Re: I need more advice about my daughter/anyone familiar with OHIO law

[Guest guest]

,

Meeting without you when discussing your child was illegal. Call them on it

and ask to see their notes.

If your child has done well in kindergarden, then she should proceed onto

first grade. Your daughter will have gaps - she will not be on the same

level as her NDA peers - but that should not keep her from being out of

where she belongs to be educated.

This psychologist made many blanket statements without the benefit of the

FULL IEP team. Get prepared and dont' show your cards until Tuesday.

I need more advice about my daughter/anyone familiar

with OHIO law

> First I will try to be brief with a little history. My daughter's

> IEP will be on Tues. and I have become more educated in IEP's since

> last year so I will not be doing the " usual " . " they " usually work

> out the plan for her and have it all typed up and after they brief

> me, I sign where they tell me to sign and that's it.

> Not this time...

>

> I sent the psycologist a letter last week " so that we might get some

> things worked out prior to our meeting "

> I proceeded to number 1-6 and stated what she needs for next year.

> 1. I would like to see Cassie " catch up " a little more by attending

> a " pre-first " (I believe it is called) class next year. I don't see

> her at all ready for 1st grade yet and while she has come a long

> way, I'd like for her to have another year before entering 1st

> grade.

> 2. I'd like almost " full Inclusion " next year with an aide. I want

> her to learn to participate with her peers as I believe that to be

> least restrictive for her. She is just now, in the past 2 months

> learning to do on her own, what the other children are doing (in

> Kindergarten)

> 3. I'd like to meet monthly with her therapists to discuss goals and

> objectives. (one of you suggested that and I think it's a great

> idea, thanks.)

> 4. I'd like 45 min. (M-F) /day for speech with Mrs. ____ Twice a

> week- inclusion and 3 times a week " pull-out " .

> 5. I'd like 45 min/week " pull-out " time for PT and the same for OT.

> 6. I'd like 1 hr. a week for 7 weeks during the summer for speech

> with Mrs. ____.

>

> " These are what I believe to be Cassie's needs for 05-06 and in her

> best interest. My goals and objectives for her will reflect this

> when my husband and I (my husband has not attended an IEP meeting

> until now) attend her IEP meeting on the 31st.

>

> thank you for your time....

>

>

> ****I received an email back from the psyc. which states :

>

> " " I just received your e-mail. We no longer have a pre-first class,

> so that's

> out. Full inclusion in a regular first grade classroom would not

> benefit

> Cassie in learning her skills. I like the part about inclusion as

> much as

> posssible, but we would have to do some individual learning in the

> resource

> room, because of the gap in her skills. We do not normally hold

> children on

> IEP's in kindergarten, but if that is your choice you may do it. It

> was

> suggested to me that Cassie go to an MH classroom which would have

> to be out of

> the district. I think, at this time, Cassie is ok where she is.

> Meeting monthly with her therapists is fine with me. You know you

> have the right

> to call a meeting as much as you want. Maybe we could set this up on

> a

> scheduled basis so everyone will be prepared.

> I will give you 30 minutes of speech 5 times a week, either with

> Mrs. _____ or

> Mrs _____. I cannot promise you Mrs. ____ that much time.

> I will also give you the extended school year time with Mrs. ____ if

> she has the

> time to give.

> I don't know how much time the PT and OT are suggesting for next

> year, but I

> will go along with the team decision.

> Looking forward to seeing you on the 31st. " " "

>

> Is anyone else out there a bit uncomfortable with statements like:

> " reg. first grade would not benefit Cassie... " (How do we know

> that?)

>

> " gap in her skills " (this is the lady that has already placed her in

> 1st grade -per a friend of mine) without discussing it with me. If

> we have a gap, why are we moving on???

>

> " it was suggested to me " (why was it suggested to her without my

> being present. Do I, or do I not have the right to be in on these

> discussions?)

>

> " Cassie is ok where she is " (ok? I don't want just OK)

>

> " I will give you 30 min. " (she will give me?-what is this, an

> auction??? are we barganing for my daughter's education?)

>

> somebody tell me I'm not crazy here.

>

> Now the real reason for my sharing with all of you today.

> At my church this am, another good friend of mine said that this

> psyco. and 3 other members of MY daughter's educational team had a

> meeting FRI that lasted 2 hours to talk about plans for Cassie.

> Does anybody know the law better than I do and can respond? I didn't

> think this kind of discussion was supposed to be done without me.

>

> planning for the big IEP

> , mom to , Caleb, Collin and Cassie Joy, w/ds

>

>

>

>

>

>

> Click reply to all for messages to go to the list. Just hit reply for

messages to go to the sender of the message.

>

[Guest guest]

,

Meeting without you when discussing your child was illegal. Call them on it

and ask to see their notes.

If your child has done well in kindergarden, then she should proceed onto

first grade. Your daughter will have gaps - she will not be on the same

level as her NDA peers - but that should not keep her from being out of

where she belongs to be educated.

This psychologist made many blanket statements without the benefit of the

FULL IEP team. Get prepared and dont' show your cards until Tuesday.

I need more advice about my daughter/anyone familiar

with OHIO law

> First I will try to be brief with a little history. My daughter's

> IEP will be on Tues. and I have become more educated in IEP's since

> last year so I will not be doing the " usual " . " they " usually work

> out the plan for her and have it all typed up and after they brief

> me, I sign where they tell me to sign and that's it.

> Not this time...

>

> I sent the psycologist a letter last week " so that we might get some

> things worked out prior to our meeting "

> I proceeded to number 1-6 and stated what she needs for next year.

> 1. I would like to see Cassie " catch up " a little more by attending

> a " pre-first " (I believe it is called) class next year. I don't see

> her at all ready for 1st grade yet and while she has come a long

> way, I'd like for her to have another year before entering 1st

> grade.

> 2. I'd like almost " full Inclusion " next year with an aide. I want

> her to learn to participate with her peers as I believe that to be

> least restrictive for her. She is just now, in the past 2 months

> learning to do on her own, what the other children are doing (in

> Kindergarten)

> 3. I'd like to meet monthly with her therapists to discuss goals and

> objectives. (one of you suggested that and I think it's a great

> idea, thanks.)

> 4. I'd like 45 min. (M-F) /day for speech with Mrs. ____ Twice a

> week- inclusion and 3 times a week " pull-out " .

> 5. I'd like 45 min/week " pull-out " time for PT and the same for OT.

> 6. I'd like 1 hr. a week for 7 weeks during the summer for speech

> with Mrs. ____.

>

> " These are what I believe to be Cassie's needs for 05-06 and in her

> best interest. My goals and objectives for her will reflect this

> when my husband and I (my husband has not attended an IEP meeting

> until now) attend her IEP meeting on the 31st.

>

> thank you for your time....

>

>

> ****I received an email back from the psyc. which states :

>

> " " I just received your e-mail. We no longer have a pre-first class,

> so that's

> out. Full inclusion in a regular first grade classroom would not

> benefit

> Cassie in learning her skills. I like the part about inclusion as

> much as

> posssible, but we would have to do some individual learning in the

> resource

> room, because of the gap in her skills. We do not normally hold

> children on

> IEP's in kindergarten, but if that is your choice you may do it. It

> was

> suggested to me that Cassie go to an MH classroom which would have

> to be out of

> the district. I think, at this time, Cassie is ok where she is.

> Meeting monthly with her therapists is fine with me. You know you

> have the right

> to call a meeting as much as you want. Maybe we could set this up on

> a

> scheduled basis so everyone will be prepared.

> I will give you 30 minutes of speech 5 times a week, either with

> Mrs. _____ or

> Mrs _____. I cannot promise you Mrs. ____ that much time.

> I will also give you the extended school year time with Mrs. ____ if

> she has the

> time to give.

> I don't know how much time the PT and OT are suggesting for next

> year, but I

> will go along with the team decision.

> Looking forward to seeing you on the 31st. " " "

>

> Is anyone else out there a bit uncomfortable with statements like:

> " reg. first grade would not benefit Cassie... " (How do we know

> that?)

>

> " gap in her skills " (this is the lady that has already placed her in

> 1st grade -per a friend of mine) without discussing it with me. If

> we have a gap, why are we moving on???

>

> " it was suggested to me " (why was it suggested to her without my

> being present. Do I, or do I not have the right to be in on these

> discussions?)

>

> " Cassie is ok where she is " (ok? I don't want just OK)

>

> " I will give you 30 min. " (she will give me?-what is this, an

> auction??? are we barganing for my daughter's education?)

>

> somebody tell me I'm not crazy here.

>

> Now the real reason for my sharing with all of you today.

> At my church this am, another good friend of mine said that this

> psyco. and 3 other members of MY daughter's educational team had a

> meeting FRI that lasted 2 hours to talk about plans for Cassie.

> Does anybody know the law better than I do and can respond? I didn't

> think this kind of discussion was supposed to be done without me.

>

> planning for the big IEP

> , mom to , Caleb, Collin and Cassie Joy, w/ds

>

>

>

>

>

>

> Click reply to all for messages to go to the list. Just hit reply for

messages to go to the sender of the message.

>

[Guest guest]

> when my husband and I (my husband has not attended an IEP meeting

> until now) attend her IEP meeting on the 31st.

I hate to say this, but IEP teams respond much better when the dads are

attending. Bring others who know your daughter if you can - and don't

hesitate to bring a picture of Cassie and put on the table to remind

everyone who the meeting is about.

My degree is in psychology - and I learned (before ) that when you

attend a meeting, you will have more power by the way you present yourself.

If you own a navy blue suit, wear it. If you have long hair, pull it back.

If you don't wear glasses, buy a fake pair - all taught in psych 101...lol!

I'd add bringing your own file on Cassie (three ring binder) that includes

all her evaluations, past report card, IEP, draft IEP, etc. Get on the

internet and print out a copy of your state's educational regulations and

keep that in another binder. Mark BODLY - STATE IEP REGS for all to see.

Take those post it tabs and tab important pages that you may want to use.

Bring a legal pad and highlighter. Take notes as other's speak. You could

also bring a tape recorder. I also learned through experience that ignoring

as much as you can any " team " player who makes those stupid blanket

statements makes them very uncomfortable. In time, you learn it's a game -

but you want your daughter to be the winner - you just have to learn how to

play without getting emotional - and that is often really hard to do at

first.

One last thing (and I am thinking of Kathy and Mike here) is to talk to your

husband first and let him know when you need him to step in and when you

need him to keep his mouth shut. Develop a hand signal or something.

[Guest guest]

> when my husband and I (my husband has not attended an IEP meeting

> until now) attend her IEP meeting on the 31st.

I hate to say this, but IEP teams respond much better when the dads are

attending. Bring others who know your daughter if you can - and don't

hesitate to bring a picture of Cassie and put on the table to remind

everyone who the meeting is about.

My degree is in psychology - and I learned (before ) that when you

attend a meeting, you will have more power by the way you present yourself.

If you own a navy blue suit, wear it. If you have long hair, pull it back.

If you don't wear glasses, buy a fake pair - all taught in psych 101...lol!

I'd add bringing your own file on Cassie (three ring binder) that includes

all her evaluations, past report card, IEP, draft IEP, etc. Get on the

internet and print out a copy of your state's educational regulations and

keep that in another binder. Mark BODLY - STATE IEP REGS for all to see.

Take those post it tabs and tab important pages that you may want to use.

Bring a legal pad and highlighter. Take notes as other's speak. You could

also bring a tape recorder. I also learned through experience that ignoring

as much as you can any " team " player who makes those stupid blanket

statements makes them very uncomfortable. In time, you learn it's a game -

but you want your daughter to be the winner - you just have to learn how to

play without getting emotional - and that is often really hard to do at

first.

One last thing (and I am thinking of Kathy and Mike here) is to talk to your

husband first and let him know when you need him to step in and when you

need him to keep his mouth shut. Develop a hand signal or something.

[Guest guest]

Okay, first, I have a great relationship with my school and staff, so I'm

seeing this from a different point of view.

I think they were VERY generous in trying to give you what you asked for...

In our district there is not enough staff to go around and we often have to

compromise on how much pull out therapy time my son gets. Nic gets 30

minutes twice a week in speech... There is one ST for 6 grades and his

speech is at a 4 year old level. I could complain and threaten but what

good would it do except to make me and my child the " enemy " - I find working

WITH the school to find solutions is much more productive. I make it a

point to visit, get the stuff from the therapist and do a lot of it at home

too... After all, it is my job to help in any way I can, after all I only

have one child to work with they have many.

I often see parents on here lamenting the amount of time spent in full

inclusion, and I too wish my child could be fully included, but to be

honest, there is a " gap in his skills " that makes it nearly impossible to

get anything out of a full day in a typical 4th grade. Being in a resource

room for much of the day has allowed them to tailor his program to him...

And he can move faster or slower depending on his needs. He is in the

classroom for some of the day and all the specials, but he is FLOURISHING in

the environment he is in. I think it is far more important for Nic to

progress and grow that be " included " - he is included, every child in the

school knows him and rallies around him. They all want to sit by him at

lunch, all play with him and none of them are assigned to a " circle of

friends " - in my opinion, the whole school is his circle of friends.

The staff and teachers often talk about my son without me present and I

would not consider it illegal (I understand that technically it is) but they

have staff meetings and meetings between the aides, Special Ed teacher and

4th grade teacher all the time, to brainstorm ways to implement the goals in

his IEP... I'm grateful that they take the time from their busy schedules to

make Nic have a successful school experience.

When reading this list I often wonder am I the only one happy with my son's

placement, progress, the help the teachers give, the extra time and care

they spend trying to find ways to motivate him? In my opinion, I am the

expert on my son and they are the education experts. We work together with

the knowledge we both have and the limited resources available to be

utilized for putting our wants/needs into place. Often the teachers are

just as frustrated that services are not readily available, so we be

creative. I often have to get after the aides and teachers for buying

things for Nic out of their own money because they know it is important and

the money just isn't there.

I think they are giving you a lot, my son gets much less and I work with it.

Is there ANYONE on this list who likes their child's teachers, school,

placement??? Please speak up!!!

Sandy Love

Monona, WI

Mom to Nic (age 10 DS) and Sophie (age 7 going on 40)

I sent the psycologist a letter last week " so that we might get some things

worked out prior to our meeting "

I proceeded to number 1-6 and stated what she needs for next year.

1. I would like to see Cassie " catch up " a little more by attending a

" pre-first " (I believe it is called) class next year. I don't see her at all

ready for 1st grade yet and while she has come a long way, I'd like for her

to have another year before entering 1st grade.

2. I'd like almost " full Inclusion " next year with an aide. I want her to

learn to participate with her peers as I believe that to be least

restrictive for her. She is just now, in the past 2 months learning to do on

her own, what the other children are doing (in

Kindergarten)

3. I'd like to meet monthly with her therapists to discuss goals and

objectives. (one of you suggested that and I think it's a great idea,

thanks.) 4. I'd like 45 min. (M-F) /day for speech with Mrs. ____ Twice a

week- inclusion and 3 times a week " pull-out " .

5. I'd like 45 min/week " pull-out " time for PT and the same for OT.

6. I'd like 1 hr. a week for 7 weeks during the summer for speech with Mrs.

____.

" These are what I believe to be Cassie's needs for 05-06 and in her best

interest. My goals and objectives for her will reflect this when my husband

and I (my husband has not attended an IEP meeting until now) attend her IEP

meeting on the 31st.

thank you for your time....

****I received an email back from the psyc. which states :

Is anyone else out there a bit uncomfortable with statements like:

" reg. first grade would not benefit Cassie... " (How do we know

that?)

" gap in her skills " (this is the lady that has already placed her in 1st

grade -per a friend of mine) without discussing it with me. If we have a

gap, why are we moving on???

" it was suggested to me " (why was it suggested to her without my being

present. Do I, or do I not have the right to be in on these

discussions?)

" Cassie is ok where she is " (ok? I don't want just OK)

" I will give you 30 min. " (she will give me?-what is this, an auction??? are

we barganing for my daughter's education?)

somebody tell me I'm not crazy here.

Now the real reason for my sharing with all of you today.

At my church this am, another good friend of mine said that this psyco. and

3 other members of MY daughter's educational team had a meeting FRI that

lasted 2 hours to talk about plans for Cassie.

Does anybody know the law better than I do and can respond? I didn't think

this kind of discussion was supposed to be done without me.

planning for the big IEP

, mom to , Caleb, Collin and Cassie Joy, w/ds

[Guest guest]

Okay, first, I have a great relationship with my school and staff, so I'm

seeing this from a different point of view.

I think they were VERY generous in trying to give you what you asked for...

In our district there is not enough staff to go around and we often have to

compromise on how much pull out therapy time my son gets. Nic gets 30

minutes twice a week in speech... There is one ST for 6 grades and his

speech is at a 4 year old level. I could complain and threaten but what

good would it do except to make me and my child the " enemy " - I find working

WITH the school to find solutions is much more productive. I make it a

point to visit, get the stuff from the therapist and do a lot of it at home

too... After all, it is my job to help in any way I can, after all I only

have one child to work with they have many.

I often see parents on here lamenting the amount of time spent in full

inclusion, and I too wish my child could be fully included, but to be

honest, there is a " gap in his skills " that makes it nearly impossible to

get anything out of a full day in a typical 4th grade. Being in a resource

room for much of the day has allowed them to tailor his program to him...

And he can move faster or slower depending on his needs. He is in the

classroom for some of the day and all the specials, but he is FLOURISHING in

the environment he is in. I think it is far more important for Nic to

progress and grow that be " included " - he is included, every child in the

school knows him and rallies around him. They all want to sit by him at

lunch, all play with him and none of them are assigned to a " circle of

friends " - in my opinion, the whole school is his circle of friends.

The staff and teachers often talk about my son without me present and I

would not consider it illegal (I understand that technically it is) but they

have staff meetings and meetings between the aides, Special Ed teacher and

4th grade teacher all the time, to brainstorm ways to implement the goals in

his IEP... I'm grateful that they take the time from their busy schedules to

make Nic have a successful school experience.

When reading this list I often wonder am I the only one happy with my son's

placement, progress, the help the teachers give, the extra time and care

they spend trying to find ways to motivate him? In my opinion, I am the

expert on my son and they are the education experts. We work together with

the knowledge we both have and the limited resources available to be

utilized for putting our wants/needs into place. Often the teachers are

just as frustrated that services are not readily available, so we be

creative. I often have to get after the aides and teachers for buying

things for Nic out of their own money because they know it is important and

the money just isn't there.

I think they are giving you a lot, my son gets much less and I work with it.

Is there ANYONE on this list who likes their child's teachers, school,

placement??? Please speak up!!!

Sandy Love

Monona, WI

Mom to Nic (age 10 DS) and Sophie (age 7 going on 40)

I sent the psycologist a letter last week " so that we might get some things

worked out prior to our meeting "

I proceeded to number 1-6 and stated what she needs for next year.

1. I would like to see Cassie " catch up " a little more by attending a

" pre-first " (I believe it is called) class next year. I don't see her at all

ready for 1st grade yet and while she has come a long way, I'd like for her

to have another year before entering 1st grade.

2. I'd like almost " full Inclusion " next year with an aide. I want her to

learn to participate with her peers as I believe that to be least

restrictive for her. She is just now, in the past 2 months learning to do on

her own, what the other children are doing (in

Kindergarten)

3. I'd like to meet monthly with her therapists to discuss goals and

objectives. (one of you suggested that and I think it's a great idea,

thanks.) 4. I'd like 45 min. (M-F) /day for speech with Mrs. ____ Twice a

week- inclusion and 3 times a week " pull-out " .

5. I'd like 45 min/week " pull-out " time for PT and the same for OT.

6. I'd like 1 hr. a week for 7 weeks during the summer for speech with Mrs.

____.

" These are what I believe to be Cassie's needs for 05-06 and in her best

interest. My goals and objectives for her will reflect this when my husband

and I (my husband has not attended an IEP meeting until now) attend her IEP

meeting on the 31st.

thank you for your time....

****I received an email back from the psyc. which states :

Is anyone else out there a bit uncomfortable with statements like:

" reg. first grade would not benefit Cassie... " (How do we know

that?)

" gap in her skills " (this is the lady that has already placed her in 1st

grade -per a friend of mine) without discussing it with me. If we have a

gap, why are we moving on???

" it was suggested to me " (why was it suggested to her without my being

present. Do I, or do I not have the right to be in on these

discussions?)

" Cassie is ok where she is " (ok? I don't want just OK)

" I will give you 30 min. " (she will give me?-what is this, an auction??? are

we barganing for my daughter's education?)

somebody tell me I'm not crazy here.

Now the real reason for my sharing with all of you today.

At my church this am, another good friend of mine said that this psyco. and

3 other members of MY daughter's educational team had a meeting FRI that

lasted 2 hours to talk about plans for Cassie.

Does anybody know the law better than I do and can respond? I didn't think

this kind of discussion was supposed to be done without me.

planning for the big IEP

, mom to , Caleb, Collin and Cassie Joy, w/ds

[Guest guest]

>

> I think they are giving you a lot, my son gets much less and I work with

it.

> Is there ANYONE on this list who likes their child's teachers, school,

> placement??? Please speak up!!!

>

> Sandy Love

> Monona, WI

> Mom to Nic (age 10 DS) and Sophie (age 7 going on 40)

>

Sandy,

I am and I write about 's current placement, frequently (which BTW,

is a self-contained MR setting) and I also have a good working relationship

with his educators. It took me time to get where I am, build up a

reputation <cough>, but I am respected now and so are the other parents who

have followed a similar course throughout the last few years. I was told

the middle school where my son is going this fall heard I was system saavy,

high profile and can be a bitch. The person who told me that said she

corrected them on the bitch part and I told her please do not correct them -

I need that (or needs that in me).

As far as not having enough therapist - that is BS! I remember one IEP team

meeting when the ST said I simply do not have the time with my caseload to

provide anymore time. I said " Then the school needs to hire another

ST " and the VP said " Mrs. Casten is correct, his Speech time is based on his

needs and not the current ST's caseload size " . I simply would never back

down on that - rather I would work around 's therapist in getting

things in place (and they appreciate it!). The parents who are vocal are

those who do get things changed - and that may include the school hiring

more staff.

's teacher told me ahead of time what my advocacy needs would be with

him going to the middle school. She probably would get in trouble - she

tells me more than any other teacher ever has, but it's worked for us. She

knows I am not going to run and tell on her - and she really does have my

son's best interest in mind. Because of her information, I was able to have

the middle school create a program for this fall that they didn't have (and

other kids like my son are typically shipped out to another town). Because

of my reputation <coughing again> and being system saavy, I knew exactly

what to do and got it done quickly - without any difficulties or being

bitchy about it.

As far as therapy times, I don't how that is determined. I know with

's apraxia, he needs short and frequent bursts of therapy (5 days a

week). I know he cannot tolerate any therapy that exceeds 20 minutes.

While I may ask for 30 minutes of therapy (he actually gets more than that),

I have had it written that 20 minutes is for direct work and 10 minutes is

for teacher consult. The ST needs time to work in modifying things, too -

and that time is built in for the specific child per week. When

graduated from PT at Kennedy Krieger, I also had his IEP changed to PT

Consult only. When he needed to increase his fine motor skills, I had that

increased. It should be based on the child's needs, not what someone else's

child is receiving. I don't think any of use can determine how much time a

child needs that is not our own.

Last, this is the safe place parents can vent about teachers, school and

therapists. Parents who don't have a reason to complain won't - so you will

not hear all the good stuff. The list would be rather boring if no one

complained - and I know I would not learn what I have without other parents

" teaching " me along the way.

[Guest guest]

>

> I think they are giving you a lot, my son gets much less and I work with

it.

> Is there ANYONE on this list who likes their child's teachers, school,

> placement??? Please speak up!!!

>

> Sandy Love

> Monona, WI

> Mom to Nic (age 10 DS) and Sophie (age 7 going on 40)

>

Sandy,

I am and I write about 's current placement, frequently (which BTW,

is a self-contained MR setting) and I also have a good working relationship

with his educators. It took me time to get where I am, build up a

reputation <cough>, but I am respected now and so are the other parents who

have followed a similar course throughout the last few years. I was told

the middle school where my son is going this fall heard I was system saavy,

high profile and can be a bitch. The person who told me that said she

corrected them on the bitch part and I told her please do not correct them -

I need that (or needs that in me).

As far as not having enough therapist - that is BS! I remember one IEP team

meeting when the ST said I simply do not have the time with my caseload to

provide anymore time. I said " Then the school needs to hire another

ST " and the VP said " Mrs. Casten is correct, his Speech time is based on his

needs and not the current ST's caseload size " . I simply would never back

down on that - rather I would work around 's therapist in getting

things in place (and they appreciate it!). The parents who are vocal are

those who do get things changed - and that may include the school hiring

more staff.

's teacher told me ahead of time what my advocacy needs would be with

him going to the middle school. She probably would get in trouble - she

tells me more than any other teacher ever has, but it's worked for us. She

knows I am not going to run and tell on her - and she really does have my

son's best interest in mind. Because of her information, I was able to have

the middle school create a program for this fall that they didn't have (and

other kids like my son are typically shipped out to another town). Because

of my reputation <coughing again> and being system saavy, I knew exactly

what to do and got it done quickly - without any difficulties or being

bitchy about it.

As far as therapy times, I don't how that is determined. I know with

's apraxia, he needs short and frequent bursts of therapy (5 days a

week). I know he cannot tolerate any therapy that exceeds 20 minutes.

While I may ask for 30 minutes of therapy (he actually gets more than that),

I have had it written that 20 minutes is for direct work and 10 minutes is

for teacher consult. The ST needs time to work in modifying things, too -

and that time is built in for the specific child per week. When

graduated from PT at Kennedy Krieger, I also had his IEP changed to PT

Consult only. When he needed to increase his fine motor skills, I had that

increased. It should be based on the child's needs, not what someone else's

child is receiving. I don't think any of use can determine how much time a

child needs that is not our own.

Last, this is the safe place parents can vent about teachers, school and

therapists. Parents who don't have a reason to complain won't - so you will

not hear all the good stuff. The list would be rather boring if no one

complained - and I know I would not learn what I have without other parents

" teaching " me along the way.

[Guest guest]

I so appreciate all this great input. I know it's hard for me to explain about a

child you do not know and then for you to understand exactly where I'm coming

from.

Maybe this will help. We are in a relatively small school system. Cassie is 7

now, but when she was transitioning at age 3 to this local school, I was told

that there was a problem here with " getting what your child needs " and that

other parents had moved to other districts because of the problem.

Then the clincher, and hold onto your seats for this one.

About this time last year, one of the preschool teachers confided in me (with

tears in her eyes) because she felt I had the right to know... That Cassie's

speech teacher told her, that this same psych. that I previously mentioned said

to her, " Well, Cassie won't amount to anything anyway> "

Now, I realize that

things can get taken out of context. But I have " sat " on this info for a year

now. NOT knowing what to do about it. Do I point blank confront the speech

teacher about it? Do I mention it at this years IEP?

I'd rather loose a limb than put anyone in a position of loosing their job. I

personally feel that this psych. is " old school " and needs to retire.

I can sure appreciate also the point of view of parents that are happy with

services. Man, I can understand that point of view. I think that knowing the

whole

situation as I do, I just wanna cry sometimes. When I've come home after an

assessment where I have to sit across from this woman and answer question

after question asked by someone with a very " uncaring " attitude. I walk in

feeling great about where Cassie is today and how far she has come and I leave

feeling totally down and defeated because I just had to give a " not yet " answer

to 50 questions. She couldn't walk yet without her walker but " she " wanted to

see if cassie could stand in the middle of the floor and I knew she couldn't

but felt I had to " perform " .

Same with previous IEP meetings. I sit across from this attitude that " I am god

and I have the " power " to grant your child services but I'm never going to give

you all that you ask for, I'm only giving you some of what you are asking for. "

That's why I keep pushing the envelope.

I hear other parents talk about her (psych.) the same way. She is just a hard

one to figure out.

Cassie understands very well but she only speaks one word here and there and

then it is hard to understand. I know she will never ever " catch up " I realize

that, but another year in Kindergarten will only help her and that's how I

feel. She will color better, cut better, speak better. All good, not looking

for perfection, just improvement.

You all are fantastic people and I don't think I have ever felt this close to a

group of people I do not even know. I feel that at this time, fighting (excuse

me) advocating for Cassie is my job. And I gave up Dental Hygiene 2 years ago

to be a better mother for all 4 of our children. It's my calling and I feel

qualified.

Thanks for any help and advice you feel like sharing.

cathy

Quoting <cindysue@...>:

>

>

>

>

> ,

>

>

>

> Meeting without you when discussing your child was illegal.  Call them on it

>

> and ask to see their notes.

>

>

>

> If your child has done well in kindergarten, then she should proceed onto

>

> first grade.  Your daughter will have gaps - she will not be on the same

>

> level as her NDA peers - but that should not keep her from being out of

>

> where she belongs to be educated.

>

>

>

> This psychologist made many blanket statements without the benefit of the

>

> FULL IEP team.  Get prepared and dont' show your cards until Tuesday.

>

>

>

>

>

> I need more advice about my daughter/anyone familiar

>

> with OHIO law

>

>

>

>

>

> > First I will try to be brief with a little history. My daughter's

>

> > IEP will be on Tues. and I have become more educated in IEP's since

>

> > last year so I will not be doing the " usual " . " they " usually work

>

> > out the plan for her and have it all typed up and after they brief

>

> > me, I sign where they tell me to sign and that's it.

>

> > Not this time...

>

> >

>

> > I sent the psychologist a letter last week " so that we might get some

>

> > things worked out prior to our meeting "

>

> > I proceeded to number 1-6 and stated what she needs for next year.

>

> > 1. I would like to see Cassie " catch up " a little more by attending

>

> > a " pre-first " (I believe it is called) class next year. I don't see

>

> > her at all ready for 1st grade yet and while she has come a long

>

> > way, I'd like for her to have another year before entering 1st

>

> > grade.

>

> > 2. I'd like almost " full Inclusion " next year with an aide. I want

>

> > her to learn to participate with her peers as I believe that to be

>

> > least restrictive for her. She is just now, in the past 2 months

>

> > learning to do on her own, what the other children are doing (in

>

> > Kindergarten)

>

> > 3. I'd like to meet monthly with her therapists to discuss goals and

>

> > objectives. (one of you suggested that and I think it's a great

>

> > idea, thanks.)

>

> > 4. I'd like 45 min. (M-F) /day for speech with Mrs. ____ Twice a

>

> > week- inclusion and 3 times a week " pull-out " .

>

> > 5. I'd like 45 min/week " pull-out " time for PT and the same for OT.

>

> > 6. I'd like 1 hr. a week for 7 weeks during the summer for speech

>

> > with Mrs. ____.

>

> >

>

> > " These are what I believe to be Cassie's needs for 05-06 and in her

>

> > best interest. My goals and objectives for her will reflect this

>

> > when my husband and I (my husband has not attended an IEP meeting

>

> > until now) attend her IEP meeting on the 31st.

>

> >

>

> > thank you for your time....

>

> >

>

> >

>

> > ****I received an email back from the psych. which states :

>

> >

>

> > " " I just received your e-mail.  We no longer have a pre-first class,

>

> > so that's

>

> > out.  Full inclusion in a regular first grade classroom would not

>

> > benefit

>

> > Cassie in learning her skills. I like the part about inclusion as

>

> > much as

>

> > possible, but we would have to do some individual learning in the

>

> > resource

>

> > room, because of the gap in her skills. We do not normally hold

>

> > children on

>

> > IEP's in kindergarten, but if that is your choice you may do it.  It

>

> > was

>

> > suggested to me that Cassie go to an MH classroom which would have

>

> > to be out of

>

> > the district. I think, at this time, Cassie is ok where she is.

>

> > Meeting monthly with her therapists is fine with me. You know you

>

> > have the right

>

> > to call a meeting as much as you want. Maybe we could set this up on

>

> > a

>

> > scheduled basis so everyone will be prepared.

>

> > I will give you 30 minutes of speech 5 times a week, either with

>

> > Mrs. _____ or

>

> > Mrs _____. I cannot promise you Mrs. ____ that much time.

>

> > I will also give you the extended school year time with Mrs. ____ if

>

> > she has the

>

> > time to give.

>

> > I don't know how much time the PT and OT are suggesting for next

>

> > year, but I

>

> > will go along with the team decision.

>

> > Looking forward to seeing you on the 31st. " " "

>

> >

>

> > Is anyone else out there a bit uncomfortable with statements like:

>

> >  " reg. first grade would not benefit Cassie... " (How do we know

>

> > that?)

>

> >

>

> > " gap in her skills " (this is the lady that has already placed her in

>

> > 1st grade -per a friend of mine) without discussing it with me. If

>

> > we have a gap, why are we moving on???

>

> >

>

> > " it was suggested to me " (why was it suggested to her without my

>

> > being present. Do I, or do I not have the right to be in on these

>

> > discussions?)

>

> >

>

> > " Cassie is ok where she is " (ok? I don't want just OK)

>

> >

>

> > " I will give you 30 min. " (she will give me?-what is this, an

>

> > auction??? are we bargaining for my daughter's education?)

>

> >

>

> > somebody tell me I'm not crazy here.

>

> >

>

> > Now the real reason for my sharing with all of you today.

>

> > At my church this am, another good friend of mine said that this

>

> > psych. and 3 other members of MY daughter's educational team had a

>

> > meeting FRI that lasted 2 hours to talk about plans for Cassie.

>

> > Does anybody know the law better than I do and can respond? I didn't

>

> > think this kind of discussion was supposed to be done without me.

>

> >

>

> > planning for the big IEP

>

> > , mom to , Caleb, Collin and Cassie Joy, w/ds

>

> >

>

> >

>

> >

>

> >

>

> >

>

> >

>

> > Click reply to all for messages to go to the list.  Just hit reply for

>

> messages to go to the sender of the message.

>

> >

[Guest guest]

I so appreciate all this great input. I know it's hard for me to explain about a

child you do not know and then for you to understand exactly where I'm coming

from.

Maybe this will help. We are in a relatively small school system. Cassie is 7

now, but when she was transitioning at age 3 to this local school, I was told

that there was a problem here with " getting what your child needs " and that

other parents had moved to other districts because of the problem.

Then the clincher, and hold onto your seats for this one.

About this time last year, one of the preschool teachers confided in me (with

tears in her eyes) because she felt I had the right to know... That Cassie's

speech teacher told her, that this same psych. that I previously mentioned said

to her, " Well, Cassie won't amount to anything anyway> "

Now, I realize that

things can get taken out of context. But I have " sat " on this info for a year

now. NOT knowing what to do about it. Do I point blank confront the speech

teacher about it? Do I mention it at this years IEP?

I'd rather loose a limb than put anyone in a position of loosing their job. I

personally feel that this psych. is " old school " and needs to retire.

I can sure appreciate also the point of view of parents that are happy with

services. Man, I can understand that point of view. I think that knowing the

whole

situation as I do, I just wanna cry sometimes. When I've come home after an

assessment where I have to sit across from this woman and answer question

after question asked by someone with a very " uncaring " attitude. I walk in

feeling great about where Cassie is today and how far she has come and I leave

feeling totally down and defeated because I just had to give a " not yet " answer

to 50 questions. She couldn't walk yet without her walker but " she " wanted to

see if cassie could stand in the middle of the floor and I knew she couldn't

but felt I had to " perform " .

Same with previous IEP meetings. I sit across from this attitude that " I am god

and I have the " power " to grant your child services but I'm never going to give

you all that you ask for, I'm only giving you some of what you are asking for. "

That's why I keep pushing the envelope.

I hear other parents talk about her (psych.) the same way. She is just a hard

one to figure out.

Cassie understands very well but she only speaks one word here and there and

then it is hard to understand. I know she will never ever " catch up " I realize

that, but another year in Kindergarten will only help her and that's how I

feel. She will color better, cut better, speak better. All good, not looking

for perfection, just improvement.

You all are fantastic people and I don't think I have ever felt this close to a

group of people I do not even know. I feel that at this time, fighting (excuse

me) advocating for Cassie is my job. And I gave up Dental Hygiene 2 years ago

to be a better mother for all 4 of our children. It's my calling and I feel

qualified.

Thanks for any help and advice you feel like sharing.

cathy

Quoting <cindysue@...>:

>

>

>

>

> ,

>

>

>

> Meeting without you when discussing your child was illegal.  Call them on it

>

> and ask to see their notes.

>

>

>

> If your child has done well in kindergarten, then she should proceed onto

>

> first grade.  Your daughter will have gaps - she will not be on the same

>

> level as her NDA peers - but that should not keep her from being out of

>

> where she belongs to be educated.

>

>

>

> This psychologist made many blanket statements without the benefit of the

>

> FULL IEP team.  Get prepared and dont' show your cards until Tuesday.

>

>

>

>

>

> I need more advice about my daughter/anyone familiar

>

> with OHIO law

>

>

>

>

>

> > First I will try to be brief with a little history. My daughter's

>

> > IEP will be on Tues. and I have become more educated in IEP's since

>

> > last year so I will not be doing the " usual " . " they " usually work

>

> > out the plan for her and have it all typed up and after they brief

>

> > me, I sign where they tell me to sign and that's it.

>

> > Not this time...

>

> >

>

> > I sent the psychologist a letter last week " so that we might get some

>

> > things worked out prior to our meeting "

>

> > I proceeded to number 1-6 and stated what she needs for next year.

>

> > 1. I would like to see Cassie " catch up " a little more by attending

>

> > a " pre-first " (I believe it is called) class next year. I don't see

>

> > her at all ready for 1st grade yet and while she has come a long

>

> > way, I'd like for her to have another year before entering 1st

>

> > grade.

>

> > 2. I'd like almost " full Inclusion " next year with an aide. I want

>

> > her to learn to participate with her peers as I believe that to be

>

> > least restrictive for her. She is just now, in the past 2 months

>

> > learning to do on her own, what the other children are doing (in

>

> > Kindergarten)

>

> > 3. I'd like to meet monthly with her therapists to discuss goals and

>

> > objectives. (one of you suggested that and I think it's a great

>

> > idea, thanks.)

>

> > 4. I'd like 45 min. (M-F) /day for speech with Mrs. ____ Twice a

>

> > week- inclusion and 3 times a week " pull-out " .

>

> > 5. I'd like 45 min/week " pull-out " time for PT and the same for OT.

>

> > 6. I'd like 1 hr. a week for 7 weeks during the summer for speech

>

> > with Mrs. ____.

>

> >

>

> > " These are what I believe to be Cassie's needs for 05-06 and in her

>

> > best interest. My goals and objectives for her will reflect this

>

> > when my husband and I (my husband has not attended an IEP meeting

>

> > until now) attend her IEP meeting on the 31st.

>

> >

>

> > thank you for your time....

>

> >

>

> >

>

> > ****I received an email back from the psych. which states :

>

> >

>

> > " " I just received your e-mail.  We no longer have a pre-first class,

>

> > so that's

>

> > out.  Full inclusion in a regular first grade classroom would not

>

> > benefit

>

> > Cassie in learning her skills. I like the part about inclusion as

>

> > much as

>

> > possible, but we would have to do some individual learning in the

>

> > resource

>

> > room, because of the gap in her skills. We do not normally hold

>

> > children on

>

> > IEP's in kindergarten, but if that is your choice you may do it.  It

>

> > was

>

> > suggested to me that Cassie go to an MH classroom which would have

>

> > to be out of

>

> > the district. I think, at this time, Cassie is ok where she is.

>

> > Meeting monthly with her therapists is fine with me. You know you

>

> > have the right

>

> > to call a meeting as much as you want. Maybe we could set this up on

>

> > a

>

> > scheduled basis so everyone will be prepared.

>

> > I will give you 30 minutes of speech 5 times a week, either with

>

> > Mrs. _____ or

>

> > Mrs _____. I cannot promise you Mrs. ____ that much time.

>

> > I will also give you the extended school year time with Mrs. ____ if

>

> > she has the

>

> > time to give.

>

> > I don't know how much time the PT and OT are suggesting for next

>

> > year, but I

>

> > will go along with the team decision.

>

> > Looking forward to seeing you on the 31st. " " "

>

> >

>

> > Is anyone else out there a bit uncomfortable with statements like:

>

> >  " reg. first grade would not benefit Cassie... " (How do we know

>

> > that?)

>

> >

>

> > " gap in her skills " (this is the lady that has already placed her in

>

> > 1st grade -per a friend of mine) without discussing it with me. If

>

> > we have a gap, why are we moving on???

>

> >

>

> > " it was suggested to me " (why was it suggested to her without my

>

> > being present. Do I, or do I not have the right to be in on these

>

> > discussions?)

>

> >

>

> > " Cassie is ok where she is " (ok? I don't want just OK)

>

> >

>

> > " I will give you 30 min. " (she will give me?-what is this, an

>

> > auction??? are we bargaining for my daughter's education?)

>

> >

>

> > somebody tell me I'm not crazy here.

>

> >

>

> > Now the real reason for my sharing with all of you today.

>

> > At my church this am, another good friend of mine said that this

>

> > psych. and 3 other members of MY daughter's educational team had a

>

> > meeting FRI that lasted 2 hours to talk about plans for Cassie.

>

> > Does anybody know the law better than I do and can respond? I didn't

>

> > think this kind of discussion was supposed to be done without me.

>

> >

>

> > planning for the big IEP

>

> > , mom to , Caleb, Collin and Cassie Joy, w/ds

>

> >

>

> >

>

> >

>

> >

>

> >

>

> >

>

> > Click reply to all for messages to go to the list.  Just hit reply for

>

> messages to go to the sender of the message.

>

> >

[Guest guest]

that this same psych. that I previously mentioned said

> to her, " Well, Cassie won't amount to anything anyway> "

>

Oh, this is easy. Fire the psych - just put it in writing that you refuse

all psychological services and therefore, the psychologist is not to be part

of the team. If you get a call about that, tell the truth (without telling

who told you). You've had a year to brew about this and you'll feel so much

better when you do. Then remind the administrator how much money you are

saving the school system by removing the psych...hehehe!

has never had a social assessment from the school nor a

psychological.

I told them years ago that if he needed a social assessment, I'd complete it

myself

[Guest guest]

that this same psych. that I previously mentioned said

> to her, " Well, Cassie won't amount to anything anyway> "

>

Oh, this is easy. Fire the psych - just put it in writing that you refuse

all psychological services and therefore, the psychologist is not to be part

of the team. If you get a call about that, tell the truth (without telling

who told you). You've had a year to brew about this and you'll feel so much

better when you do. Then remind the administrator how much money you are

saving the school system by removing the psych...hehehe!

has never had a social assessment from the school nor a

psychological.

I told them years ago that if he needed a social assessment, I'd complete it

myself

[Guest guest]

I told them years ago that if he needed a social assessment, I'd complete it

myself

I feel the same way about the OT Karrie has now...this person feels that

there is really nothing that can be done, since Karrie has DS and behavioral

issues. Excuse me, but does she really even need to be a working therapist?

If nothing can be done (translated...she doesn't know what to do), why does

she feel Karrie needs OT??? Could it be that the OT's from Children's and

Shriner's both found quite a few issues Karrie needs to work on???

Sue (shaking her head in disgust) mom to Kate 15 and Karrie 9 w/ds...who has

been moved back to neurosurgery visits only once every two years...but has

been referred to a new neurologist for the muscle tone decrease Karrie is

exhibiting

..

[Guest guest]

I told them years ago that if he needed a social assessment, I'd complete it

myself

I feel the same way about the OT Karrie has now...this person feels that

there is really nothing that can be done, since Karrie has DS and behavioral

issues. Excuse me, but does she really even need to be a working therapist?

If nothing can be done (translated...she doesn't know what to do), why does

she feel Karrie needs OT??? Could it be that the OT's from Children's and

Shriner's both found quite a few issues Karrie needs to work on???

Sue (shaking her head in disgust) mom to Kate 15 and Karrie 9 w/ds...who has

been moved back to neurosurgery visits only once every two years...but has

been referred to a new neurologist for the muscle tone decrease Karrie is

exhibiting

..

[Guest guest]

Sue,

's OT (he's had her for 9 years now) wants to reduce the OT because

doesn't want to participate in therapy. I'm not sure how to handle this

one just yet. I'll wait until the fall and see who the new OT will be and see

if a new face helps him want to participate.

I got a letter from 's neurologist - he's leaving Kennedy Krieger at the

end of June. Part of me is tempted to use an adult neuro in this area (he saw

at age 2 and referred him to a ped neuro who I hated) - or wait and see

what I think of the replacement that KKI will provide. I'm bummed -but maybe a

different neuro will change his meds (it gets discussed each visit).

Re: I need more advice about my daughter/anyone familiar

with OHIO law

I told them years ago that if he needed a social assessment, I'd

complete it

myself

I feel the same way about the OT Karrie has now...this person feels that

there is really nothing that can be done, since Karrie has DS and behavioral

issues. Excuse me, but does she really even need to be a working therapist? If

nothing can be done (translated...she doesn't know what to do), why does she

feel Karrie needs OT??? Could it be that the OT's from Children's and Shriner's

both found quite a few issues Karrie needs to work on???

Sue (shaking her head in disgust) mom to Kate 15 and Karrie 9 w/ds...who

has been moved back to neurosurgery visits only once every two years...but has

been referred to a new neurologist for the muscle tone decrease Karrie is

exhibiting

.

[Guest guest]

Sue,

's OT (he's had her for 9 years now) wants to reduce the OT because

doesn't want to participate in therapy. I'm not sure how to handle this

one just yet. I'll wait until the fall and see who the new OT will be and see

if a new face helps him want to participate.

I got a letter from 's neurologist - he's leaving Kennedy Krieger at the

end of June. Part of me is tempted to use an adult neuro in this area (he saw

at age 2 and referred him to a ped neuro who I hated) - or wait and see

what I think of the replacement that KKI will provide. I'm bummed -but maybe a

different neuro will change his meds (it gets discussed each visit).

Re: I need more advice about my daughter/anyone familiar

with OHIO law

I told them years ago that if he needed a social assessment, I'd

complete it

myself

I feel the same way about the OT Karrie has now...this person feels that

there is really nothing that can be done, since Karrie has DS and behavioral

issues. Excuse me, but does she really even need to be a working therapist? If

nothing can be done (translated...she doesn't know what to do), why does she

feel Karrie needs OT??? Could it be that the OT's from Children's and Shriner's

both found quite a few issues Karrie needs to work on???

Sue (shaking her head in disgust) mom to Kate 15 and Karrie 9 w/ds...who

has been moved back to neurosurgery visits only once every two years...but has

been referred to a new neurologist for the muscle tone decrease Karrie is

exhibiting

.

[Guest guest]

,

Maybe the therapist needs to try a new approach. Kids get bored with therapy

...as a therapist, it's our job to stimulate that interest. Maybe a new

therapist might be the best thing! What kind of goals does have?

The neurologist isn't Dr. Capone, is it? Karrie will be starting with a

local neuro as soon as I get the appt. made. The behavior therapist and the

developmental ped. both think Karrie has Tourette's. I don't know if it's a

coincidence or not, but she's finally started sleeping through the night

about 3 weeks ago. I had put a waterproof mattress liner on her bed, topped

with an old blanket, the mattress pad and then the sheets. She's been

vomiting during the night and I was really trying to save the mattress. But

I think the neutral warmth of the plastic liner and blanket relaxes her

enough to make her sleep more deeply!

Karrie's behavior is probably at an all-time worst. Hopefully, this is the

part that they always tell us...it will get worse before it gets better. I

really am not seeing much improvement with the depakote and abilify. She is

on flonex and an antacid now, too. She's up to 16 diagnoses. The GI

specialist suspects celiac's and has done another screen, since Karrie was

borderline last year. Sigh....she did have a wonderful dentist appt.,

though! No cavities, and let the dentist clean, examine, x-ray and give her

a fluoride treatment, without a peep!!

Sue mom to Kate 15 and Karrie 9 w/ds and other issues

[Guest guest]

,

Maybe the therapist needs to try a new approach. Kids get bored with therapy

...as a therapist, it's our job to stimulate that interest. Maybe a new

therapist might be the best thing! What kind of goals does have?

The neurologist isn't Dr. Capone, is it? Karrie will be starting with a

local neuro as soon as I get the appt. made. The behavior therapist and the

developmental ped. both think Karrie has Tourette's. I don't know if it's a

coincidence or not, but she's finally started sleeping through the night

about 3 weeks ago. I had put a waterproof mattress liner on her bed, topped

with an old blanket, the mattress pad and then the sheets. She's been

vomiting during the night and I was really trying to save the mattress. But

I think the neutral warmth of the plastic liner and blanket relaxes her

enough to make her sleep more deeply!

Karrie's behavior is probably at an all-time worst. Hopefully, this is the

part that they always tell us...it will get worse before it gets better. I

really am not seeing much improvement with the depakote and abilify. She is

on flonex and an antacid now, too. She's up to 16 diagnoses. The GI

specialist suspects celiac's and has done another screen, since Karrie was

borderline last year. Sigh....she did have a wonderful dentist appt.,

though! No cavities, and let the dentist clean, examine, x-ray and give her

a fluoride treatment, without a peep!!

Sue mom to Kate 15 and Karrie 9 w/ds and other issues

[Guest guest]

Sue,

No, it's Dr. Trescher that is leaving - he's going to the Children's hospital in

Hershey, PA.

I'd have to pull out his IEP to see what the goals are. I wanted to have him

re-evaluated at KKI and see what their OT suggests. I'm also taking him back to

KKI for a PT eval - first one in years. I have concerns about his ankles and

feet (he wears arch supports).

I'm lucky sleeps through the night - but it's the 5:00 am everyone in

the house must wake with me that I am tired of...lol.

's behaviors are a bit high right now - the augmentum is not touching

this sinus infection yet.

Don't you hate all the diagnoses? I like to think of as having DS with

complex needs, lol! I don't know of any other kids with DS and tourettes.

did have many tics when on adderall - we never did touch on treating the

OCD behaviors (which are also high right now).

Re: I need more advice about my daughter/anyone familiar

with OHIO law

,

Maybe the therapist needs to try a new approach. Kids get bored with

therapy...as a therapist, it's our job to stimulate that interest. Maybe a new

therapist might be the best thing! What kind of goals does have?

The neurologist isn't Dr. Capone, is it? Karrie will be starting with a

local neuro as soon as I get the appt. made. The behavior therapist and the

developmental ped. both think Karrie has Tourette's. I don't know if it's a

coincidence or not, but she's finally started sleeping through the night about 3

weeks ago. I had put a waterproof mattress liner on her bed, topped with an old

blanket, the mattress pad and then the sheets. She's been vomiting during the

night and I was really trying to save the mattress. But I think the neutral

warmth of the plastic liner and blanket relaxes her enough to make her sleep

more deeply!

Karrie's behavior is probably at an all-time worst. Hopefully, this is

the part that they always tell us...it will get worse before it gets better. I

really am not seeing much improvement with the depakote and abilify. She is on

flonex and an antacid now, too. She's up to 16 diagnoses. The GI specialist

suspects celiac's and has done another screen, since Karrie was borderline last

year. Sigh....she did have a wonderful dentist appt., though! No cavities, and

let the dentist clean, examine, x-ray and give her a fluoride treatment, without

a peep!!

Sue mom to Kate 15 and Karrie 9 w/ds and other issues

[Guest guest]

Sue,

No, it's Dr. Trescher that is leaving - he's going to the Children's hospital in

Hershey, PA.

I'd have to pull out his IEP to see what the goals are. I wanted to have him

re-evaluated at KKI and see what their OT suggests. I'm also taking him back to

KKI for a PT eval - first one in years. I have concerns about his ankles and

feet (he wears arch supports).

I'm lucky sleeps through the night - but it's the 5:00 am everyone in

the house must wake with me that I am tired of...lol.

's behaviors are a bit high right now - the augmentum is not touching

this sinus infection yet.

Don't you hate all the diagnoses? I like to think of as having DS with

complex needs, lol! I don't know of any other kids with DS and tourettes.

did have many tics when on adderall - we never did touch on treating the

OCD behaviors (which are also high right now).

Re: I need more advice about my daughter/anyone familiar

with OHIO law

,

Maybe the therapist needs to try a new approach. Kids get bored with

therapy...as a therapist, it's our job to stimulate that interest. Maybe a new

therapist might be the best thing! What kind of goals does have?

The neurologist isn't Dr. Capone, is it? Karrie will be starting with a

local neuro as soon as I get the appt. made. The behavior therapist and the

developmental ped. both think Karrie has Tourette's. I don't know if it's a

coincidence or not, but she's finally started sleeping through the night about 3

weeks ago. I had put a waterproof mattress liner on her bed, topped with an old

blanket, the mattress pad and then the sheets. She's been vomiting during the

night and I was really trying to save the mattress. But I think the neutral

warmth of the plastic liner and blanket relaxes her enough to make her sleep

more deeply!

Karrie's behavior is probably at an all-time worst. Hopefully, this is

the part that they always tell us...it will get worse before it gets better. I

really am not seeing much improvement with the depakote and abilify. She is on

flonex and an antacid now, too. She's up to 16 diagnoses. The GI specialist

suspects celiac's and has done another screen, since Karrie was borderline last

year. Sigh....she did have a wonderful dentist appt., though! No cavities, and

let the dentist clean, examine, x-ray and give her a fluoride treatment, without

a peep!!

Sue mom to Kate 15 and Karrie 9 w/ds and other issues

[Guest guest]

,

As much as I trust Dr. Capone, I really think it would be to Karrie's best

interest to see someone more local. Hopefully, this new neuro (who is

supposed to be wonderful) will fill the bill.

I think Karrie's OT gave up on her. She only has goals like buttoning, etc.

on her IEP. She doesn't know how to use the Intellikeys (I do), so guess who

is teaching her this summer. I know, I know, but my hands are so full now. I

m trying to find a summer program for Karrie. Kate was excited about being

paid to watch her sister this summer, but that idea has fallen apart very

quickly. I can't stand the stress around here!!

I think that Karrie is trying fulfill all the parts of the syndrome!! If I

don't laugh about it, I'll never stop crying. I get so

frustrated/tired/stressedout/depressed/etc/etc. The more time I try to spend

with her, the worse she seems to be. I sometimes think I'm the problem!

Back to the OT situation, I'm doing all I can to treat her at home. Another

OT I work with is offering that outside viewpoint, but it's still hard to

try to work with my own child. Karrie can smell therapy a mile away, so I'm

really having to be creative here. After doing this all day with everyone

else's kids, it's hard to come home and do more. Sigh...guess I'll quit

whining now!

Sue mom to Kate 15 and Karrie 9 w/ds and other issues

[Guest guest]

,

As much as I trust Dr. Capone, I really think it would be to Karrie's best

interest to see someone more local. Hopefully, this new neuro (who is

supposed to be wonderful) will fill the bill.

I think Karrie's OT gave up on her. She only has goals like buttoning, etc.

on her IEP. She doesn't know how to use the Intellikeys (I do), so guess who

is teaching her this summer. I know, I know, but my hands are so full now. I

m trying to find a summer program for Karrie. Kate was excited about being

paid to watch her sister this summer, but that idea has fallen apart very

quickly. I can't stand the stress around here!!

I think that Karrie is trying fulfill all the parts of the syndrome!! If I

don't laugh about it, I'll never stop crying. I get so

frustrated/tired/stressedout/depressed/etc/etc. The more time I try to spend

with her, the worse she seems to be. I sometimes think I'm the problem!

Back to the OT situation, I'm doing all I can to treat her at home. Another

OT I work with is offering that outside viewpoint, but it's still hard to

try to work with my own child. Karrie can smell therapy a mile away, so I'm

really having to be creative here. After doing this all day with everyone

else's kids, it's hard to come home and do more. Sigh...guess I'll quit

whining now!

Sue mom to Kate 15 and Karrie 9 w/ds and other issues

[Guest guest]

Sue,

THAT is a great accomplishment!!! How did you pull that one off??? =)

Kym...mom to 5 including 8(ds)

~~~~~~~~~~~

<<<she did have a wonderful dentist appt.,

though! No cavities, and let the dentist clean, examine, x-ray and give her

a fluoride treatment, without a peep!!

Sue mom to Kate 15 and Karrie 9 w/ds and other issues

>>>

[Guest guest]

Sue,

THAT is a great accomplishment!!! How did you pull that one off??? =)

Kym...mom to 5 including 8(ds)

~~~~~~~~~~~

<<<she did have a wonderful dentist appt.,

though! No cavities, and let the dentist clean, examine, x-ray and give her

a fluoride treatment, without a peep!!

Sue mom to Kate 15 and Karrie 9 w/ds and other issues

>>>

[Guest guest]

LOL!!! I have no clue....she just climbed up in the chair and opened her

mouth!! You have no idea how long I've been waiting for something positive

like this to happen!!

Sue mom to Kate 15 and Karrie 9 w/ds and other issues

..