IEP's
Find a Conversation
IEP's
| Fri, 11-03-2006 - 12:37pm |
I am curious as to those of you that have IEP's, what services and or modifications are being made for your child. I know there is a IEP board, but I am curious as to specifically what children on the Autism Spectrum typically have provided with regard to school and IEP.
Thanks
Melissa

Pages
Hi Melissa,
I posted somewhere in September regarding Sravan's IEP and accomodations. If you search on IEP you will bump into some.
goodluck,
Anandhi
I don't know if what is on ds's IEP is typical of a child with ASD. IEP's are supposed to be individualized to the child. Your child may need different, more, or less servises/accomidations/modifications. This is what is on ds's now. Its changed every yr. He's in middle school this yr.
Instuction & goals identified in written language & independent organizational skills 50mins every other day. Instruction & practice of keyboarding 10 mins daily. In team taught class for LA & Math. Speech & language 20 mins a wk for social communication & body language. Friendship group (not sure of mins) every other wk. OT services to provide a blend of direct service to design a self regulation flow chart for visual support and consultation support to teachers. Associate to implement self-regulation chart, writing plan, & assistive tech. Paraeducator utilized in gen ed setting to assist with transitions, organizations, and attention to task 8:30-3:15 (except lunch). Wilbager Deep Pressure protcol conducted in a quiet privat room 2 X day if needed.
Assistive tech: Slant board to complete written work and read text. Graphic organizers and models for writting assingments. Use of lined and graph paper to help visually organize concepts and work. EZ reader, highlighted text or lined paper. AlphaSmart 3000 with CoWriter for all written assignments. Access to computer/word processing to complete work.
Accomodations: Assistance with proofing and editing. Opportunity to dictate answers. Frequent review and practice of math facts. Reduction in requirement to show work in math if he demonstrates understanding of concept verbally or with a few given examples. Limited distractions in a quiet closely supervised setting to aide in task completion if necessary. Assistance of organization of materials for each subject area, assignment notebook, and organiztion of take home assignments at the end of the day. Preferential seating away from visual/auditory/heat distractions. Use of breaks to decrease frustration/anxiety. Use of social stories to assist with cmpletion and participation in routines and new activities. Use of sensory motor items such as move & sit cushion, study carrel. Daily schedule. Use of erasable pen instead of pencil. Use of ear plugs in IT. Preferential seating near rear of room during videos. Extended time to complete work and assessments. Ongoing home/school communication. Copy of notes completed during class and study guides. One-on-one administration by associate of district wide assessments. Dictates answers to associate. Extra set of books for home.
Modifications: Modification of writing tasks and shortened. Shorten # of items needed to complete in order to determine student has mastered concept. No penalty for spelling/writing errors. Completed Writing Plan utilized across the school day.
Support for school personnel: Adaptive PE consultant will serve to LEA staff regarding appropriate PE programming and modifications that are needed to promote successful participation and learning 4Xyr.
Monthly team meetings with all staff to review progress or concerns.
HTH's,
Samantha
I agree with samantha, it really changes year to year for us depending on the needs, etc for that year. But I can tell you currently what we have.
Mike - 5th grade - SDC class with mainstreaming for about 2/3 of his day, 1:1 aide entire day (including recess, etc), OT consult for sensory issues 1x per month, Speech 1x per week (could use more), music therapy (starting as consult 6hours+ per year to see what they can do within the class). He is getting an assitive tech assessment currently so that will be added soon. He is getting an auditory eval for APD and may have an amplification system soon (that is what the district and I would like but we need to eval if it will be helpful). He also has a behavior support plan.
The aide and SDC teacher are central to Mike's program. They really do things on a daily basis that can't be quantified. For instance, the aide scribes Mike's notes for him so he can copy later. She also helps him break down all his assignments and writes them on his homework sheet for him.
He has lots of the regular modifications. Shortened assignments, extended time, break down assignments, preferential seating, etc.
Cait - 7th grade - Full inclusion SDC class. This is a specialized AS program in our district for middle school kids. She is mainstreamed for all academics and has a pull out to the SDC class for study and social skills. She also has the support of the SDC teacher to consult with the mainstream teachers and has a program aide she shares with other students in the same mainstream classes. She also gets speech 1x a week and OT 1x a month consult for sensory issues. She has assitive tech for writing though we are looking at some changes for that.
Modifications also include extended time on tests and assignments, separate place to take tests, etc.
Renee
Wow, that is quite an IEP, does the school actually follow it all? Did you say your child has Asperger's? I am still trying to get the school to admit my son needs help. Thank you for your information as I am printing it out to keep on hand.
Thanks again!
This is amazing to read the things that you all have provided for your children, I hope we get to that point.
Some questions, your ds has a full time aide? Is he high functioning? I ask because I mentioned this to schol in the beginning and they looked at me like I was a nut.
Also, your dd- at what age was she diagnosed? Did you have therapy and services for her early on? As she has got older, has it got easier? What I am wondering is do they actually start figuring more things out with age- like social appropriateness and so forth?
I am printing out your post as well to hang on to.
Thanks
Yes they do seem to be following it. I tend to keep on them though. It wasn't always a good IEP. It really took 3 years of struggle from the time he was diagnosed to finally get an adequate IEP. His diagnosis was ASD more indicative of Asperger's. He had a mild speech delay when he was little so that's why the Dr. didn't just label him as AS. He also has a dysgraphia & dyslexia DX. I don't think he has dyslexia though.
Samantha
I would suggest that you find a child advocate in your area to help you get appropriate services. I did not do this with my DS and I regret it terribly. The schools will keep you in the dark. They do not "like" autism spectrum kids because they are expensive. They refuse services and only the parents who are persistent enough will get FAPE.
My motto for my county is this, "No FAPE without a Fight."
I have had to retain a special education attorney just recently and am looking at due process. The public school wants nothing to do with my son.
Using an advocate early on is better than retaining an attorney later on.
First, with regards to DS it depends on what you mean by high functioning. He has a high IQ, he is very bright and verbal, but he is also significantly impacted by his autism.
Mike has had an aide since mid way through 2nd grade, then he went to a special education class with the aide by the end of 2nd grade and just began minimal mainstreaming again in 4th. He is now mainstreamed 1/2 of his day in 5th grade and he has the aide for the entire 6 hours and he does need it. He can have some significant behavioral outbursts due to problems with comprehension, sensory overload, etc. Some day i would like to phase back the aide but that day isn't too soon. Even though he is near 11 he still needs constant supervision and gets respite from the state for that. He needs a 1:1 to do any community activities like karate, etc.
Most of his issues come from sensory overload and extremely poor auditory processing but he can get so overwhelmed that he is dangerous. That is why he requires such intense supports.
Cait was diagnosed in preschool. She had her first IEP just after her 3rd birthday and has basically been in special ed ever since. We tried a short stint off special ed in 1st grade but that lasted only a couple months.
She has made loads and loads of progress. Does it get easier? Depends on what you mean. In many ways she is an easier kid to parent now than she was then. She is a good kid. Her language is much better. She typically doesn't melt down in public and can participate in many activities even if it is in her own quirky way.
In some ways it is much harder. Cait has become one of the "fall through the crack" kids. She is still significantly impacted by her autism, but less so than her brother. She fakes it well in many situaitons but she still has a HORRIBLE time with social skills and comprehension, etc. There for it is harder to get her the supports she so desperately needs. Instead she will learn innappropriate coping skills or to just become invisible and miss alot of information. It is those kinds of kids who magically can't hold down a job as adults because no one ever thought to teach them how because they didn't show the big behavior problems.
Parenting Mike takes more patience, parenting Cait takes more advocacy skills and gumption.
Renee
Renee,
I couldn't agree more. Since Sravan shows his frustration outward, there is no way any teacher can ignore or he can hide his work under the carpet. I used to volunteer a lot last year. There was another HFA kid and she never completed her work. Even though I went to help my son, I ended up helping her finish the work. Sravan would always stand out if he did not understand something, but this girl just sat and would keep repeating she didn't understand, but never in a catch way.
Stay on top for Cait, Mike will get his way.
take care,
Anandhi
Anandhi,
That is funny but it brings back a memory. When Mike was first starting school in K and didn't have an IEP but there were concerns from Preschool Dh and I said we wouldn't worry about Mike like we did Cait. We always knew if he was struggling the whole world would know and have to be on top of it. Cait was the one who could get lost in the shuffle.
Turns out we were right.
Renee
Pages