Re: Re: Getting up to speed on advocacy - recent Psychiatr...

[Guest guest]

Helen, the eligibility for an IEP should be dependant on the child's NEEDS,

not diagnosis. If the evaluation is a school based evaluation and

recommendations have been made for accommodations, I would think the school

would be

considering their own evaluation/recommendations when determining eligibility.

If they refuse to provide any services or supports, ask for their reasons

for refusing in writing. When you go into the meeting be prepared with lists

(in writing) of your child's strengths and needs (as detailed as possible).

Also, use the evaluation/report to pull out areas that are listed as NEEDS or

areas where recommendations have been made for the school to follow. The

NEEDS drive the need for an IEP and also are the foundation for goals written

into the IEP. Areas of need can be academic support, social skills/pragmatic

speech, handwriting, self-regulation, sensory diet, communication/language

development, self-help etc. I'm including a list of needs below. Also a link

to an article about advocating for your child. Hope this helps. Pam

_LD OnLine :: How Parents Can Be Advocates for Their Children_

(http://www.ldonline.org/article/107)

Social Skills:

• Affective: • Understanding emotions • Understanding

body

language • Understanding facial expressions • Behavioral:

• Initiating (in social situations) • Maintaining (friendships and

conversations) • Responding (to another person's initiation) •

Cognitive: • Thinking through social situations • Perspective

taking • Theory of mind • Problem solving. Self

Regulation:

• Learning and using relaxation techniques and other strategies for

staying calm • Asking for a break • Stating feelings and

using words

(or other forms of communication) appropriately Communication:

• Understanding and using nonverbal communication • Using

verbalizations to express themselves • Mastering another form of

communication

child is nonverbal (ie PECS) • Pragmatic Language, i.e. Beginning and

Ending Conversations, Topic Maintenence Organizational and Work Skills:

• Attention to Task • Finishing Tasks • Working

Independantly • Managing Materials • Switching Tasks •

Problem

Solving • Error Correcting (correcting own mistakes) • Asking

for

Help • Planning a Long-term Project Motor and Sensory Skills:

• Using adaptive equipment effectively • Using adapted tools

effectively • Using sensory strategies • Learning keyboarding

skills

Restricted Interests

• Increase flexibility • Tolerate changes in schedules and

activities • Increase length of time for non-preferred

subjects/activites •

Accepting mistakes of self and others

[Guest guest]

Cherie Takemoto, Executive Director

Parent Educational Advocacy Training Center (PEATC)

10340 Democracy Lane, Suite 206

Fairfax, VA 22030

(703) 691-7826; (800) 869-6782

E-mail: peatcinc@...

URL:_ http://www.peatc.org/_ (http://www.peatc.org/)