Re: did you have services dropped????

[Guest guest]

I have an almost 16 year old son with Asperger's. Since 4th grade he had a

504, without too much incident. When he began 6th/7th grade we began to see

changes in him (academically and behavioral). He was not working to his

potential and seemed very distracted (never did homework, didn't care,

unmotivated, etc). For the past 3 years I have been trying to get him services

and it

has been a challenge. He has been in CIS (which is a program through our

mental health center), which provides intensive therapy for the child and

family. Didn't help much. Mid-year last year, he began to fail several

subjects.

I had great concern and requested an IEP eligiblity meeting. I was put off

until the very end of the school year, when the guidance counselor finally

admitted he did need more than a 504 could provide. We just went through the

evaluation and eligibility process. He did quality for an IEP, not based on

intellectual abilities, but the fact that he is unable to organize himself, do

homework and has a history of failing. We will be meeting to write his IEP

this week. Right now he has support from a special education teacher 3 times

per week. I think what I'm trying to say in typing all this is that needs

dictate the services/support. A student cannot be exited from having an IEP

unless the team has determined (by data) that the child is no longer

eligible. You, as a parent and a member of the IEP team, can not agree with

the

recommendation to exit special education, but you will need to be able to prove

why. Pam

[Guest guest]

In a message dated 10/29/2006 8:28:09 A.M. Eastern Standard Time,

beachbodytan2002@... writes:

I have another question. Did your AS child receive special ed

services in school and then have them dropped? If so, was that a good

decision? how did your child do??? was it your choice or the

schools. last question. did anyone's child regress??? I would like

to read both sides on how the child did after removed from special ed.

services. thank you

My son had a lot of support in Middle School, but now in high school,

starting in 10th grade we dropped all of his services and told him that he had

to

learn to fend for himself it was a gradual weaning process, and so far so

good he is doing very well without services and just has a once a week check in

with the ESE person and he received A's in all his classes but one where he

got a B. WOW I never thought this day would come when he was independent he is

driving now and mainly doing for himself what a change from his younger

years.

[Guest guest]

My son (almost 12/6th grade) is technically diagnosed HFA, not AS. But

the more I read the more I wonder about that. Anyway, the only

services he ever received through school were transportation and

speech. I gave up transportation about 3 years ago as my youngest was

starting K and I did not want him on the bus; it was just easier to

drive both to school. Since Tony started middle school this year, I

asked about the bus again and was told he may have to be on a waiting

list, the bus was not a " given " . Sounds lames to me.

Also, at IEP meeting at end of school year in May 2006, ST said Tony

has come so far with speech that he no longer needs the extra

intervention. Her comment was the EC placement would work on language

skills that he needs and there's nowhere else for a therapist to go.

So he lost speech as well.

Now Tony just has " general " adaptations... longer testing time,

separate setting, can write in test book (as opposed to filling in a

bubble sheet) on standardized tests, etc. I believe he also gets to

take a different type of end-of-grade test as well.

I think it really stinks but since he is HF, its next to impossible to

push through any more. We are in one of the poorest school districts

in our state so I should count my blessings he gets anything! I'm

trying to get it all together to move out of state, hopefully soon!

in NC

>

> Hello everybody,

> I have another question. Did your AS child receive special ed

> services in school and then have them dropped? If so, was that a

good

> decision? how did your child do??? was it your choice or the

> schools. last question. did anyone's child regress??? I would like

> to read both sides on how the child did after removed from special

ed.

> services. thank you

>

[Guest guest]

In a message dated 10/29/2006 4:43:42 P.M. Eastern Standard Time,

beachbodytan2002@... writes:

thanks for posting this. was it your idea to drop the services and fend for

himself? I'm so glad to hear he is doing well and " driving a car " ? WOW. Did

your son have a DX? Did you discuss this with him first? I'm glad to hear this

great news but with my son still in elementary school and still needs lots

of help. He's still not ready for this yet. Hugs to you & your son....

IT actually was his idea he said he did not want anyone nagging him this

year and was adamant that he needed to learn to do for himself he came up with

this so at the beginning of this school year he's a junior in high school, we

met with the ESE he did all the talking and we all came up with a plan

actually we had begun this starting at the end of 10th grade but he was not

aware.

HE is AS but was not dx until 5th grade so you can say he is more mild. He

needed lots of support in middle school not as much in elementary with one

teacher. He also sits on our board for special needs for all of our county's

school systems he has come a long way. HE sometimes forgets to write his

assignments down but always manages to pull out an A in AP classes go figure as

far

as i CAn see this is his his only problem this year so far he is very

motivated to go to college and he knows he needs the grades to do this, prior

to this

year he was not motivated and did not get good grades. Thanks for your hugs

[Guest guest]

Dear ,

thanks for posting this. was it your idea to drop the services and fend for

himself? I'm so glad to hear he is doing well and " driving a car " ? WOW.

Did your son have a DX? Did you discuss this with him first? I'm glad to hear

this great news but with my son still in elementary school and still needs lots

of help. He's still not ready for this yet. Hugs to you & your son....

RNMOM72668@... wrote:

In a message dated 10/29/2006 8:28:09 A.M. Eastern Standard Time,

beachbodytan2002@... writes:

I have another question. Did your AS child receive special ed

services in school and then have them dropped? If so, was that a good

decision? how did your child do??? was it your choice or the

schools. last question. did anyone's child regress??? I would like

to read both sides on how the child did after removed from special ed.

services. thank you

My son had a lot of support in Middle School, but now in high school,

starting in 10th grade we dropped all of his services and told him that he had

to

learn to fend for himself it was a gradual weaning process, and so far so

good he is doing very well without services and just has a once a week check in

with the ESE person and he received A's in all his classes but one where he

got a B. WOW I never thought this day would come when he was independent he is

driving now and mainly doing for himself what a change from his younger

years.

[Guest guest]

Thanks for posting this. Its always great to read good news about our AS

children. I'm glad things worked out well and that he is talking about college.

I told my kids right from pre-school that college is very important. I let them

know this through out each year. They are excited about going to college too.

but, they are still in elementary school.

Is ESE the same as a CSE meeting? What does he do when he realizes that he

forgot to write his assignment down? Does he try to " fix it " or do you help him

out. How are his life skills? Do you think he will be independent enough to

live in his own apartment? Sorry for the many questions. We don't get to read

to many positive things on AS children. but, not to long ago, there was a lot

of talk about the AS child that did very well in basketball. I don't know if

you heard about that one.

RNMOM72668@... wrote:

In a message dated 10/29/2006 4:43:42 P.M. Eastern Standard Time,

beachbodytan2002@... writes:

thanks for posting this. was it your idea to drop the services and fend for

himself? I'm so glad to hear he is doing well and " driving a car " ? WOW. Did

your son have a DX? Did you discuss this with him first? I'm glad to hear this

great news but with my son still in elementary school and still needs lots

of help. He's still not ready for this yet. Hugs to you & your son....

IT actually was his idea he said he did not want anyone nagging him this

year and was adamant that he needed to learn to do for himself he came up with

this so at the beginning of this school year he's a junior in high school, we

met with the ESE he did all the talking and we all came up with a plan

actually we had begun this starting at the end of 10th grade but he was not

aware.

HE is AS but was not dx until 5th grade so you can say he is more mild. He

needed lots of support in middle school not as much in elementary with one

teacher. He also sits on our board for special needs for all of our county's

school systems he has come a long way. HE sometimes forgets to write his

assignments down but always manages to pull out an A in AP classes go figure as

far

as i CAn see this is his his only problem this year so far he is very

motivated to go to college and he knows he needs the grades to do this, prior to

this

year he was not motivated and did not get good grades. Thanks for your hugs

[Guest guest]

We've had services faded out but not dropped. I would always recommend you fade

the help or support and as you see the child can do it for himself successfully,

then keep fading supports until they are eliminated. OTOH, some supports might

always be necessary for a particular child, depending upon the child.

I did not follow my own advice one time and agreed to drop a service for one of

my boys. I had a good reason to do that, but it did also turn out to be a major

mistake. So definitely never just stop a service but fade it appropriately.

Also, I have had people at school request to drop something. I always request

an evaluation be done for services like ST or OT to see if the child is actually

" done. " And also request an IEE if the eval they do is not complete. As my ds

got older, they always wanted to drop services just based on his age and the

fact that as he got older, it was harder to work with him. There is some

strange idea in public education that the older a kid gets, the more he needs to

stop being autistic and start being " responsible. "

Roxanna

( ) did you have services dropped????

Hello everybody,

I have another question. Did your AS child receive special ed

services in school and then have them dropped? If so, was that a good

decision? how did your child do??? was it your choice or the

schools. last question. did anyone's child regress??? I would like

to read both sides on how the child did after removed from special ed.

services. thank you

------------------------------------------------------------------------------

No virus found in this incoming message.

Checked by AVG Free Edition.

Version: 7.1.408 / Virus Database: 268.13.17/505 - Release Date: 10/27/2006

[Guest guest]

Why did they say he couldn't have bussing in middle school? If they provide it

to all the kids, it has to be provided for him too.

Roxanna

( ) Re: did you have services dropped????

My son (almost 12/6th grade) is technically diagnosed HFA, not AS. But

the more I read the more I wonder about that. Anyway, the only

services he ever received through school were transportation and

speech. I gave up transportation about 3 years ago as my youngest was

starting K and I did not want him on the bus; it was just easier to

drive both to school. Since Tony started middle school this year, I

asked about the bus again and was told he may have to be on a waiting

list, the bus was not a " given " . Sounds lames to me.

Also, at IEP meeting at end of school year in May 2006, ST said Tony

has come so far with speech that he no longer needs the extra

intervention. Her comment was the EC placement would work on language

skills that he needs and there's nowhere else for a therapist to go.

So he lost speech as well.

Now Tony just has " general " adaptations... longer testing time,

separate setting, can write in test book (as opposed to filling in a

bubble sheet) on standardized tests, etc. I believe he also gets to

take a different type of end-of-grade test as well.

I think it really stinks but since he is HF, its next to impossible to

push through any more. We are in one of the poorest school districts

in our state so I should count my blessings he gets anything! I'm

trying to get it all together to move out of state, hopefully soon!

in NC

>

> Hello everybody,

> I have another question. Did your AS child receive special ed

> services in school and then have them dropped? If so, was that a

good

> decision? how did your child do??? was it your choice or the

> schools. last question. did anyone's child regress??? I would like

> to read both sides on how the child did after removed from special

ed.

> services. thank you

>

------------------------------------------------------------------------------

No virus found in this incoming message.

Checked by AVG Free Edition.

Version: 7.1.408 / Virus Database: 268.13.17/505 - Release Date: 10/27/2006

[Guest guest]

Dear Roxanna,

I always look forward to hearing your responses. The part that you said you

didn't follow your own advice and agreed to drop a service for one of your boys

and was a major mistake. My question is: what did you do next? did you try to

get that service back? if so, how much of a challenge was it? This exact thing

is my concern. If something is faded and doesn't work for my son. How hard

would it be to get that service back? thanks for responding.

Roxanna <madideas@...> wrote:

We've had services faded out but not dropped. I would always recommend

you fade the help or support and as you see the child can do it for himself

successfully, then keep fading supports until they are eliminated. OTOH, some

supports might always be necessary for a particular child, depending upon the

child.

I did not follow my own advice one time and agreed to drop a service for one of

my boys. I had a good reason to do that, but it did also turn out to be a major

mistake. So definitely never just stop a service but fade it appropriately.

Also, I have had people at school request to drop something. I always request an

evaluation be done for services like ST or OT to see if the child is actually

" done. " And also request an IEE if the eval they do is not complete. As my ds

got older, they always wanted to drop services just based on his age and the

fact that as he got older, it was harder to work with him. There is some strange

idea in public education that the older a kid gets, the more he needs to stop

being autistic and start being " responsible. "

Roxanna

( ) did you have services dropped????

Hello everybody,

I have another question. Did your AS child receive special ed

services in school and then have them dropped? If so, was that a good

decision? how did your child do??? was it your choice or the

schools. last question. did anyone's child regress??? I would like

to read both sides on how the child did after removed from special ed.

services. thank you

----------------------------------------------------------

No virus found in this incoming message.

Checked by AVG Free Edition.

Version: 7.1.408 / Virus Database: 268.13.17/505 - Release Date: 10/27/2006

[Guest guest]

I understand how you feel completely. It is sometimes so hard to get services

in place that we don't like to let them go too soon.

There were odd circumstances in my ds's situation. He had an aide in his IEP -

1-1 aide. There was another boy with AS the same age and he did not have an

aide but he needed one. So they got the bright idea to let the boys share an

aide. The trouble began soon afterwards - the other boy was often acting out

and got more than his share of attention and help. My ds is quiet and doesn't

speak up for anything, so he was often ignored and seen as not needing help. I

let it go for a while but then they started putting the two boys together for

all assignments where partners were necessary. These two guys dislike eachother

GREATLY! So that never worked either. Then, I found out my kid was in a

remedial science class when he passed the state science testing already. Nobody

could tell me why but I knew already! The other kid needed remedial science.

And since they share an aide, they just stuck my kid in there too. And yes, the

other kid did need the remedial class I found out.

SO, long story short, they felt my ds was ready to not have an aide. I did not

do any checking into it because of all the problems. And I suppose when I have

to fight battles elsewhere (I was heavy into working on help for my other son) I

can't do it all and I said, " great, let's drop the aide. " And we did.

Ugh. Major mistake. My ds started having problems. He was having a harder

time going to school at all, getting through the day, getting his work done. He

still had a sped teacher he saw twice a day. And he was glad to be rid of the

other boy who he didn't get along with. that was the only plus to it.

So, I asked for the school to do an FBA right off the bat. I figured we could

find out what problems he was having in class and either provide supports or get

him a 1-1 aide like he had before. The school sent in their trusty " autism

consultant " who has no training in behavioral science at all. She was a K

teacher who decided to be the autism consultant. So anyway, she botched the

whole thing and came up with a really lame FBA.

By this time, my ds was refusing to go to school at all. And I could see that

even fighting for help was useless because the people who are there to help him

have no clue what they are doing. That is causing more problems than he had

already! I had hoped to get him back to school for this year and request an

aide for him as well. But he still won't go near the school and here we are.

If my ds was not suffering from major depression, I would have pushed and argued

for the 1-1 aide back but without the attached other boy tagging along. I would

have also requested that they bring in a real behavior person to do a FBA. We

did that in middle school and we got it all done. But our high school leaves a

lot to be desired when it comes to special needs kids.

If you are worried about losing service, I would fade the service first and not

just eliminate it. For instance, if I had followed my own advice, I would have

faded the aide a little at a time and not just agreed to remove her completely.

We could have taken her out of one class at a time. Then we could see if he was

managing on his own okay without the aide or having problems.

Another idea when removing a service is to do so for a trial period of time and

then get back together to reasses whether it is a good idea or not. Make them

take data showing how how he did on a regular basis - not just one anectodal

story. I think it would be easier to get a service back than to get a service

for the first time because you have already established he has a need. And if

he has problems after it's removed, you can always say, " He did fine with this

service, he's not doing fine without it. "

Roxanna

( ) did you have services dropped????

Hello everybody,

I have another question. Did your AS child receive special ed

services in school and then have them dropped? If so, was that a good

decision? how did your child do??? was it your choice or the

schools. last question. did anyone's child regress??? I would like

to read both sides on how the child did after removed from special ed.

services. thank you

----------------------------------------------------------

No virus found in this incoming message.

Checked by AVG Free Edition.

Version: 7.1.408 / Virus Database: 268.13.17/505 - Release Date: 10/27/2006

[Guest guest]

Roxanna,

Not only do they want to take away services from my son, which he still needs

because he is behind in reading, spelling & writing. but they feel he should

have his DX changed because they feel he is doing alot better than the other

child that has Autism. the other child has no outside help, and his parents

don't feel the same way as I do about school for my son. His parents said he

will only be able to do our family business and she's not too worried about

school. The child is very inappropriate, active, will hit, kick, annoy and yell

back at the teachers. does what he wants in class. My son had outside help and

early interventions since he was under 2 years old. I correct him when he does

something inappropriate and show him the right way he should act. each and

every time. so, my son doesn't act like that other child. Another parent that

work with their AS/Autism child, and get him outside help, acts more like my

son. but the school See's them as outgrowing

their DX???? So, the school is sending my son for an outside evaluation for a

complete psych eval, everything, as if he was going to get a DX again. His

outside help said send him. as soon as the evaluator interviews him, she will

not question his DX. The school is also asking what kind of classification

should he be? this will tell them what services should be dropped, because they

said if he keeps them too long, it will keep him dependent on them. (this

doesn't matter to my son with or without services, and won't become dependent on

them because, just like your son, mine won't ask for help or even notice if he

is failing, and he is quiet in class). they Also said, if he still needs certain

services for a long period of time, he might be LD instead of AS. Now after all

these years with an autism DX. the school feels he at 10 should be DXed with

something else. What is this all about, people could just change a DX as they

feel fit??? With all these services and

outside help, he is improving and doing better. that's our goal. but from

what I understood from specialist. a child with a DX of autism doesn't change,

because its a neurologist disorder. that they can learn to do better but will

always be AS. Right now, he still needs everything he is getting. and that's

what I'm going to fight for. When my son does catch up. I will let them drop

it, BUT let them do it slow. a little at a time so I can see how he does.

I'm sorry your son had to go through all this. the school does like to use a

shared aid. (to save money). but If the other child needs the 1-1 aid just as

bad as your son. What is HIS parents doing about it!!!! Don't that make you

wonder why his parents aren't fighting as hard as you are for your child?

That's why we have it so hard!!! its because we work very hard with our

children, get them outside help (expensive). fight for services in school for

our children. the other parents don't do anything for their child, and the

school has to deal with that child acting out, very loud, and now, like you just

said, wants to take your child's 1-1 aid and share it with another child that

needs his parents to fight hard for that child's services. (but don't). then

because your child is quiet and don't ask for help. its so convenient for the

school to overlook your child and then say, he doesn't need it. lets take

services away (that he needs so bad) and give it to that

other child that " shows " he needs it by yelling, not staying in his seat,

Etc.... Outch!!! I hope all works out well for your son, which I know it will

because you will fight for him to get these services back, but this could of all

been avoided, if the other parents just fought for their child services, as

well. Hugs to you.

Roxanna <madideas@...> wrote:

I understand how you feel completely. It is sometimes so hard to get

services in place that we don't like to let them go too soon.

There were odd circumstances in my ds's situation. He had an aide in his IEP -

1-1 aide. There was another boy with AS the same age and he did not have an aide

but he needed one. So they got the bright idea to let the boys share an aide.

The trouble began soon afterwards - the other boy was often acting out and got

more than his share of attention and help. My ds is quiet and doesn't speak up

for anything, so he was often ignored and seen as not needing help. I let it go

for a while but then they started putting the two boys together for all

assignments where partners were necessary. These two guys dislike eachother

GREATLY! So that never worked either. Then, I found out my kid was in a remedial

science class when he passed the state science testing already. Nobody could

tell me why but I knew already! The other kid needed remedial science. And since

they share an aide, they just stuck my kid in there too. And yes, the other kid

did need the remedial class I found out.

SO, long story short, they felt my ds was ready to not have an aide. I did not

do any checking into it because of all the problems. And I suppose when I have

to fight battles elsewhere (I was heavy into working on help for my other son) I

can't do it all and I said, " great, let's drop the aide. " And we did.

Ugh. Major mistake. My ds started having problems. He was having a harder time

going to school at all, getting through the day, getting his work done. He still

had a sped teacher he saw twice a day. And he was glad to be rid of the other

boy who he didn't get along with. that was the only plus to it.

So, I asked for the school to do an FBA right off the bat. I figured we could

find out what problems he was having in class and either provide supports or get

him a 1-1 aide like he had before. The school sent in their trusty " autism

consultant " who has no training in behavioral science at all. She was a K

teacher who decided to be the autism consultant. So anyway, she botched the

whole thing and came up with a really lame FBA.

By this time, my ds was refusing to go to school at all. And I could see that

even fighting for help was useless because the people who are there to help him

have no clue what they are doing. That is causing more problems than he had

already! I had hoped to get him back to school for this year and request an aide

for him as well. But he still won't go near the school and here we are.

If my ds was not suffering from major depression, I would have pushed and argued

for the 1-1 aide back but without the attached other boy tagging along. I would

have also requested that they bring in a real behavior person to do a FBA. We

did that in middle school and we got it all done. But our high school leaves a

lot to be desired when it comes to special needs kids.

If you are worried about losing service, I would fade the service first and not

just eliminate it. For instance, if I had followed my own advice, I would have

faded the aide a little at a time and not just agreed to remove her completely.

We could have taken her out of one class at a time. Then we could see if he was

managing on his own okay without the aide or having problems.

Another idea when removing a service is to do so for a trial period of time and

then get back together to reasses whether it is a good idea or not. Make them

take data showing how how he did on a regular basis - not just one anectodal

story. I think it would be easier to get a service back than to get a service

for the first time because you have already established he has a need. And if he

has problems after it's removed, you can always say, " He did fine with this

service, he's not doing fine without it. "

Roxanna

( ) did you have services dropped????

Hello everybody,

I have another question. Did your AS child receive special ed

services in school and then have them dropped? If so, was that a good

decision? how did your child do??? was it your choice or the

schools. last question. did anyone's child regress??? I would like

to read both sides on how the child did after removed from special ed.

services. thank you

----------------------------------------------------------

No virus found in this incoming message.

Checked by AVG Free Edition.

Version: 7.1.408 / Virus Database: 268.13.17/505 - Release Date: 10/27/2006

[Guest guest]

Roxanna,

I was not clear on the bus thing... I meant the EC bus. Of course

Tony could ride the " regular " bus but THAT I refuse to do. Where we

live, the middle school and high school all ride the same bus. My

past experience with my older 2 kids is that the majority of the high

schoolers that ride the bus are the bad ones. We can't get helpers/

moniters, etc on the bus so the bad kids know they can do what they

want. I will not subject Tony to the bus here.

So my point is, the EC transportation is what I was told he might not

get right away. Not sure I would want it anyway, here the EC bus

picks up for several schools so some kids are on there over an hour

each way. Our county has their budget stretched WAY too thin!

Thanks!

> >

> > Hello everybody,

> > I have another question. Did your AS child receive special ed

> > services in school and then have them dropped? If so, was that

a

> good

> > decision? how did your child do??? was it your choice or the

> > schools. last question. did anyone's child regress??? I would

like

> > to read both sides on how the child did after removed from

special

> ed.

> > services. thank you

> >

>

>

>

>

>

>

> --------------------------------------------------------------------

----------

>

>

> No virus found in this incoming message.

> Checked by AVG Free Edition.

> Version: 7.1.408 / Virus Database: 268.13.17/505 - Release Date:

10/27/2006

>

>

>