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Old 03-31-2011, 09:20 AM   #16
jodifla

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Do you have access to a special ed attorney? They can be very helpful to consult with even if you don't bring them to any meetings.

Just remember: It's FEDERAL law that if you child qualifies for speech, he also qualifies for ALL the help he needs for FAPE.

My son has a speech and language label. With that, he gets resource room two hours a day, aides in the regular classroom during academic time, speech, OT, social skills, etc.
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Old 03-31-2011, 10:16 PM   #17
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Originally Posted by JamesMom View Post
The bad news is "now what?" We have our ARD on April 14th and I hope that OT comes back with a continued diagnosis of SPD (sensory) and that is enough to keep him with an IEP.
If he is 5, then yes it is enough. if there is significant delays, then he should qualify for an IEP under the 'significant developmental delay' label in which lasts until the end of his 6 year old grade. an example of this is my DD(5). She just turned 5 march 3rd and is in 4 year old kindergarten. She was just given this label and put on an IEP. (autism has also been mentioned, but since she can still use this label, we decided to wait to have that type of evaluation.) Next year she will be in normal kinder, and her IEP and that label lasts until the END of kindergarten, even though she turns 6 midyear. at THAT time we need to look for another label. So, since he is still 5, SDD will work.


this label basicly means, we don't know what might be going on and may grow out of it, so lets just call it this and see if he even needs help after turning 6.
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Old 04-04-2011, 04:36 PM   #18
JamesMom
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Originally Posted by Singledad View Post
If he is 5, then yes it is enough. if there is significant delays, then he should qualify for an IEP under the 'significant developmental delay' label in which lasts until the end of his 6 year old grade. an example of this is my DD(5). She just turned 5 march 3rd and is in 4 year old kindergarten. She was just given this label and put on an IEP. (autism has also been mentioned, but since she can still use this label, we decided to wait to have that type of evaluation.) Next year she will be in normal kinder, and her IEP and that label lasts until the END of kindergarten, even though she turns 6 midyear. at THAT time we need to look for another label. So, since he is still 5, SDD will work.


this label basicly means, we don't know what might be going on and may grow out of it, so lets just call it this and see if he even needs help after turning 6.
Thanks for the reply. Unfortunately, he will turn 6 this summer, hence the evaluations now as his current "label" that he got at 3 will "expire".
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Old 04-04-2011, 04:39 PM   #19
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Thanks all for responding. I hope that the Autism report detailed enough specifics to give him a 'general' delay, though am I positive he will be delayed in speech & sensory issues, so that he may continue to receive his current resources for the next three years. There was a reason they called in the Autism team to begin with - because those who work with him recognize that he needs the help! Thanks again for listening and I'll write back what happened at the ARD next Thursday.
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Old 04-04-2011, 07:31 PM   #20
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Thanks for the reply. Unfortunately, he will turn 6 this summer, hence the evaluations now as his current "label" that he got at 3 will "expire".

In my state, the developmental delay goes all the way to age 8
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Old 04-09-2011, 02:47 PM   #21
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OP here again with another update.

I got a 19 page "Full and Individual Evaluation" (FIE) and after filtering through the pages of psychobable and charts (I have 2 master degrees and it was hard reading, lol) the bottom line shows that he has two diagnosis:
Speech Impairment
Specific Learning Disabilities.
OT, while not specifically saying he has SPD (which the report all points to) says his "sensory issues" would benefit through additional OT therapy and that his "extraneous movements" are coping mechanisms and should be tolerated. Whatever that means, lol.
It appears that he has short term memory and language delays which the evaluators believe may compromise his reading, writing and math skills and request an IEP for these subject areas.

I guess I'll learn more specifics about that at the ARD. So much information riddled in jargon when I just want concrete specifics - what are you going to do to help my child! I am guessing this is all good news? That they will address his "issues"?

Thanks again for listening and I'll write more on Thursday.
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Old 04-09-2011, 07:01 PM   #22
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JamesMom

My Foster son(ASD) is allowed to fidget because it consittered a coping mech. and he does better on tests if is allowed.

Glad to hear they will be addressing his issues.
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Old 04-14-2011, 06:04 PM   #24
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OP here to close this issue

The ARD went very well this morning. My son will receive
- pull-out resource for 90 minutes a day for math/reading
- 20 minutes push-in for writing
- 2 - 30 minutes speech sessions per week
- 20 minutes OT per week.
On his IEP he has
- preferential seating
- access to sensory tools
- repeated instructions, extended time on tests
- 'breaks' and 'snacks' on request.
I am very, very happy that they are making this accomodations and acknowledge that he simply 'works' differently.

They recommended the book "Out of Sync Child". I'll check that out.

I guess it was much ado about nothing. Love my school district!

Thanks for reading!
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Old 04-15-2011, 05:27 AM   #25
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Great that they have begun to provide the accomodations that you child needs, the next strp is to have them provide the functional curriculum so the accomidations can be faded.

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Old 04-15-2011, 06:08 AM   #26
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Quote:
Originally Posted by JamesMom View Post
OP here to close this issue

The ARD went very well this morning. My son will receive
- pull-out resource for 90 minutes a day for math/reading
- 20 minutes push-in for writing
- 2 - 30 minutes speech sessions per week
- 20 minutes OT per week.
On his IEP he has
- preferential seating
- access to sensory tools
- repeated instructions, extended time on tests
- 'breaks' and 'snacks' on request.
I am very, very happy that they are making this accomodations and acknowledge that he simply 'works' differently.

They recommended the book "Out of Sync Child". I'll check that out.

I guess it was much ado about nothing. Love my school district!

Thanks for reading!
Sounds like wonderful progress and steps forward! My son's occupational therapist also recommended we read the Out of Sync Child. I have not read it yet. I am still following bookwormde's advice of reading the Complete Guide to Asperger by Tony Attwood. I am getting so much out of that book! Thanks bookwormde, I'm combing through it with a fine tooth comb!
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