seths iep

[Guest guest]

I've made a rough draft of the way I want Seth's IEP to look. It's long, but

if anyone wants to take the time to look at it and give me LOTS of

suggestions, PLEASE feel free. LOL

Through my observations of Seth's education over the last 3 years, I have

arrived at the conclusion, and feel the need to at on the fact, that he is

not receiving an appropriate, individualized education. In order to achieve

that goal and legal right, it would need to include his family's input as to

his likes, dislikes, what we have found that works with him and his strengths

and weaknesses and ways to help Seth achieve his full potential. All of

which have not been included as to date. And all of which would improve the

quality of his home and community life. Though his teachers have tried to be

supportive, the very program itself and the professionals that have been

making all the decisions have hampered any attempt at providing Seth with the

legal, appropriate and individualized education he is entitled to receive.

The first item we need to address is the psychological report submitted by

Shari , Parley Coburn's psychologist. Since Mrs. had nothing

new to contribute to the existing recorded data, other than to rearrange it

on her paper, We feel the need to ask for another evaluation done on Seth.

Contributing to this need we feel, is the continuing question raised to us if

Seth is truly autistic. Knowing that there is no knowledgeable doctor in

this area that has experience with the duel diagnosis, we are requesting

approval to have Seth evaluated by Dr. Capone at Hopkins. Dr.

Capone is a leading authority on the duel diagnosis of down syndrome-autism.

To remedy Seth's educational problems and to avoid further action, we feel

the following changes need to be made to provide Seth the individualized

education he is entitled to. If we work together, we can provide Seth with

an appropriate education that can enhance his home and community life. A

goal I'm sure we all share.

1 UNDERSTANDING OF SETH'S STRENGTHS AND WEAKNESSES

Seth is very social

Seth lacks communication skills

Seth loves singing

Seth has pica

Seth has beginning sounds

Seth is at a 16-20 month level

Seth loves finger games

Seth has poor fine motor skills

Seth loves music (especially rap and classical)

Seth is nonverbal

Seth loves cause and effect toys

Seth is not toilet trained

Seth loves overly animated actions and expressions

Seth has no sense of danger

Seth enjoys physical activity

Seth has no self care skills

Seth has no behavior problems

Seth wears glasses

Seth loves interaction with adults

Seth has no social skills

Seth uses PECS

Seth has potential

Understanding all of Seth's strengths and weaknesses and using them to better

his education will not cost the district more money, will not cost the tax

payers more money and will not add any extra work to any educators that work

with Seth. Bringing his education up to the level it should be at will only

involve an alternate way of teaching Seth. This plan will provide Seth the

appropriate, individualized education he is legally entitled.

2. CHANGES TO BE MADE AND WHY

A. Knil------Since we now know Seth's strengths and weaknesses (section 1)

and using them to best help Seth, we now understand that this activity is

antisocial, anti-vocal and anti-communicative. If this activity is a needed

one, it needs to be adapted to fill Seth's imitative and social needs. This

activity needs to be presented in a fun, vocal and social setting. If it is

not possible for the entire class to participate in this manner, it should be

carried out with Seth in a private setting. This activity is now provided

for each student in a one on one situation, hence, no extra money needed to

provide Seth his individualized education.

B. Arts and crafts------ Until a time comes that Seth can enjoy and

understand this activity we feel this has no useful purpose that can't be

fulfilled through more appropriate means. We ask that art time, since it's a

one on one activity anyway, could be put to better use at the library.

Since the library is a big part of his home and community life, we feel it is

more important for Seth to learn those skills. Choosing a book, taking it to

a table, looking at it for progressively longer periods and returning it to

the shelf would prove to be a useful skill for Seth. This activity should be

carried out in a fun, vocal and social setting. Hence, no extra money

needed to provide Seth his individualized education.

C. Sensory Integration------ We have seen vast improvements in this area in

the past three years. We would like to see more vocalization, socialization

and fun used here with Seth. Actual play time and more modeling of what is

expected of Seth would use his strengths and weaknesses to get more of a

response and imitation from Seth. I'm sure everyone here agrees that playing

is one of the very first forms of communication for any child. Taking into

consideration Seth's strengths and weaknesses (functioning level-section 1),

this form of communication should take the leading role in his education at

the present time. Since this activity is already done in a one on one

setting, there is no added cost to provide Seth with his individualized

education.

D. Work jobs------Not much progress has been made in this area in the last

three years. Seth has been stuck on push in tasks all this time and we would

like to sway from the TEACCH method in this area. We feel, again, that

Seth's strengths and weaknesses (section 1) need to be used in this area.

Presenting his work jobs to him in a fun and vocal setting needs to be tried

on a trial basis of six months, progress charted and a reevaluation done at

that time. This activity is not now done in a totally one on one setting at

all times and the use of an aide or therapist may be needed more than

presently is used.

E. Lack of Home-School Communication------ One of our biggest obstacles

with Seth's education, for us, has been the lack of support from the

educational community. We found ourselves bewildered, left out and helpless

as to what we should be/could be doing to help with his education. We were

not trained in the TEACCH or PECS method. No help in setting up the system

in our home was offered. We did one thing at home, and another was done at

school. After two years of searching and investigating on our own, we feel

very qualified to raise and educate our son, and to educate others on how to

best help him learn. Since he spends the most time in his home, the home

method needs to be carried over into his classroom to provide him with an

ongoing learning environment. This will cost the district no extra money.

Support, education of all and honest communication has to be initiated and

maintained if we are to work together to provide Seth with the appropriate,

individualized and legal education he is entitled to.