IEP meeting

[Guest guest]

Keep in mind that if you feel your child is not getting the services you

believe she is entitled to you can request an IEP review meeting and change

the goals. Do not let the school tell you you can meet only once a year.

That is the MINIMUM amount of time to meet.

Also make sure your goals for your child are clear. Put in the adendum

section that staff (all staff...lunchroom, custodians, teachers, aides,

specialists) will be training specifically on Downs Syndrome and Autism

either right before school starts or the first week of school.

Also be sure this training includes you as the parent component. Your

function will be to fill in the specifics about your child. The " " experts "

may know the info on the disability but you know the specifics on your child.

Hold the school accountable...be sure to have a communication book. Make

sure this is listed on the adendum's on your IEP This will help you keep

track of what they are doing in school.

Make sure they list Assistive Tech listed on the IEP.

As part of the IEP team, your opinion has as much weight as any others.

Don't let anyone make you think it doesn't. If you feel an activity is

inappropriate, you can have specific goals written...being specific on how

those goals will be presented.

When they tell you " it's always been done this way " smile back and say, but

on her IEP it states she'll have lunch with her nondisabled peers. I'm sure

you'll find a way to include her...since it is on her IEP...and Federal law

does state that she needs to be included with her non-disabled peers....So

you'll begin including her on Monday?

Good luck....

The more you ask questions and become informed, the better your child's

education will be.

Jeanne

[Guest guest]

Wow Carol!!!!!! You do have major problems with the school don't you?

Prayers and (((((hugs)))))). Sorry I can't be of any help. I can't believe

the teacher wasn't fired on the spot.

Gail

[Guest guest]

Hi Carol,

You certainly have a reason to be upset. Does the aide know sign? I would

insist that the school bring someone in versed in sign. I would also ask why

her IEP wasn't being followed.I would ask if the school has an inclusion

specialist, if not request an independant educational consultant. I am

assuming that Trisha is in an inclusive placement when you say not being

included. I would ask for a special education teacher to work with her on the

language arts 1:1.I would insist that she eats lunch with her class like the

rest of the kids.I would insist on the daily communication notebook with the

entire days activities.I would also pop into school very often unannounced.

Why is Trisha gioing into a resource music? All kids can go to a regular

music class.I would also ask who modifies the cirriculum and does the daily

lesson plan.I couls probably think of lots more but I am burning the midnight

oil.

Charlyne,Pete,Cait LD 20,Zeb DS-? 8

[Guest guest]

Charlyne,

Thanks for responding. I could not sleep last night for thinking about

all that I learned at school and the iep meeting yesterday. I feel like I

let Trisha down for not being a stronger advocate for her. Part of me wants

to file a complaint with the Dept. of Education and part of me says wait and

give them a chance to make changes. They say that they are trying to make

changes for next year. But to be honest I got the impression that they

didn't know how or what to do when it comes to special children like Trisha.

Trisha's education the last 6-7 years has been poor at best. How long to I

keep giving them chances to improve? I came out of that meeting thinking I

could teach the class as well as the teacher and I only have about 1 1/2

years of college myself. She couldn't understand the concept of why we

wanted Trisha taught about not hugging everyone she saw, she couldn't grasp

what we were saying about playing letter bingo was not teaching Trisha to

match the letters in her first name nor could she seem to understand about

working on living skills. Further more in the iep meeting she kept talking

(using the name) about another little boy in Trisha's class and even when she

was told not to go there she kept on talking about this other child. They

finally had to out right tell her to stop. She kept making excuses like

Trisha cries and it's so loud for not redirecting her back to the activity

they were working on. She kept complaining that her class was so diverse and

Trisha was so much lower functioning than the other kids. She also kept

talking about how where she worked before they worked with adult people with

Down Syndrome. She kept making references to the fact that her other

students were able to do so much more and it was hard to work with Trisha.

There was alot of " I didn't know that " from the teacher about various things

that were asked about Trisha, for example she didn't know that it wasn't

appropriate for Trisha and the two other children to be taken to lunch

seperately from the class. I am so upset and angry but yet I don't know what

to do or whom to talk to first. I need help with this one.

Carol

[Guest guest]

Dear Carol,

I can share your frustration and pain. I have had many sleepless nights over

school issues. I just can't let it go to even sleep. I think I would call for

another PPT ASAP and asked them what they are going to do with Trisha now

that the teacher isn't qualified. I don't think I would let it go. I would

also get an advocate or call the office of advocacy and protection in your

state. They will take your complaint and many times go to the PPT with you.

The OP & A is free of charge. I don't know what state you are from but all

states have an office. I think we have all made mistakes with our children at

one time or another but we learn from it and go on. The school has to listen

to you.You cannot recoup the time any child looses in their education.It's

just not that easy with our kids.As far as complaining to the state,I'm not

sure. My state is very ineffective so I can't comment about yours.They have

nothing to loose either way unless the state doesn't correct the problem

after many complaints they may loose funding but it doesn't happen,idle

threats.Call the school and ask for the everything. You can do it!! It's for

Trisha!!!

Charlyne

[Guest guest]

i would be vicious at this meeting, nathan eats with

his classmates, and always have. he does have an aid

1:1 most of the time, she does most of the work with

him, and he spends lots of time in the resource room

this year, but otherwise does attend regualr

classroom, and regualr activities, pe, music, art,

computer, guidance, he even gets to attend double on

art and music gets to attend with the pre-k kids,

which he loves and they love to see him, and he shows

off his stuff to his third grade peers, they give him

great praise always. We are opting for a closed

classroom setting this year as have many of other

disabled child parents lately, many of our kids are

close in age. The regualr classroom is becoming too

advanced for our children, but they will still attend

regualr specials etc, just not actuall class time,

nathan cant even write manuscript let alone cursive,

they break down his curriculum deffinately, like if

the class is practicing cursive he will practice

coloring or handwriting, or when they are reading he

reads, or looks at books he picks out and on his

level.He soes watch the health and science videos but

only does little to no science stuff, we dont want to

start that yet, get the basics down first. nathan

learned to read, spell, and match letters of his name

when he was 3yr old in Early Child Special Education

School. The are doing stuff wa backwards ther and

really need to shift gears. shawna

--- Csvillars@... wrote:

> today we had an IEP meeting at Trisha's school for

> this years IEP because

> she did not have a current signed IEP. Before the

> meeting I visited with her

> class for a few hours to get a feel for what was

> being done in the class

> room. I visited before when we first moved here at

> the end of February.

> Needless to say, I was appalled at what in my

> opinion I consider a lack of

> instruction being given Trisha. Remember Trisha is

> considered non-verbal and

> we work with sign and pictures as well as verbalize

> with her. Well the

> teacher at best knows a very limited sign vocab and

> I do mean limited, she

> does not use sign with Trisha except for potty which

> by the way she signs

> incorrectly. I stood outside the door and watched

> through the window and

> Trisha was not included in the morning activity

> except when the teacher asked

> her what month it is ( now keep in mind Trisha

> doesn't not verbalize nor was

> she given a picture prompt to indicate which month

> and to the best of my

> knowledge she hasn't been taught the months yet)

> The teacher did go retrieve

> Trisha and returned her to her seat once. For the

> most part of my time in

> the classroom the aide did the work with Trisha. At

> lunch the kids were

> supposedly split up, Trisha and two other students

> were sent to music

> resource with the aide, but there was no one there

> so the aide took them to

> the lunch room. Earlier I had asked the teacher who

> Trisha had lunch with

> and was told she went with the 2nd and 3rd graders.

> The aide informed me

> that she took Trisha and the other two students to

> lunch and they sat at a

> table with just the 3 children and the aide. She

> did not go with the 2nd or

> 3rd graders. Well at the IEP I brought this up and

> again asked the teacher

> who Trisha had lunch with and she again said 2nd and

> 3rd graders, I then

> mentioned what the aide had told me and the other

> members of th e team

> questioned why these children were sitting by

> themselves instead of being

> with the group and the teacher responded, that's the

> way we always do it, I

> didn't know how else we were supposed to do it. She

> was then informed that

> she needed to be with the group as well. Several

> times I asked the teacher

> if she could show me some documentation on what she

> was working on with

> Trisha and she hesistated and then answered yes it's

> somewhere in my

> classroom. On the iep it stated that trisha would

> be able to match the

> letters in her first name when asking the teacher if

> this was being done we

> found out that she played letter bingo and thought

> this was an appropriate

> way of teaching Trisha to recognize the letters in

> her first name, they

> weren't even using letters to match they were using

> bear markers for trisha

> to match to the letters in her name. When asked if

> she was using a picture

> schedule with Trisha she wasn't, when asked what

> form of measureable

> documentation she was using, she wasn't using any.

> When asked if she was

> doing personal hygeine with trisha she wasn't. When

> asked if she was working

> on home living skills she wasn't. When asked about

> why there was no daily

> communication being sent home which was requested at

> the first meeting after

> coming to this school she didn't have an answer

> except to ask what I meant by

> a daily communication and what did I want in it.

> When asked how Trisha was

> included in the activities she just responded that

> Trisha would rather go off

> and rock or play with her favorite toys. I asked t

> hen how did she re-direct

> Trisha to the current activity and then she

> proceeded to tell us that Trisha

> would cry and make a lot of loud noise. I could go

> on and on but I think you

> get the picture of what I am trying to describe. I

> am sorry this is so long

> (but I only gave highlights so it is shorter than it

> could have been lol ) My

> question is what should I do. The only good I see

> that came from this

> meeting is that it made me more aware and confirmed

> my suspisions of the

> teacher and that we added 30 more mins a week to her

> speech with a promise to

> add another hour to what she is getting for next

> year (that's the next

> meeting coming up is next week for the IEP for 2002)

> we did get pt. put back

> into the IEP on a consultation basis at 30 mins a

> month and we did finally

> get them to put in the iep that she will use a touch

> screen. Other than

> that, I just learned that this teacher has no idea

> of what to do with Trisha.

> I even asked the teacher if she felt comfortable

> teaching Trisha and she

> said I like Trisha, I said I didn't ask if you liked

> her I asked if you felt

> comfortable teaching her and do you need more help

> and support in teaching

> her and that's when she said that Trisha was harder

> to teach that she wasn't

> like the other kids you could read, write and talk.

> Any input or t hought are greatly welcomed.

>

> Thanks for letting me spout out my frustrations.

>

>

> Carol

> Trisha's Mom

> She isn't Typical, She's Trisha!

>

>

> [Non-text portions of this message have been

> removed]

>

>

> --------------------------------------------------

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>

[Guest guest]

Carol,

We had a really awful teacher for back when he was 6 years old. She

did not improve!!!!! All the regular ed teacher were very used to doing

inclusion with the kids in special ed and they all thought she was horrible.

I kept talking to the principal and the director of special ed. The principal

got her a mentor which did no good whatsoever, the other teachers and

principal all talked to her and it went in one ear and out the other. I was

beside myself and wasn't going to let her have him the next year. I don't

think they would have rehired her anyway. But still why should you waste a

year. Eventually Brook left the classroom and wandered down the street where

a man found him and brought him back after 15 to 20 minutes or so meanwhile

she didn't even know he was gone. So we got her fired immediately, thanks to

Brook. The teacher asked for a recommendation from the regular ed

kindergarten teacher who had Brook in her class and she told me that she had

to turn her down. They had been trying to help her all year and had gotten no

where with her.

All of the aides were threatening to quit and only stayed because they

loved the children. Anyway I think this teacher you have sounds really awful.

It is not your fault!!! But now you need to take action. Get help from an

advocate, call the different agencies that can help you with this. Call the

State Dept. of Education. Read all of your rights on that form they give you

at the IEP, our is called, Notice of Procedural Safeguards, the Individuals

with Disabilities Education Act, (IDEA), Part B. Mine gives all of the

California phone numbers and addresses to contact. You can also file a

compliance complaint. Write it all down and document what has been going on

etc.

I really empathize with your situation, but personally the teacher

doesn't sound like she has a clue what to do with Trisha or even is willing

to try very hard. Either get another teacher or another placement, and let

them know how unhappy you are. Good Luck. We will all support whatever you

decide to do. Please let us know how it goes.

Marisa

[Guest guest]

> Carol,

> We had a really awful teacher for back when he was 6 years old.

> She did not improve!!!!! All the regular ed teacher were very used to

> doing inclusion with the kids in special ed and they all thought she was

> horrible.

> I kept talking to the principal and the director of special ed. The

> principal got her a mentor which did no good whatsoever, the other teachers

> and principal all talked to her and it went in one ear and out the other. I

> was beside myself and wasn't going to let her have him the next year. I

> don't think they would have rehired her anyway. But still why should you

> waste a year. Eventually Brook left the classroom and wandered down the

> street where a man found him and brought him back after 15 to 20 minutes or

> so meanwhile she didn't even know he was gone. So we got her fired

> immediately, thanks to Brook. The teacher asked for a recommendation from

> the regular ed kindergarten teacher who had Brook in her class and she told

> me that she had to turn her down. They had been trying to help her all year

> and had gotten no where with her.

> All of the aides were threatening to quit and only stayed because they

> loved the children. Anyway I think this teacher you have sounds really

> awful. It is not your fault!!! But now you need to take action. Get help

> from an advocate, call the different agencies that can help you with this.

> Call the State Dept. of Education. Read all of your rights on that form

> they give you at the IEP, our is called, Notice of Procedural Safeguards,

> the Individuals with Disabilities Education Act, (IDEA), Part B. Mine gives

> all of the California phone numbers and addresses to contact. You can also

> file a compliance complaint. Write it all down and document what has been

> going on etc.

> I really empathize with your situation, but personally the teacher

> doesn't sound like she has a clue what to do with Trisha or even is willing

> to try very hard. Either get another teacher or another placement, and let

> them know how unhappy you are. Good Luck. We will all support whatever you

> decide to do. Please let us know how it goes.

> Marisa

[Guest guest]

Thanks!!! I have already contacted the DOE and will be contacting the DRVD

hopefully tomorrow. The sad part is it's not just this school, the school

system for the last 6 years or so has been failing her also. No more miss

nice mommy now it's miss oh no here she comes again mommy! lol

[Guest guest]

In a message dated 10/20/01 2:51:44 PM Pacific Daylight Time,

outerspace@... writes:

<< I Agree!! I always get copies of reports 1 week prior to the

IEP meeting . The school staff and therapists will send me their

reports and I will send them each my pre-meeting report of items

that I am going to be discussing or changing. It works well for

everyone.

It is only fair that I treat them like I want them to treat me!!!

Mutual Respect!!

Of course, I put everything in writing-

I will remind them that I am expecting their report prior to the

IEP meeting when I send them my " report " .

I usually mail the report and letter 2 weeks before the IEP.

That way it is documented and (knock on wood) I have never had a

problem yet!!

Kathy >>

Wow, that is something I will have to start doing. I usually get the reports

at the meeting. Once in a while I might get one from a therapist a day or

two ahead. Man, I am SOOOOOO naive! Thanks

Gail :-)

[Guest guest]

Hi everyone,

I just had Rochelle's IEP today. It was unbelievably short. They said I had

to put learning colors and sorting because it was part of the curriculum and

needed to be in the IEP because it is in her report card. Kindergarten gets a

report card 2nd quarter in Virginia. It still doesn't make sense to me. I was

just concerned they would be teaching colors in her 1:1 time. They said it

was only at circle and group time. I don't know. Took it home to look at

before I sign. I wanted Parent training and opportunities to learn from the

school. They said they would get back to me. They were so trying to go by the

book like I was going to sue them or something. Maybe because they were out

of compliance with my daughter's IEP for 4 months might have something to do

with it.

Diane

[Guest guest]

In a message dated 2/5/2003 9:26:26 PM Eastern Standard Time,

dben937342@... writes:

> They said they would get back to me. They were so trying to go by the

> book like I was going to sue them or something. Maybe because they were out

>

> of compliance with my daughter's IEP for 4 months might have something to

> do

> with it.

Good idea to take the IEP home and *sleep on it*. Especially since they

were out of compliance for all that time. I know when you visited the

school before, it was tough on Rochelle, but are they willing to videotape

for you so you could watch what happens during circle when you're not there?

Donna

[Guest guest]

>>Took it home to look at before I sign. I wanted Parent training

and opportunities to learn from the school. They said they would get

back to me. They were so trying to go by the book like I was going

to sue them or something. Maybe because they were out of compliance

with my daughter's IEP for 4 months might have something to do

> with it.

> Diane

Oh Diane,

I think your freaky them out and they have to do some homework. Your

just the best advocate for Rochelle and I believe they got the

message/hint that you know your stuff. You dropped a bomb on them

with some unanswered info they could not provide. High Fives!!

Hugs,

Irma,14,DS/ASD

[Guest guest]

In a message dated 2/6/03 3:10:03 PM Eastern Standard Time, Duffey48@...

writes:

> . I know when you visited the

> school before, it was tough on Rochelle, but are they willing to videotape

> for you so you could watch what happens during circle when you're not

> there?

>

I wish they would videotape her but I'm afraid to ask. I will do it if they

refuse to let me observe.

Diane

[Guest guest]

In a message dated 2/6/03 6:04:51 PM Eastern Standard Time,

ICANFIELD@... writes:

> I think your freaky them out and they have to do some homework. Your

> just the best advocate for Rochelle and I believe they got the

> message/hint that you know your stuff. You dropped a bomb on them

> with some unanswered info they could not provide. High Fives!!

>

You think so? I wish! My friend Kim came with me to the IEP. She has a

medically fragile child and is very good at rephrasing what I say so its

understandable. The more I think about the IEP the more I get nervous. The

IEP sounds ok. They wouldn't write PECS in the goal. I called the Lead

teacher Thursday to ask them if they would could clarify the accommodations

and delivery pages. They never called back. Guess I will have to talk to the

teacher Monday about it. I want to sign the IEP. I want to trust them. But

something is just not right. On the accommodations and modifications page

they put 4 things. Small group, clear and defined limits and expectations,

Life Skills curriculum and modified instruction. What is the Life Skills

Curriculum? A huge document! I would have to go in and read it!! Can you see

I have a problem with this. I thought the IEP was suppose to be in clear

language. Oh and on the delivery page they said I was lucky to get adaptive

PE twice a week but only have it once on the IEP. Make sense? Rochelle went

from 1 1/2 adaptive PE to 1/2 hour. They took cognitive Autism Resource of 1

hour and now its just sensory and fine motor in the Autism room. Anyone could

do the sensory. It does not have to be an Autism teacher. I just see them

setting me up for losing more services in the future. I'm ranting again.

Diane

[Guest guest]

Hi Diane,

I hope Rochelle is feeling better. My heart goes out to you with the IEP

mess. If it isn't on the IEP it doesn't happen. I would take that document

page by page to make the necessary corrections and head back to the meeting

with it. Good Luck

Charlyne

Mom to Zeb 10 DS/OCD ?

[Guest guest]

Hi !!

The school is thinking he is bipolar or you do? I'm asking because I don't

see how the school can make that determination.

He still has ADHD so therefore he still has a learning disability.

MISSY

SAHM to some special kids!!!

I am who I am because that's who I am

--, 5, Aspergers

All kids are gifted; some just open their

packages earlier than others.

-- Carr

iep meeting

>

>

> Hello

>

> I am monica again . I have an 8 yr old son .

> he has adhd and dyspraxia. I went to his IEP meeting this morning .

> The school did some

> testing ,to evaluate his speech and language and math and reading

> skills...

> well to my BIG , HUGE surprise....he is doing awesome and no longer needs

> his IEP for special education classes. so he no longer sees the speech

> and ot therepists alone.

> they still provide in class help if he needs it .. BUt as far as the

> school is concerned he

> does not have any learning diability..just adhd and dyspraxia.one the

> reading a

> comprehension test he scored at a 4 th grade level and math is just

> below that.. I had no idea

> he was doing that good at all... I am very proud of john he has made

> leaps and bounds..

> he still has trouble stittering and reapeating things, and they are

> thinking bipolar still...

>

>

>

>

>

>

>

>

[Guest guest]

I am monica again . I have an 8 yr old son

.

he has adhd and dyspraxia. I went to his IEP

meeting this morning .

The school did some

testing ,to evaluate his speech and language and

math and reading

skills...

well to my BIG , HUGE surprise....he is doing

awesome and no longer needs

his IEP for special education classes. so he no

longer sees the speech

and ot therepists alone.

they still provide in class help if he needs it ..

BUt as far as the

school is concerned he

does not have any learning diability..just adhd and dyspraxia.

****************,

glad your son is doing well. My advice would be to really keep track of the

school situation as I am sure you will. This is hard to explain,

but “not having any learning disabilities” in the eyes of

the school can get very tricky. My son12,As., is not

considered to have learning disabilities “per say” as one report

said. However, he does have some serious learning issues because of how he

thinks and processes information. He is very bright, so passed all the schools

basic tests. However when tested by a Neuro-Psy. his

scores ranged from the 5th per centile to the 99th percentile.

The work he does ranges from 4th grade to college level, he is 12.

one the

reading a

comprehension test he scored at a 4 th grade level

and math is just

below that.. I had no idea

he was doing that good at all... I am very proud

of john he has made

leaps and bounds..

he still has trouble stittering and reapeating things,

*****************If he is

stuttering I would be concerned that they have taken speech away.

and

they are

thinking bipolar still...who

is thinking bipolar? There is a book I here recommended often called ‘The

Bi-polar Child”(I think that is the name) or might

want to get it through the library. Not trying to be the ‘party pooper’

here, but class work usually needs adjustment for ADHD kids………..Gail

[Guest guest]

Hi ,

That is great if your son no longer needs special education services.

However, I know with my son, his school would love to graduate him from

Special Ed, this report he is getting 3's and some 4's. However, he still

has his autism issues, he is literal in thinking and reading so he can infer

character's motivation. He can't do any imaginative writing, which is

require for his grade.

He was graduated from OT, a year ago, however he is still proprioceptive

seeking. He squeezes to get pressure. LAst year, he squeezed his teaher so

hard she was out a month with a sore back, and had to have physical therapy

and medication. The school OT still insisted that he was done and didn't

want to give him services.

If you r child is ready to be graduated from IEPs and Special Ed that great,

just be aware it in the school best ineterest to graduate your child, not

necessarily his. I would definitly want a second opinion, maybe from a

private provider, especially for Speech. Hope all goes well.

Angels

>From: " & Labranche " <monicanaaron@...>

>Reply-Autism and Aspergers Treatment

>Autism and Aspergers Treatment

>Subject: iep meeting

>Date: Thu, 20 Jan 2005 18:03:25 -0000

>

>

>Hello

>

>I am monica again . I have an 8 yr old son .

> he has adhd and dyspraxia. I went to his IEP meeting this morning .

>The school did some

>testing ,to evaluate his speech and language and math and reading

>skills...

>well to my BIG , HUGE surprise....he is doing awesome and no longer needs

>his IEP for special education classes. so he no longer sees the speech

>and ot therepists alone.

>they still provide in class help if he needs it .. BUt as far as the

>school is concerned he

>does not have any learning diability..just adhd and dyspraxia.one the

>reading a

>comprehension test he scored at a 4 th grade level and math is just

>below that.. I had no idea

>he was doing that good at all... I am very proud of john he has made

>leaps and bounds..

>he still has trouble stittering and reapeating things, and they are

>thinking bipolar still...

>

>

>

[Guest guest]

I have found that, at least with my BiPolar daughter, that even if she did not

need educational services, she still needed a " behavioral " IEP for social

reasons. That is possible. Children do not need to have a " learning

disability " if they have some sort of behavioral/social issues...and BiPolar

would definitely create that situation! It is nice to be able to keep that

door open if need be.

Just my 2 cents.

[Guest guest]

, Have you heard of Coulter Video? They do videos about Aspergers and what it is like to have it. It is meant to be viewed by his peers to sort of give them a heads up on what is going on. It may cut down on some of the teasing and help the students to be more accepting, patient and understanding. They have videos or dvd's for purchase and make them for younger children as well. I purchased one for my sons class and it really made a difference. It also comes with a discussion. It cut down on the teasing BIGTIME!!!!! I donated it to the school afterwards since I wouldnt be needing it after he finishes elementary. I will have to purchase the one geared toward older kids soon though. Hope this helps!!!!! in Lancaster, CaLaha1960@... wrote: We had 's IEP meeting, on Friday the 24th. This was to plan his senior year, which is next year. I can HARDLY believe it that he will be in his last year of high school next year. The team decided to mention that is doing so well, and all his grades are over 100% in each class, even honor's English, AND that since he is a senior next year, he needs to wean off the one on one aide, who is only with him for half his classes this year as it is. Anyway, we got a wavier for PE, which is a class that IS required each year, every day in IL. However, with an IEP or if a student is on a sports team, you can get a wavier, is necessary. They wanted him to take Study Hall ( SE Study Skills) next year instead. He has to take so many classes, that he had no room. He is taking honors AP English, which is his biggest worry, but I believe he is well prepared with

all the honor's English he has taken each year. He has Physics and Pre Cal. He will be taken required classes such as Government, Speech, Consumer Economics, and his electives are his choice a computer class, and choir both semesters. Anyway, he will only have the aide at the end of the day for the last two classes AND for whenever speech and computers are taken. We also signed off the OT to stop services as of next year. He has a WRITER, which is like a small PC lap top to take home and use in school. I hope that things work out ok with less time with an aide, and that he can manage. his biggest issues are controlling his outbursts in class, talking in class, asking questions continually in class. A friend of mine suggested that her son's friend tried Buspar medications for those same problems. I know has a tendency to obsess and so I am considering adding a medication for him in late May when school is

out, to help his OCD and anxiety issues which are big issues right now. Anyway, any suggestions on medications for those issues??? Anyone???? I am worried because kids tease and bug him in PE, and he has no aide in there this year, as you know that can be an unstructured class at times. Those are his difficulties in dealing with his peers in those classes. We are glad he will not take PE next year, as he hates it anyway. in Illinois

New Messenger with Voice. Call regular phones from your PC for low, low rates.

[Guest guest]

we have been trying to get my son an iep meeting for the last year in school and we are hitting a brick wall. Any ideas would be helpful. We have tried everything from going to the school to ask all the way to school board ,having his pediatrician write a letter stating that one would be very beneficial.They already have a letter from the doctor saying he has aspergers.We even went to one meeting that we thought was an iep and then when we got there ,they said it was an iap meeting and that no speacial services would be offered ,only some help with academics.He dosen't need help with that.He couldn't do any better.i feel like we are being pulled in circles.Short of getting a lawyer we dont know what else to do.We were scheduled for another meeting and I cancelled it because his teacher was out for sickness and she 's part of the problem saying he's lazy.According to ohio law they should give usparent rights handbooks,and an iep whenever we request it.They are also supposed to do

training for staff .They have done none of this and what they feel is a wasted year we feel is another year not getting him the help he deserves.If any one has any ideas please let us know>TY tiffany Ps . had advocate come in and also tell them what is required of them and as far as we got with that was having his spelling list shortened from 20 to 10 words and a list of promises from the school that my son says they never started.Laha1960@... wrote: We had 's IEP meeting, on Friday the 24th. This was to plan his senior year, which is next year. I can HARDLY believe it that he will be in his last year of high school next year. The team decided to mention that is doing so well, and all

his grades are over 100% in each class, even honor's English, AND that since he is a senior next year, he needs to wean off the one on one aide, who is only with him for half his classes this year as it is. Anyway, we got a wavier for PE, which is a class that IS required each year, every day in IL. However, with an IEP or if a student is on a sports team, you can get a wavier, is necessary. They wanted him to take Study Hall ( SE Study Skills) next year instead. He has to take so many classes, that he had no room. He is taking honors AP English, which is his biggest worry, but I believe he is well prepared with all the honor's English he has taken each year. He has Physics and Pre Cal. He will be taken required classes such as Government, Speech, Consumer Economics, and his electives are his choice a computer class, and choir both semesters. Anyway, he will only have the aide at the end of the day for the last two classes AND for whenever speech and

computers are taken. We also signed off the OT to stop services as of next year. He has a WRITER, which is like a small PC lap top to take home and use in school. I hope that things work out ok with less time with an aide, and that he can manage. his biggest issues are controlling his outbursts in class, talking in class, asking questions continually in class. A friend of mine suggested that her son's friend tried Buspar medications for those same problems. I know has a tendency to obsess and so I am considering adding a medication for him in late May when school is out, to help his OCD and anxiety issues which are big issues right now. Anyway, any suggestions on medications for those issues??? Anyone???? I am worried because kids tease and bug him in PE, and he has no aide in there this year, as you know that can be an unstructured class at times. Those are his

difficulties in dealing with his peers in those classes. We are glad he will not take PE next year, as he hates it anyway. in Illinois

[Guest guest]

The Coulter videos are great. I had my

husband watch the “becoming a better father to your Aspergers son”

video.

It was great!

From: Autism and Aspergers Treatment [mailto:Autism and Aspergers Treatment ] On Behalf Of M Strahlendorf

Sent: Sunday, March 26, 2006 6:01

PM

Autism and Aspergers Treatment

Subject: Re:

IEP MEETING

,

Have you heard of Coulter Video? They do videos

about Aspergers and what it is like to have it. It is meant to be viewed by his

peers to sort of give them a heads up on what is going on. It may cut down on

some of the teasing and help the students to be more accepting, patient and

understanding. They have videos or dvd's for purchase and make them for younger

children as well. I purchased one for my sons class and it really made a

difference. It also comes with a discussion. It cut down on the teasing

BIGTIME!!!!! I donated it to the school afterwards since I wouldnt be needing

it after he finishes elementary. I will have to purchase the one geared toward

older kids soon though. Hope this helps!!!!!

in Lancaster, Ca

Laha1960@...

wrote:

We had 's IEP

meeting, on Friday the 24th. This was to plan his senior year, which is next

year. I can HARDLY believe it that he will be in his last year of high school

next year.

The team decided to mention that is

doing so well, and all his grades are over 100% in each class, even honor's

English, AND that since he is a senior next year, he needs to wean off the one

on one aide, who is only with him for half his classes this year as it is.

Anyway, we got a wavier for PE, which is a class that IS required each year,

every day in IL. However, with an IEP or if a student is on a sports

team, you can get a wavier, is necessary. They wanted him to take Study

Hall ( SE Study Skills) next year instead. He has to take so many classes, that

he had no room. He is taking honors AP English, which is his biggest worry, but

I believe he is well prepared with all the honor's English he has taken each

year. He has Physics and Pre

Cal. He will be taken required

classes such as Government, Speech, Consumer Economics, and his electives are

his choice a computer class, and choir both semesters.

Anyway, he will only have the aide at the

end of the day for the last two classes AND for whenever speech and computers

are taken.

We also signed off the OT to stop

services as of next year. He has a WRITER, which is like a small PC lap top to

take home and use in school.

I hope that things work out ok with less

time with an aide, and that he can manage. his biggest issues are controlling

his outbursts in class, talking in class, asking questions continually in

class. A friend of mine suggested that her son's friend tried Buspar medications

for those same problems. I know has a tendency to obsess and so I am

considering adding a medication for him in late May when school is out, to help

his OCD and anxiety issues which are big issues right now. Anyway, any

suggestions on medications for those issues??? Anyone????

I am worried because kids tease and bug

him in PE, and he has no aide in there this year, as you know that can be an

unstructured class at times. Those are his difficulties in dealing with his

peers in those classes. We are glad he will not take PE next year, as he hates

it anyway.

in Illinois

New

Messenger with Voice. Call regular phones from your PC for low, low rates.

[Guest guest]

In a message dated 5/1/2006 9:15:47 P.M. Central Standard Time, Autism and Aspergers Treatment writes:

Message: 22 Date: Sat, 29 Apr 2006 02:52:06 -0000 From: "Donna" <threehairs21@...>Subject: IEP MeetingI had my first IEP meeting for my 11 year old son today. It was the most horrible experience. When we arrived, they had an IEP already written. We only received the official report from the doctor a few days ago with the AS diagnosis. We gave it to the school three days before the IEP meeting. However, when we arrived, we were told they didn't care he had the diagnosis and that the middle school could deal with that. They did state they only had 18 days of school left and everything could be done at the middle school. However, I thought the IEP would be the one he used through the 6th grade. Is this true? They did give us an ESE status for LD because he has an CAPD (central auditory processing disorder). However, they said he doesn't qualify for any social skills classes unless he is diagnosed with ED or Autism. He also doesn't qualify under his auditory processing disorder either for any assistance in language, which he does poorly in. Has anyone else had these problems because their child doesn't have an autism diagnosis? In other words this meeting was a waste of our time. They are keeping him in a regular classroom with no social skill help, which he really needs. Does anyone know of any advocates in Seminole County, Florida? All those listed in the phone book have NIS numbers. Thanks,Donna

Donna, try sending these letters (format to fit you and your son) and do it ASAP

http://ptimpact.com/resources/literature/docs/RequestForNoticeOfAction.pdf

http://ptimpact.com/resources/literature/docs/IEPFollowupLetter.pdf

Both of these are sample letters and you send them to whomever headed up the IEP meeting and CC to the Principal and Superintendent.

Geriwife to mom to Logan, Joanna, Krista, Christain, Sadie, Abigail, and Shelbie¸...¸ ___/ /\ \___,·´º o`·,/__/ _/\_ \__\```)¨(´´´ | | | | | | | || |l¸,.-·²°´ ¸,.-·~·~·-.,¸ `°²·-. :º°As for me and my house, we will serve the LordAdoptiveParentsSupport/

There are 25 messages in this issue.

Topics in this digest:

1. Re: POTTY TRAINING ADVISE?

From: sohel mahboob <inan3379@...>

2. Re: Eye Contact & Autism

From: Pamela Kluth <pskluth@...>

3. RE: disability SS SSDI SSI etc

From: d corbin <jdcorbin_2000@...>

4. Re: Sohel Mahboob

From: sohel mahboob <inan3379@...>

5. regarding SSI

From: " speckledssy " <ljdragan@...>

6. Re: ADHD and Asperger's

From: " Lynn Gleason " <lgleaso@...>

7. Re: Need you advice and input

From: " Lynn Gleason " <lgleaso@...>

8. comming out of the shadows ..

From: " shayla " <shaylawolf@...>

9. Re: Eye Contact & Autism

From: " superbranzi " <branzilla@...>

10. Re: SSI

From: Momtoap1699@...

11. Re: CAN fundraiser in PA

From: " melissa johnson " <minnojohnson@...>

12. Potty Training in one day

From: " thiansdad " <thiansdad@...>

13. Re: Eye Contact & Autism

From: " thiansdad " <thiansdad@...>

14. Re: Need you advice and input

From: " charlesworthglyn " <gmcdaydreamer@...>

15. Re: Do you think 'Brothers of the Nam' should have banned me?

From: " thiansdad " <thiansdad@...>

16. Re: parents needed for dissertation research

From: " drydenbarclay " <drydenw@...>

17. Re: Need you advice and input

From: " julie46250 " <julie46250@...>

18. Re: hello

From: Adair <stephanieguidryadair@...>

19. Re: Eye Contact & Autism

From: " julie46250 " <julie46250@...>

20. Re: hello

From: " JULIE JOHNSTON " <julie.johnston12@...>

21. RE: Re: Socially appropriate behavior

From: & Godfrey <wmgodfrey@...>

22. IEP Meeting

From: " Donna " <threehairs21@...>

23. Re: hello

From: Penny <smadaynnep@...>

24. Re: hello

From: Joy McClelland <missedcongeniality@...>

25. Re: Need you advice and input

From: M Strahlendorf <pgnsht@...>

________________________________________________________________________

________________________________________________________________________

Message: 1

Date: Mon, 1 May 2006 17:16:00 -0700 (PDT)

From: sohel mahboob <inan3379@...>

Subject: Re: POTTY TRAINING ADVISE?

Try papmer 'looking' pants, try the colors he likes, try without pressure and

with perks, have patience, he is NOT like us... he has special needs. May

Almighty give us strenght to pass this test.

rheavenangel <rheavenangel@...> wrote: HI EVERYONE. THIS IS NEW TO ME!

I HAVE A 4 YEAR OLD SON THAT IS

AUTISTIC. HE HAS SPEECH PROBLEMS AND ATTENDS A SPECIAL EDUCATION

SCHOOL THAT IS DOING WONDERS ON HIM. MY CONCERNS ARE WITH HIS POTTY

TRAINING. HE DOESN'T WANT TO LEARN AND WHEN I TRY PULL UPS OR JUST

REGULAR UNDERWEAR, HE TAKES THEM OFF AND CRIES UNTIL YOU PUT A PAMPER

ON. I'VE TRIED EVERYTHING THAT I CAN THINK OF TO GET HIM IN THE HANG

OF POTTY TRAINING. ANY ADVICE?

THANKS

RHEAVENANGEL

[Guest guest]

Donna,

This may not be a waisted experience if you can learn from the

mistakes. Most first IEPs are learning experiences. The good

news is once you've learned the way things are supose to be,

you can correct them by adding to the IEP, calling for a

new IEP meeting, or utilizing the appeal process.

Building possitive relationships with school personnel goes

a long way in the " informal arena " .

I like to use the United Cerebral Palsey organization as my

advocate resource group. They sponsor many advocacy training

workshops. Some 85% of their resources are used by people with

disabilities other than that of Cerebral Palsey. Donna, The last

time I looked there was one in your area.

Thians Dad