Guest guest Posted June 9, 2008 Report Share Posted June 9, 2008 I think you have it reversed. They only have to provide an appropriate care, no best. Unfortunately, good, better, and best doesn’t apply. It just doesn’t fit into their “educational model”. And it doesn’t fit into their budget. From: sList [mailto:sList ] On Behalf Of Patti O'Meara Sent: Monday, June 09, 2008 5:54 AM To: sList Subject: RE: New member I can’t help but ask…do they say why? If it’s appropriate they must provide it as per the law. From: sList [mailto:sList ] On Behalf Of Heifferon Sent: Sunday, June 08, 2008 7:08 PM To: sList Subject: RE: New member Your 2 cents are welcomed. Nicely said. Unfortunately Broward School District’s position is they do not do any one-on-one. From: sList [mailto:sList ] On Behalf Of M T C Sent: Sunday, June 08, 2008 1:36 PM To: sList Subject: RE: New member If the child cannot learn in a group setting following group instructions and needs more intense he/she should get that. This is why it is called an INDIVIDUAL E P. This more intense type of therapy is especailly important in the early years when they need it most and it has it's greates impact. Eventually the goal should be to get the child to a point where he/she can follow group instruction and be successful. Just my 2 cents. Subject: RE: New member To: sList Date: Sunday, June 8, 2008, 11:20 AM I don’t mean to belittle the need to educate a parent on how to duplicate the appropriate services he receives from the educational establishment, but the primary responsibilities to educate comes from that establishment. My grandson has always been in a one-on-one setting for all his therapies. He is in the process of developing an IEP. Since the school district does not accept this approach, it is a main contention for his services. This is the main reason we skipped last year when he turned 3. Of course the school district had the option to continue his IFSP, but they will and not do it. I understand that this is there option. But for a parent it is difficult to understand the difference between 35 months and 36 months. It is as if something magical should have happened when he entered part B. We are no longer in a “medical” model; we enter the educational model, as if one is exclusive of the other. I view the whole situation as a struggle between individual, unique needs of the child and what the school district is willing to do. If the child will not respond to a group instruction what is the alternative? I understand the need for a group environment but his priority should be academic first and foremost. One of the areas that is ignored completely is the social problem. The problem requires a different and proactive approach. Instead of placing the disabled child in an environment with typical children, it should be reversed. We have situations where advanced readers are helping out other children who have reading problems. There should be situations where typical children are placed in the environment of disabled children. It would make for a good educational experience for typical children! It’s just a thought. From: sList@ yahoogroups. com [mailto:sList @yahoogroups. com] On Behalf Of Patti O'Meara Sent: Saturday, June 07, 2008 8:53 PM To: sList@ yahoogroups. com Subject: RE: New member Your daughter should not be the primary teacher for her children. As you stated, yes, there should be qualified therapists working with your grandson to address his needs. In addition to that, we have here in NY required by law for a child diagnosed with autism “parent training.” This service is provided by a qualified therapist who works with the parents/caregivers/ siblings to help in generalizing the skills already taught to the student. Is your grandson always in a group setting for speech? Does he receive speech on an individual basis also? From: sList@ yahoogroups. com [mailto:sList @yahoogroups. com] On Behalf Of Heifferon Sent: Saturday, June 07, 2008 5:42 PM To: sList@ yahoogroups. com Subject: RE: New member From: sList@ yahoogroups. com [mailto:sList @yahoogroups. com] On Behalf Of TinaTerriAustin Sent: Saturday, June 07, 2008 5:40 AM To: sList@ yahoogroups. com Subject: Re: New member Does the child also receive private Speech services and Occupational Therapy? OT can also improve symptoms of apraxia as apraxia is generally a global issue. Is the child receiving Verbal Behavior services? Have you and other family members been trained in Verbal Behavior? ANSWER: He presently receives SP, OT and ABA-DT. Daughter decided last year not to put him in a group setting because he wouldn’t learn in this type of setting. The school district’s approach is to have him learn in a group setting first. After all, every other disabled child learns in a group setting, why not autism? I call the answer the “shoe fits all syndrome” vs. the “Unique needs” requirement. For my grandson, the apraxia is more disabling than the autism. My daughter works with his son whenever she has the time. You have to realize she works fulltime and is raising another child, as well. I feel the therapy is better performed by someone already trained/educated and qualified in the needed area. Parents have the potential of becoming excellent therapists but also have the potential of becoming very poor therapists. In any case a school district wouldn’t hire a home trained parent to be a therapist because they don’t meet the qualifications. Yes, language and speech are complementary to each other and the learning of each supports the other. His IEP indicates he will receive 30 minutes per week of Speech, correct? And, is it an assumption that this service will occur in the classroom or was that stated in the meeting? Did they provide a reason for why and did anyone ask otherwise? Remember that any service provided to a child in public school is to help them access their academic environment. Any goal written has to have that purpose in mind. Answer: Actually I’m referring to another situation as well where the child is in a Place Program. His sessions are 30 minutes per session and that is how his IEP reads. But he is in a special class with 6 other children. I’m having problems with the math. If you are not satisfied, call for an interim meeting... I think I understand your concern in that the service is supposed to be for the child, but it is provided in the classroom, therefore the child does not appear to receive all they are entitled to. B/c the therapist can document they provided the service to all of the children and be done for the week, is that correct? Answer: I want to ensure if the child is granted 30 minutes per day , he himself receives it. New member Hello All, I am a new user on s List! I am an ESE teacher of children with autism and I'm excited to gather as much information as possible! Glad to be here! Quote Link to comment Share on other sites More sharing options...
Guest guest Posted June 9, 2008 Report Share Posted June 9, 2008 I’m confused. I am speaking about “appropriate” not best. My son, who is 11 years old, receives speech/language therapy everyday for 30 minutes. 3 of the sessions are on an individual basis. The other two are with his peers to utilize the language learned in the 1:1 setting. This is how my son learns, it is what is appropriate and according to the law the school district needs to provide a “free and appropriate education.” The child should not ”fit” the educational model, I think that is what should be reversed and not fitting into their budget should not even be brought to the table when discussing your grandson. From: sList [mailto:sList ] On Behalf Of Heifferon Sent: Monday, June 09, 2008 5:39 PM To: sList Subject: RE: New member I think you have it reversed. They only have to provide an appropriate care, no best. Unfortunately, good, better, and best doesn’t apply. It just doesn’t fit into their “educational model”. And it doesn’t fit into their budget. From: sList [mailto:sList ] On Behalf Of Patti O'Meara Sent: Monday, June 09, 2008 5:54 AM To: sList Subject: RE: New member I can’t help but ask…do they say why? If it’s appropriate they must provide it as per the law. From: sList [mailto:sList ] On Behalf Of Heifferon Sent: Sunday, June 08, 2008 7:08 PM To: sList Subject: RE: New member Your 2 cents are welcomed. Nicely said. Unfortunately Broward School District’s position is they do not do any one-on-one. From: sList [mailto:sList ] On Behalf Of M T C Sent: Sunday, June 08, 2008 1:36 PM To: sList Subject: RE: New member If the child cannot learn in a group setting following group instructions and needs more intense he/she should get that. This is why it is called an INDIVIDUAL E P. This more intense type of therapy is especailly important in the early years when they need it most and it has it's greates impact. Eventually the goal should be to get the child to a point where he/she can follow group instruction and be successful. Just my 2 cents. From: Heifferon <gary00001msn> Subject: RE: New member To: sList Date: Sunday, June 8, 2008, 11:20 AM I don’t mean to belittle the need to educate a parent on how to duplicate the appropriate services he receives from the educational establishment, but the primary responsibilities to educate comes from that establishment. My grandson has always been in a one-on-one setting for all his therapies. He is in the process of developing an IEP. Since the school district does not accept this approach, it is a main contention for his services. This is the main reason we skipped last year when he turned 3. Of course the school district had the option to continue his IFSP, but they will and not do it. I understand that this is there option. But for a parent it is difficult to understand the difference between 35 months and 36 months. It is as if something magical should have happened when he entered part B. We are no longer in a “medical” model; we enter the educational model, as if one is exclusive of the other. I view the whole situation as a struggle between individual, unique needs of the child and what the school district is willing to do. If the child will not respond to a group instruction what is the alternative? I understand the need for a group environment but his priority should be academic first and foremost. One of the areas that is ignored completely is the social problem. The problem requires a different and proactive approach. Instead of placing the disabled child in an environment with typical children, it should be reversed. We have situations where advanced readers are helping out other children who have reading problems. There should be situations where typical children are placed in the environment of disabled children. It would make for a good educational experience for typical children! It’s just a thought. From: sList@ yahoogroups. com [mailto:sList @yahoogroups. com] On Behalf Of Patti O'Meara Sent: Saturday, June 07, 2008 8:53 PM To: sList@ yahoogroups. com Subject: RE: New member Your daughter should not be the primary teacher for her children. As you stated, yes, there should be qualified therapists working with your grandson to address his needs. In addition to that, we have here in NY required by law for a child diagnosed with autism “parent training.” This service is provided by a qualified therapist who works with the parents/caregivers/ siblings to help in generalizing the skills already taught to the student. Is your grandson always in a group setting for speech? Does he receive speech on an individual basis also? From: sList@ yahoogroups. com [mailto:sList @yahoogroups. com] On Behalf Of Heifferon Sent: Saturday, June 07, 2008 5:42 PM To: sList@ yahoogroups. com Subject: RE: New member From: sList@ yahoogroups. com [mailto:sList @yahoogroups. com] On Behalf Of TinaTerriAustin Sent: Saturday, June 07, 2008 5:40 AM To: sList@ yahoogroups. com Subject: Re: New member Does the child also receive private Speech services and Occupational Therapy? OT can also improve symptoms of apraxia as apraxia is generally a global issue. Is the child receiving Verbal Behavior services? Have you and other family members been trained in Verbal Behavior? ANSWER: He presently receives SP, OT and ABA-DT. Daughter decided last year not to put him in a group setting because he wouldn’t learn in this type of setting. The school district’s approach is to have him learn in a group setting first. After all, every other disabled child learns in a group setting, why not autism? I call the answer the “shoe fits all syndrome” vs. the “Unique needs” requirement. For my grandson, the apraxia is more disabling than the autism. My daughter works with his son whenever she has the time. You have to realize she works fulltime and is raising another child, as well. I feel the therapy is better performed by someone already trained/educated and qualified in the needed area. Parents have the potential of becoming excellent therapists but also have the potential of becoming very poor therapists. In any case a school district wouldn’t hire a home trained parent to be a therapist because they don’t meet the qualifications. Yes, language and speech are complementary to each other and the learning of each supports the other. His IEP indicates he will receive 30 minutes per week of Speech, correct? And, is it an assumption that this service will occur in the classroom or was that stated in the meeting? Did they provide a reason for why and did anyone ask otherwise? Remember that any service provided to a child in public school is to help them access their academic environment. Any goal written has to have that purpose in mind. Answer: Actually I’m referring to another situation as well where the child is in a Place Program. His sessions are 30 minutes per session and that is how his IEP reads. But he is in a special class with 6 other children. I’m having problems with the math. If you are not satisfied, call for an interim meeting... I think I understand your concern in that the service is supposed to be for the child, but it is provided in the classroom, therefore the child does not appear to receive all they are entitled to. B/c the therapist can document they provided the service to all of the children and be done for the week, is that correct? Answer: I want to ensure if the child is granted 30 minutes per day , he himself receives it. New member Hello All, I am a new user on s List! I am an ESE teacher of children with autism and I'm excited to gather as much information as possible! Glad to be here! Quote Link to comment Share on other sites More sharing options...
Guest guest Posted June 10, 2008 Report Share Posted June 10, 2008 I’m sorry. You said, “if it is appropriate, they have to provide it”, which is different than providing something appropriate. Whatever the school district has is appropriate. They don’t have to use what you think is appropriate. It is with this distinction that causes all the trouble. It may true that you need to get the services you think appropriate in his IEP, it is another thing to get them in the IEP. Patti, where exactly are you? Here in Broward? From: sList [mailto:sList ] On Behalf Of Patti O'Meara Sent: Monday, June 09, 2008 9:07 PM To: sList Subject: RE: New member I’m confused. I am speaking about “appropriate” not best. My son, who is 11 years old, receives speech/language therapy everyday for 30 minutes. 3 of the sessions are on an individual basis. The other two are with his peers to utilize the language learned in the 1:1 setting. This is how my son learns, it is what is appropriate and according to the law the school district needs to provide a “free and appropriate education.” The child should not ”fit” the educational model, I think that is what should be reversed and not fitting into their budget should not even be brought to the table when discussing your grandson. From: sList [mailto:sList ] On Behalf Of Heifferon Sent: Monday, June 09, 2008 5:39 PM To: sList Subject: RE: New member I think you have it reversed. They only have to provide an appropriate care, no best. Unfortunately, good, better, and best doesn’t apply. It just doesn’t fit into their “educational model”. And it doesn’t fit into their budget. From: sList [mailto:sList ] On Behalf Of Patti O'Meara Sent: Monday, June 09, 2008 5:54 AM To: sList Subject: RE: New member I can’t help but ask…do they say why? If it’s appropriate they must provide it as per the law. From: sList [mailto:sList ] On Behalf Of Heifferon Sent: Sunday, June 08, 2008 7:08 PM To: sList Subject: RE: New member Your 2 cents are welcomed. Nicely said. Unfortunately Broward School District’s position is they do not do any one-on-one. From: sList [mailto:sList ] On Behalf Of M T C Sent: Sunday, June 08, 2008 1:36 PM To: sList Subject: RE: New member If the child cannot learn in a group setting following group instructions and needs more intense he/she should get that. This is why it is called an INDIVIDUAL E P. This more intense type of therapy is especailly important in the early years when they need it most and it has it's greates impact. Eventually the goal should be to get the child to a point where he/she can follow group instruction and be successful. Just my 2 cents. Subject: RE: New member To: sList Date: Sunday, June 8, 2008, 11:20 AM I don’t mean to belittle the need to educate a parent on how to duplicate the appropriate services he receives from the educational establishment, but the primary responsibilities to educate comes from that establishment. My grandson has always been in a one-on-one setting for all his therapies. He is in the process of developing an IEP. Since the school district does not accept this approach, it is a main contention for his services. This is the main reason we skipped last year when he turned 3. Of course the school district had the option to continue his IFSP, but they will and not do it. I understand that this is there option. But for a parent it is difficult to understand the difference between 35 months and 36 months. It is as if something magical should have happened when he entered part B. We are no longer in a “medical” model; we enter the educational model, as if one is exclusive of the other. I view the whole situation as a struggle between individual, unique needs of the child and what the school district is willing to do. If the child will not respond to a group instruction what is the alternative? I understand the need for a group environment but his priority should be academic first and foremost. One of the areas that is ignored completely is the social problem. The problem requires a different and proactive approach. Instead of placing the disabled child in an environment with typical children, it should be reversed. We have situations where advanced readers are helping out other children who have reading problems. There should be situations where typical children are placed in the environment of disabled children. It would make for a good educational experience for typical children! It’s just a thought. From: sList@ yahoogroups. com [mailto:sList @yahoogroups. com] On Behalf Of Patti O'Meara Sent: Saturday, June 07, 2008 8:53 PM To: sList@ yahoogroups. com Subject: RE: New member Your daughter should not be the primary teacher for her children. As you stated, yes, there should be qualified therapists working with your grandson to address his needs. In addition to that, we have here in NY required by law for a child diagnosed with autism “parent training.” This service is provided by a qualified therapist who works with the parents/caregivers/ siblings to help in generalizing the skills already taught to the student. Is your grandson always in a group setting for speech? Does he receive speech on an individual basis also? From: sList@ yahoogroups. com [mailto:sList @yahoogroups. com] On Behalf Of Heifferon Sent: Saturday, June 07, 2008 5:42 PM To: sList@ yahoogroups. com Subject: RE: New member From: sList@ yahoogroups. com [mailto:sList @yahoogroups. com] On Behalf Of TinaTerriAustin Sent: Saturday, June 07, 2008 5:40 AM To: sList@ yahoogroups. com Subject: Re: New member Does the child also receive private Speech services and Occupational Therapy? OT can also improve symptoms of apraxia as apraxia is generally a global issue. Is the child receiving Verbal Behavior services? Have you and other family members been trained in Verbal Behavior? ANSWER: He presently receives SP, OT and ABA-DT. Daughter decided last year not to put him in a group setting because he wouldn’t learn in this type of setting. The school district’s approach is to have him learn in a group setting first. After all, every other disabled child learns in a group setting, why not autism? I call the answer the “shoe fits all syndrome” vs. the “Unique needs” requirement. For my grandson, the apraxia is more disabling than the autism. My daughter works with his son whenever she has the time. You have to realize she works fulltime and is raising another child, as well. I feel the therapy is better performed by someone already trained/educated and qualified in the needed area. Parents have the potential of becoming excellent therapists but also have the potential of becoming very poor therapists. In any case a school district wouldn’t hire a home trained parent to be a therapist because they don’t meet the qualifications. Yes, language and speech are complementary to each other and the learning of each supports the other. His IEP indicates he will receive 30 minutes per week of Speech, correct? And, is it an assumption that this service will occur in the classroom or was that stated in the meeting? Did they provide a reason for why and did anyone ask otherwise? Remember that any service provided to a child in public school is to help them access their academic environment. Any goal written has to have that purpose in mind. Answer: Actually I’m referring to another situation as well where the child is in a Place Program. His sessions are 30 minutes per session and that is how his IEP reads. But he is in a special class with 6 other children. I’m having problems with the math. If you are not satisfied, call for an interim meeting... I think I understand your concern in that the service is supposed to be for the child, but it is provided in the classroom, therefore the child does not appear to receive all they are entitled to. B/c the therapist can document they provided the service to all of the children and be done for the week, is that correct? Answer: I want to ensure if the child is granted 30 minutes per day , he himself receives it. New member Hello All, I am a new user on s List! I am an ESE teacher of children with autism and I'm excited to gather as much information as possible! Glad to be here! Quote Link to comment Share on other sites More sharing options...
Guest guest Posted June 10, 2008 Report Share Posted June 10, 2008 Hello everyone, I just wanted to say something on this topic, because I was also concerned about not having one-on-one speech therapy for my son but decided at the IEP meeting to give the " inclusion " or " cluster " idea a try... First of all, nothing extraordinary happens between 35 and 36 months, the kids needs don't change. What changes is the kind of service offered. It changes from a " clinical model " to an educational because at 3yo you can send the kids to public preschool, which doesn't happen before that, not through Part C (most of the times...you could still get approved for a preschool like ARC through Part C..., but not very often one gets approved). It changes Agencies, and obviously it's not a seamless change, but, I believe it can be a beneficial change of " pace " so to speak, unless the kid has a speech impediment (please forgive me if this is not the correct term...and if that's really the case, I just didn't have the chance to read the whole post...) like apraxia, where they would need more intensive therapy. But all in all, I liked the idea of not pulling my son out of the class to do speech therapy, not interrupting an activity and isolating him. But I was told, and really hope it's true, that if I didn't see my son progressing or came to a conclusion along with the therapist and teachers that he needed one-on-one therapy, i would receive that. Gabi > > > > Subject: RE: New member > To: sList > Date: Sunday, June 8, 2008, 11:20 AM > > Of course the school > district had the option to continue his IFSP, but they will and not do it. I > understand that this is there option. But for a parent it is difficult to > understand the difference between 35 months and 36 months. It is as if > something magical should have happened when he entered part B. We are no > longer in a " medical " model; we enter the educational model, as if one is > exclusive of the other. > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted June 10, 2008 Report Share Posted June 10, 2008 No, I’m not in Broward. I reside in Nassau County, New York. As I stated, my son is 11 years old. He has been receiving services since he is 18 months. We’ve gone through many transitions and they are sometimes difficult. If my school district is recommending any changes/decreases in services, I am always asking what is the educational rationale for the change/decrease. I also have data and evaluations supplied by the speech therapists, OT, special ed teacher and neurologists. Anyone who could verify that what we were recommending was the “appropriate” services needed for my son to make progress. And as a last resort have also had to hire an attorney on several occasions. Not sure if this will help your daughter in any way, but I must state again the evaluations were very valuable for us in advocating for the services my son needs to be successful. Good luck. From: sList [mailto:sList ] On Behalf Of Heifferon Sent: Tuesday, June 10, 2008 10:22 AM To: sList Subject: RE: New member I’m sorry. You said, “if it is appropriate, they have to provide it”, which is different than providing something appropriate. Whatever the school district has is appropriate. They don’t have to use what you think is appropriate. It is with this distinction that causes all the trouble. It may true that you need to get the services you think appropriate in his IEP, it is another thing to get them in the IEP. Patti, where exactly are you? Here in Broward? From: sList [mailto:sList ] On Behalf Of Patti O'Meara Sent: Monday, June 09, 2008 9:07 PM To: sList Subject: RE: New member I’m confused. I am speaking about “appropriate” not best. My son, who is 11 years old, receives speech/language therapy everyday for 30 minutes. 3 of the sessions are on an individual basis. The other two are with his peers to utilize the language learned in the 1:1 setting. This is how my son learns, it is what is appropriate and according to the law the school district needs to provide a “free and appropriate education.” The child should not ”fit” the educational model, I think that is what should be reversed and not fitting into their budget should not even be brought to the table when discussing your grandson. From: sList [mailto:sList ] On Behalf Of Heifferon Sent: Monday, June 09, 2008 5:39 PM To: sList Subject: RE: New member I think you have it reversed. They only have to provide an appropriate care, no best. Unfortunately, good, better, and best doesn’t apply. It just doesn’t fit into their “educational model”. And it doesn’t fit into their budget. From: sList [mailto:sList ] On Behalf Of Patti O'Meara Sent: Monday, June 09, 2008 5:54 AM To: sList Subject: RE: New member I can’t help but ask…do they say why? If it’s appropriate they must provide it as per the law. From: sList [mailto:sList ] On Behalf Of Heifferon Sent: Sunday, June 08, 2008 7:08 PM To: sList Subject: RE: New member Your 2 cents are welcomed. Nicely said. Unfortunately Broward School District’s position is they do not do any one-on-one. From: sList [mailto:sList ] On Behalf Of M T C Sent: Sunday, June 08, 2008 1:36 PM To: sList Subject: RE: New member If the child cannot learn in a group setting following group instructions and needs more intense he/she should get that. This is why it is called an INDIVIDUAL E P. This more intense type of therapy is especailly important in the early years when they need it most and it has it's greates impact. Eventually the goal should be to get the child to a point where he/she can follow group instruction and be successful. Just my 2 cents. From: Heifferon <gary00001msn> Subject: RE: New member To: sList Date: Sunday, June 8, 2008, 11:20 AM I don’t mean to belittle the need to educate a parent on how to duplicate the appropriate services he receives from the educational establishment, but the primary responsibilities to educate comes from that establishment. My grandson has always been in a one-on-one setting for all his therapies. He is in the process of developing an IEP. Since the school district does not accept this approach, it is a main contention for his services. This is the main reason we skipped last year when he turned 3. Of course the school district had the option to continue his IFSP, but they will and not do it. I understand that this is there option. But for a parent it is difficult to understand the difference between 35 months and 36 months. It is as if something magical should have happened when he entered part B. We are no longer in a “medical” model; we enter the educational model, as if one is exclusive of the other. I view the whole situation as a struggle between individual, unique needs of the child and what the school district is willing to do. If the child will not respond to a group instruction what is the alternative? I understand the need for a group environment but his priority should be academic first and foremost. One of the areas that is ignored completely is the social problem. The problem requires a different and proactive approach. Instead of placing the disabled child in an environment with typical children, it should be reversed. We have situations where advanced readers are helping out other children who have reading problems. There should be situations where typical children are placed in the environment of disabled children. It would make for a good educational experience for typical children! It’s just a thought. From: sList@ yahoogroups. com [mailto:sList @yahoogroups. com] On Behalf Of Patti O'Meara Sent: Saturday, June 07, 2008 8:53 PM To: sList@ yahoogroups. com Subject: RE: New member Your daughter should not be the primary teacher for her children. As you stated, yes, there should be qualified therapists working with your grandson to address his needs. In addition to that, we have here in NY required by law for a child diagnosed with autism “parent training.” This service is provided by a qualified therapist who works with the parents/caregivers/ siblings to help in generalizing the skills already taught to the student. Is your grandson always in a group setting for speech? Does he receive speech on an individual basis also? From: sList@ yahoogroups. com [mailto:sList @yahoogroups. com] On Behalf Of Heifferon Sent: Saturday, June 07, 2008 5:42 PM To: sList@ yahoogroups. com Subject: RE: New member From: sList@ yahoogroups. com [mailto:sList @yahoogroups. com] On Behalf Of TinaTerriAustin Sent: Saturday, June 07, 2008 5:40 AM To: sList@ yahoogroups. com Subject: Re: New member Does the child also receive private Speech services and Occupational Therapy? OT can also improve symptoms of apraxia as apraxia is generally a global issue. Is the child receiving Verbal Behavior services? Have you and other family members been trained in Verbal Behavior? ANSWER: He presently receives SP, OT and ABA-DT. Daughter decided last year not to put him in a group setting because he wouldn’t learn in this type of setting. The school district’s approach is to have him learn in a group setting first. After all, every other disabled child learns in a group setting, why not autism? I call the answer the “shoe fits all syndrome” vs. the “Unique needs” requirement. For my grandson, the apraxia is more disabling than the autism. My daughter works with his son whenever she has the time. You have to realize she works fulltime and is raising another child, as well. I feel the therapy is better performed by someone already trained/educated and qualified in the needed area. Parents have the potential of becoming excellent therapists but also have the potential of becoming very poor therapists. In any case a school district wouldn’t hire a home trained parent to be a therapist because they don’t meet the qualifications. Yes, language and speech are complementary to each other and the learning of each supports the other. His IEP indicates he will receive 30 minutes per week of Speech, correct? And, is it an assumption that this service will occur in the classroom or was that stated in the meeting? Did they provide a reason for why and did anyone ask otherwise? Remember that any service provided to a child in public school is to help them access their academic environment. Any goal written has to have that purpose in mind. Answer: Actually I’m referring to another situation as well where the child is in a Place Program. His sessions are 30 minutes per session and that is how his IEP reads. But he is in a special class with 6 other children. I’m having problems with the math. If you are not satisfied, call for an interim meeting... I think I understand your concern in that the service is supposed to be for the child, but it is provided in the classroom, therefore the child does not appear to receive all they are entitled to. B/c the therapist can document they provided the service to all of the children and be done for the week, is that correct? Answer: I want to ensure if the child is granted 30 minutes per day , he himself receives it. New member Hello All, I am a new user on s List! I am an ESE teacher of children with autism and I'm excited to gather as much information as possible! Glad to be here! Quote Link to comment Share on other sites More sharing options...
Guest guest Posted June 10, 2008 Report Share Posted June 10, 2008 I also like the idea of not having my son pulled out and being isolated, unfortunately, for certain skills this is the only way he can learn. You’re very fortunate that your child has that ability. From: sList [mailto:sList ] On Behalf Of ostinho2 Sent: Tuesday, June 10, 2008 8:07 PM To: sList Subject: Re: New member Hello everyone, I just wanted to say something on this topic, because I was also concerned about not having one-on-one speech therapy for my son but decided at the IEP meeting to give the " inclusion " or " cluster " idea a try... First of all, nothing extraordinary happens between 35 and 36 months, the kids needs don't change. What changes is the kind of service offered. It changes from a " clinical model " to an educational because at 3yo you can send the kids to public preschool, which doesn't happen before that, not through Part C (most of the times...you could still get approved for a preschool like ARC through Part C..., but not very often one gets approved). It changes Agencies, and obviously it's not a seamless change, but, I believe it can be a beneficial change of " pace " so to speak, unless the kid has a speech impediment (please forgive me if this is not the correct term...and if that's really the case, I just didn't have the chance to read the whole post...) like apraxia, where they would need more intensive therapy. But all in all, I liked the idea of not pulling my son out of the class to do speech therapy, not interrupting an activity and isolating him. But I was told, and really hope it's true, that if I didn't see my son progressing or came to a conclusion along with the therapist and teachers that he needed one-on-one therapy, i would receive that. Gabi > > > > Subject: RE: New member > To: sList > Date: Sunday, June 8, 2008, 11:20 AM > > Of course the school > district had the option to continue his IFSP, but they will and not do it. I > understand that this is there option. But for a parent it is difficult to > understand the difference between 35 months and 36 months. It is as if > something magical should have happened when he entered part B. We are no > longer in a " medical " model; we enter the educational model, as if one is > exclusive of the other. > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted June 11, 2008 Report Share Posted June 11, 2008 You sound like what every mother advocate should be. I’m sure you did a lot of reading; organized; and knew what you wanted and how to get there. My daughter has an uphill battle but she has a fine attorney and psychologist. We haven’t completed the IEP yet. For some reason I think the school district has already developed without any parent imput. I also have the impression that the administrative courts environment is different in Florida than in New York. It has been sais that the Administrative Law Judges in Florida are in a position that if they want to advance to a higher court they have to follow a political path. When I lived in New York and worked for Unemployment Insurance the judges were more strict in following the law and were claimant oriented when in doubt. The comparison, if I’m right, means fairer decisions in New York. As you may know Florida has just passed mandatory insurance coverage for autism and New York has one. Can you give me an idea of the effect of the federal ERISA law on coverage for self-insured policies? Did it eliminate many families? From: sList [mailto:sList ] On Behalf Of Patti O'Meara Sent: Tuesday, June 10, 2008 9:23 PM To: sList Subject: RE: New member No, I’m not in Broward. I reside in Nassau County, New York. As I stated, my son is 11 years old. He has been receiving services since he is 18 months. We’ve gone through many transitions and they are sometimes difficult. If my school district is recommending any changes/decreases in services, I am always asking what is the educational rationale for the change/decrease. I also have data and evaluations supplied by the speech therapists, OT, special ed teacher and neurologists. Anyone who could verify that what we were recommending was the “appropriate” services needed for my son to make progress. And as a last resort have also had to hire an attorney on several occasions. Not sure if this will help your daughter in any way, but I must state again the evaluations were very valuable for us in advocating for the services my son needs to be successful. Good luck. From: sList [mailto:sList ] On Behalf Of Heifferon Sent: Tuesday, June 10, 2008 10:22 AM To: sList Subject: RE: New member I’m sorry. You said, “if it is appropriate, they have to provide it”, which is different than providing something appropriate. Whatever the school district has is appropriate. They don’t have to use what you think is appropriate. It is with this distinction that causes all the trouble. It may true that you need to get the services you think appropriate in his IEP, it is another thing to get them in the IEP. Patti, where exactly are you? Here in Broward? From: sList [mailto:sList ] On Behalf Of Patti O'Meara Sent: Monday, June 09, 2008 9:07 PM To: sList Subject: RE: New member I’m confused. I am speaking about “appropriate” not best. My son, who is 11 years old, receives speech/language therapy everyday for 30 minutes. 3 of the sessions are on an individual basis. The other two are with his peers to utilize the language learned in the 1:1 setting. This is how my son learns, it is what is appropriate and according to the law the school district needs to provide a “free and appropriate education.” The child should not ”fit” the educational model, I think that is what should be reversed and not fitting into their budget should not even be brought to the table when discussing your grandson. From: sList [mailto:sList ] On Behalf Of Heifferon Sent: Monday, June 09, 2008 5:39 PM To: sList Subject: RE: New member I think you have it reversed. They only have to provide an appropriate care, no best. Unfortunately, good, better, and best doesn’t apply. It just doesn’t fit into their “educational model”. And it doesn’t fit into their budget. From: sList [mailto:sList ] On Behalf Of Patti O'Meara Sent: Monday, June 09, 2008 5:54 AM To: sList Subject: RE: New member I can’t help but ask…do they say why? If it’s appropriate they must provide it as per the law. From: sList [mailto:sList ] On Behalf Of Heifferon Sent: Sunday, June 08, 2008 7:08 PM To: sList Subject: RE: New member Your 2 cents are welcomed. Nicely said. Unfortunately Broward School District’s position is they do not do any one-on-one. From: sList [mailto:sList ] On Behalf Of M T C Sent: Sunday, June 08, 2008 1:36 PM To: sList Subject: RE: New member If the child cannot learn in a group setting following group instructions and needs more intense he/she should get that. This is why it is called an INDIVIDUAL E P. This more intense type of therapy is especailly important in the early years when they need it most and it has it's greates impact. Eventually the goal should be to get the child to a point where he/she can follow group instruction and be successful. Just my 2 cents. Subject: RE: New member To: sList Date: Sunday, June 8, 2008, 11:20 AM I don’t mean to belittle the need to educate a parent on how to duplicate the appropriate services he receives from the educational establishment, but the primary responsibilities to educate comes from that establishment. My grandson has always been in a one-on-one setting for all his therapies. He is in the process of developing an IEP. Since the school district does not accept this approach, it is a main contention for his services. This is the main reason we skipped last year when he turned 3. Of course the school district had the option to continue his IFSP, but they will and not do it. I understand that this is there option. But for a parent it is difficult to understand the difference between 35 months and 36 months. It is as if something magical should have happened when he entered part B. We are no longer in a “medical” model; we enter the educational model, as if one is exclusive of the other. I view the whole situation as a struggle between individual, unique needs of the child and what the school district is willing to do. If the child will not respond to a group instruction what is the alternative? I understand the need for a group environment but his priority should be academic first and foremost. One of the areas that is ignored completely is the social problem. The problem requires a different and proactive approach. Instead of placing the disabled child in an environment with typical children, it should be reversed. We have situations where advanced readers are helping out other children who have reading problems. There should be situations where typical children are placed in the environment of disabled children. It would make for a good educational experience for typical children! It’s just a thought. From: sList@ yahoogroups. com [mailto:sList @yahoogroups. com] On Behalf Of Patti O'Meara Sent: Saturday, June 07, 2008 8:53 PM To: sList@ yahoogroups. com Subject: RE: New member Your daughter should not be the primary teacher for her children. As you stated, yes, there should be qualified therapists working with your grandson to address his needs. In addition to that, we have here in NY required by law for a child diagnosed with autism “parent training.” This service is provided by a qualified therapist who works with the parents/caregivers/ siblings to help in generalizing the skills already taught to the student. Is your grandson always in a group setting for speech? Does he receive speech on an individual basis also? From: sList@ yahoogroups. com [mailto:sList @yahoogroups. com] On Behalf Of Heifferon Sent: Saturday, June 07, 2008 5:42 PM To: sList@ yahoogroups. com Subject: RE: New member From: sList@ yahoogroups. com [mailto:sList @yahoogroups. com] On Behalf Of TinaTerriAustin Sent: Saturday, June 07, 2008 5:40 AM To: sList@ yahoogroups. com Subject: Re: New member Does the child also receive private Speech services and Occupational Therapy? OT can also improve symptoms of apraxia as apraxia is generally a global issue. Is the child receiving Verbal Behavior services? Have you and other family members been trained in Verbal Behavior? ANSWER: He presently receives SP, OT and ABA-DT. Daughter decided last year not to put him in a group setting because he wouldn’t learn in this type of setting. The school district’s approach is to have him learn in a group setting first. After all, every other disabled child learns in a group setting, why not autism? I call the answer the “shoe fits all syndrome” vs. the “Unique needs” requirement. For my grandson, the apraxia is more disabling than the autism. My daughter works with his son whenever she has the time. You have to realize she works fulltime and is raising another child, as well. I feel the therapy is better performed by someone already trained/educated and qualified in the needed area. Parents have the potential of becoming excellent therapists but also have the potential of becoming very poor therapists. In any case a school district wouldn’t hire a home trained parent to be a therapist because they don’t meet the qualifications. Yes, language and speech are complementary to each other and the learning of each supports the other. His IEP indicates he will receive 30 minutes per week of Speech, correct? And, is it an assumption that this service will occur in the classroom or was that stated in the meeting? Did they provide a reason for why and did anyone ask otherwise? Remember that any service provided to a child in public school is to help them access their academic environment. Any goal written has to have that purpose in mind. Answer: Actually I’m referring to another situation as well where the child is in a Place Program. His sessions are 30 minutes per session and that is how his IEP reads. But he is in a special class with 6 other children. I’m having problems with the math. If you are not satisfied, call for an interim meeting... I think I understand your concern in that the service is supposed to be for the child, but it is provided in the classroom, therefore the child does not appear to receive all they are entitled to. B/c the therapist can document they provided the service to all of the children and be done for the week, is that correct? Answer: I want to ensure if the child is granted 30 minutes per day , he himself receives it. New member Hello All, I am a new user on s List! I am an ESE teacher of children with autism and I'm excited to gather as much information as possible! Glad to be here! Quote Link to comment Share on other sites More sharing options...
Guest guest Posted January 14, 2009 Report Share Posted January 14, 2009 Hi, Her name is Ann Boroch and her website is www.annboroch.com She also has an easy to read book that talks you through what she did and provides case stories as well. > > The statistics on the MS meds is that they lower the frequency and > severity of attacks by 30%. And this has only been shown to be the > case for the first year of MS, as longer-term studies have not been > completed. > > Many people misconstrue this to mean that the MS drugs are effective > in 30% of people. That is not the case. Again, the studies show that > overall the frequency and severity of attacks is lowered by 30% in > people with MS who are taking the meds. > > I have been battling MS for 2 years through alternative and natural > methods. Personally I have not done that great, but I do read > many,many stories of people who are getting better with the > natural/alternative methods and it seems more people are getting > better with the natural/alternative methods as opposed to those > people doing the conventional medicine. > > Some of the alternative things focus on special diets (major changes > in diet), exercise, meditation, removal of mercury fillings from the > mouth, and various supplments, and a postitive attitude. There are > also many protocols that have helped some such as Klenner Protocol, > hormone therapy, and Calcium EAP injections. There are many other > things as well. The Best Bet Diet seems especially effective for > people with the relapsing-remitting type. > > I would be interested to know the name/location of the holistic > doctor you mentioned who has been symptom free for many years. > > Regards, > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted January 15, 2009 Report Share Posted January 15, 2009 > > The statistics on the MS meds is that they lower the frequency and > severity of attacks by 30%. And this has only been shown to be the > case for the first year of MS, as longer-term studies have not been > completed. Thanks for the clarification . I would be interested in knowing where they come up with even 30% then, really. I mean, MS varies from person to person, and from year to year for each person. Sooooo, how can they say a drug is reducing the attacks? They must base it on one's history, say an average of 2 attacks per year, now they're having 0-1 per year, or something like that. But I bet they don't take into account other influences in the person's life...like one of the biggest triggers out there - stress. I'd be willing to bet the efficacy rate is really even lower. Maybe even approaching placebo rates. lol I agree that it certainly seems there is a much better success rate with natural healing methods. The story of someone doing ***so much better*** after starting a CRAB drug is definitely the exception to the rule. At any rate, even if all things were equal in terms of efficacy, I would go the natural way. Crystal Quote Link to comment Share on other sites More sharing options...
Guest guest Posted May 6, 2009 Report Share Posted May 6, 2009 ---------- Forwarded message ---------- Date: Wed, May 6, 2009 at 8:01 AM Subject: Re: Yahoo! Groups: Welcome to mscured. Visit today! To: mscured-owner I believe strongly in alternative medicine, which is why I am in Mexico doing stem cell therapy, and refuse to take medicine. Doctors in US would not diagnose me with MS, but neurologist here in Mexico did. I've had just about all symptoms except blindness, and paralyasis. I'm hoping this stem cell therapy works, have you heard good things about it? I just wonder if it'll work, and if so, for how long. Thanks for letting me join your group, I'm very interresed in what works for people with keeping the MS away. Quote Link to comment Share on other sites More sharing options...
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