RE: Aspergers versus HFA

August 15, 2008

>

> , is your son in elementary school ? also, in NY, in elementary

school they followed the doctors reports and he had an autism

classification. but for middle school that stopped and they changed

his classification to OHI and said we don't see this in school, and

it's not interfering with his school work.

Rose, you are right, our situations really are similar. This is

exactly what I am getting. What is different is my son has always had

the invisible AS and we've ALWAYS gotten this. My son has never even

gotten SPED, just a 504. In all fairness, he did not really need

accommodations until he was about 10. But the 504 is definitely not

working currently, so this is definitely a bad trend for you. We have

to apply all our own special ed from home on our own time and dime.

Not only does this not work because of the expense, but it just

doesn't work with the interventions only coming from home when they

spend several hours at school almost every day. And there is also the

issue of how AS/HFA kids need lots of downtime, and don't do well

having to repeat school every evening instead of getting said downtime.

Another thing we have in common is that it seems like our school

districts are not bad, just ignorant. Since we had just switched

schools and the new school was trying, coming up with a number of new

accommodations, I let them experiment with the 504. I could see they

had to try things their way before they'd listen to me. They really

don't understand any of the speech issues, and they don't get the

severity of the problem. They really are not getting that this kid is

not ever going to finish school, hold a job or even leave home unless

he gets needed interventions--and they think I don't know that he is

just typical and will simply grow out of it! So, now I'm trying to

decide how to handle this this year so we don't end up wasting too

much of the year. I'm trying to get our private speech therapist, who

is great and really " gets " autism, to write an addendum to his speech

evaluation explaining how his particular pragmatic speech problems

affect him in the educational arena. He will also be starting with a

psychiatrist who specializes in Asperger in September, and I hope she

can help us. I've already seen her a couple of times with my son's

twin, and I know she won't be afraid to speak her mind to the school.

Kind of rambling--just felt like sharing. I have to scoot to work, so

if you don't hear from me for awhile, that is why.

Ruth

August 15, 2008

>

> they don't change a classification for nothing - there is

something behind all this and I don't know what.

> If this means anything or not, they changed lots of classification

just before going into middle school.

So, what is the setup at the middle school? That may be the key. For

starters, they don't have an autism center there, right? Will your

son still have this nice setup where he can go to the resource room

whenever he needs help? Or will it be more like a floating aide

shared with many students and not guaranteed at any particular time?

Or maybe the resource room will be a set time every day/week. Will he

be guaranteed one-on-one help? How knowledgeable are the resource

room staff on autism since the autism center is in a different

building? Have they given you specifics on how they are going to

implement his services in the middle school? Our jr high is very

different from the elementary grades, in our case for the better.

Ruth

August 15, 2008

Don't schools have to follow an established way of coding to determine the diagnosis (e.g., DSM-IV, or the International Classification of Diseases and Related Health problems)? That should determine the child's eligibility accordng to the laws. Have a great day. F

August 15, 2008

Hi !

Schools have their own classifications with definitions - well, it's part of the IDEA so they have to use what is provided to them. These classifications are education and not medical, although autism is autism.

Here is a really super article on the 13 classification categories and their definitions --> http://www.nichcy.org/pubs/genresc/gr3.pdf

RoxannaYou're UniqueJust like everyone else...

( ) Re: Aspergers versus HFA

Don't schools have to follow an established way of coding to determine the diagnosis (e.g., DSM-IV, or the International Classification of Diseases and Related Health problems)? That should determine the child's eligibility accordng to the laws.

Have a great day. F

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August 15, 2008

I would disagree with that. Also, someone else wrote that they felt the school just didn't know how to work with their child so they were giving them time to figure things out (or the main gist of what was said...)

Schools do know exactly what is required of them. They have people who specialize in special education and it is their job to know the laws. They have conferences, people are sent down from the state to inservice and they send out notices when things are changed. They have to know and be up to date on the best practices for teaching these kids. There is absolutely no excuse for anyone to say they just didn't know the law. This is their job. It's not just a position where you sort of have to know the rules. You have to KNOW the rules and follow them.

As for how to work with and educate our kids, that is also maddening to me to give people an excuse to not provide appropriate services based on their ignorance. I realize people are trying to be nice to these educators but there is a line to draw between being nice and being too nice.

I will grant that not every single teacher is up to speed on autism. But those teachers should be inserviced and get any help they need along the way. So it should not be a matter of someone just standing there with arms out saying, "I don't know how to work with this child." Experimenting is also a bad idea and unnecessary. The people in charge of sped, who know the laws and rules and best practices, see to it that people are hired to inservice, to teach, to work with our kids. If there is not a person there to work with a child who has a specific condition, they have to dig one up or train one. This is their job to do, not just a suggestion if they feel the urge to be nice that day. If there is not a program or policy in place, you should ask your superintendent/sped director why not! Ask them what plans are in place to inservice teachers and staff about AS/HFA. Ask to have your child's teachers inserviced.

I'm not saying to be nasty to educators or administrators who don't know what they are doing. I am not blind that I think they all follow the rules - they don't. They can plead ignorance and get away with it, I'm sure, because parents do not know the laws/rules. But I am saying we need to hold them accountable. It's understandable to find out they've never worked with a child like yours before. But it is not understandable if they don't learn quickly what to do, hire someone who does know what to do, or make use of available professionals to get help with things are problematic or not working. Do not wait a year or two for these people to learn. Do not think the school is too poor to afford help to learn the laws. This is just not true. They know.

RoxannaYou're UniqueJust like everyone else...

( ) Re: Aspergers versus HFA

Granted, I'm a suspicious person, and I've heard personal, and truly shocking stories from financial people, govt people, lobbyists, drug company people, doctors and nurses, and attorneys, but what the hay, here's my take on this-The school itself won't answer you and cannot answer you because they have absolutely NO IDEA why they need to do this. They are just following orders. It has come down to them from higher up. The state government most likely. Or federal. Or a local rep, state senator, someone. Pressure from a lobbyist on someone, maybe. Somebody, somewhere has seen that your area's autism stats are getting too high, or too high for that age group and so, this way they can still give the kids services and they don't have to feel bad, and at the same time, somebody's tush is covered when the autism stats come out and those stats do NOT support the "necessary outcome". Meaning this: "we paid good money, or our deal was, for your research to show that in this area, ABC*(insert whatever cause du jour is being defended/"researched" - I use that term loosely) does NOT cause, contribute, relate in ANY WAY to ANY higher incidence in autism. There is NO link between autism and *ABC" (crap in the water, a batch# of bad meds, an environmental HazMat leak at a plant 12 years ago that was covered up, whatever....take your pick).It happens all the time, every day, in every single industry at all levels of government. Whenever you read studies, get the names of the authors, publishers, researchers, funders, director of the journal or president of the university, etc, etc, and then get someone in the financial industry to follow the money of those names - to see who owns which stocks and sits on which corporate boards, etc. It will shock the bejeebers out of you.

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August 15, 2008

Yes, but where does it say that exactly? Have you seen the new changes? In writing? Funny but I can't find this! Your state definition says this: "(1) Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age 3, that adversely affects a student’s educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. The term does not apply if a student's educational performance is adversely affected primarily because the student has an emotional disturbance as defined in paragraph 4 of this subdivision. A student who manifests the characteristics of autism after age 3 could be diagnosed as having autism if the criteria in this paragraph are otherwise satisfied. "

I was clicking through some interesting new york sped sites. There is a nice site that lists all the things specific to New York that go above and beyond what the IDEA specifies. They can't provide less. But this is a listing of what they provide "more."

I liked this one:

"The IEP must indicate the individual needs of the student in accordance with the four need areas – academic, social, physical and management needs."

This is a nice thing! Notice "social" and "management" needs listed! Are they meeting his needs in these areas?

I only found one specific section dedicated to autism. It states:

"Mandated regulations relating to classroom instruction of students with autism that include: grouping of students with autism by age and functioning level, length of the instructional day for students with autism, starting school age for students with autism, the instructional program and teacher training.

Instructional services must be provided to meet the individual language needs of a student with autism for a minimum of 30 minutes daily in groups not to exceed two, or 60 minutes daily in groups not to exceed six.

Where a student with autism has been placed in programs containing students with other disabilities, or in a regular class placement, a special education teacher with a background in teaching students with autism must provide transitional support services in order to assure that the student’s special education needs are being met."

Did you notice that they are required to provide speech therapy services a minimum of 30 minutes per day? I wonder if your ds is getting that? He may not need ST on saying words by rote...but imagine a daily social club for 60 minutes daily? And also, it looks like they must provide a sped teacher in his regular classes to provide support services.

Now you start to see why they want to change his classification. I certainly can!

Here is the list I copied these from --> http://www.vesid.nysed.gov/specialed/idea/partB-analysis.htm

It also lists "chapter and verse" where you can find the specific regulations spelled out in writing. Here they are for autism -->

Section 3 of Chapter 410 of the Laws of 1978

8 NYCRR §200.13

here is the exact section --> http://tinyurl.com/5hu4jb

Nowhere I can find in your regulations does it specify that autism classification is only for classic autism. These are your state regulations. Now, maybe I've missed something because I didn't read the whole thing. But I don't think I missed much. I think I see a lot of cool things for kids with autism that might be helpful to you and your ds. Parent training so you can follow up at home. Also, there is a line about the school day being defined for kids with autism. I did not look for that one but I think they might be implying things about ESY and/or after the regular school day. i.e. instruction at home. Now you may not need this. But I sure wouldn't want to cross these things off my list.

Go out and get a copy of your state sped regulations. Or better yet, here they are. You don't have to wait and ask your sped people, you can just ask me. <g>

--> http://www.vesid.nysed.gov/specialed/publications/

I had my printer print out my Ohio state regulations. Then I put it in a 3 ring binder. I went through and earmarked it into sections with those little side stickie things. Then I could go through and read parts that were relevent. Get a highlighter and go through it page by page and just highlight things that are interesting or that you think you would need. Granted it is not like reading about love and passion <g> but you will use it more. lol.

Yes, also I looked up something interesting - it's a brochure the state dept. of education puts out to physicians to outline what autism is exactly. They mention AS in there. Seems like that is considered "autism" to the state DOE. I think your school is full of BS. --> http://tinyurl.com/5jtgls

RoxannaYou're UniqueJust like everyone else...

Re: ( ) Aspergers versus HFA

here in NY, they changed the classification of autism. they stated if a child isn't " classic autism" they will be classified as OTH (other health impaired). there is no more in between. I disagreed, and so did our doctor, but they wrote to the doctor stating my son Will still get all the same services as with autism but under 'OHI' with a medical DX of Autism. I wanted on his IEP/ISP to say on it somewhere autism so he doesn't get punished for something that is related to a neurological DX. (which he has in the past)

I don't know why if everything is staying the same, why it's so important for the school to change his Classification from autism to OHI even though specialist stated he is autistic.

the school is saying that HFA doesn't interfer with his school work - {{{ but it is }}} because he needs so much help. and with new work, he needs more one on one help. they are saying he doesn't have the meltdowns, and he is progressing. I'll see how this goes in Middle school - if they can keep up with him. they never 'see anything' until I have to verbally tell them, show them, put it in writing, then after the whole year is up, they get it and work with him - like on the last month.

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August 15, 2008

Rose,,,,

First ...you are really stressing yourself out....take a deep breath....

Next...they can't just eliminate his services w/out a IEP meeting....so take a step at a time.....

He is getting services, right??? Okay. He is doing well? Yes...good...let's be happy....take a step at a time.

Okay say at the next IEP meetinging they say ...he is doing well...let's do such and such...you as a parent can disagree...that is your right. They can not just stop all services. But you may at a point ...say well....let's cut back a little and see how he does..but if he doesn't do well...we'll go back to XYZ.

In part ...you may want to cut back on supports in time and see how he does...but it would only be when he is doing well and a little bit at a time...because at one point in his life he won't have all the services ...such as in college. But please calm yourself....your are not doing yourself or your son any good and your blood pressure is going to go thru the roof.

Remember...baby steps...he is getting the services he needs now! Good....

Hugs to you. Stay Calm...

Jan

Janice Rushen

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My guess is that they do not plan to spend much money on services for your ds. So changing his classification makes it look good on paper for them. If they have a child with autism on paper, they have to show that the services are being provided that match that dx. How could they get funding for someone with autism but provide no services to that child? Or provide only speech? It might be causing them problems.

Otherwise, I don't know what the problem could be aside from money. It's usually always money.

Sometimes a person will screw around with you just for her/his own amusement. But in the end, it's money.

I would ask them directly - if we all agree he has a medical dx of autism, then why change his classification? Shouldn't it be the most accurate classification? Autism matches autism. If they say he is not classically autistic, then I would ask to see the exact paperwork detailing what the autism classification requirements are exactly. If he has AS, then he will meet the classification definition. The only "problem" will be in severity of those problems. And that is open to interpretation, IMO, and could be argued.

RoxannaYou're UniqueJust like everyone else...

RE: ( ) Aspergers versus HFA

Aspergers, HFA, Classic autism, PDD-NOS are all under the autism spectrum. I can see if the child is DXed with autism and the school wants to say aspergers and he/she is still getting the right services " fine ". but my school wants to take my son off the autism spectrum DX and give him " OHI " which would be a Hugh disadvantage to him because the staff won't have a clear understanding of my son's autism with a classification of OHI. They still want to change him from an autism classification to OHI but added a medical DX of autism. What sense does that make and why ? how does that benefit the school by changing my son's classification from autism to now OHI ?

Rose

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August 15, 2008

Rose,,,you said you contacted everybody...you mean the state...and what exactly did they say...ARE all the schools in your state re-classifying ....or just your school? And did they know why? Did they say why? Someone KNows and they are not telling. But I think it is for what we said. I don't believe you need to worry! That is my honesst opinion.

Jan

Janice Rushen

Mom, Mentor, Wife, Teacher, Advocate, Accountant,

Maid, Taxi, Shopper, Bulletin Board Artist

Nanny, Crafter, Therapist, Friend, Sister, Aunt,

Daughter, Grand-daughter, Personal Care Aide,

Student, Believer, and Giver.

At one time it was thought by many experts that they were different – HFA had language delay while Aspergers did not. Today most experts believe there is no difference. In fact, I just read an article on Tony Attwood’s site in which he says there is no difference; within the last year or so I read an article on his site that said they were different (for the reason I stated above).

From: [mailto: ] On Behalf Of ginaSent: Sunday, August 10, 2008 6:46 PM Subject: ( ) Re: PDD-NOS being re-named?

,I have the same question as you: what is the difference between AS and HFA. My son has been refferred to as both so I just assummed they were the same thing??????? > > >> > Thanks for that info. I find it very interesting in that my Aspie son> > fits into this criteria, especially the sensory stuff, but he has no> > speech delay, although he has trouble with communicating his thoughts> > sometimes and is very bright.> >> > I suspect, that this "new" diagnostic criteria is to create a label> > for spectrum kids that clearly have issues, but are not "classic> > autism". Notice the line "A diagnosis can tell you what your child> > does not

have." I notice that the article makes it very clear> > that "MSDD" will not be considered "autism" or even a "spectrum> > disorder". So the trend to list ADD/ADHD, Sensory Processing,> > apraxia, non verbal learning disorder, etc. etc. as part of spectrum> > disorders will cease to increase the autism numbers. Never mind that> > all those issues are rampant in our kids, and certainly were NOT> > 20,30 years ago or more.> >> > I also think that will be very convenient for the government, NIH,> > CDC, FDA, and medical establishment such as AAP, AMA to refute the> > increase in spectrum disorders in the past 20 years and the autism> > epidemic.> >> > I don't care what NIH calls it - I want them to address the many> > causes and how to help our kids get better, and make sure this> > epidemic

stops.> >> >> > > I was reading on the medline/NIH website today at work and did a> > > search on PDD-NOS. The results gave a site called dbpeds.org, which> > > is developmental and behavioral pediatrics online. Apparently PDD-> > NOS> > > is going to be re-named to "multisystem developmental disorder".> > > There was a great handout in PDF form that described my son> > perfectly.> > >> > > Anyone else ever heard of this? Here is the pamphlet's text.> > >> > > Multisystem Developmental Disorder> > > by Henry L Shapiro MD> > > Multisystem Developmental Disorder (MSDD) is one of the newer terms> > to> > > describe a group> > > of children with communication, social, and sensory processing> > > problems who do

not fit into> > > other categories such as autism. MSDD is usually diagnosed in early> > > childhood.> > > Abnormal reaction to sounds, smells, textures, movement,> > temperature,> > > and other> > > body sensations> > > Disturbed behavior that seems more related to unpleasant experiences> > > than lack of> > > interest in participating> > > Some impairment in communication development> > > Relatively normal interest in communicating and interacting socially> > > when they are> > > not reacting to their environment> > > Varying amounts of attention and organization problems> > > Varying amounts of coordination problems or clumsiness> > > Varying amounts of problems regulating sleep, activity, and appetite> > > These

problems must interfere significantly with everyday life, and> > > interfere with normal> > > development to warrant a diagnosis.> > > MSDD is thought to differ from autism in several ways. First,> > children> > > with MSDD tend to> > > respond to treatment better than children with autism. They are less> > > likely to have severe> > > delays in mental ability, and less likely to have severe rituals or> > > repetitive behaviors. Still,> > > these diagnoses are hard to tell apart in young children since> > > children with both diagnoses,> > > Autism and MSDD, may have similar behavior problems.> > > Emotional outbursts or "meltdowns"> > > Refusal to eat certain foods> > > Insistence on wearing certain clothing, or not liking clothing at> >

all> > > Extreme reactions to noise or movement> > > Avoidance of sensory experiences or seeking out extreme sensory> > experience> > > Abnormal reaction to pain> > > Sleep disturbance> > > Avoidance or lack of pleasure in being touched or cuddled in spite> > of> > > interest in> > > being with you socially> > > Refusal to have hair washed, touched, combed, cut, etc.> > > Toe walking. Refusal to walk on certain surfaces (such as walking on> > > grass in bare> > > feet)> > > Like many childhood developmental problems, we have few specific> > > treatments or cures.> > > Most of our treatment is meant to help a child work around a> > problem,> > > or to guide them into> > > learning or discovering skills that they

are not mastering on their> > own.> > > What kind of problems do children with MSDD have?> > > Is it MSDD or Autism?> > > What behaviors are seen in MSDD?> > > How do we treat MSDD?> > > Multisystem Developmental Disorder Page 1> > > Reprinted from dbpeds.org on 8/8/2008. © All rights reserved> > > Sensory Integration therapy is often a mainstay of treatment. It> > tries> > > to help a child> > > overcome their extreme sensitivity and reaction to their sensory> > > experiences. Sensory> > > Integration therapy is targeted at problems related to sensation.> > > These include problems> > > with touch, body position, movement, sound, food textures, and so> > > forth. Techniques may> > > involve deep pressure, brushing, and swinging.

We do not know how> > > these treatments work> > > but often they can be helpful.> > > Speech and Language therapy is also an important part of the> > equation.> > > Sometimes,> > > therapy has to be aimed at social and pragmatic problems. A home> > > program is crucial, since> > > children need to practice skills throughout the day. A therapist> > > should be sharing goals and> > > techniques with parents and teachers. There are many handouts on> > this> > > website that can> > > help.> > > Behavior specialists can also be helpful in helping parents choose> > > goals and learn> > > techniques to teach appropriate behaviors and eliminate problem> > > behaviors. In general,> > > psychotherapy for the child is not effective

for MSDD.> > > Medications can help in certain cases, but medication is not> > curative> > > Potential side effects> > > and treatment benefit have to be weighed carefully.> > > It is important to be an advocate for your child. Make sure that you> > > and the doctor are very> > > clear about the goals of treatment, including when you are going to> > > stop or change> > > treatment.> > > Children often have to be given diagnoses to get services. Sometimes> > > the diagnosis also> > > helps guide treatment. It may predict how the child may do in the> > > future. A diagnosis can> > > also tell you what your child does not have.> > > The MSDD diagnosis is getting better known, and is now being taught> > in> > > early

childhood> > > special education courses. Some clinicians will still diagnose> > autism,> > > pervasive> > > developmental disorder, developmental delay, and language> > impairment.> > > Sensory> > > integration disorder is also diagnosed.> > > The most important thing is to understand your child's needs and> > > strengths, to set goals,> > > monitor progress, and make changes when things are not working.> > > First published: 5/27/2004> > > References> > > Zero to Three Diagnostic Classification Task Force. (1994).> > Diagnostic> > > Classification> > > of Mental Health and Developmental Disorders of Infancy and Early> > > Childhood> > > (DC:0-3)™. Zero to Three. ISBN: 0943-657-32- 6> > > Advocacy> >

August 15, 2008

Roxanna, that's just it. He is receiving speech. he has been getting speech from 18 months old to present . Also I had a full CAPT testing and speech testing from a speech pathologist at the same center (outside the school) and they also documented that he needs a quiet place to take his test without distractions, he needs extra time due to his process delay, they also stated that his concerns are related to his neurological disorder - autism. the school requested that I sign a release for for his speech teacher to speak with them directly. On his IEP it also states that he needs extra testing time in a quiet area. He also needs to sit in a spot with the least distractions because he gets distracted easily. His neurologist also documented he was diagnosed with autism. she said he still needs the services to progress and the school stated they will continue all services. (Dr. gave me copies of

documents). the speech teacher is helping him with organization his thoughts into complete sentences. He has resource for reading, writing, & spelling. His spelling still the worst !. Also, if they are teaching him something new, he needs one on one help. His neurologist said whatever it was the interfered with his speech when he was younger is the same with his reading too. he also struggles with expressive language. Social skills I get for him on the outside. which he is helping my son with organization, life skills, & social. the school says they don't see these concerns in school. but a person observing him stated in her report he has boundary issues, (at lunch time). (had boundary issues his whole life) he has a private therapist that has been working with that too. *The first part of what you wrote - (autism means): the school

explained they don't see any of that here and his autism isn't affecting his school work ????? but he needs all these services that are related to his autism.... No, he is not receiving social, physical, and management either. as far as the school giving my son social skills, they now are saying he is to monitor his own social skills ???. the teacher at school that was working with my son with social skills said to me he's not autistic. and I said to her and your not a doctor. we had a meeting with her, & the principal. and this person is no longer working with my son. they said he doesn't need it anymore. they also said if your son is autistic he is high functioning. the neurologist said kids with autism can progress with continued services. but they need these continued services to continue, for them to keep progressing. so now, we ended up with a change of classification

because the school says they don't see my son acting out autistic. they are comparing my son to a classic autistic child... If they were to try to stop any services that my son needs - because they don't see it. I have all my saved documents saved !. I have proof with all the outside help he is receiving from his social skills, private therapist, reading program, tutors, CAPT & speech testings. Roxanna, what other proof is needed...at school he still receives supports & resource room. they just allowed me to get parent training to help teach my son with organization and executive functioning and expressive language. the only thing now is to wait and see how his first year goes in middle school. I'm concerned because lots of people posted that middle school was a disaster for them. maybe one wrote all went well. OH and his maturity - I was told he was at a 2nd grade level.

I'm going to print this out for my own records if OK with you. thanks you for looking this all up and posting it. I will be referring back to it when needed. RoseRoxanna <madideas@...> wrote: Yes, but where does it say that exactly? Have you seen the new changes? In writing? Funny but I can't find this! Your state definition says this: "(1)

Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age 3, that adversely affects a student’s educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. The term does not apply if a student's educational performance is adversely affected primarily because the student has an emotional disturbance as defined in paragraph 4 of this subdivision. A student who manifests the characteristics of autism after age 3 could be diagnosed as having autism if the criteria in this paragraph are otherwise satisfied. " I was clicking through some interesting new york

sped sites. There is a nice site that lists all the things specific to New York that go above and beyond what the IDEA specifies. They can't provide less. But this is a listing of what they provide "more." I liked this one: "The IEP must indicate the individual needs of the student in accordance with the four need areas – academic, social, physical and management needs." This is a nice thing! Notice "social" and "management" needs listed! Are they meeting his needs in these areas? I only found one specific section dedicated to autism. It states: "Mandated regulations relating to classroom instruction of students with autism that include: grouping of students with autism by age and functioning level, length of

the instructional day for students with autism, starting school age for students with autism, the instructional program and teacher training. Instructional services must be provided to meet the individual language needs of a student with autism for a minimum of 30 minutes daily in groups not to exceed two, or 60 minutes daily in groups not to exceed six. Where a student with autism has been placed in programs containing students with other disabilities, or in a regular class placement, a special education teacher with a background in teaching students with autism must provide transitional support services in order to assure that the student’s special education needs are being met." Did you notice that they are required to provide speech therapy services a minimum of 30 minutes per day? I wonder if your ds is getting that? He may not need ST on saying words by rote...but imagine a daily social club for 60 minutes daily?

And also, it looks like they must provide a sped teacher in his regular classes to provide support services. Now you start to see why they want to change his classification. I certainly can! Here is the list I copied these from --> http://www.vesid.nysed.gov/specialed/idea/partB-analysis.htm It also lists "chapter and verse" where you can find the specific regulations spelled out in writing. Here they are for autism --> Section 3 of Chapter 410 of the Laws of 1978 8 NYCRR §200.13 here is the exact section --> http://tinyurl.com/5hu4jb Nowhere I can find in your regulations does it specify that autism classification is only for classic autism.

These are your state regulations. Now, maybe I've missed something because I didn't read the whole thing. But I don't think I missed much. I think I see a lot of cool things for kids with autism that might be helpful to you and your ds. Parent training so you can follow up at home. Also, there is a line about the school day being defined for kids with autism. I did not look for that one but I think they might be implying things about ESY and/or after the regular school day. i.e. instruction at home. Now you may not need this. But I sure wouldn't want to cross these things off my list. Go out and get a copy of your state sped regulations. Or better yet, here they are. You don't have to wait and ask your sped people, you can just ask me. <g> --> http://www.vesid.nysed.gov/specialed/publications/ I had my printer print out my Ohio state regulations. Then I put it in a 3 ring binder. I went through and earmarked it into sections with those little side stickie things. Then I could go through and read parts that were relevent. Get a highlighter and go through it page by page and just highlight things that are interesting or that you think you would need. Granted it is not like reading about love and passion <g> but you will use it more. lol. Yes, also I looked up something interesting - it's a brochure the state dept. of education puts out to physicians to outline what autism is exactly. They mention AS in there. Seems like that is considered "autism" to the state DOE. I think your school is full of BS. --> http://tinyurl.com/5jtgls RoxannaYou're UniqueJust like everyone else... Re: ( ) Aspergers versus HFA here in NY, they changed the classification of autism. they stated if a child isn't "

classic autism" they will be classified as OTH (other health impaired). there is no more in between. I disagreed, and so did our doctor, but they wrote to the doctor stating my son Will still get all the same services as with autism but under 'OHI' with a medical DX of Autism. I wanted on his IEP/ISP to say on it somewhere autism so he doesn't get punished for something that is related to a neurological DX. (which he has in the past) I don't know why if everything is staying the same, why it's so important for the school to change his Classification from autism to OHI even though specialist stated he is autistic. the school is saying that HFA doesn't interfer with his school work - {{{ but it is }}} because he needs so much help. and with new work, he needs more one on one help. they are saying he doesn't have the meltdowns, and he is progressing. I'll see how this goes in Middle school - if they

can keep up with him. they never 'see anything' until I have to verbally tell them, show them, put it in writing, then after the whole year is up, they get it and work with him - like on the last month. . No virus found in this incoming message. Checked by AVG - http://www.avg.com Version: 8.0.138 / Virus Database: 270.6.2/1609 - Release Date: 8/13/2008 6:43 AM

August 15, 2008

His diagnosis from his neurologist is autism. the school is the one that is saying he is HFA. but on his IEP they stated his medical dx is autism.r_woman2 <me2ruth@...> wrote: >> they also are saying in NY, if your not classic autism, you won'tbe under the autism classification. so, HFA, PDD-NOS, AS all get OHI. OK, that was what I was

trying to ask about before, I just didn't putit very well. So, either there was a change in how autism isclassified in NY recently or they were doing it wrong before. Youknow HFA is not an official dx--that may be part of your problem. Iwould try to get a neuropsych or neurologist to see what official dxhe fits. Your school is not qualified to dx and sounds like that iswhat they are trying to do. Since HFA is not an official dx, they aredeciding whether he is classic autism, PDD-NOS or AS. So ask themwhat dx they are using. If your insurance doesn't cover the eval andyou can't afford it out of pocket--request the eval from them.> they seem to be doing this to others and it seems like they aredoing this just before middle school.So, maybe whatever administrator is over the middle school is morestrict about following the state guidelines on classifications? Sothey have to get all their ducks in order before

they leaveelementary? Or it could be the particular elementary school is laxabout classifying kids--being like some of us, spending more timedetermining what needs are to be met rather than the correct label?I think one question you could ask is if there are differentguidelines for school districts to follow if autism is a secondarycondition rather than the primary condition.It is scary.Ruth

August 15, 2008

Deep breaths taken *smile* I'm trying to relax but you know how the public schools are. thanks Jan !!! Roserushen janice <jrushen@...> wrote: Rose,,,, First ...you are really stressing yourself out....take a deep breath.... Next...they can't just eliminate his services w/out a IEP meeting....so take a step at a time..... He is getting services, right??? Okay. He is doing well? Yes...good...let's be happy....take a step at a time. Okay say at the next IEP meetinging they say ...he is doing well...let's do such and such...you as a parent can disagree...that is your right. They can not just stop all services. But you may at a point ...say well....let's cut back a little and see how he does..but if he doesn't do well...we'll go back to XYZ. In part ...you may want to cut back on supports in time and see how he does...but it would only be when he is doing well and a little bit at a time...because at one point in his life he won't have all the services ...such as in college. But please calm yourself....your are not doing yourself or your son any good and your blood pressure is going to go thru the roof. Remember...baby steps...he is

getting the services he needs now! Good.... Hugs to you. Stay Calm... Jan Janice Rushen Mom, Mentor, Wife, Teacher, Advocate, Accountant, Maid, Taxi, Shopper, Bulletin Board Artist Nanny, Crafter, Therapist, Friend, Sister, Aunt, Daughter, Grand-daughter, Personal Care Aide, Student, Believer, and Giver. My guess is that they

do not plan to spend much money on services for your ds. So changing his classification makes it look good on paper for them. If they have a child with autism on paper, they have to show that the services are being provided that match that dx. How could they get funding for someone with autism but provide no services to that child? Or provide only speech? It might be causing them problems. Otherwise, I don't know what the problem could be aside from money. It's usually always money. Sometimes a person will screw around with you just for her/his own amusement. But in the end, it's money. I would ask them directly - if

we all agree he has a medical dx of autism, then why change his classification? Shouldn't it be the most accurate classification? Autism matches autism. If they say he is not classically autistic, then I would ask to see the exact paperwork detailing what the autism classification requirements are exactly. If he has AS, then he will meet the classification definition. The only "problem" will be in severity of those problems. And that is open to interpretation, IMO, and could be argued. RoxannaYou're UniqueJust like everyone else... RE: ( ) Aspergers versus HFA Aspergers, HFA, Classic autism, PDD-NOS are all under the autism spectrum. I can see if the child is DXed with autism and the school wants to say aspergers and he/she is still getting the right services " fine ". but my school wants to take my son off the autism spectrum DX and give him " OHI " which would be a Hugh disadvantage to him because the staff won't have a clear understanding of my son's autism with a classification of OHI. They still want to change him from an autism classification to OHI but added a medical DX of

autism. What sense does that make and why ? how does that benefit the school by changing my son's classification from autism to now OHI ? Rose . No virus found in this incoming message. Checked by AVG - http://www.avg. com Version: 8.0.138 / Virus Database: 270.6.3/1611 - Release Date: 8/14/2008 6:20 AM No virus found in this incoming message. Checked by AVG - http://www.avg. com Version: 8.0.138 / Virus Database: 270.6.3/1611 - Release Date: 8/14/2008 6:20 AM

August 15, 2008

Rose,,,you said you contacted everybody... you mean the state...No, I didn't contact the state. I did go to an autism/family support group and spoke with advocates there and they were as surprised as I was. they saw all my documentation and recommended a hearing. then in that same breath said, but they are still giving him services he needs. and what exactly did they say...ARE all the schools in your state re-classifying I haven't heard anything about all schools re-classifying and neither did the advocates.....or just your school? from what I learned from other concerned parents, they also re-classified their children in the 5th grade. One parent at my CSE meeting told me her son was re-classified and she agreed to it. (don't know why) I guess word is still getting around because

a parent that has an autistic child in 4th grade is now sharing her concerns with me. (not all parents agree with this). she said she doesn't have as much documentation as I do and that worries her.. And did they know why? I asked why -(at the school meeting) why they wanted to change his classification?. they said because my sons autism doesn't interfer with his school work. he's not classic autism. I guess they mean his behaviors/no melt downs and he's progressing. Did they say why? Someone KNows and they are not telling. But I think it is for what we said. I don't believe you need to worry! That is my honesst opinion. I'll let you know how he does with his first year in middle school. thanks again Rose rushen janice <jrushen@...> wrote: Rose,,,you said you contacted everybody...you mean the state...and what exactly did they say...ARE all the schools in your state re-classifying ....or just your school? And did they know why? Did they say why? Someone KNows and they are not telling. But I think it is for what we said. I don't believe you need to worry! That is

my honesst opinion. Jan Janice Rushen Mom, Mentor, Wife, Teacher, Advocate, Accountant, Maid, Taxi, Shopper, Bulletin Board Artist Nanny, Crafter, Therapist, Friend, Sister, Aunt, Daughter, Grand-daughter, Personal Care Aide, Student, Believer, and Giver. At one time it was thought by many experts that they were different – HFA had language delay while Aspergers did not. Today most experts believe there is no difference. In fact, I just read an article on Tony Attwood’s site in which he says there is no difference; within the last year or so I read an article on his site that said they were different (for the reason I stated above). From: [mailto: ] On Behalf Of ginaSent: Sunday, August 10, 2008 6:46 PM Subject: ( ) Re: PDD-NOS being re-named? ,I have the same

question as you: what is the difference between AS and HFA. My son has been refferred to as both so I just assummed they were the same thing??????? > > >> > Thanks for that info. I find it very interesting in that my Aspie son> > fits into this criteria, especially the sensory stuff, but he has no> > speech delay, although he has trouble with communicating his thoughts> > sometimes and is very bright.> >> > I suspect, that this "new" diagnostic criteria is to create a label> > for spectrum kids that clearly have issues, but are not "classic> > autism". Notice the line "A diagnosis can tell you what your child> > does not have." I notice that the article makes it very clear> > that "MSDD" will not be considered "autism" or even a "spectrum> > disorder". So the trend to list

ADD/ADHD, Sensory Processing,> > apraxia, non verbal learning disorder, etc. etc. as part of spectrum> > disorders will cease to increase the autism numbers. Never mind that> > all those issues are rampant in our kids, and certainly were NOT> > 20,30 years ago or more.> >> > I also think that will be very convenient for the government, NIH,> > CDC, FDA, and medical establishment such as AAP, AMA to refute the> > increase in spectrum disorders in the past 20 years and the autism> > epidemic.> >> > I don't care what NIH calls it - I want them to address the many> > causes and how to help our kids get better, and make sure this> > epidemic stops.> >> >> > > I was reading on the medline/NIH website today at work and did a> > > search on PDD-NOS. The results gave a site called dbpeds.org,

which> > > is developmental and behavioral pediatrics online. Apparently PDD-> > NOS> > > is going to be re-named to "multisystem developmental disorder".> > > There was a great handout in PDF form that described my son> > perfectly.> > >> > > Anyone else ever heard of this? Here is the pamphlet's text.> > >> > > Multisystem Developmental Disorder> > > by Henry L Shapiro MD> > > Multisystem Developmental Disorder (MSDD) is one of the newer terms> > to> > > describe a group> > > of children with communication, social, and sensory processing> > > problems who do not fit into> > > other categories such as autism. MSDD is usually diagnosed in early> > > childhood.> > > Abnormal reaction to sounds, smells, textures, movement,> >

temperature,> > > and other> > > body sensations> > > Disturbed behavior that seems more related to unpleasant experiences> > > than lack of> > > interest in participating> > > Some impairment in communication development> > > Relatively normal interest in communicating and interacting socially> > > when they are> > > not reacting to their environment> > > Varying amounts of attention and organization problems> > > Varying amounts of coordination problems or clumsiness> > > Varying amounts of problems regulating sleep, activity, and appetite> > > These problems must interfere significantly with everyday life, and> > > interfere with normal> > > development to warrant a diagnosis.> > > MSDD is thought to differ from autism in several ways. First,>

> children> > > with MSDD tend to> > > respond to treatment better than children with autism. They are less> > > likely to have severe> > > delays in mental ability, and less likely to have severe rituals or> > > repetitive behaviors. Still,> > > these diagnoses are hard to tell apart in young children since> > > children with both diagnoses,> > > Autism and MSDD, may have similar behavior problems.> > > Emotional outbursts or "meltdowns"> > > Refusal to eat certain foods> > > Insistence on wearing certain clothing, or not liking clothing at> > all> > > Extreme reactions to noise or movement> > > Avoidance of sensory experiences or seeking out extreme sensory> > experience> > > Abnormal reaction to pain> > > Sleep disturbance> > >

Avoidance or lack of pleasure in being touched or cuddled in spite> > of> > > interest in> > > being with you socially> > > Refusal to have hair washed, touched, combed, cut, etc.> > > Toe walking. Refusal to walk on certain surfaces (such as walking on> > > grass in bare> > > feet)> > > Like many childhood developmental problems, we have few specific> > > treatments or cures.> > > Most of our treatment is meant to help a child work around a> > problem,> > > or to guide them into> > > learning or discovering skills that they are not mastering on their> > own.> > > What kind of problems do children with MSDD have?> > > Is it MSDD or Autism?> > > What behaviors are seen in MSDD?> > > How do we treat MSDD?> > > Multisystem

Developmental Disorder Page 1> > > Reprinted from dbpeds.org on 8/8/2008. © All rights reserved> > > Sensory Integration therapy is often a mainstay of treatment. It> > tries> > > to help a child> > > overcome their extreme sensitivity and reaction to their sensory> > > experiences. Sensory> > > Integration therapy is targeted at problems related to sensation.> > > These include problems> > > with touch, body position, movement, sound, food textures, and so> > > forth. Techniques may> > > involve deep pressure, brushing, and swinging. We do not know how> > > these treatments work> > > but often they can be helpful.> > > Speech and Language therapy is also an important part of the> > equation.> > > Sometimes,> > > therapy has to be aimed at social and

pragmatic problems. A home> > > program is crucial, since> > > children need to practice skills throughout the day. A therapist> > > should be sharing goals and> > > techniques with parents and teachers. There are many handouts on> > this> > > website that can> > > help.> > > Behavior specialists can also be helpful in helping parents choose> > > goals and learn> > > techniques to teach appropriate behaviors and eliminate problem> > > behaviors. In general,> > > psychotherapy for the child is not effective for MSDD.> > > Medications can help in certain cases, but medication is not> > curative> > > Potential side effects> > > and treatment benefit have to be weighed carefully.> > > It is important to be an advocate for your child. Make sure that

you> > > and the doctor are very> > > clear about the goals of treatment, including when you are going to> > > stop or change> > > treatment.> > > Children often have to be given diagnoses to get services. Sometimes> > > the diagnosis also> > > helps guide treatment. It may predict how the child may do in the> > > future. A diagnosis can> > > also tell you what your child does not have.> > > The MSDD diagnosis is getting better known, and is now being taught> > in> > > early childhood> > > special education courses. Some clinicians will still diagnose> > autism,> > > pervasive> > > developmental disorder, developmental delay, and language> > impairment.> > > Sensory> > > integration disorder is also diagnosed.> >

> The most important thing is to understand your child's needs and> > > strengths, to set goals,> > > monitor progress, and make changes when things are not working.> > > First published: 5/27/2004> > > References> > > Zero to Three Diagnostic Classification Task Force. (1994).> > Diagnostic> > > Classification> > > of Mental Health and Developmental Disorders of Infancy and Early> > > Childhood> > > (DC:0-3)™. Zero to Three. ISBN: 0943-657-32- 6> > > Advocacy> > > Multisystem Developmental Disorder Page 2> > > Reprinted from dbpeds.org on 8/8/2008. © All rights reserved> > >> >>

August 15, 2008

Roxanna, you are 100+% right !. That is why I'm here on this site to learn my rights to advocate for my son. because they know - when the parents don't know - their rights and take advantage of that big time !. RoseRoxanna <madideas@...> wrote: I would disagree with that. Also, someone else wrote that they felt the school just didn't know how to work with their child so they were giving them time to figure things out (or the main gist of

what was said...) Schools do know exactly what is required of them. They have people who specialize in special education and it is their job to know the laws. They have conferences, people are sent down from the state to inservice and they send out notices when things are changed. They have to know and be up to date on the best practices for teaching these kids. There is absolutely no excuse for anyone to say they just didn't know the law. This is their job. It's not just a position where you sort of have to know the rules. You have to KNOW the rules and follow them. As for how to work with and educate our kids, that is also maddening to me to give people an excuse to not provide

appropriate services based on their ignorance. I realize people are trying to be nice to these educators but there is a line to draw between being nice and being too nice. I will grant that not every single teacher is up to speed on autism. But those teachers should be inserviced and get any help they need along the way. So it should not be a matter of someone just standing there with arms out saying, "I don't know how to work with this child." Experimenting is also a bad idea and unnecessary. The people in charge of sped, who know the laws and rules and best practices, see to it that people are hired to inservice, to teach, to work with our kids. If there is not a person there to work with a child who has a specific condition, they have to dig one up or train one. This is their job to do, not just a

suggestion if they feel the urge to be nice that day. If there is not a program or policy in place, you should ask your superintendent/sped director why not! Ask them what plans are in place to inservice teachers and staff about AS/HFA. Ask to have your child's teachers inserviced. I'm not saying to be nasty to educators or administrators who don't know what they are doing. I am not blind that I think they all follow the rules - they don't. They can plead ignorance and get away with it, I'm sure, because parents do not know the laws/rules. But I am saying we need to hold them accountable. It's understandable to find out they've never worked with a child like yours before. But it is not understandable if they don't learn quickly what to do, hire someone who does know what to do, or make use of

available professionals to get help with things are problematic or not working. Do not wait a year or two for these people to learn. Do not think the school is too poor to afford help to learn the laws. This is just not true. They know. RoxannaYou're UniqueJust like everyone else... ( ) Re: Aspergers versus HFA Granted, I'm a suspicious person, and I've heard personal, and truly shocking stories from financial people, govt people, lobbyists, drug company people, doctors and nurses, and attorneys, but what the hay, here's my take on this-The school itself won't answer you and cannot answer you because they have absolutely NO IDEA why they need to do this. They are just following orders. It has come down to them from higher up. The state government most likely. Or federal. Or a local rep, state senator, someone. Pressure from a lobbyist on someone, maybe. Somebody, somewhere has seen that your area's autism stats are getting too high, or too high for that age group and so, this way they can still give the kids services and they don't have to feel bad, and at the same time, somebody's

tush is covered when the autism stats come out and those stats do NOT support the "necessary outcome". Meaning this: "we paid good money, or our deal was, for your research to show that in this area, ABC*(insert whatever cause du jour is being defended/"researched" - I use that term loosely) does NOT cause, contribute, relate in ANY WAY to ANY higher incidence in autism. There is NO link between autism and *ABC" (crap in the water, a batch# of bad meds, an environmental HazMat leak at a plant 12 years ago that was covered up, whatever....take your pick).It happens all the time, every day, in every single industry at all levels of government. Whenever you read studies, get the names of the authors, publishers, researchers, funders, director of the journal or president of the university, etc, etc, and then get someone in the financial industry to follow the money of those names - to see who owns

which stocks and sits on which corporate boards, etc. It will shock the bejeebers out of you. . No virus found in this incoming message. Checked by AVG - http://www.avg.com Version: 8.0.138 / Virus Database: 270.6.3/1613 - Release Date: 8/15/2008 5:58 AM

August 15, 2008

Now that's a question I don't know. also, this autism unit was a secret until it opened and it just opened. I will need to find this all out. thanks.r_woman2 <me2ruth@...> wrote: > I also found out they opened up an autism unit in the elementaryschool for all ages including adults and hired staff to go with it. So, can your son access

any of these programs or staff with just aautism medical alert or would he have to have a primary classificationof autism? If not, I would say that right there is probably thereason for the change.Ruth

August 15, 2008

LOL, yet, its not funny. A mom did say to me something political is going on. due to all these kids getting their classification changed just before middle school. but I'm not into politics....so I didn't keep that conversation going. <sunshine369@...> wrote: Granted, I'm a suspicious person, and I've heard personal, and truly shocking stories from financial people, govt people, lobbyists, drug company people, doctors and nurses, and attorneys, but what the hay, here's my take

on this-The school itself won't answer you and cannot answer you because they have absolutely NO IDEA why they need to do this. They are just following orders. It has come down to them from higher up. The state government most likely. Or federal. Or a local rep, state senator, someone. Pressure from a lobbyist on someone, maybe. Somebody, somewhere has seen that your area's autism stats are getting too high, or too high for that age group and so, this way they can still give the kids services and they don't have to feel bad, and at the same time, somebody's tush is covered when the autism stats come out and those stats do NOT support the "necessary outcome". Meaning this: "we paid good money, or our deal was, for your research to show that in this area, ABC*(insert whatever cause du jour is being defended/"researched" - I use that term loosely) does NOT cause, contribute, relate in ANY WAY to ANY

higher incidence in autism. There is NO link between autism and *ABC" (crap in the water, a batch# of bad meds, an environmental HazMat leak at a plant 12 years ago that was covered up, whatever....take your pick).It happens all the time, every day, in every single industry at all levels of government. Whenever you read studies, get the names of the authors, publishers, researchers, funders, director of the journal or president of the university, etc, etc, and then get someone in the financial industry to follow the money of those names - to see who owns which stocks and sits on which corporate boards, etc. It will shock the bejeebers out of you.-- In , Rose <beachbodytan2002@...> wrote:>> Jan, I have been disagreeing with this change for almost two years. I had to take my son back to the

doctors for re-evaluation and they are still saying he's autistic - you can't cure autism. the school also spoke with our doctor directly and stated he will get the same services. they also asked that same question, then why change the classification if everything is staying the same and we get the same answer. that he is progressing and he's not classic autism. we live in NY. They did change his classification to OHI with a medical alert saying he has a medical dx of autism on his IEP so the team can be aware of his autism. I just don't understand the OHI part. like what is their game if any. I also found out they opened up an autism unit in the elementary school for all ages including adults and hired staff to go with it. > Rose.> > rushen janice <jrushen@...> wrote:> I agree with Roxanna...it most likely has to do with money....why not contact the state...maybe the school has to

account for too many children with special needs...there is something there but the school is not telling you. Do you know any one who works in the district that you can ask. I am sure there is more to this then they are telling you. > > And if nothing changes with this new classification tell them you will NOT accept the new classification for your son. It is your right...you have more rights than the school and they just don't want you to know that! > > Jan> > PS What state do you live in????> > > Janice Rushen> Mom, Mentor, Wife, Teacher, Advocate, Accountant,> Maid, Taxi, Shopper, Bulletin Board Artist> Nanny, Crafter, Therapist, Friend, Sister, Aunt,> Daughter, Grand-daughter, Personal Care Aide,> Student, Believer, and Giver.> > > > > My guess is that they do not plan to spend much money on services for your ds. So changing his classification makes it look good on paper for them. If they have a child with autism on paper, they have to show that the services are being provided that match that dx. How could they get funding for someone with autism but provide no services to that child? Or provide only speech? It might be causing them problems. > > Otherwise, I don't know what the problem

could be aside from money. It's usually always money. > Sometimes a person will screw around with you just for her/his own amusement. But in the end, it's money. > > I would ask them directly - if we all agree he has a medical dx of autism, then why change his classification? Shouldn't it be the most accurate classification? Autism matches autism. If they say he is not classically autistic, then I would ask to see the exact paperwork detailing what the autism classification requirements are exactly. If he has AS, then he will meet the classification definition. The only "problem" will be in severity of those problems. And that is open to interpretation, IMO, and could be argued. > > Roxanna> You're Unique> Just like everyone else...> RE: ( ) Aspergers versus HFA> > > Aspergers, HFA, Classic autism, PDD-NOS are all under the autism spectrum. I can see if the child is DXed with autism and the school wants to say aspergers and he/she is still getting the right services " fine ". but my school wants to take my son off the autism spectrum DX and give him " OHI " which would be a Hugh disadvantage to him because the staff won't have a clear understanding of my son's autism with a classification of OHI. They still want to change him from an autism classification to OHI but added a medical DX of autism. What sense does that make and why ? how does that benefit the school by changing my son's classification from autism to now OHI ?> Rose> > > > .> > > No virus found in this incoming message. Checked by AVG - http://www.avg. com

Version: 8.0.138 / Virus Database: 270.6.3/1611 - Release Date: 8/14/2008 6:20 AM > > > > > > > > > No virus found in this incoming message. Checked by AVG - http://www.avg. com Version: 8.0.138 / Virus Database: 270.6.3/1611 - Release Date: 8/14/2008 6:20 AM>

August 15, 2008

Ruth, I hear you !!! not only doing special ed at home is time consuming, and expensive. it's so unfair to our children. if they just get the right services in school to eliminate all the extra services we have to provide at home, that would be enough. but like you, I'm getting the right - extra help outside the school because if I don't, my son also will not live an independent life either....like you, my son won't learn on his own either. I also wanted to tell you - you write very well !. the school should be afraid of you...*smile*. Roser_woman2 <me2ruth@...> wrote: >> , is your son in elementary school ? also, in NY, in elementaryschool they followed the doctors reports and he had an autismclassification. but for middle school that stopped and they changedhis classification to OHI and said we don't see this in school, andit's not interfering with his school work.Rose, you are right, our situations really are similar. This isexactly what I am getting. What is different is my son has always hadthe invisible AS and we've ALWAYS gotten this. My son has never evengotten SPED, just a 504. In all fairness, he did not really needaccommodations until he was about 10. But the 504 is

definitely notworking currently, so this is definitely a bad trend for you. We haveto apply all our own special ed from home on our own time and dime. Not only does this not work because of the expense, but it justdoesn't work with the interventions only coming from home when theyspend several hours at school almost every day. And there is also theissue of how AS/HFA kids need lots of downtime, and don't do wellhaving to repeat school every evening instead of getting said downtime.Another thing we have in common is that it seems like our schooldistricts are not bad, just ignorant. Since we had just switchedschools and the new school was trying, coming up with a number of newaccommodations, I let them experiment with the 504. I could see theyhad to try things their way before they'd listen to me. They reallydon't understand any of the speech issues, and they don't get theseverity of the problem. They really are not

getting that this kid isnot ever going to finish school, hold a job or even leave home unlesshe gets needed interventions--and they think I don't know that he isjust typical and will simply grow out of it! So, now I'm trying todecide how to handle this this year so we don't end up wasting toomuch of the year. I'm trying to get our private speech therapist, whois great and really "gets" autism, to write an addendum to his speechevaluation explaining how his particular pragmatic speech problemsaffect him in the educational arena. He will also be starting with apsychiatrist who specializes in Asperger in September, and I hope shecan help us. I've already seen her a couple of times with my son'stwin, and I know she won't be afraid to speak her mind to the school.Kind of rambling--just felt like sharing. I have to scoot to work, soif you don't hear from me for awhile, that is

why.Ruth

August 15, 2008

You have a lot of good questions that I will keep in mind for questioning. I do like that in your case you said middle school is much different and for the better. I'm glad things are looking better for you...and I hope they continue. when we went for an orientation for middle school. it looked like my son would enjoy it. he struggles with organization but we are working on that. he struggles with a few other things that I have mentioned in other post and we are also working on those as well. I'll see how that goes. thanks for posting, I have lots to think about and I'm ready !. you and others have gave me excellent questions to bring up and lots of great ideas if needed... Roser_woman2 <me2ruth@...> wrote: >> they don't change a classification for nothing - there issomething behind all this and I don't know what. > If this means anything or not, they changed lots of classificationjust before going into middle school.So, what is the setup at the middle school? That may be the key. Forstarters, they don't have an autism center there, right? Will yourson still have this nice setup where he can go to the resource roomwhenever he needs help? Or will it be more like a floating aideshared with many students and

not guaranteed at any particular time? Or maybe the resource room will be a set time every day/week. Will hebe guaranteed one-on-one help? How knowledgeable are the resourceroom staff on autism since the autism center is in a differentbuilding? Have they given you specifics on how they are going toimplement his services in the middle school? Our jr high is verydifferent from the elementary grades, in our case for the better.Ruth

August 15, 2008

Rose...I forgot that I wanted to ask you...you say middle school...what grade is your son going into? My son is going into 7th.

5th grade tends to be the hardest...even my sister said so...they are preparing them for high school.

And, just to let you know....my son did okay in 6th...they changed classes and all. His teachers were great...I think that is the MOST important part of the education system...the TEACHER. The teacher can make it or break it and I see it EVERY DAY in school myself personally.

And, Rose, let me tell you another thing...you are far more advanced with your son than I am with mine....my son won't work with me at all....work on organization...you gotta be kiddin..with my kid...don't think so...So give yourself some PATTING on the BACK!!! GREAT JOB!!!! You have done alot with him this summer and I am sure he will be fine!

Just stay on them TOES and Keep the EYE BaLLs and EARS OPEN!

Jan

Janice Rushen

Mom, Mentor, Wife, Teacher, Advocate, Accountant,

Maid, Taxi, Shopper, Bulletin Board Artist

Nanny, Crafter, Therapist, Friend, Sister, Aunt,

Daughter, Grand-daughter, Personal Care Aide,

Student, Believer, and Giver.

>> they don't change a classification for nothing - there issomething behind all this and I don't know what. > If this means anything or not, they changed lots of classificationjust before going into middle school.So, what is the setup at the middle school? That may be the key. Forstarters, they don't have an autism center there, right? Will yourson still have this nice setup where he can go to the resource roomwhenever he needs help? Or will it be more like a floating aideshared with many students and not guaranteed at any particular time? Or maybe the resource room will be a set time every day/week. Will hebe guaranteed one-on-one help? How knowledgeable are the resourceroom staff on autism since the autism center is

in a differentbuilding? Have they given you specifics on how they are going toimplement his services in the middle school? Our jr high is verydifferent from the elementary grades, in our case for the better.Ruth

August 15, 2008

Jan, 5th grade was his last year in elementary school. they changed classes in 5th grade to prepare him for middle school. Middle school starts in 6th grade. he just turned 11 this summer. Also Middle school is separate from elementary school. its in a different building. I know a few others here posted their school is from K-12 all in one building. I know this sound easy for me to sit here an say - your sons organization skills will kick in and you will be amazed. right now might not be the time for him yet. almost like potty training a tot. if the kidneys aren't ready, no matter how hard you try to time it, catch him and put him on the potty, its not going to work. but give him time, let his kidneys get stronger, then try again later, you will have better luck. so if you try to soon when he's not ready, it won't work as well. Same with your son with organization, he just might

not be ready right now. take those baby steps and you will see it will kick in...little by little. I agree the teachers do make a difference. if you have a caring teacher your child will progress. Most teachers we had were great and cared. but there was this one. I think everyone here had " that one " teacher that shouldn't be a teacher.... I'm glad to hear your son did well in 6th grade...I hope he even does better in 7th. School starts the first week in September here. So we still have a tiny bit more time. summer went to fast this year. talk to you more tomorrow - good nightrushen janice <jrushen@...> wrote: Rose...I forgot that I wanted to ask you...you say middle school...what grade is your son going into? My son is going into 7th. 5th grade tends to be the hardest...even my sister said so...they are preparing them for high school. And, just to let you know....my son did okay in 6th...they changed classes and all. His teachers were great...I think that is the MOST important part of the education system...the TEACHER. The teacher can make it or break it and I see it EVERY DAY in school myself personally. And, Rose, let me tell you another thing...you are far more advanced with your son than I am with mine....my son won't work

with me at all....work on organization...you gotta be kiddin..with my kid...don't think so...So give yourself some PATTING on the BACK!!! GREAT JOB!!!! You have done alot with him this summer and I am sure he will be fine! Just stay on them TOES and Keep the EYE BaLLs and EARS OPEN! Jan Janice Rushen Mom, Mentor, Wife, Teacher, Advocate, Accountant, Maid, Taxi, Shopper, Bulletin Board Artist Nanny, Crafter, Therapist, Friend, Sister, Aunt, Daughter, Grand-daughter, Personal Care Aide, Student, Believer, and Giver. >> they don't change a classification for nothing - there issomething behind all this and I don't know what. > If this means anything or not, they changed lots of classificationjust before going into middle school.So, what is the setup at the middle school? That

may be the key. Forstarters, they don't have an autism center there, right? Will yourson still have this nice setup where he can go to the resource roomwhenever he needs help? Or will it be more like a floating aideshared with many students and not guaranteed at any particular time? Or maybe the resource room will be a set time every day/week. Will hebe guaranteed one-on-one help? How knowledgeable are the resourceroom staff on autism since the autism center is in a differentbuilding? Have they given you specifics on how they are going toimplement his services in the middle school? Our jr high is verydifferent from the elementary grades, in our case for the better.Ruth

August 15, 2008

Now this is my last evening post ...ha haha haha ....

Our school disrict (the east) just build a 25 million new school building...it will house K-5...my son will stay in his old school which was k-6 because it will now be for 6th and 7th. The jr. high will be 8th and 9th and the high school will be 9-12th. They are all on one large campus. The new elementary school is down the hill but the other 3 school are right next to each other. It is kinda neat. I use to worry that the high school kids would get into the elementary school but they can't ...doors are Locked 24/7. We now have photo id's that unlock the door to get in...kinda neat. and there are monitors stationed in front hallways of each building to sign people in and out. Our high schools have a Police Officerin each one (east and west). We don't have metal detectors but would not suprise me if we did one day. We have security cameras in the halls too! Plus we have hall monitors who walk around the school all day long.

Kind of sad ...but it is for protection for everyone!

Jan

Janice Rushen

Mom, Mentor, Wife, Teacher, Advocate, Accountant,

Maid, Taxi, Shopper, Bulletin Board Artist

Nanny, Crafter, Therapist, Friend, Sister, Aunt,

Daughter, Grand-daughter, Personal Care Aide,

Student, Believer, and Giver.

>> they don't change a classification for nothing - there issomething behind all this and I don't know what. > If this means anything or not, they changed lots of classificationjust before going into middle school.So, what is the setup at the middle school? That may be the key. Forstarters, they don't have an autism center there, right? Will yourson still have this nice setup where he can go to the resource roomwhenever he needs help? Or will it be more like a floating aideshared with many students and not guaranteed at any particular time? Or maybe the resource room will be a set time every day/week. Will hebe guaranteed one-on-one help? How knowledgeable are the resourceroom staff on autism since the autism center is

in a differentbuilding? Have they given you specifics on how they are going toimplement his services in the middle school? Our jr high is verydifferent from the elementary grades, in our case for the better.Ruth

August 16, 2008

That is why I'm not raising them in the NYC schools. they had that for years including the metal detectors and police officers. Now with the high schools your not guaranteed to go to the school in your district. you can live in Brooklyn and have to travel to school in the Bronx. I have a close friend that lives in Brooklyn and her child had to travel to SI for H.S.. for her it worked out well because the found a place in S.I and moved. Where we are now, you have to stay in your district so travel time won't be as lone as in NYC and with traffic even longer. We don't have anything in our schools at all except a note on the front unlocked school door that says: all visitors please go to the main office and sign in. Coming from a big city, I and others still feel they need to improve their security - that they don't have. I think I've read in one of your post you had a say in

where you wanted your son to be and got it. If I'm correct and that was you ? did you want your son to stay in the old building ? Is he comfortable there ?. Did school start for you yet? of not when. How is he feeling about going back to school. I mean more like is he worried or like everybody else, still enjoying their school break and not ready to go back yet. Summer was too fast. Roserushen janice <jrushen@...> wrote: Now this is my last evening post ...ha haha haha .... Our school disrict (the east) just build a 25 million new school building...it will house K-5...my son will stay in his old school which was k-6 because it will now be for 6th and 7th. The jr. high will be 8th and 9th and the high school will be 9-12th. They are all on one large campus. The new elementary school is down the hill but the other 3 school are right next to each other. It is kinda neat. I use to worry that the high school kids would get into the elementary school but they can't ...doors are Locked 24/7. We now have photo id's that unlock the door to get in...kinda neat. and there are monitors stationed in front hallways of each building to sign people in and out. Our high schools have a Police Officerin each one (east and west). We don't have metal detectors but would not suprise me if we did one day. We have security

cameras in the halls too! Plus we have hall monitors who walk around the school all day long. Kind of sad ...but it is for protection for everyone! Jan Janice Rushen Mom, Mentor, Wife, Teacher, Advocate, Accountant, Maid, Taxi, Shopper, Bulletin Board Artist Nanny, Crafter, Therapist, Friend, Sister, Aunt, Daughter, Grand-daughter, Personal Care Aide, Student, Believer, and Giver. >> they don't change a classification for nothing - there issomething behind all this and I don't know what. > If this means anything or not, they changed lots of classificationjust before going into middle school.So, what is

the setup at the middle school? That may be the key. Forstarters, they don't have an autism center there, right? Will yourson still have this nice setup where he can go to the resource roomwhenever he needs help? Or will it be more like a floating aideshared with many students and not guaranteed at any particular time? Or maybe the resource room will be a set time every day/week. Will hebe guaranteed one-on-one help? How knowledgeable are the resourceroom staff on autism since the autism center is in a differentbuilding? Have they given you specifics on how they are going toimplement his services in the middle school? Our jr high is verydifferent from the elementary grades, in our case for the better.Ruth

August 16, 2008

yes...we have locked door...yes we have a police officer ...yes I feel better about it...you know why...I don't think it matters where you are....there are ALL kinds of PEOPLE out there...just look at what happen to the kids in the Amish School in Lancaster..horrible...he walked in and lined them up and shot them...and in such a quiet God like place...with such honest calm peaceful God loving people...so I really don't think it matters where you are...

And, we are in the beautiful Poconos...safety comes first. And, I am glad.

But anyways...no my son is NOT excited about going back to school...he hates school..he hates homework...he hates everything about it except seeing his friends...he says his favorite subject is GYM!!! and LUNCH...not that he eats...he just loves to sit with his friends and fool around...hmmmmmmmmmmmmmmmm Do you think I have a true aspie???? Really not sure????? but that is his DX.

Anyways,no he is not excited at all..he is nervous mostly because Poppy won't be here any more to put him on the bus...he has to do it by himself as I have to out the door by 6:25 the lates school starts at 7:12 a.m. ...can you imagine??? The kids are not even awake...LOL...My son will start earlier too..at 8:12 a.m. ...he use to start at 8:55 am...I have no idea what time the bus will come ...he rides a smaller bus because the kids bullied and picked on him on the time...and he finally got up and screamed and cursed a kid out because he told my son he was going to piss on his grandfather's grave. Ugh..the things they learn on the bus...and oh the Language...OMG...he knows words we don't even use in this house.

Story: When he was in 1st grade (I think) he wanted to know what the middle finger meant...he knew it was bad ....I told him it stood for a word we don't use in our house...a word that wasn't nice...and he didn't need to know more than that!!! So one day driving into town with Poppy (Poppy was driving)...my son says...Mom, I know what the middle finger means...you want to know" and I say..."No"...he says "mom, I really know..it means

fxxkin" and I say Oh Great....and who told you this...he says, "a kid on the bus" and I say..."that wasn't nice" and he says "No mom...I asked him ...so he told me"...

So I guess the moral of the story is if you kids asks you tell him yourself...otherwise ...he'll find out from another child anyways"

Story: One day he comes homes and says ..."I know what the "S" word is" and I say "oh yeah" and he says "Yeah, is mean assssss" LOL and I have never told him that is not what it means....but I am sure he knows by now!!!!

I know deep down he is stresses a little but it is mainly about getting on the bus...his father is taking time off in the morning to get him on the bus...and use to the routine. I could call I Irene and ask her to drive up for the other 3 days and pay her but I just hate asking her to come up at that time in the morning. Last year she came every day after Poppy died from 8-8:30 to make sure he got on the bus and play with the dogs...I paid her $50 every week...I guess I could ask her again but this year I think since he is starting earlier...his bus will most likely pick him up around 7:45 a.m which would mean she would have to be here by 7:15 am and I hate to ask her that ...she took care of Poppy when he was dying and I was working....she is 75 years old herself. Wow!

Well, tomorrow we leave for Wildwood NJ and he is so excited...he was up at 4:30 a.m. today ...of course he should not be tired because yesterday he slept till 1:30 pm and went to bed 11 pm so I guess he finally had enough sleep and got up at 4:30 this mornng....so maybe he will go to be at 9 pm tonight ...that is the hour I want him to go to bed.

Jan

Just found out his new nickname...DAVE ...i guess he is growing up!

Janice Rushen

Mom, Mentor, Wife, Teacher, Advocate, Accountant,

Maid, Taxi, Shopper, Bulletin Board Artist

Nanny, Crafter, Therapist, Friend, Sister, Aunt,

Daughter, Grand-daughter, Personal Care Aide,

Student, Believer, and Giver.

>> they don't change a classification for nothing - there issomething behind all this and I don't know what. > If this means anything or not, they changed lots of classificationjust before going into middle school.So, what is the setup at the middle school? That may be the key. Forstarters, they don't have an autism center there, right? Will yourson still have this nice setup where he can go to the resource roomwhenever he needs help? Or will it be more like a floating aideshared with many students and not guaranteed at any particular time? Or maybe the resource room will be a set time every day/week. Will hebe guaranteed one-on-one help? How knowledgeable are the resourceroom staff on autism since the autism center is

in a differentbuilding? Have they given you specifics on how they are going toimplement his services in the middle school? Our jr high is verydifferent from the elementary grades, in our case for the better.Ruth

August 16, 2008

Jan, I hope the weather is great for you guys tomorrow !. and that you enjoy your day. I also agree with you on school security. That was horrible what happened to those Amish people. and they said they forgive him (so they can heal). Your friend that helped you with your poppy - she's 75 years old. God Bless Her. I wonder if she would feel good about you asking her to be there in the mornings for your son. I also know a few elder ladies here that walk each day together and they still do errands for those that can't. they get up each morning and have breakfast together, then walk. in the afternoon, they go do errands for others that are too sick to walk to the post office, store, or clean up their homes. they make a little money for themselves and enjoy doing something for someone and having something to do for that day. they walk each morning all weather and all year., but the

errands & house cleaning are twice a week. They are always happy and speak to everyone. I don't know if that would be the same for your friend. but my point is, maybe she would feel ' needed ' and feel good about you asking her to be there for your son in the mornings. Maybe she might enjoy it ? you never know until you ask her and see how she feels about it. LOL, these ladies that walk early in the mornings have more energy than me. if they're not walking, they are doing something in their gardens. they are always busy. I'm happy for them... Just a thought Roserushen janice <jrushen@...> wrote: yes...we have locked door...yes we have a police officer ...yes I feel better about it...you know why...I don't think it matters where you are....there are ALL kinds of PEOPLE out there...just look at what happen to the kids in the Amish School in Lancaster..horrible...he walked in and lined them up and shot them...and in such a quiet God like place...with such honest calm peaceful God loving people...so I really don't think it matters where you are... And, we are in the beautiful Poconos...safety comes first. And, I am glad. But anyways...no my son is NOT excited about going back to school...he hates school..he hates homework...he hates everything about it except seeing his

friends...he says his favorite subject is GYM!!! and LUNCH...not that he eats...he just loves to sit with his friends and fool around...hmmmmmmmmmmmmmmmm Do you think I have a true aspie???? Really not sure????? but that is his DX. Anyways,no he is not excited at all..he is nervous mostly because Poppy won't be here any more to put him on the bus...he has to do it by himself as I have to out the door by 6:25 the lates school starts at 7:12 a.m. ...can you imagine??? The kids are not even awake...LOL...My son will start earlier too..at 8:12 a.m. ...he use to start at 8:55 am...I have no idea what time the bus will come ...he rides a smaller bus because the kids bullied and picked on him on the time...and he finally got up and screamed and cursed a kid out because he told my son he was going to piss on his grandfather's

grave. Ugh..the things they learn on the bus...and oh the Language...OMG...he knows words we don't even use in this house. Story: When he was in 1st grade (I think) he wanted to know what the middle finger meant...he knew it was bad ....I told him it stood for a word we don't use in our house...a word that wasn't nice...and he didn't need to know more than that!!! So one day driving into town with Poppy (Poppy was driving)...my son says...Mom, I know what the middle finger means...you want to know" and I say..."No"...he says "mom, I really know..it means fxxkin" and I say Oh Great....and who told you this...he says, "a kid on the bus" and I say..."that wasn't nice" and he says "No mom...I asked him ...so he told me"... So I guess the moral of the story is if you kids asks you tell him

yourself...otherwise ...he'll find out from another child anyways" Story: One day he comes homes and says ..."I know what the "S" word is" and I say "oh yeah" and he says "Yeah, is mean assssss" LOL and I have never told him that is not what it means....but I am sure he knows by now!!!! I know deep down he is stresses a little but it is mainly about getting on the bus...his father is taking time off in the morning to get him on the bus...and use to the routine. I could call I Irene and ask her to drive up for the other 3 days and pay her but I just hate asking her to come up at that time in the morning. Last year she came every day after Poppy died from 8-8:30 to make sure he got on the bus and play with the dogs...I paid her $50 every week...I guess I could ask her again but this

year I think since he is starting earlier...his bus will most likely pick him up around 7:45 a.m which would mean she would have to be here by 7:15 am and I hate to ask her that ...she took care of Poppy when he was dying and I was working....she is 75 years old herself. Wow! Well, tomorrow we leave for Wildwood NJ and he is so excited...he was up at 4:30 a.m. today ...of course he should not be tired because yesterday he slept till 1:30 pm and went to bed 11 pm so I guess he finally had enough sleep and got up at 4:30 this mornng....so maybe he will go to be at 9 pm tonight ...that is the hour I want him to go to bed. Jan Just found out his new nickname...DAVE ...i guess he is growing up! Janice Rushen Mom, Mentor, Wife, Teacher, Advocate, Accountant, Maid, Taxi, Shopper, Bulletin Board Artist Nanny, Crafter, Therapist, Friend, Sister, Aunt, Daughter, Grand-daughter, Personal Care Aide, Student, Believer, and Giver. >> they don't change a classification for nothing - there issomething behind all this and I don't know what. > If this means anything or not, they changed lots of classificationjust before going into middle school.So, what is the setup at the middle school? That may be the key. Forstarters, they don't have an autism center there, right? Will yourson still have this nice setup where he can go to the resource roomwhenever he needs help? Or will it be more like a floating aideshared with many students and not guaranteed at any particular

time? Or maybe the resource room will be a set time every day/week. Will hebe guaranteed one-on-one help? How knowledgeable are the resourceroom staff on autism since the autism center is in a differentbuilding? Have they given you specifics on how they are going toimplement his services in the middle school? Our jr high is verydifferent from the elementary grades, in our case for the better.Ruth

August 16, 2008

Rose,

Question: What services are being provided by the school?

What services are you paying for outside of school?

What is meant by "boundary issues?" exactly?

Who said his maturity level was at the 2nd grade (8 yo) level?

From what you write here, he needs the following:

speech therapy for social skills, pragmatics, expressive speech, auditory processing

resource help for reading, writing, spelling, 1-1 to introduce new concepts, organizational skills (executive functioning)

accommodations for tests - quiet room, extra time

accommodations in class - priority seating

parent training for carry over into the home setting

Let me know what services of the above are being provided by the school and what services you are getting outside of school. I think when I read your posts that I am getting them mixed up with eachother and not sure who is saying what - the school or the private people.

It also helps to see what the school is providing in attacking the problem of their not seeing the problem. I really did not like the social skill person who decided he wasn't autistic enough for her to bother with him and then when that didn't work out, he was suddenly cured and didn't need services. That kind of crap drives me insane!! They did that once (or tried to anyway!) with my ds regarding his OT services. Coincidently, this happened when he was at the end of 5th grade moving to middle school placement.

It doesn't seem like you need more documentation really. The only thing I see you are missing is observation. I mean, the school says they don't see this or that problem and the best way to counter that sort of thing is to get your own observation/take your own data. It can be done in a variety of ways - if you have the funds, you can hire an autism specialist in your area to come in and do a FBA for you. That person can observe your ds in his classes and let you know exactly how he is doing. Plus, being autism specialists, they know what to look for. Then you get a nice report, free from the school's bias, to get a picture of exactly what is going on. It might be better than you think or it might be worse, lol. It's hard to predict! But this is solid data you can take to meetings and when they say, "I don't see that problem" you will be able to come back with data that shows otherwise.

That is my best recommendation for countering this problem. If you can't afford to hire someone, you will have to observe either yourself or get a friend to do it, preferrably someone he doesn't know. There are so many things to observe - is he answering questions/participating in class? Is he turning in his work, keeping up with the class lectures, able to hear/see the audio/visual presentations (on overhead projectors or films or video's), taking his own notes that are at least adequate, being teased by others, has a friend or two here and there, manages to get his books and supplies together for each class, handles lunch and any recess time, PE change out ok, doesn't go to pieces in art class, remembers to bring home papers, assignments, notes from teachers, etc.

Some things you can document on your own from home - are kids calling to chat with him? Does he have at least one or two good friends or nobody? Do you see the notes coming home? Is he able to do his homework ok or does he require your help? How much do you help? How often does he forget a book or paper? etc. Making a list of this stuff is one form of data that you can bring to a meeting to bolster your side of the discussion.

As for he doesn't look autistic enough at school, I wondered how many of those services/needs were being addressed by the school. Because I would probably say, this therapy, this problem, that problem - is all related to his autism. If they say, "If he has autism, then it is high functioning" I would nod and say, "Yep. It's high functioning autism." I mean, so what? If it's HFA, it doesn't mean it isn't autism or isn't important to address. What do they mean by saying it's high functioning? I think it's meant to say that the problem isn't important or doesn't matter. And I would take issue with that. Of course, we are grateful it isn't worse! But it doesn't mean it isn't something that needs attention. I don't know if that was their implication but it seems like it from what you've written.

Oh yeah, and if someone had said to me, "He doesn't look autistic enough!" I would have said, "What does autistic look like?" and had them explain to me what autism "looks like." lol. Can you imagine someone doing that? It would make a nice follow up letter. lol.

RoxannaYou're UniqueJust like everyone else...

Re: ( ) Aspergers versus HFA

Roxanna,

that's just it. He is receiving speech. he has been getting speech from 18 months old to present . Also I had a full CAPT testing and speech testing from a speech pathologist at the same center (outside the school) and they also documented that he needs a quiet place to take his test without distractions, he needs extra time due to his process delay, they also stated that his concerns are related to his neurological disorder - autism. the school requested that I sign a release for for his speech teacher to speak with them directly. On his IEP it also states that he needs extra testing time in a quiet area. He also needs to sit in a spot with the least distractions because he gets distracted easily. His neurologist also documented he was diagnosed with autism. she said he still needs the services to progress and the school stated they will continue all services. (Dr. gave me copies of documents). the speech teacher is helping him with organization his thoughts into complete sentences. He has resource for reading, writing, & spelling. His spelling still the worst !. Also, if they are teaching him something new, he needs one on one help. His neurologist said whatever it was the interfered with his speech when he was younger is the same with his reading too. he also struggles with expressive language.

Social skills I get for him on the outside. which he is helping my son with organization, life skills, & social. the school says they don't see these concerns in school. but a person observing him stated in her report he has boundary issues, (at lunch time). (had boundary issues his whole life) he has a private therapist that has been working with that too.

*The first part of what you wrote - (autism means): the school explained they don't see any of that here and his autism isn't affecting his school work ????? but he needs all these services that are related to his autism....

No, he is not receiving social, physical, and management either. as far as the school giving my son social skills, they now are saying he is to monitor his own social skills ???. the teacher at school that was working with my son with social skills said to me he's not autistic. and I said to her and your not a doctor. we had a meeting with her, & the principal. and this person is no longer working with my son. they said he doesn't need it anymore. they also said if your son is autistic he is high functioning. the neurologist said kids with autism can progress with continued services. but they need these continued services to continue, for them to keep progressing. so now, we ended up with a change of classification because the school says they don't see my son acting out autistic. they are comparing my son to a classic autistic child...

If they were to try to stop any services that my son needs - because they don't see it. I have all my saved documents saved !. I have proof with all the outside help he is receiving from his social skills, private therapist, reading program, tutors, CAPT & speech testings.

Roxanna, what other proof is needed...at school he still receives supports & resource room. they just allowed me to get parent training to help teach my son with organization and executive functioning and expressive language.

the only thing now is to wait and see how his first year goes in middle school. I'm concerned because lots of people posted that middle school was a disaster for them. maybe one wrote all went well. OH and his maturity - I was told he was at a 2nd grade level. I'm going to print this out for my own records if OK with you.

thanks you for looking this all up and posting it. I will be referring back to it when needed.

Rose

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August 16, 2008

Rose...yeah she is awesome...she still works for a caregivers agency ...and takes care of others...and she doesn't look her age ...i thought maybe she was 66 or 67 at the max...She never married and lives alone...so we stay in touch. When they had the tree planting at the Hospice HOuse in Memory of all those who passed away this year...i asked her to go with me and she did and then she came over for lunch and we talked. I drove her home later. I didn't want her to drive becuase gas is so expensive and i know her budget is limited.

I may ask her to come up for the 3 days. Go idea.

jan

Janice Rushen

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Maid, Taxi, Shopper, Bulletin Board Artist

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>> they don't change a classification for nothing - there issomething behind all this and I don't know what. > If this means anything or not, they changed lots of classificationjust before going into middle school.So, what is the setup at the middle school? That may be the key. Forstarters, they don't have an autism center there, right? Will yourson still have this nice setup where he can go to the resource roomwhenever he needs help? Or will it be more like a floating aideshared with many students and not guaranteed at any particular time? Or maybe the resource room will be a set time every day/week. Will hebe guaranteed one-on-one help? How knowledgeable are the resourceroom staff on autism since the autism center is

in a differentbuilding? Have they given you specifics on how they are going toimplement his services in the middle school? Our jr high is verydifferent from the elementary grades, in our case for the better.Ruth

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