Big Meeting...Help me prepare!
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| Sun, 09-09-2007 - 4:18am |
I posted this in the previous message, but we're having our very first school meeting this week regarding DS. We do not want this meeting, for we first wanted him assessed to see what we're dealing with. However, the school won't budge and insists on intervening in the classroom first. His behavior in the classroom is just fine and academically he's advanced.
Our concerns are with the social aspect of what occurs (or may occur) on the playground. We won't know for sure that he is even Asperger's, though an initial assessment from DH's co-worker says there's a high probability.
We would like for him to also be assessed for SID and anything else. I'm not quite sure how to request this, but we are going to write a letter requesting a series of any necessary assessments.
What else should we expect from this meeting? How much say do the parents have in how to proceed after this? Anything else I should know would be great!
Next...the assessment: DS is 7 yrs, so I'm wondering what exactly goes on during the assessment. The school psych said it would take place over several days. DO they simply ask DS questions or do they get him to play? I can't get a clear answer out of the psych.
Thanks so much!

It sounds like the school is actually taking the right steps. The meeting is likely what we call in our area a "Student Study Team". This is where all interested parties meet regarding the child. They discuss concerns and possible solutions/accommodations for the child. They discuss if testing is called for at that time or if it is more appropriate to attempt additional supports and accomodations within general education first.
IF they decide to try supports first then GET A DEFINITE date for this to be accomplished and to reconvene. If the child does not make progress with interventions in place then often testing will be administered but as part of Least Restrictive Environment the school is supposed to try and provide what supports they can through general education first.
Fortunately with "Response to Intervention" children now do often have access to many supports through the general education system without being labelled. This is more beneficial for the child as they can get supports faster without the stigma of being a
"Sped" student.
In your letter you are going to want to definitely highlight precisely how these concerns you have are affecting his education. This is the main part of the trio for being eligible for special education is that it must affect their education. This DOES NOT simply mean academics but all parts of their educational day so recess and the play ground is part of that. Bring with you any evidence you have of difficulties in these areas. Over stimulation, behavior, social skills, etc.
Finally, if it is a diagnosis you are looking for, you may want to approach your insurance as well and get a referral for a medical diagnosis. Schools cannot give diagnosis, only educational ones. They can say which educational label they fit under, if there is an educational area they are delayed in, and if they are a child with "special needs" in an educational sense, etc. So a child may fit under the educational category of autism (which covers all spectrum disorders) but they can't tell you he is AS. SID isn't an educational category though an OT who is good will often do a sensory profile as part of their testing and tell you if there are areas of sensory differences, etc. A diagnosis of Asperger's or SID needs to be done through a medical professional. Though SID is a gray area since OT's that work for schools are the same ones that do medical stuff but it may be prudent to go outside as well.
Renee
Dear Sugar Baby,
I completely understand both of your posts. I have been though all of those thoughts twice, as I have two children diagnosed with ASD's, and receiving Special Education services. Neither are behind academically, and one of them is a dream in the classroom, easier than the "regular" students.
As a lot of posters have noted, your child is your child is your child no matter what "it" is called. There is really only one thing that matters: you need to have an educational plan that you feel meets his needs. Of course its okay for kids to be individuals with different areas of relative talent. But you want your child to have his educational plan fit him. If the plan includes services though Special Education, that will mean he will have to be labeled with some special educational label, perhaps under "autism" (which, as has also been pointed out, is NOT a medical diagnosis when the school gives it in most cases). I wouldn't get too stressed out over whether the label fits or not. I would worry about whether the educational plan that is agreed upon to address your son's needs fits.
I would not wait to meet to make an interim plan. Nothing is permanent; this is not high stakes. A team meeting can be called again to change a plan. If you get additional inforamtion from the developmental pediatrician that suggests a change is needed, simply request an additional meeting.
As for the assessment, I would make sure that the psychologist includes the area that concerns you. Tell her about your playground concerns and ask how her assessment would relate to those concerns. Otherwise, it is theoretically possible that she do an educational assessment and find there are no issues, when your gut is that there are issues on the playground.
I usually like to have all of the school assessments completed before going to my private assessments, because it gives me the chance to bring up any gaps I may feel are there. So far, I have always shared my school assessments with my private assessors.
The main thing you should expect from the meeting is to be an equal participant. You know your son the best. The school should provide the assessments to you to review before the meeting, so you have time to digest them, and think about what you think they mean your son needs at school. Your influence in the meeting is equal all of the others, and you have additional "power" to refuse services or ask for some kind of hearing. (The appeal process varies from state to state.)
Still, you probably won't even need to think about the appeal process. I would not proceed anticipating a fight. The school may be more on your side than you think. The label part is hard. (I felt like I was slapped the first time I heard the DX for both of my kids, even though I already knew.) The school forgets about how much the label stings, because it's more routine for them. They just know that they have to justify to their board paying extra money for a child. How will the taxpayers feel giving your child extra help on the playground if there is nothing "wrong" with him?
Hugs, welcome, and good luck. (But remember, you don't need that much luck, because if this meeting does not work out, you can have another.)
-Sidney