Kindy and IEPs

March 4, 2004

Hi all! I apologize for posting this completely off topic subject,

but I don't know who else to ask. Please reply off list so I don't

clog up the board with such and off topic conversation.

I visited 2 of the 3 schools Sam may end up going to in Sept. They

both had no clue about diets and behavior. The first principle said,

" so it's really bad, huh? " when I told him that we are doing a special

diet for behavior! The other school has a separate " inclusion "

kindergarten class. This makes no sense to me since it's a separate

class - how is that included in anything!

Sam is not getting an OT evaluation until May. He does not have an

IEP. He passed the school district's screening (he passed their OT

screening too, which wasn't that much different than the general

education one.) I know lots of parent's could care less about getting

a diagnosis, but what do I tell to his teachers and principle if he

doesn't have one. I want him to be successful at school and happy. Do

I just send him off to school with just a warning to his teachers and

hope everything is ok?

I don't want him to be labelled as the " bad " kid. I don't want him to

be labelled at all, but without a diagnosis I know that's what will

happen. I'll get blamed and Sam will be the bad kid. When his

behavior is very bad he can come off pretty psychotic and out of

control (it's not like that right now because of SCD Thank God.) But

it could be worse too, I suppose. Do I wait until something awful

happens at school? That's what I have been trying to avoid for years

now and noone has been able to tell me what exactly is going on with

this kid. The people at the screening seemed concerned but had no

idea what to do with us since Sam can cut with scissors and can hop on

one foot. Big freakin' deal. Yes he can cut with scissors, but he

freaks out if he can't be the line leader at school - this used to

happen every day!

Any insight is appreciated.

Chrystee

Sam, 4.5, behavior/sensory issues

SCD 4 weeks

March 4, 2004

Christy, I don't think this is too OT for most of us here.

I would say, if possible, get a dx and a formal IEP. Otherwise, he is not

guaranteed anything. I would not wait.

I did not want Luke to have a dx of any kind. Then, when he got one, I was

insistent that he stay in a mainstream class and be served there. I've come a

long way in my ideas about that. It wasn't just a " pride " thing, like, " not my

child " , but I just saw so much potential in him and did not want a label holding

him back. Instead, it has made things possible for him. In the regular Pre-K

class he was the " bad kid " , I heard kids call him " annoying " or " crazy " . And

he's the sweetest, kindest soul you'd ever meet. He just couldn't find his way

in that confusing environment. He was so filled with anxiety those couple of

months, it was awful. Now he loves to go to school and misses it when he can't

go. He's so much better off in the EC class. I don't know what kind of class

he'll be in for Kindy next year, his transitional IEP is later this spring. But

without an IEP you have no say, you have no guarantees, and he can get lost in

the shuffle. The dx does not have to be any type of autism, necessarily - I'm

not sure what all the options are, to be honest with you. But I'd pursue it.

Is there a neurodevelopmental pediatrician in your area? Or a neurologist who

focuses on pediatrics, and autism/adhd kids? We've had best luck with these

kind of Dr's. A private dx holds a lot of weight along side the school

district's evaluations.

Good luck in your decisions,

in NC

Mom of Luke, age 5, Asperger's/salicylate intolerant/diarrhea pre-SCD;

, age 3, healthy; and , 19 mos, healthy

All SCD since 1/26/04