IEP question

[Guest guest]

Hi a,

I just had my daughter's IEP. She will be in 3rd grade next year. She

has had the same " team " since kindergarten except for her aid

(current teacher, principal/assistant principal, speech therapist,

OT, PT, psychologist, social worker, spec ed resource facilitator,

aide, and representative teacher from next year's grade). She is in a

full-inclusion classroom with a full-time aid. I am a relatively easy-

going person and don't like to cause conflict for the sake of

conflict. There have been times when I felt the team's

recommendations were too low and I didn't think they had allocated

enough time for speech,etc. Since I am going through this for the

first time, I usually talk to friends with older kids who have DS and

jot down ideas so I am prepared going in. I also look at last year's

IEP and compare to next year's to make sure the goals aren't the

same. For the most part, I respect and appreciate the efforts of the

team and really like them. And I tell them that at the beginning of

every meeting. I feel like they listen and appreciate my input. They

also acknowledge that they don't know everything which I think is

important. I know other people in the district who have issues. I

think it depends on the school, the team, the child and so many other

factors. I was never one of those parents who thinks it is me us vs.

them but I do know that the district employees are bound to say

certain terminology and make certain recommendations based on

protocol. That is where it can get frustrating and you have to push

them.

Budget cuts are NOT your problem. Remember, they aren't doing you any

favors. You have rights and your son deserves everything you ask for!

You have a right to ask for anything you want. You should absolutely

push for more OT if that is what you want. I don't know how old your

child is. My daughter was just discharged from OT starting next year

and I am not sure if I agree or not although I let it stand in the

IEP for now. Our kids' low muscle tone affects so many areas from

running to sitting to writing to energy level.I don't know your child

but speech is the one area kids with DS typically struggle in. I

thankfully have a friend who is a speech pathologist and she once

told me that my daughter should never have less than 1.5 hours a week

to work on the various speech areas (receptive language, expressive,

language, articulation). When I presented that to the team THEY

AGREED and changed the IEP. It was like they were hoping to get away

with 60 minutes but if I asked for 30 more they were excited I

figured out the secret puzzle! I don't know if that's because they

have a big chart that says NEVER OFFER MORE THAN 60 MINUTES OF SPEECH

or what. Needless to say, the extra 30 minutes has made a huge

difference. She sees the therapist 3 times weekly (every other day)

which really makes for a consistent learning environment.

So, I am sure your team is great-there don't have to be horror

stories. Plus, if he is in a TMH classroom maybe they are more

willing to give you what you want without an argument. May I ask how

you arrived at the decision for that classroom? I do not know what

TMH classroom " looks like " so I am curious. My daughter will probably

move out of the inclusion setting in 4th grade to a self-contained

classroom.

It is hard to know if we are expecting enough or expecting too much.

That's what makes this so hard!

[Guest guest]

Nicolas is in a TMH classroom based on his IQ scores. The label did bother me, but someone at Hope Haven (Down Syndrome Clinic in Jax) told me not to get too upset about that label right now that he is probably getting more of what he needs in that setting. There are only six kids in the class.

He is going to get an inclusion opportunity for music with a mainstream kindergarten class but I just don't see him in a mainstream setting at this point. He simply doesn't have enough attention right now for academics or fine motor work. Believe me, I tried to work with him at home. His attention span is about two minutes!!

I'd also worry about his safety, honestly. He was a late walker (4) and is still not very agile.They do academics in his class - reading and math, adaptive PE. Social Studies is done in circle time.

Am I settling? Maybe. I had (and still do) many high hopes for him. He is a smart kid but his behavior (social butterfly and attention span) get in the way of academic progress. But I have two other kids with special needs that I homeschool and I am worried about them. My son is 12 and reading at a beginning third grade level. High school is only two years away. And my younger daughter...based on her testing scores this year, she would be in a EMH class were she to go to school. She will be 9 and has major learning disabilities all across the board.

We will return to Hope Haven in the summer and I will go over the IEP with them and if I want to change it, I will do it then.I also feel that with him being the youngest, as my other get older I will have more time to devote to him.

a

[Guest guest]

great to hear that. tks for sharing Pat mum to , Brazilpringleclan escreveu: I always like to share our story because no one believed in inclusion like I did 10 years ago.My daughter is 13 years old heading to middle school next year. She has been in Gen Ed classrooms from the start. When they IQ'd her at the age of three her score came out at 40.(she couldn't talk) I was told all my expectations were too high for her and that I was being unrealistic. I pushed

on... She was the child under the table, in diapers and pull ups until she started her period....(seemed like it anyway) it has been many trials and we have been working through them all. IN school she has had an aide. we went from velcro style to what we have today; a great trained professional. We have modified, we added and we have taken away supports and services... BUT SHE HAS ALWAYS BEEN IN THE GEN ED CLASSROOM... many years teachers cried because the felt they were not teaching her anything.. many times I cried before and after IEP's because it was so draining and to be honest I would second guess myself over and over...But I pushed on.Today at 13 and her IQ score (which I can care less about) in the 60's she keeps her own calendar, reads, does her math, wins science fair projects and art awards, she calls her friends on the telephone, she sleeps over and has sleep overs, her girlfriends primp in the

bathroom with her, They taught her how to keep a diary and lock it away from mom--no worry she tells me everything in it. SHE IS THE SCHOOL SAFETY PARTOL (her aide supervises), she is involved in everyday 13 year old girl activities and behaviors... Now her teachers cry talking about her going to middle school as the campus just will not be the same without Kaitlyn and her friends on it... >> I'm not sure what your question is! Is it that you wonder if you're not expecting enough? What are your expectations for your child? Funny to ask in kindergarten, but think about it. Will a TMH class get him where you want him to be when he grows up? Why TMH? He is surely educable, don't you think? That would be an EMH class at the very least. Why can't he be in a general ed

kindergarten with pull outs as needed? Is there some other disability besides DS?> ette> mom to Faith (10)DS> -------------- Original message from "a Mesa" : -------------- > > This may be a bizarre question, but it's one I have to ask.> > We had Nicolas' IEP meeting today and it went fine as far as them incorporating what I asked to be put into the IEP. He gets an hour of speech, 30 minutes of OT and 15 minutes of PT consult. I would like more OT but in this district it's tough and there are budget cuts. So I added more fine motor stuff to the IEP, if that makes sense. He is in a TMH class. I asked for some inclusion opportunities, they are going to try a mainstream kindergarten music class on a reward basis.> > Sometimes I wonder if I'm not expecting enough? Or am I one of the lucky few who has a pleasant staff to deal with? I

hear so many horror stories (including this county) it makes we wonder!> > Thoughts, anyone?> > Thanks,> > a>

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[Guest guest]

> I always like to share our story because no one believed in inclusion

> like I did 10 years ago.

> I can not tell you how much it means to me to hear this! Really, you

> mom's who are farther down the road keep me focused on the prize and

> not to lose faith even when sometimes what I SEE makes me falter.

> Please, Please KEEP WRITING THESE THINGS. :-)

Ditto. It would be great to have a half dozen stories like this to print

out and give to new teachers apprehensive about having a child with DS

in their classroom. Thanks so much for sharing this.

Hope

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