Re: s Re: PID and Autism

[Guest guest]

I agree with Stef. I would go with a full developmental pediatrician workup

before allowing these new services to start at the school. Your school system

must have money to burn if they can start services for your child based on the

teacher or other school personnels opinion alone.

Many chronically ill children have problems relating and expressing due to

frequent illnesses, hospitalizations and medications. Macey started with Early

Intervention when she was 3. She was in isolation at home and they came to the

house (teacher, SP and PT). When she started Pre-k it was with a reduced

schedule. She had no group play skills and sensory integration problems also.

It took easily until 3rd or 4th grade, when the hospitalizations and sedations

started tapering off, when she was finally able to related to her peers, achieve

a productive school day free of weird interuptions on her part and any kind of

raptor with her teacher.

She is in 7th grade now. Still keeps many things to herself, has maybe 3 to 4

good friends and pretty much can do without the rest of the class. Thankfully

they've always been pretty much accepting of this so they aren't mean about it.

It took monthly meetings with her teacher, school psychologist, county lead

nurse, school VP, and school nurse during pre-k thru 2nd grade for them to

understand that medication/hospital visits/chronic illness influenced who she

was and she was not to be judged or evaluated or labeled or pulled until her

medical health evened out.

Jake is so so young to have this label just yet when he has been sick and not

had an even playing field developmentally. Once his health improves on

infusions and his meds keep him above board it still might take a year or so to

develop the skills he needs to manage school and friends and then you might

consider having him re-evaluated.

Ursula - mom to (14) and Macey (12, CVID)

http://www.primaryimmune.org

http://www.jmfworld.org

http://caringbridge.org/ga/macey/