is friends with

the other therapists that provide services there. Seems the teacher can

sweet talk with the best of them, but has a side that she keeps well hidden

from

the parents and others (unless they pop in unannounced). What is hard for me

to accept is every teacher and/or aide that has had Nick in the past all

feel that the moderately/severely impaired classroom is the wrong setting. My

belief is once the IQ test came back showing him moderately impaired the board

office made it their goal to get him over into the other school.

The sad thing is, in all likelihood, Nick will have to go there after sixth

grade. The teacher he has now also checked out the EFJH and said there was

no way he wanted his kids going there as they would have no support system

whatsoever. EFSH is the same way. Seems n County long ago decided to

ship

all mentally impaired students to North n. And society wonders why

people don't have a sense of community! How can they when kids (all kids) are

getting bussed outside their home communities to go to school?

Cari

[Guest guest]

In a message dated 3/31/2005 4:38:30 P.M. Eastern Standard Time,

jtesmer799@... writes:

So go and observe this classroom a couple of times before the IEP.

Okay, I have a question on this 'go and observe'. Have any of you gotten

the " we have to ask the permission of the parents of all the students in the

class before you can come and observe how the class works " ? Some history,

n County is still pushing for Nick to be moved to Barrackville

Elementary/Middle where they traditionally school all moderately and severely

mentally

impaired students. I (DH is in agreement) want him to stay where he is, the

school he would attend if he wasn't moderately mentally impaired. His current

special ed teacher went and observed the class and told me he like that the

students were working more independently than his kids were (most of his kids

are BD or LD) and the class was smaller. He also told me that if I wanted to

keep Nick in East Dale he felt he could do what the other school was doing.

The day of the IEP the board special ed liaison person is there and the

teacher from Barrackville. They are pushing for Nick to be moved. Nick's IEP

isn't complete yet, as we have not decided on a placement. Nick is to have 2

field trips to Barrackville, to determine if he handles the bus ride okay and

if the classroom setting is good for him. I was told that due to privacy

issues I couldn't observe unless they had permission from all the parents, but

I

could come have lunch with Nick. Oh, they did say if we insisted they would

leave Nick at East Dale. (To me that means they aren't in total agreement

that Barrackville would be best for Nick.) The principal of East Dale even

asked, what does Barrackville offer that we don't and why are we not able to

provide it here! Basically, it was there isn't enough students and resources

to

enable the board to provide it here. Oh, the board office person said, by

law we only have to provide the services somewhere, it doesn't have to be at

every school.

After the IEP the OT walks out with DH & I and tells us to fight to keep

Nick at East Dale. She told us that she does OT over there and is friends with

the other therapists that provide services there. Seems the teacher can

sweet talk with the best of them, but has a side that she keeps well hidden

from

the parents and others (unless they pop in unannounced). What is hard for me

to accept is every teacher and/or aide that has had Nick in the past all

feel that the moderately/severely impaired classroom is the wrong setting. My

belief is once the IQ test came back showing him moderately impaired the board

office made it their goal to get him over into the other school.

The sad thing is, in all likelihood, Nick will have to go there after sixth

grade. The teacher he has now also checked out the EFJH and said there was

no way he wanted his kids going there as they would have no support system

whatsoever. EFSH is the same way. Seems n County long ago decided to

ship

all mentally impaired students to North n. And society wonders why

people don't have a sense of community! How can they when kids (all kids) are

getting bussed outside their home communities to go to school?

Cari

[Guest guest]

Hi Nina,

is in what would be termed as a life skills class. She's actually in a

segregated class in a segregated school. :-) A bit of history.

attended her home school prek to 6th grade. She was more mainstreamed then

in an inclusion program. In hindsight we wish we had explored putting her in

MSAD (Minnesota State Academy for the Deaf) much sooner then we did. This

program (the nest) is awesome. The teacher and staff are great. is

finally making the progress we wanted her to. slow but it is moving in the right

direction. This class does push academics but they also stress so much more,

stuff she really needs to learn. So life skills type classrooms aren't all bad,

you have to go with what you think would be best....you can always change it

like some of us have.

you really need to visit this class during classes at different times during the

day to try to get a feel for it to see if it's what would be best for your

child. One little visit on IEP day is not going to give you a very good answer

to your question. A visit at different times would give you an idea as to what

the kids are actually doing and if they do do academics and stuff.

One thing you do need to know is you can persue placing her in a fully inclusive

setting, even if the school is saying they don't offer that, if that is what you

think will work best for her. They are to start with the classroom where she

would be and give her accomodations to succeed in that place. They don't like

doing this tho. Plus some of our kids do actually do better in a smaller

setting. You will probably have to make adjustments along the way, I went from

inclusion to restricted to even more restricted. The more restricted is the

place where learns the best, the plus is she is part of her school

community and actully had friends from her restricted class. She has a blast

and since attending MSAD she actually really LIKES to go to school.

So go and observe this classroom a couple of times before the IEP. go and get a

good feel for what they are doing and if it's a situation that you think would

be positive for your child. If you think your child would do better in an

inclusive setting then you can try for that to. You do start discussion on

placement with the LRE which is the 'normal' classroom. And it is easier to get

that first, once placed in a more resricted program it is harder to get them out

even if it's not a good place for the child.

hmmm, I've probably confused you more. LOL Good Luck in your journey through

the school mess. :-)

Joy

[Guest guest]

Hi Nina,

is in what would be termed as a life skills class. She's actually in a

segregated class in a segregated school. :-) A bit of history.

attended her home school prek to 6th grade. She was more mainstreamed then

in an inclusion program. In hindsight we wish we had explored putting her in

MSAD (Minnesota State Academy for the Deaf) much sooner then we did. This

program (the nest) is awesome. The teacher and staff are great. is

finally making the progress we wanted her to. slow but it is moving in the right

direction. This class does push academics but they also stress so much more,

stuff she really needs to learn. So life skills type classrooms aren't all bad,

you have to go with what you think would be best....you can always change it

like some of us have.

you really need to visit this class during classes at different times during the

day to try to get a feel for it to see if it's what would be best for your

child. One little visit on IEP day is not going to give you a very good answer

to your question. A visit at different times would give you an idea as to what

the kids are actually doing and if they do do academics and stuff.

One thing you do need to know is you can persue placing her in a fully inclusive

setting, even if the school is saying they don't offer that, if that is what you

think will work best for her. They are to start with the classroom where she

would be and give her accomodations to succeed in that place. They don't like

doing this tho. Plus some of our kids do actually do better in a smaller

setting. You will probably have to make adjustments along the way, I went from

inclusion to restricted to even more restricted. The more restricted is the

place where learns the best, the plus is she is part of her school

community and actully had friends from her restricted class. She has a blast

and since attending MSAD she actually really LIKES to go to school.

So go and observe this classroom a couple of times before the IEP. go and get a

good feel for what they are doing and if it's a situation that you think would

be positive for your child. If you think your child would do better in an

inclusive setting then you can try for that to. You do start discussion on

placement with the LRE which is the 'normal' classroom. And it is easier to get

that first, once placed in a more resricted program it is harder to get them out

even if it's not a good place for the child.

hmmm, I've probably confused you more. LOL Good Luck in your journey through

the school mess. :-)

Joy

[Guest guest]

Cari,

I'm with the OT - keep advocating that Nick stays where he is. The truth of

the matter is that there are probably more children in the East Fairmont

side who have children who travel to North n. When this issue came up

for us here in VA, I pulled together the parents and met with the school

administrators. They were very accomadating and even asked where we wanted

the MR classroom to be in the western side of this county. I refused to

have shipped 11 miles from home. Loudoun is very unique - the east

side is part of Metro DC and is way overcrowded IMHO. Leesburg is the

county seat and the western part is the rural part. We currently have 7

elementary schools that feed into the middle school, a newly created

intermediate school and a much overcrowded high school (which was not

crowded when we moved here). They are trying to find land to build the new

high school. And we are the rural side...lol. 's VP said that a MR

classroom would have to be created no matter what school attended

due to LRE. The other parents and I were ok with having our children attend

the newest school, even if it's not their " home school " . They will all

attend the same middle school and probably high school. East Fairmont may

not have the supports now, but if you start working on things, they may have

them by the time Nick transitions up. Remind the school how much it cost to

transport all these Fairmont kids to North n.

's second teacher works in n County - I don't remember what

school she went to - her name was Debbie E. I'd love to contact her and

give her current pictures of .

Where does Bob Shenel's son attend and that other little guy with DS (I

can't remember his name)?

Re: Life skills program- questions

>

>

> In a message dated 3/31/2005 4:38:30 P.M. Eastern Standard Time,

> jtesmer799@... writes:

>

> So go and observe this classroom a couple of times before the IEP.

>

>

> Okay, I have a question on this 'go and observe'. Have any of you gotten

> the " we have to ask the permission of the parents of all the students in

the

> class before you can come and observe how the class works " ? Some

history,

> n County is still pushing for Nick to be moved to Barrackville

> Elementary/Middle where they traditionally school all moderately and

severely mentally

> impaired students. I (DH is in agreement) want him to stay where he is,

the

> school he would attend if he wasn't moderately mentally impaired. His

current

> special ed teacher went and observed the class and told me he like that

the

> students were working more independently than his kids were (most of his

kids

> are BD or LD) and the class was smaller. He also told me that if I

wanted to

> keep Nick in East Dale he felt he could do what the other school was

doing.

> The day of the IEP the board special ed liaison person is there and the

> teacher from Barrackville. They are pushing for Nick to be moved.

Nick's IEP

> isn't complete yet, as we have not decided on a placement. Nick is to

have 2

> field trips to Barrackville, to determine if he handles the bus ride okay

and

> if the classroom setting is good for him. I was told that due to privacy

> issues I couldn't observe unless they had permission from all the

parents, but I

> could come have lunch with Nick. Oh, they did say if we insisted they

would

> leave Nick at East Dale. (To me that means they aren't in total

agreement

> that Barrackville would be best for Nick.) The principal of East Dale

even

> asked, what does Barrackville offer that we don't and why are we not able

to

> provide it here! Basically, it was there isn't enough students and

resources to

> enable the board to provide it here. Oh, the board office person said,

by

> law we only have to provide the services somewhere, it doesn't have to be

at

> every school.

>

> After the IEP the OT walks out with DH & I and tells us to fight to keep

> Nick at East Dale. She told us that she does OT over there and is

friends with

> the other therapists that provide services there. Seems the teacher can

> sweet talk with the best of them, but has a side that she keeps well

hidden from

> the parents and others (unless they pop in unannounced). What is hard

for me

> to accept is every teacher and/or aide that has had Nick in the past all

> feel that the moderately/severely impaired classroom is the wrong

setting. My

> belief is once the IQ test came back showing him moderately impaired the

board

> office made it their goal to get him over into the other school.

>

> The sad thing is, in all likelihood, Nick will have to go there after

sixth

> grade. The teacher he has now also checked out the EFJH and said there

was

> no way he wanted his kids going there as they would have no support system

> whatsoever. EFSH is the same way. Seems n County long ago decided

to ship

> all mentally impaired students to North n. And society wonders why

> people don't have a sense of community! How can they when kids (all

kids) are

> getting bussed outside their home communities to go to school?

>

> Cari

>

>

>

>

[Guest guest]

Cari,

I'm with the OT - keep advocating that Nick stays where he is. The truth of

the matter is that there are probably more children in the East Fairmont

side who have children who travel to North n. When this issue came up

for us here in VA, I pulled together the parents and met with the school

administrators. They were very accomadating and even asked where we wanted

the MR classroom to be in the western side of this county. I refused to

have shipped 11 miles from home. Loudoun is very unique - the east

side is part of Metro DC and is way overcrowded IMHO. Leesburg is the

county seat and the western part is the rural part. We currently have 7

elementary schools that feed into the middle school, a newly created

intermediate school and a much overcrowded high school (which was not

crowded when we moved here). They are trying to find land to build the new

high school. And we are the rural side...lol. 's VP said that a MR

classroom would have to be created no matter what school attended

due to LRE. The other parents and I were ok with having our children attend

the newest school, even if it's not their " home school " . They will all

attend the same middle school and probably high school. East Fairmont may

not have the supports now, but if you start working on things, they may have

them by the time Nick transitions up. Remind the school how much it cost to

transport all these Fairmont kids to North n.

's second teacher works in n County - I don't remember what

school she went to - her name was Debbie E. I'd love to contact her and

give her current pictures of .

Where does Bob Shenel's son attend and that other little guy with DS (I

can't remember his name)?

Re: Life skills program- questions

>

>

> In a message dated 3/31/2005 4:38:30 P.M. Eastern Standard Time,

> jtesmer799@... writes:

>

> So go and observe this classroom a couple of times before the IEP.

>

>

> Okay, I have a question on this 'go and observe'. Have any of you gotten

> the " we have to ask the permission of the parents of all the students in

the

> class before you can come and observe how the class works " ? Some

history,

> n County is still pushing for Nick to be moved to Barrackville

> Elementary/Middle where they traditionally school all moderately and

severely mentally

> impaired students. I (DH is in agreement) want him to stay where he is,

the

> school he would attend if he wasn't moderately mentally impaired. His

current

> special ed teacher went and observed the class and told me he like that

the

> students were working more independently than his kids were (most of his

kids

> are BD or LD) and the class was smaller. He also told me that if I

wanted to

> keep Nick in East Dale he felt he could do what the other school was

doing.

> The day of the IEP the board special ed liaison person is there and the

> teacher from Barrackville. They are pushing for Nick to be moved.

Nick's IEP

> isn't complete yet, as we have not decided on a placement. Nick is to

have 2

> field trips to Barrackville, to determine if he handles the bus ride okay

and

> if the classroom setting is good for him. I was told that due to privacy

> issues I couldn't observe unless they had permission from all the

parents, but I

> could come have lunch with Nick. Oh, they did say if we insisted they

would

> leave Nick at East Dale. (To me that means they aren't in total

agreement

> that Barrackville would be best for Nick.) The principal of East Dale

even

> asked, what does Barrackville offer that we don't and why are we not able

to

> provide it here! Basically, it was there isn't enough students and

resources to

> enable the board to provide it here. Oh, the board office person said,

by

> law we only have to provide the services somewhere, it doesn't have to be

at

> every school.

>

> After the IEP the OT walks out with DH & I and tells us to fight to keep

> Nick at East Dale. She told us that she does OT over there and is

friends with

> the other therapists that provide services there. Seems the teacher can

> sweet talk with the best of them, but has a side that she keeps well

hidden from

> the parents and others (unless they pop in unannounced). What is hard

for me

> to accept is every teacher and/or aide that has had Nick in the past all

> feel that the moderately/severely impaired classroom is the wrong

setting. My

> belief is once the IQ test came back showing him moderately impaired the

board

> office made it their goal to get him over into the other school.

>

> The sad thing is, in all likelihood, Nick will have to go there after

sixth

> grade. The teacher he has now also checked out the EFJH and said there

was

> no way he wanted his kids going there as they would have no support system

> whatsoever. EFSH is the same way. Seems n County long ago decided

to ship

> all mentally impaired students to North n. And society wonders why

> people don't have a sense of community! How can they when kids (all

kids) are

> getting bussed outside their home communities to go to school?

>

> Cari

>

>

>

>

[Guest guest]

In a message dated 4/1/2005 11:40:03 AM Eastern Standard Time, RSYOSH@...

writes:

So check out the curriculum and decide if this is what your child needs.

Ask if there is an actual " curriculum " or if the teacher devises her own.

Ask for the name of the curriculum that is used and if it a research based

curriculum. If they tell you they are using a curriculum, ask to see a copy of

it.

Cheryl in VA

[Guest guest]

In a message dated 4/1/2005 11:40:03 AM Eastern Standard Time, RSYOSH@...

writes:

So check out the curriculum and decide if this is what your child needs.

Ask if there is an actual " curriculum " or if the teacher devises her own.

Ask for the name of the curriculum that is used and if it a research based

curriculum. If they tell you they are using a curriculum, ask to see a copy of

it.

Cheryl in VA

[Guest guest]

Hmmm - based on that info I'ld personally be very suspicious. Ask to observe

the class they are thinking of putting your child in.

- Becky

I asked for information. The flier I got was, well I'll type it out for you.

___________________________________________________________________________

The Life Skills program is for students age 5 to 21 years of age whose needs

have not been met by demonstration in a regular education/special education

program and needed specialized services. In general such students would be

characterized by these factors:

Intellectual- Significant cognitive deficits around 60 or below.

Motor/Sensory impaired- Only if in conjunction with cognitive deficit.

Behavorial impairment- Only if in cojunction with cognitive deficit.

The curriculum is based on:

Home/Community- To maximize home and community living skills.

School/work-

To acquire and use academic, social, and vocational skills that enhance

independence and productivity.

Health/ Wellness- To develop and maintain those holistic health behaviors

that enhance one's quality of life.

Exit demonstrations are established in the areas of:

Applied Technology

Communications

Applied academics

Vocational

Recreation/Leisure

Socialization

Home living

Personal care

Community

Mission:

To help student aquire the knowledge, skills, and attitude necessary to be

sucessful individuals and life long learners.

Purpose:

To provide and structure student's learning experiences in such a way as to

enable them to reach the highest level of independence and maintain and enjoy a

quality of life which leads to independent living in their community

enviroment thus ensuring their human dignity and legal rights.

_____________________________________________________________________________

That was the only information I was given.

Nina

[Guest guest]

Hmmm - based on that info I'ld personally be very suspicious. Ask to observe

the class they are thinking of putting your child in.

- Becky

I asked for information. The flier I got was, well I'll type it out for you.

___________________________________________________________________________

The Life Skills program is for students age 5 to 21 years of age whose needs

have not been met by demonstration in a regular education/special education

program and needed specialized services. In general such students would be

characterized by these factors:

Intellectual- Significant cognitive deficits around 60 or below.

Motor/Sensory impaired- Only if in conjunction with cognitive deficit.

Behavorial impairment- Only if in cojunction with cognitive deficit.

The curriculum is based on:

Home/Community- To maximize home and community living skills.

School/work-

To acquire and use academic, social, and vocational skills that enhance

independence and productivity.

Health/ Wellness- To develop and maintain those holistic health behaviors

that enhance one's quality of life.

Exit demonstrations are established in the areas of:

Applied Technology

Communications

Applied academics

Vocational

Recreation/Leisure

Socialization

Home living

Personal care

Community

Mission:

To help student aquire the knowledge, skills, and attitude necessary to be

sucessful individuals and life long learners.

Purpose:

To provide and structure student's learning experiences in such a way as to

enable them to reach the highest level of independence and maintain and enjoy a

quality of life which leads to independent living in their community

enviroment thus ensuring their human dignity and legal rights.

_____________________________________________________________________________

That was the only information I was given.

Nina

[Guest guest]

In a message dated 4/1/2005 2:07:23 PM US Mountain Standard Time,

jbocci55@... writes:

Michdock@... wrote:

> Life skills to me

PLEASE, before anyone else gets offended note that I said TO ME... based on

what I have seen in my district. TO ME.. speaking just for myself.

Thank you,

M.

[Guest guest]

In a message dated 4/1/2005 2:07:23 PM US Mountain Standard Time,

jbocci55@... writes:

Michdock@... wrote:

> Life skills to me

PLEASE, before anyone else gets offended note that I said TO ME... based on

what I have seen in my district. TO ME.. speaking just for myself.

Thank you,

M.

[Guest guest]

It absolutely depends on the program. In our district a friend of mine had

her daughter in a middle school life skill program but pulled her out after

discovering they spent the class practicing folding sheets.

The best thing is to observe and to talk to other parents who have children

in the class. Then you can decide for yourself if that particular class is the

best for your child.

- Becky

-----------

I beg to differ. 's life skills program was not " giving up on teaching

academics. " He has always had academics there.......reading, math, spelling,

etc. Still does. I felt it more appropriate that he learn math in a room

where they weren't doing algebra, and learning about history in a room where

they

are not just lecturing, like they do at the secondary level, etc. Choosing a

life skills program is not a cop out on your child. Look at the program in

your own district and then decide. To ask which is right and which is wrong is

impossible because every program is different......just like our kids.

Jackie, Mom to 17ds, 14, and Bradley

[Guest guest]

It absolutely depends on the program. In our district a friend of mine had

her daughter in a middle school life skill program but pulled her out after

discovering they spent the class practicing folding sheets.

The best thing is to observe and to talk to other parents who have children

in the class. Then you can decide for yourself if that particular class is the

best for your child.

- Becky

-----------

I beg to differ. 's life skills program was not " giving up on teaching

academics. " He has always had academics there.......reading, math, spelling,

etc. Still does. I felt it more appropriate that he learn math in a room

where they weren't doing algebra, and learning about history in a room where

they

are not just lecturing, like they do at the secondary level, etc. Choosing a

life skills program is not a cop out on your child. Look at the program in

your own district and then decide. To ask which is right and which is wrong is

impossible because every program is different......just like our kids.

Jackie, Mom to 17ds, 14, and Bradley

[Guest guest]

This is taken from the web site.

In general, the Life Skills Program provides specialized instruction for

students 5 to 21 years of age with moderate to severe disabilities in areas of

independent living,

community integration and

vocational skill development.

The curriculum is based on

Home/Community, to maximize home and community living skills;

School/Work, to acquire and use academic, social, and vocational skills that

enhance independence and productivity

Health/Wellness, to develop and maintain those holistic health behaviors that

enhance one's quality of life

The Life Skills Program has 8 teachers and 14 paraprofessionals.

Nina

svanhhm1 <svannoordt@...> wrote:

Is the " Life Skills " , class you talk about where they are training

the children to do simple tasks like wiping down tables, making a

bed, etc? I know when my son first started school they kept trying

to push these classes on me. I told them I am teaching my son " life

skills " ! YOU teach him academics! My son is now 12 and has always

been on the academic path. I've taught him, doing the laundy,

vacuumeing, making and reading a grocery list, etc. These things

you can do. Don't let the school try to push you in to these

classes if this is all they are.

Just my 2 cents! :-)

---------------------------------

Messenger

Show us what our next emoticon should look like. Join the fun.

[Guest guest]

This is taken from the web site.

In general, the Life Skills Program provides specialized instruction for

students 5 to 21 years of age with moderate to severe disabilities in areas of

independent living,

community integration and

vocational skill development.

The curriculum is based on

Home/Community, to maximize home and community living skills;

School/Work, to acquire and use academic, social, and vocational skills that

enhance independence and productivity

Health/Wellness, to develop and maintain those holistic health behaviors that

enhance one's quality of life

The Life Skills Program has 8 teachers and 14 paraprofessionals.

Nina

svanhhm1 <svannoordt@...> wrote:

Is the " Life Skills " , class you talk about where they are training

the children to do simple tasks like wiping down tables, making a

bed, etc? I know when my son first started school they kept trying

to push these classes on me. I told them I am teaching my son " life

skills " ! YOU teach him academics! My son is now 12 and has always

been on the academic path. I've taught him, doing the laundy,

vacuumeing, making and reading a grocery list, etc. These things

you can do. Don't let the school try to push you in to these

classes if this is all they are.

Just my 2 cents! :-)

---------------------------------

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[Guest guest]

I asked for information. The flier I got was, well I'll type it out for you.

___________________________________________________________________________

The Life Skills program is for students age 5 to 21 years of age whose needs

have not been met by demonstration in a regular education/special education

program and needed specialized services. In general such students would be

characterized by these factors:

Intellectual- Significant cognitive deficits around 60 or below.

Motor/Sensory impaired- Only if in conjunction with cognitive deficit.

Behavorial impairment- Only if in cojunction with cognitive deficit.

The curriculum is based on:

Home/Community- To maximize home and community living skills.

School/work-

To acquire and use academic, social, and vocational skills that enhance

independence and productivity.

Health/ Wellness- To develop and maintain those holistic health behaviors that

enhance one's quality of life.

Exit demonstrations are established in the areas of:

Applied Technology

Communications

Applied academics

Vocational

Recreation/Leisure

Socialization

Home living

Personal care

Community

Mission:

To help student aquire the knowledge, skills, and attitude necessary to be

sucessful individuals and life long learners.

Purpose:

To provide and structure student's learning experiences in such a way as to

enable them to reach the highest level of independence and maintain and enjoy a

quality of life which leads to independent living in their community enviroment

thus ensuring their human dignity and legal rights.

_____________________________________________________________________________

That was the only information I was given.

Nina

RSYOSH@... wrote:

Ask your school for a specifical detailed list of what is covered in the Life

Skill program and then decide if it's the kind of thing you want to send your

child to school for. I have avidly avoided it because 's life skills are

just fine thank you(she makes her bed every morning, has been making herself

meals since she was 5, runs the washer and dryer and dishwasher, etc) and the

school can't come up with anything on their list of " Skills " that she can't

learn better by observation at home and practice with me in the real world on a

regular basis.

However I know some parents who swear by Life Skill classes and feel strong that

that is where their kids need to be. So check out the curriculum and decide if

this is what your child needs.

- Becky

Life skills program- questions

Hi all

Ok, I am a bit nervous about this. It's probably since I haven't very much

information on the program. What I am wondering is, does anyone have their child

in the life skills program? If yes, has it benefitted your child? What should I

ask about the program? Is there anything I should know about the program that

can help me with Ashlee and sdjusting her positively into the program?

The only reason I am asking these questions is because I really don't know much

about it. And the elementary we have here isn't really based on inclusion. I did

find out that we do have a girl that does life skills 3 times a week and spends

the other two in a reg classroom here. But Ashlee has regessed to a 2 1/2 year

old level here. I want her to progress to be able to enter in reg classrooms and

be able to experience the grade levels ( 1st,2nd, 3rd, and so on).

We are having a meeting to redo her IEP on April 14th. And that afternoon, we

are to visit the life skills program. I have met the teacher, she seems to be

very nice. I also found out the class is small. I think about 8 students to a

class. So if anyone has advice, I'd appreciate the input!

Thanks again!

Nina Wife to Mark

Mom to Tiana age 9

Mom to Ashlee CwDS age 6

---------------------------------

Do you ?

Small Business - Try our new resources site!

[Guest guest]

I asked for information. The flier I got was, well I'll type it out for you.

___________________________________________________________________________

The Life Skills program is for students age 5 to 21 years of age whose needs

have not been met by demonstration in a regular education/special education

program and needed specialized services. In general such students would be

characterized by these factors:

Intellectual- Significant cognitive deficits around 60 or below.

Motor/Sensory impaired- Only if in conjunction with cognitive deficit.

Behavorial impairment- Only if in cojunction with cognitive deficit.

The curriculum is based on:

Home/Community- To maximize home and community living skills.

School/work-

To acquire and use academic, social, and vocational skills that enhance

independence and productivity.

Health/ Wellness- To develop and maintain those holistic health behaviors that

enhance one's quality of life.

Exit demonstrations are established in the areas of:

Applied Technology

Communications

Applied academics

Vocational

Recreation/Leisure

Socialization

Home living

Personal care

Community

Mission:

To help student aquire the knowledge, skills, and attitude necessary to be

sucessful individuals and life long learners.

Purpose:

To provide and structure student's learning experiences in such a way as to

enable them to reach the highest level of independence and maintain and enjoy a

quality of life which leads to independent living in their community enviroment

thus ensuring their human dignity and legal rights.

_____________________________________________________________________________

That was the only information I was given.

Nina

RSYOSH@... wrote:

Ask your school for a specifical detailed list of what is covered in the Life

Skill program and then decide if it's the kind of thing you want to send your

child to school for. I have avidly avoided it because 's life skills are

just fine thank you(she makes her bed every morning, has been making herself

meals since she was 5, runs the washer and dryer and dishwasher, etc) and the

school can't come up with anything on their list of " Skills " that she can't

learn better by observation at home and practice with me in the real world on a

regular basis.

However I know some parents who swear by Life Skill classes and feel strong that

that is where their kids need to be. So check out the curriculum and decide if

this is what your child needs.

- Becky

Life skills program- questions

Hi all

Ok, I am a bit nervous about this. It's probably since I haven't very much

information on the program. What I am wondering is, does anyone have their child

in the life skills program? If yes, has it benefitted your child? What should I

ask about the program? Is there anything I should know about the program that

can help me with Ashlee and sdjusting her positively into the program?

The only reason I am asking these questions is because I really don't know much

about it. And the elementary we have here isn't really based on inclusion. I did

find out that we do have a girl that does life skills 3 times a week and spends

the other two in a reg classroom here. But Ashlee has regessed to a 2 1/2 year

old level here. I want her to progress to be able to enter in reg classrooms and

be able to experience the grade levels ( 1st,2nd, 3rd, and so on).

We are having a meeting to redo her IEP on April 14th. And that afternoon, we

are to visit the life skills program. I have met the teacher, she seems to be

very nice. I also found out the class is small. I think about 8 students to a

class. So if anyone has advice, I'd appreciate the input!

Thanks again!

Nina Wife to Mark

Mom to Tiana age 9

Mom to Ashlee CwDS age 6

---------------------------------

Do you ?

Small Business - Try our new resources site!

[Guest guest]

Joy,

Thanks for the very nice post describing 's current and previous

education experiences. I share your opinion that the classroom setting

and the teacher are all important for many of our children and there is

no " one size fits all " . When Jan went through school in fairly open

SPED classes and lots of interaction with the school populations, at

each transition from one setting to another we did a lot of networking,

looking at settings and teachers, and used the knoweldge that we and the

IEP team had in building her programs. Academics can be continued in a

life skills program or alternately they can be abandoned. It depends

upon the program and the teacher.

Yes, she learned some life skills, just as she learned a lot of life

skills at home and in jobs I found for her. She also developed a love

for learning and a feeling of accomplishment about what she learns that

continues to this day.

Rick .. dad to 32 year old Jan

p.s. Jan had a half hour alone at the library today. I found her with a

pile of nature books on snakes reading away.

[Guest guest]

Joy,

Thanks for the very nice post describing 's current and previous

education experiences. I share your opinion that the classroom setting

and the teacher are all important for many of our children and there is

no " one size fits all " . When Jan went through school in fairly open

SPED classes and lots of interaction with the school populations, at

each transition from one setting to another we did a lot of networking,

looking at settings and teachers, and used the knoweldge that we and the

IEP team had in building her programs. Academics can be continued in a

life skills program or alternately they can be abandoned. It depends

upon the program and the teacher.

Yes, she learned some life skills, just as she learned a lot of life

skills at home and in jobs I found for her. She also developed a love

for learning and a feeling of accomplishment about what she learns that

continues to this day.

Rick .. dad to 32 year old Jan

p.s. Jan had a half hour alone at the library today. I found her with a

pile of nature books on snakes reading away.

[Guest guest]

Nic was in LS for 2 years. There are pros and cons....

The suggestion of visiting the class is a good one. I visited several times and

I also am sure to visit his ESY class at least 3 times in the summer. I don't

ask...I say, " I'd like to come see the class, what day and time is good for

you " . I've never been told they needed permission from other parents-unless you

plan to take pictures/video.

Di

Re: Life skills program- questions

In a message dated 3/31/2005 4:38:30 P.M. Eastern Standard Time,

jtesmer799@... writes:

So go and observe this classroom a couple of times before the IEP.

Okay, I have a question on this 'go and observe'. Have any of you gotten

the " we have to ask the permission of the parents of all the students in the

class before you can come and observe how the class works " ? Some history,

n County is still pushing for Nick to be moved to Barrackville

Elementary/Middle where they traditionally school all moderately and severely

mentally

impaired students. I (DH is in agreement) want him to stay where he is, the

school he would attend if he wasn't moderately mentally impaired. His

current

special ed teacher went and observed the class and told me he like that the

students were working more independently than his kids were (most of his kids

are BD or LD) and the class was smaller. He also told me that if I wanted to

keep Nick in East Dale he felt he could do what the other school was doing.

The day of the IEP the board special ed liaison person is there and the

teacher from Barrackville. They are pushing for Nick to be moved. Nick's

IEP

isn't complete yet, as we have not decided on a placement. Nick is to have 2

field trips to Barrackville, to determine if he handles the bus ride okay and

if the classroom setting is good for him. I was told that due to privacy

issues I couldn't observe unless they had permission from all the parents,

but I

could come have lunch with Nick. Oh, they did say if we insisted they would

leave Nick at East Dale. (To me that means they aren't in total agreement

that Barrackville would be best for Nick.) The principal of East Dale even

asked, what does Barrackville offer that we don't and why are we not able to

provide it here! Basically, it was there isn't enough students and resources

to

enable the board to provide it here. Oh, the board office person said, by

law we only have to provide the services somewhere, it doesn't have to be at

every school.

After the IEP the OT walks out with DH & I and tells us to fight to keep

Nick at East Dale. She told us that she does OT over there and is friends

with

the other therapists that provide services there. Seems the teacher can

sweet talk with the best of them, but has a side that she keeps well hidden

from

the parents and others (unless they pop in unannounced). What is hard for me

to accept is every teacher and/or aide that has had Nick in the past all

feel that the moderately/severely impaired classroom is the wrong setting.

My

belief is once the IQ test came back showing him moderately impaired the

board

office made it their goal to get him over into the other school.

The sad thing is, in all likelihood, Nick will have to go there after sixth

grade. The teacher he has now also checked out the EFJH and said there was

no way he wanted his kids going there as they would have no support system

whatsoever. EFSH is the same way. Seems n County long ago decided to

ship

all mentally impaired students to North n. And society wonders why

people don't have a sense of community! How can they when kids (all kids)

are

getting bussed outside their home communities to go to school?

Cari

[Guest guest]

Nic was in LS for 2 years. There are pros and cons....

The suggestion of visiting the class is a good one. I visited several times and

I also am sure to visit his ESY class at least 3 times in the summer. I don't

ask...I say, " I'd like to come see the class, what day and time is good for

you " . I've never been told they needed permission from other parents-unless you

plan to take pictures/video.

Di

Re: Life skills program- questions

In a message dated 3/31/2005 4:38:30 P.M. Eastern Standard Time,

jtesmer799@... writes:

So go and observe this classroom a couple of times before the IEP.

Okay, I have a question on this 'go and observe'. Have any of you gotten

the " we have to ask the permission of the parents of all the students in the

class before you can come and observe how the class works " ? Some history,

n County is still pushing for Nick to be moved to Barrackville

Elementary/Middle where they traditionally school all moderately and severely

mentally

impaired students. I (DH is in agreement) want him to stay where he is, the

school he would attend if he wasn't moderately mentally impaired. His

current

special ed teacher went and observed the class and told me he like that the

students were working more independently than his kids were (most of his kids

are BD or LD) and the class was smaller. He also told me that if I wanted to

keep Nick in East Dale he felt he could do what the other school was doing.

The day of the IEP the board special ed liaison person is there and the

teacher from Barrackville. They are pushing for Nick to be moved. Nick's

IEP

isn't complete yet, as we have not decided on a placement. Nick is to have 2

field trips to Barrackville, to determine if he handles the bus ride okay and

if the classroom setting is good for him. I was told that due to privacy

issues I couldn't observe unless they had permission from all the parents,

but I

could come have lunch with Nick. Oh, they did say if we insisted they would

leave Nick at East Dale. (To me that means they aren't in total agreement

that Barrackville would be best for Nick.) The principal of East Dale even

asked, what does Barrackville offer that we don't and why are we not able to

provide it here! Basically, it was there isn't enough students and resources

to

enable the board to provide it here. Oh, the board office person said, by

law we only have to provide the services somewhere, it doesn't have to be at

every school.

After the IEP the OT walks out with DH & I and tells us to fight to keep

Nick at East Dale. She told us that she does OT over there and is friends

with

the other therapists that provide services there. Seems the teacher can

sweet talk with the best of them, but has a side that she keeps well hidden

from

the parents and others (unless they pop in unannounced). What is hard for me

to accept is every teacher and/or aide that has had Nick in the past all

feel that the moderately/severely impaired classroom is the wrong setting.

My

belief is once the IQ test came back showing him moderately impaired the

board

office made it their goal to get him over into the other school.

The sad thing is, in all likelihood, Nick will have to go there after sixth

grade. The teacher he has now also checked out the EFJH and said there was

no way he wanted his kids going there as they would have no support system

whatsoever. EFSH is the same way. Seems n County long ago decided to

ship

all mentally impaired students to North n. And society wonders why

people don't have a sense of community! How can they when kids (all kids)

are

getting bussed outside their home communities to go to school?

Cari

[Guest guest]

Our life skills classes here have NO academics ... NONE! They teach menu

item recognition, not reading. Math can include some money skills but often

doesn't. Life skill classes here are for children labeled " trainably mentally

retarded. " There is no researched based curriculum used, the teacher decides

what

she wants to teach. Academics are taught in the classes for the children

labeled " educably mentally retarded. " I sure things differ state to state or

school system to school system.

Cheryl in VA

[Guest guest]

Our life skills classes here have NO academics ... NONE! They teach menu

item recognition, not reading. Math can include some money skills but often

doesn't. Life skill classes here are for children labeled " trainably mentally

retarded. " There is no researched based curriculum used, the teacher decides

what

she wants to teach. Academics are taught in the classes for the children

labeled " educably mentally retarded. " I sure things differ state to state or

school system to school system.

Cheryl in VA

[Guest guest]

We had a class that folded pizza boxes for pizza stores. Of course they only

did that one entire day a week. And it was an EMR class, where they were

supposed to be learning academics.

Cheryl in VA