You should probably be specific about what you want from OT. Do you want handwriting remediation, self help skills, sensory integration, self regulation? How do you want his social skills programing to look? One on one, small group, speech focused, focused on behaviour, play skills? They may have completely different ideas about what OT and social skills means so just lay it out for them what you think he needs.
Good luck!!! Sending you lots of calming vibes+++++++
Are you sure this ED setting is right for Liam? I'm wondering if they are so set in their little behaviour management ways, that they will never be able to truly accommodate the boy.
Are there other potential placement options around (this or a neighboring school district) which may be more suitable? If you need more time to check things out for yourself, you may ask for what will essentially be another temporary placement there, and an IEP meeting review in 30-60 days.
Did you request to see the eval reports before the meeting? If so you can post-pone the meeting untill you having them stating you can not be a full and particapting member with out time to prepare for the meeting. Or you can go to the meeting but state when it starts that you will not be making any descisions regarding placement or programing and the meeting is only informational to go over results because you did not have the reports and therefore are unprepared.
Hi, Its been so long since I posted. Too many major events happened. My daughter gave a Solo dance performance and the prep work was 3 months and all our relatives and friends came and left. Then we dropped her off at College, which Sravan is still getting used to it.
Anyway, in our IEP, we had requested for these (based on Sravan's difficulty)
- Desk placement facing the class ( so he doesn't get sensory overload and constantly looks back to check the class situation). This has helped him focus on his work tremendously and also with the transition in the morning.
- He also has a buddy who helps him when he gets distressed, esp during Art and PE.
- He goes to resource room to get handwritting practice and to strengthen his hands.
- He also visits speech therapist solely to work on his pragmatic speech ie. to stay with the topic and to transition to a diff. topic when need arises.
- He also goes to a social skill group to practice his skills
- He can take timeout in the class (when he feels overwhelmed) and eating popcorn seems to calm him. Originally the Physc. had told us to give him 2 or 3 tickets which he can use during the day to self regulate himself. But the teacher and Sravan seems to be on the same wavelenght and seems to hand the popcorn packet right when he needs it before breakdown.
- He also has activities setup in the library (so someone can watch them) during lunch recess (which is where he got all of his suspensions in the past).
- He also eats lunch in the office (with secretary), so doesn't get sensory overload and keep swinging his fork in the air (for which he was punished in the past) and not eat a bite and have low sugar issues (more tantrum as a result).
My fingers are totally crossed and this is the first year of such implementation and really want this to work for him. Poor kid.
I just wanted to point out that for my son eating popcorn is an arousing activity but gum chewing or even a big chewy bagel along with sucking (lollipop or posicle) are soothing. Just to make sure before offering up a tool for the mouth that its gives the needed arrousal level. Heather
I read half posts this morning, and just finished the rest. I cannot remember if anyone mentioned disclipline measures. When we were in the public school and did IEP's, I made sure that Steven disclipline was written in the IEP. This kept him from getting paddling or placed outside the classroom. This was the school's measure of disclipline. If it was meltdowns, hitting, kicking, throwing food or anything major, I had to be notified immediatly. If it was minor, I would be notified by a note. Luckily the speech teacher was working with Steven since he was way little. She knew what worked best with him in the classroom setting. Mostly a trip to the principal's office to stand 5 minute in the corner did the trick. Lucikly, I never had to deal with anything major at the school. Most of my trouble was getting the child to the school in the first place. I am ramblin on and on again.
If there is anything out of the ordinary that happens at the school, and you think your child will not function well you can add this to the IEP also. Example: Steven did not do well on field trips. The noise on the bus, kids picking, and the fact that he was leaving his famaliar sounderings, he could not be marked as absent if he did not attend. He was allowed to stay home. The school also did carinvals in the fall and spring. Steven stayed home as well during these. For some reason he always had a meltdown.
Fire and tornado drills scared my child to death. The school counselor would come and get him before the school had one, and keep him in her office.
Bathroom breaks were another one. Steven at this age could not hold his urine like most children, and ran to the restroom alot. I had this in his IEP as well.
I received looks from everyone for the tiniest detail, but in our state (AL), the school had to follow it to the letter. I had Steven's psychologist and psychiatrist give us ideas, and look over it before it was signed by all (counselor, spec ed teacher, principal, and the person over the spec department.
You should probably be specific about what you want from OT. Do you want handwriting remediation, self help skills, sensory integration, self regulation? How do you want his social skills programing to look? One on one, small group, speech focused, focused on behaviour, play skills? They may have completely different ideas about what OT and social skills means so just lay it out for them what you think he needs.
Good luck!!! Sending you lots of calming vibes+++++++
Samantha
Dee,
Are you sure this ED setting is right for Liam? I'm wondering if they are so set in their little behaviour management ways, that they will never be able to truly accommodate the boy.
Are there other potential placement options around (this or a neighboring school district) which may be more suitable? If you need more time to check things out for yourself, you may ask for what will essentially be another temporary placement there, and an IEP meeting review in 30-60 days.
visit my blog at www.onesickmother.com
Hey, I made it out with the socks, and a bloody nose;, but dammit I got those socks!!!!
Did you request to see the eval reports before the meeting? If so you can post-pone the meeting untill you having them stating you can not be a full and particapting member with out time to prepare for the meeting. Or you can go to the meeting but state when it starts that you will not be making any descisions regarding placement or programing and the meeting is only informational to go over results because you did not have the reports and therefore are unprepared.
Samantha
Hi,
Its been so long since I posted. Too many major events happened. My daughter gave a Solo dance performance and the prep work was 3 months and all our relatives and friends came and left. Then we dropped her off at College, which Sravan is still getting used to it.
Anyway, in our IEP, we had requested for these (based on Sravan's difficulty)
- Desk placement facing the class ( so he doesn't get sensory overload and constantly looks back to check the class situation). This has helped him focus on his work tremendously and also with the transition in the morning.
- He also has a buddy who helps him when he gets distressed, esp during Art and PE.
- He goes to resource room to get handwritting practice and to strengthen his hands.
- He also visits speech therapist solely to work on his pragmatic speech ie. to stay with the topic and to transition to a diff. topic when need arises.
- He also goes to a social skill group to practice his skills
- He can take timeout in the class (when he feels overwhelmed) and eating popcorn seems to calm him. Originally the Physc. had told us to give him 2 or 3 tickets which he can use during the day to self regulate himself. But the teacher and Sravan seems to be on the same wavelenght and seems to hand the popcorn packet right when he needs it before breakdown.
- He also has activities setup in the library (so someone can watch them) during lunch recess (which is where he got all of his suspensions in the past).
- He also eats lunch in the office (with secretary), so doesn't get sensory overload and keep swinging his fork in the air (for which he was punished in the past) and not eat a bite and have low sugar issues (more tantrum as a result).
My fingers are totally crossed and this is the first year of such implementation and really want this to work for him. Poor kid.
take care,
Anandhi
Thanks Anandhi,
I like the idea of the popcorn or something similar.
Brilliant!! I don't want to postpone the meeting but I will be clear that no decision will be agreed to
Actually Liam hates most things crunchy (except cheetos), so it would have to be a lollipop or something similar.
Dee
I read half posts this morning, and just finished the rest. I cannot remember if anyone mentioned disclipline measures. When we were in the public school and did IEP's, I made sure that Steven disclipline was written in the IEP. This kept him from getting paddling or placed outside the classroom. This was the school's measure of disclipline. If it was meltdowns, hitting, kicking, throwing food or anything major, I had to be notified immediatly. If it was minor, I would be notified by a note. Luckily the speech teacher was working with Steven since he was way little. She knew what worked best with him in the classroom setting. Mostly a trip to the principal's office to stand 5 minute in the corner did the trick. Lucikly, I never had to deal with anything major at the school. Most of my trouble was getting the child to the school in the first place. I am ramblin on and on again.
If there is anything out of the ordinary that happens at the school, and you think your child will not function well you can add this to the IEP also. Example: Steven did not do well on field trips. The noise on the bus, kids picking, and the fact that he was leaving his famaliar sounderings, he could not be marked as absent if he did not attend. He was allowed to stay home. The school also did carinvals in the fall and spring. Steven stayed home as well during these. For some reason he always had a meltdown.
Fire and tornado drills scared my child to death. The school counselor would come and get him before the school had one, and keep him in her office.
Bathroom breaks were another one. Steven at this age could not hold his urine like most children, and ran to the restroom alot. I had this in his IEP as well.
I received looks from everyone for the tiniest detail, but in our state (AL), the school had to follow it to the letter. I had Steven's psychologist and psychiatrist give us ideas, and look over it before it was signed by all (counselor, spec ed teacher, principal, and the person over the spec department.
I hope this helps, and good luck tomorrow.
Kari