Kindergarten teacher sending classwork home

[Guest guest]

My son's kindergarten teacher is telling me she's probably going to

start sending work home for him to complete that the other kids are

doing in the classroom. While I enjoy working with my son, I'm very

concerned about the impact this could have on his educational

success for years to come. Should I be concerned - or just see how

it goes?

Here's how we got here:

My son is in a regular-ed kindergarten class. He has an Aspergers

diagnosis and has an IEP with an SDD (Significantly Developmentally

Delayed) qualification carried over from preschool. He currently

has only three high level goals and we're on target to have another

IEP meeting so the teacher can work with me to set more specific

goals (she wanted to get to know him better).

He has some sensory and attention issues typically associated with

Aspergers... The teacher has been working with him and keeping me

in the loop on how he's been doing. She's been talking a lot about

the attention issues. He's interesting in this area though - he can

seem completely inattentive but can flip a switch and get in

the " zone " and do a super bang up job....given the right incentive.

This is the issue...

Last week morning work was the issue. He was taking an extended

amount of time to complete it. He was partly distracted, partly too

detailed & precise and partly disinterested in the activities he'd

move on to next. His teacher told him he didn't have to color since

he was taking too long (even though he was doing a beautiful job).

He only had two sheets to do (later they will have to do three).

She told me if he continued to take so long - she would send one of

the sheets home for him to do. I talked to her about providing

incentives, motivations, etc. She ended up offering him

the " office " ...a portable tri-fold partition that sits on the desk

and provides privacy. And...we talked about him being less

detailed. Thanks to the office (and maybe parental pep talks & more

teacher attention) he's getting morning work done in record time (a

bit sloppy if you ask me) and she's satisfied.

Now...today she said he's becoming too distracted during centers,

an " office " wont help here so again she says she'll send some work

home.

He's only in kindergarten!! He's totally capable of completing all

of the work. I'd much rather her try to figure out ways to motivate

him so he'll learn he has to complete his work. I'm worried this is

a dangerous precedent. I'm also worried what this will mean for his

placement next year...or that it can jeopardize his inclusion this

year...

I'd appreciate any advice, feedback and/or reassurance!!

Thanks!

[Guest guest]

I would think it would at least partially depend on how your son reacts

to doing the work at home. If he doesn't like having to finish his

school work at home, then maybe that would give him the impetus to get

it done at school. If he enjoys the homework, then it's just going to

make it worse trying to get him to keep up with the other kids in his

class.

Pat-Mom to Josh and Sara (17 yo and 13 yo, both AS)

>

> My son's kindergarten teacher is telling me she's probably going to

> start sending work home for him to complete that the other kids are

> doing in the classroom. While I enjoy working with my son, I'm very

> concerned about the impact this could have on his educational

> success for years to come. Should I be concerned - or just see how

> it goes?

>> !>

[Guest guest]

I'm thinking that the teacher is concerned that if the work doesn't get done

*somewhere*,

your son will be missing key skills and concepts, and gradually fall behind.

Even coloring

is done specifically to help children develop the fine motor control that it

takes to write

neatly. However, I agree with you that ideally he would keep up in the

classroom, rather

than bring a significant amount of work home. Is there an aide who can help him

stay

focused? If not, that would be the first thing I would ask for. Also, have you

had him

evaluated for ADHD? Many kids with AS also have attention issues, and

medication can

help make their school day much easier for them to cope with. Good luck. I

know how

hard it can be, as a parent, to start a child with AS in school and watch the

difficulties

develop. All you want to do is save your child from having to deal with

problems so s/he

can have a normal, happy childhood.

Sue

>

> My son's kindergarten teacher is telling me she's probably going to

> start sending work home for him to complete that the other kids are

> doing in the classroom. While I enjoy working with my son, I'm very

> concerned about the impact this could have on his educational

> success for years to come. Should I be concerned - or just see how

> it goes?

>

> Here's how we got here:

> My son is in a regular-ed kindergarten class. He has an Aspergers

> diagnosis and has an IEP with an SDD (Significantly Developmentally

> Delayed) qualification carried over from preschool. He currently

> has only three high level goals and we're on target to have another

> IEP meeting so the teacher can work with me to set more specific

> goals (she wanted to get to know him better).

>

> He has some sensory and attention issues typically associated with

> Aspergers... The teacher has been working with him and keeping me

> in the loop on how he's been doing. She's been talking a lot about

> the attention issues. He's interesting in this area though - he can

> seem completely inattentive but can flip a switch and get in

> the " zone " and do a super bang up job....given the right incentive.

> This is the issue...

>

> Last week morning work was the issue. He was taking an extended

> amount of time to complete it. He was partly distracted, partly too

> detailed & precise and partly disinterested in the activities he'd

> move on to next. His teacher told him he didn't have to color since

> he was taking too long (even though he was doing a beautiful job).

> He only had two sheets to do (later they will have to do three).

> She told me if he continued to take so long - she would send one of

> the sheets home for him to do. I talked to her about providing

> incentives, motivations, etc. She ended up offering him

> the " office " ...a portable tri-fold partition that sits on the desk

> and provides privacy. And...we talked about him being less

> detailed. Thanks to the office (and maybe parental pep talks & more

> teacher attention) he's getting morning work done in record time (a

> bit sloppy if you ask me) and she's satisfied.

>

> Now...today she said he's becoming too distracted during centers,

> an " office " wont help here so again she says she'll send some work

> home.

>

> He's only in kindergarten!! He's totally capable of completing all

> of the work. I'd much rather her try to figure out ways to motivate

> him so he'll learn he has to complete his work. I'm worried this is

> a dangerous precedent. I'm also worried what this will mean for his

> placement next year...or that it can jeopardize his inclusion this

> year...

>

> I'd appreciate any advice, feedback and/or reassurance!!

>

> Thanks!

>

[Guest guest]

Okay, here is my 2 cents but remember they are coming from someone who uses a

cooperative (he is in school 3 days a week and homeschooled 2 days a week.) I

don't think it will have anything but a postive impact. What could be better

than a one-on-one tutor for your child? That is what you will be so I probably

would just rest in the fact that you will know his strengths and his weaknesses

and can help him compensate.

( ) Kindergarten teacher sending classwork home

My son's kindergarten teacher is telling me she's probably going to

start sending work home for him to complete that the other kids are

doing in the classroom. While I enjoy working with my son, I'm very

concerned about the impact this could have on his educational

success for years to come. Should I be concerned - or just see how

it goes?

Here's how we got here:

My son is in a regular-ed kindergarten class. He has an Aspergers

diagnosis and has an IEP with an SDD (Significantly Developmentally

Delayed) qualification carried over from preschool. He currently

has only three high level goals and we're on target to have another

IEP meeting so the teacher can work with me to set more specific

goals (she wanted to get to know him better).

He has some sensory and attention issues typically associated with

Aspergers... The teacher has been working with him and keeping me

in the loop on how he's been doing. She's been talking a lot about

the attention issues. He's interesting in this area though - he can

seem completely inattentive but can flip a switch and get in

the " zone " and do a super bang up job....given the right incentive.

This is the issue...

Last week morning work was the issue. He was taking an extended

amount of time to complete it. He was partly distracted, partly too

detailed & precise and partly disinterested in the activities he'd

move on to next. His teacher told him he didn't have to color since

he was taking too long (even though he was doing a beautiful job).

He only had two sheets to do (later they will have to do three).

She told me if he continued to take so long - she would send one of

the sheets home for him to do. I talked to her about providing

incentives, motivations, etc. She ended up offering him

the " office " ...a portable tri-fold partition that sits on the desk

and provides privacy. And...we talked about him being less

detailed. Thanks to the office (and maybe parental pep talks & more

teacher attention) he's getting morning work done in record time (a

bit sloppy if you ask me) and she's satisfied.

Now...today she said he's becoming too distracted during centers,

an " office " wont help here so again she says she'll send some work

home.

He's only in kindergarten!! He's totally capable of completing all

of the work. I'd much rather her try to figure out ways to motivate

him so he'll learn he has to complete his work. I'm worried this is

a dangerous precedent. I'm also worried what this will mean for his

placement next year...or that it can jeopardize his inclusion this

year...

I'd appreciate any advice, feedback and/or reassurance!!

Thanks!

[Guest guest]

Beth,

This is such a positive way to look at it! I do like working with my

son and get such satisfaction out of seeing him learn and build on

things that I've taught him.

Thank's for helping me see the upside!

>

> Okay, here is my 2 cents but remember they are coming from someone

who uses a cooperative (he is in school 3 days a week and homeschooled

2 days a week.) I don't think it will have anything but a postive

impact. What could be better than a one-on-one tutor for your child?

That is what you will be so I probably would just rest in the fact

that you will know his strengths and his weaknesses and can help him

compensate.

>

>

> ( ) Kindergarten teacher sending classwork

home

>

>

> My son's kindergarten teacher is telling me she's probably going to

> start sending work home for him to complete that the other kids are

> doing in the classroom. While I enjoy working with my son, I'm very

> concerned about the impact this could have on his educational

> success for years to come. Should I be concerned - or just see how

> it goes?

>

> Here's how we got here:

> My son is in a regular-ed kindergarten class. He has an Aspergers

> diagnosis and has an IEP with an SDD (Significantly Developmentally

> Delayed) qualification carried over from preschool. He currently

> has only three high level goals and we're on target to have another

> IEP meeting so the teacher can work with me to set more specific

> goals (she wanted to get to know him better).

>

> He has some sensory and attention issues typically associated with

> Aspergers... The teacher has been working with him and keeping me

> in the loop on how he's been doing. She's been talking a lot about

> the attention issues. He's interesting in this area though - he can

> seem completely inattentive but can flip a switch and get in

> the " zone " and do a super bang up job....given the right incentive.

> This is the issue...

>

> Last week morning work was the issue. He was taking an extended

> amount of time to complete it. He was partly distracted, partly too

> detailed & precise and partly disinterested in the activities he'd

> move on to next. His teacher told him he didn't have to color since

> he was taking too long (even though he was doing a beautiful job).

> He only had two sheets to do (later they will have to do three).

> She told me if he continued to take so long - she would send one of

> the sheets home for him to do. I talked to her about providing

> incentives, motivations, etc. She ended up offering him

> the " office " ...a portable tri-fold partition that sits on the desk

> and provides privacy. And...we talked about him being less

> detailed. Thanks to the office (and maybe parental pep talks & more

> teacher attention) he's getting morning work done in record time (a

> bit sloppy if you ask me) and she's satisfied.

>

> Now...today she said he's becoming too distracted during centers,

> an " office " wont help here so again she says she'll send some work

> home.

>

> He's only in kindergarten!! He's totally capable of completing all

> of the work. I'd much rather her try to figure out ways to motivate

> him so he'll learn he has to complete his work. I'm worried this is

> a dangerous precedent. I'm also worried what this will mean for his

> placement next year...or that it can jeopardize his inclusion this

> year...

>

> I'd appreciate any advice, feedback and/or reassurance!!

>

> Thanks!

>

>

>

>

>

>

[Guest guest]

Something is Really not right here if you ask me. Your son's needs

are not being met in a regular classroom and they need to find you a

program for his specific needs. The first thing I see is that he

needs a small class size. His attention issues and slow pace are

probably due to the large class size and too many distractors. He

could have auditory processing issues also which are extremely

common for kids with AS. You could have him evaluated by an

audiologist who is familiar with Central Auditory Processing

Disorder. He also should be having regular sensory breaks to get

him in the " zone " and help keep him there. Even a move n sit

cushion could help which my district paid for. Has he been

evaluated for OT, PT, Speech therapy?

My son had very similar issues. He was in a regular K class and

just wasn't producing academically, he would just put his head down

and check out because of the overlaod of sensory stimulation. We

switched him to a program that was a social communications support

class for AS kids that was full of sensory input and only had 8 kids

in the class. He then went to a regular K class in the PM with an

aide. He has OT, PT, and speech where they address auditory

processing issues and social skills. He is in 1st grade now and

doing well but still catching up academically because of the half of

a year he lost in the regular K class. He still has an aid when he

goes to the regular class to help him focus and to give him verbal

cues.

Good luck to you and let me know how you make out,

Debbie

>

> My son's kindergarten teacher is telling me she's probably going

to

> start sending work home for him to complete that the other kids

are

> doing in the classroom. While I enjoy working with my son, I'm

very

> concerned about the impact this could have on his educational

> success for years to come. Should I be concerned - or just see

how

> it goes?

>

> Here's how we got here:

> My son is in a regular-ed kindergarten class. He has an Aspergers

> diagnosis and has an IEP with an SDD (Significantly

Developmentally

> Delayed) qualification carried over from preschool. He currently

> has only three high level goals and we're on target to have

another

> IEP meeting so the teacher can work with me to set more specific

> goals (she wanted to get to know him better).

>

> He has some sensory and attention issues typically associated with

> Aspergers... The teacher has been working with him and keeping me

> in the loop on how he's been doing. She's been talking a lot

about

> the attention issues. He's interesting in this area though - he

can

> seem completely inattentive but can flip a switch and get in

> the " zone " and do a super bang up job....given the right

incentive.

> This is the issue...

>

> Last week morning work was the issue. He was taking an extended

> amount of time to complete it. He was partly distracted, partly

too

> detailed & precise and partly disinterested in the activities he'd

> move on to next. His teacher told him he didn't have to color

since

> he was taking too long (even though he was doing a beautiful

job).

> He only had two sheets to do (later they will have to do three).

> She told me if he continued to take so long - she would send one

of

> the sheets home for him to do. I talked to her about providing

> incentives, motivations, etc. She ended up offering him

> the " office " ...a portable tri-fold partition that sits on the desk

> and provides privacy. And...we talked about him being less

> detailed. Thanks to the office (and maybe parental pep talks &

more

> teacher attention) he's getting morning work done in record time

(a

> bit sloppy if you ask me) and she's satisfied.

>

> Now...today she said he's becoming too distracted during centers,

> an " office " wont help here so again she says she'll send some work

> home.

>

> He's only in kindergarten!! He's totally capable of completing

all

> of the work. I'd much rather her try to figure out ways to

motivate

> him so he'll learn he has to complete his work. I'm worried this

is

> a dangerous precedent. I'm also worried what this will mean for

his

> placement next year...or that it can jeopardize his inclusion this

> year...

>

> I'd appreciate any advice, feedback and/or reassurance!!

>

> Thanks!

>

[Guest guest]

What state are you in? I'm in GA and I don't know of any good

programs like that. Small group instruction is definately

available - but that is with all special needs kids with a multitude

of DXs - not typical kids. I'm trying to steer clear of this

although I know he does better in smaller groups. He honestly does

best one on one!

I am going on the idea that he'll do best with typical kids because

he'll have typical role models. He does model the behavior of

other kids he's with and my fear is that if he's around only AS

kids - he wouldn't do as well. Is this a faulty assumption?

Thanks!

> >

> > My son's kindergarten teacher is telling me she's probably going

> to

> > start sending work home for him to complete that the other kids

> are

> > doing in the classroom. While I enjoy working with my son, I'm

> very

> > concerned about the impact this could have on his educational

> > success for years to come. Should I be concerned - or just see

> how

> > it goes?

> >

> > Here's how we got here:

> > My son is in a regular-ed kindergarten class. He has an

Aspergers

> > diagnosis and has an IEP with an SDD (Significantly

> Developmentally

> > Delayed) qualification carried over from preschool. He

currently

> > has only three high level goals and we're on target to have

> another

> > IEP meeting so the teacher can work with me to set more specific

> > goals (she wanted to get to know him better).

> >

> > He has some sensory and attention issues typically associated

with

> > Aspergers... The teacher has been working with him and keeping

me

> > in the loop on how he's been doing. She's been talking a lot

> about

> > the attention issues. He's interesting in this area though - he

> can

> > seem completely inattentive but can flip a switch and get in

> > the " zone " and do a super bang up job....given the right

> incentive.

> > This is the issue...

> >

> > Last week morning work was the issue. He was taking an extended

> > amount of time to complete it. He was partly distracted, partly

> too

> > detailed & precise and partly disinterested in the activities

he'd

> > move on to next. His teacher told him he didn't have to color

> since

> > he was taking too long (even though he was doing a beautiful

> job).

> > He only had two sheets to do (later they will have to do

three).

> > She told me if he continued to take so long - she would send one

> of

> > the sheets home for him to do. I talked to her about providing

> > incentives, motivations, etc. She ended up offering him

> > the " office " ...a portable tri-fold partition that sits on the

desk

> > and provides privacy. And...we talked about him being less

> > detailed. Thanks to the office (and maybe parental pep talks &

> more

> > teacher attention) he's getting morning work done in record time

> (a

> > bit sloppy if you ask me) and she's satisfied.

> >

> > Now...today she said he's becoming too distracted during

centers,

> > an " office " wont help here so again she says she'll send some

work

> > home.

> >

> > He's only in kindergarten!! He's totally capable of completing

> all

> > of the work. I'd much rather her try to figure out ways to

> motivate

> > him so he'll learn he has to complete his work. I'm worried

this

> is

> > a dangerous precedent. I'm also worried what this will mean for

> his

> > placement next year...or that it can jeopardize his inclusion

this

> > year...

> >

> > I'd appreciate any advice, feedback and/or reassurance!!

> >

> > Thanks!

> >

>

[Guest guest]

Your son has the legal right to be placed in his LRE (Least Restrictive

Environment). If if means that he needs assistance to be able to function in

the

classroom, you can present that idea to the IEP team. If they refuse, get

their refusal in writing. Also, it is very important to keep all

correspondence of any difficulties your son is having in the classroom. You

need a

papertrail to prove that he needs the extra support to be successful. You may

also want to request an FBA (Functional Behavior Assessment). That would look

at each behavior and what the function of that behavior is. A good FBA should

include a plan on how to deal with each behavior so that everyone working

with your son is consistent in how they deal with certain behaviors. Pam

[Guest guest]

I would not let her send the work home. Once in a while, that might be an

acceptable practice but on a regular basis and due to problems he is having due

to his disability, it is unacceptable. They need to change how things are

handled with him - figure out how to motivate him (better than offering an

office - blah. I'm talking stickers and prizes.) And if the teacher doesn't

have the time to focus on just his needs, then suggest he have an aide or the

help of an aide during classtime - someone to keep him on track and help him

over any problem areas. I would definitely not do the work at home.

Roxanna

( ) Kindergarten teacher sending classwork home

My son's kindergarten teacher is telling me she's probably going to

start sending work home for him to complete that the other kids are

doing in the classroom. While I enjoy working with my son, I'm very

concerned about the impact this could have on his educational

success for years to come. Should I be concerned - or just see how

it goes?

Here's how we got here:

My son is in a regular-ed kindergarten class. He has an Aspergers

diagnosis and has an IEP with an SDD (Significantly Developmentally

Delayed) qualification carried over from preschool. He currently

has only three high level goals and we're on target to have another

IEP meeting so the teacher can work with me to set more specific

goals (she wanted to get to know him better).

He has some sensory and attention issues typically associated with

Aspergers... The teacher has been working with him and keeping me

in the loop on how he's been doing. She's been talking a lot about

the attention issues. He's interesting in this area though - he can

seem completely inattentive but can flip a switch and get in

the " zone " and do a super bang up job....given the right incentive.

This is the issue...

Last week morning work was the issue. He was taking an extended

amount of time to complete it. He was partly distracted, partly too

detailed & precise and partly disinterested in the activities he'd

move on to next. His teacher told him he didn't have to color since

he was taking too long (even though he was doing a beautiful job).

He only had two sheets to do (later they will have to do three).

She told me if he continued to take so long - she would send one of

the sheets home for him to do. I talked to her about providing

incentives, motivations, etc. She ended up offering him

the " office " ...a portable tri-fold partition that sits on the desk

and provides privacy. And...we talked about him being less

detailed. Thanks to the office (and maybe parental pep talks & more

teacher attention) he's getting morning work done in record time (a

bit sloppy if you ask me) and she's satisfied.

Now...today she said he's becoming too distracted during centers,

an " office " wont help here so again she says she'll send some work

home.

He's only in kindergarten!! He's totally capable of completing all

of the work. I'd much rather her try to figure out ways to motivate

him so he'll learn he has to complete his work. I'm worried this is

a dangerous precedent. I'm also worried what this will mean for his

placement next year...or that it can jeopardize his inclusion this

year...

I'd appreciate any advice, feedback and/or reassurance!!

Thanks!

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[Guest guest]

Does your school system have any self-contained high functioning

autistic classrooms? Prob not. We're lucky enough to have one here.

My son is not " officially " dx'd yet, so we don't have the class

placement, but will. oh, we will! But self-contained but be a

better place for him, maybe EMD or LD? He could go in as OHI.

>

> My son's kindergarten teacher is telling me she's probably going

to

> start sending work home for him to complete that the other kids

are

> doing in the classroom. While I enjoy working with my son, I'm

very

> concerned about the impact this could have on his educational

> success for years to come. Should I be concerned - or just see

how

> it goes?

>

> Here's how we got here:

> My son is in a regular-ed kindergarten class. He has an Aspergers

> diagnosis and has an IEP with an SDD (Significantly

Developmentally

> Delayed) qualification carried over from preschool. He currently

> has only three high level goals and we're on target to have

another

> IEP meeting so the teacher can work with me to set more specific

> goals (she wanted to get to know him better).

>

> He has some sensory and attention issues typically associated with

> Aspergers... The teacher has been working with him and keeping me

> in the loop on how he's been doing. She's been talking a lot

about

> the attention issues. He's interesting in this area though - he

can

> seem completely inattentive but can flip a switch and get in

> the " zone " and do a super bang up job....given the right

incentive.

> This is the issue...

>

> Last week morning work was the issue. He was taking an extended

> amount of time to complete it. He was partly distracted, partly

too

> detailed & precise and partly disinterested in the activities he'd

> move on to next. His teacher told him he didn't have to color

since

> he was taking too long (even though he was doing a beautiful

job).

> He only had two sheets to do (later they will have to do three).

> She told me if he continued to take so long - she would send one

of

> the sheets home for him to do. I talked to her about providing

> incentives, motivations, etc. She ended up offering him

> the " office " ...a portable tri-fold partition that sits on the desk

> and provides privacy. And...we talked about him being less

> detailed. Thanks to the office (and maybe parental pep talks &

more

> teacher attention) he's getting morning work done in record time

(a

> bit sloppy if you ask me) and she's satisfied.

>

> Now...today she said he's becoming too distracted during centers,

> an " office " wont help here so again she says she'll send some work

> home.

>

> He's only in kindergarten!! He's totally capable of completing

all

> of the work. I'd much rather her try to figure out ways to

motivate

> him so he'll learn he has to complete his work. I'm worried this

is

> a dangerous precedent. I'm also worried what this will mean for

his

> placement next year...or that it can jeopardize his inclusion this

> year...

>

> I'd appreciate any advice, feedback and/or reassurance!!

>

> Thanks!

>

[Guest guest]

Since your son has an IEP then there should be accomodations in

place to reduce the amount of schoolwork required to be completed in

the classroom and homework. My son is now 7th grade and this is an

accomodation that is extremely important. He feels he has done his

work at school and is overloaded by the end of the day. Even if he

came home with spelling words to write 3 x'x each @ 25 words I would

tell him to do as much as he could or to do them 2x's and that was

it. The teachers never marked him down for it. If this teacher

isn't willing to give a bit more than you should request a different

teacher or an " aide for the classroom " -operative words FOR THE

CLASSROOM since most schools will not agree to one on one aides.

As for the " office " to complete work it sounds like a punishment

place or a place which is not " LEAST RESTRICTIVE " . It may not seem

like he is bothered, however we have dealt with this situation too

and his self esteem was suffering terribly because who else goes

there??? She probably should give him some time count down so he

knows he has 15 min to finish....10 min. to finish...5

minutes....there is also a " time timer " which has a red shaded area

that lets kids know when time is up-even those that can't tell time

yet can see the red is almost gone. Another accomodation for the

IEP. If this doesn't help then you may consider another teacher and

keep your son in the reg. ed. classes---depending on his area of the

spectrum.

Lables and categorical listings: We had our son under OHI though it

really didn't fit we thought we were getting all we could for him

there. WRONG! We had his categorical listing changed to Autism-in

6th grade-which is the dx and now he has access to the Autism

teacher and resources for just those kids. It does make a

difference and they usually won't have the Autism teacher work with

kids unless they have the listing. Could have been just us, but it

only opens doors.

You are right it is only kindergarten....trust your instincts and

make sure you let them know that he is capable, and with the proper

accomodations he will thrive and keep up with his group. These kids

have splinter skills that they rely on and they are usually very

bright. In our case he only needs 20% of his energy to complete a

task-school work-therefore he has a surplus of energy. He is

allowed to walk around and is even sent out--down the hall-for water

to get that extra break to get back on task. If that doesn't work

then they (in Elem. the " classroom " aide) took him for a stroll

around the building sometimes even outside to get him back on

track. It worked for the remainder of the day!

Noises--we are still dealing with them and it is part of his goal

sheet-yes he still has one of those. Make sure it is positive and

that they don't take away points or rewards-that is negative and we

have had that too!~

This too shall pass and then there will be other issues--puberty!!

ggrr!! and sexual inappropriate behavior!!! Oh! Boy.

Hope this helps,

Kirsten Hargis

PS there are advocates that can go with you to the meetings if you

feel you need the backup too-find out from your local Arc or Autism

group.

>

>

>

>

>

>

> >

> > My son's kindergarten teacher is telling me she's probably going

> to

> > start sending work home for him to complete that the other kids

> are

> > doing in the classroom. While I enjoy working with my son, I'm

> very

> > concerned about the impact this could have on his educational

> > success for years to come. Should I be concerned - or just see

> how

> > it goes?

> >

> > Here's how we got here:

> > My son is in a regular-ed kindergarten class. He has an

Aspergers

> > diagnosis and has an IEP with an SDD (Significantly

> Developmentally

> > Delayed) qualification carried over from preschool. He

currently

> > has only three high level goals and we're on target to have

> another

> > IEP meeting so the teacher can work with me to set more specific

> > goals (she wanted to get to know him better).

> >

> > He has some sensory and attention issues typically associated

with

> > Aspergers... The teacher has been working with him and keeping

me

> > in the loop on how he's been doing. She's been talking a lot

> about

> > the attention issues. He's interesting in this area though - he

> can

> > seem completely inattentive but can flip a switch and get in

> > the " zone " and do a super bang up job....given the right

> incentive.

> > This is the issue...

> >

> > Last week morning work was the issue. He was taking an extended

> > amount of time to complete it. He was partly distracted, partly

> too

> > detailed & precise and partly disinterested in the activities

he'd

> > move on to next. His teacher told him he didn't have to color

> since

> > he was taking too long (even though he was doing a beautiful

> job).

> > He only had two sheets to do (later they will have to do

three).

> > She told me if he continued to take so long - she would send one

> of

> > the sheets home for him to do. I talked to her about providing

> > incentives, motivations, etc. She ended up offering him

> > the " office " ...a portable tri-fold partition that sits on the

desk

> > and provides privacy. And...we talked about him being less

> > detailed. Thanks to the office (and maybe parental pep talks &

> more

> > teacher attention) he's getting morning work done in record time

> (a

> > bit sloppy if you ask me) and she's satisfied.

> >

> > Now...today she said he's becoming too distracted during

centers,

> > an " office " wont help here so again she says she'll send some

work

> > home.

> >

> > He's only in kindergarten!! He's totally capable of completing

> all

> > of the work. I'd much rather her try to figure out ways to

> motivate

> > him so he'll learn he has to complete his work. I'm worried

this

> is

> > a dangerous precedent. I'm also worried what this will mean for

> his

> > placement next year...or that it can jeopardize his inclusion

this

> > year...

> >

> > I'd appreciate any advice, feedback and/or reassurance!!

> >

> > Thanks!

> >

>