mainstream w/aide or resource?
Find a Conversation
| Tue, 09-20-2005 - 5:49pm |
Hi everyone. Sorry for not posting in so long.
Kyle (ASD more indicative of AS, dysgraphia, motor skill delay) is having a rough time in 5th grade. He shut down yesterday in class & then fell asleep in the principals office. He was avoiding math. Today he had a melt down in math and broke his glasses. I talked with Kyle and his teacher. They're both overwhelmed. Kyle is only going to resource this yr for spelling and a little reading because its part of the spelling program. There is a classroom aide during social studies, not one-on-one, but that's his best subject anyway. Recess is hard. The recess monitor is doing her best to direct him from stimming and facilitate social interaction but its too much for her. So we are having an IEP meeting a wk from thursday to help sort this all out. I don't really know what will be best for Kyle. Does he need a one-on-one aide all day or does he just need more resource time with an aide for recess? I honestly don't know what to do. Any btdt advice?
Thanks
Sincerely,
Samantha

Samantha,
I'm sorry Kyle is struggling. It sounds like an aide would be a good idea. Siobhan is mainstreamed with one aide between three kids. The aide is fulltime -recess, lunch etc., and it seems to be going well so far.
However she has only been in school for two weeks. (she is in K)
My best advice is to start with more than you think you need, and scale back with success. That is better than starting with the minimum and scaling up, as that has more of a failure 'vibe' implied, whereas if you start high, and he can lose his aide gradually, that is a better recipe for success. JMO.
-Paula
visit my blog at www.onesickmother.com
I think you need to find out why he is struggling. You mention math is a tough spot. Is it that he doesn't understand math, or is having a hard time focusiing. Is it over stimulating, etc.
If it is that the academics are too hard then resource may be a good idea. But often kids in resource room are pretty low and they wouldn't let me put Cait in there. Instead we put her to a lower mainstream group.
If it is overstimulation, lack of focus, etc, then an aide or behavior plan or preferrably both would be good.
He needs the stress reduced. One thing I would definitely request is a functional analysis at this point. I would also brainstorm ways right now to help him. One might be giving him access to a break during rough times, or the ability to leave the class. Asperger Syndrome and Difficult Moments is a MUST READ for this.
You may also want to add an aide for the time being while a functional analysis is done.
The only way I wouldn't due the functional anaylsis first is if you KNOW beyond a doubt that he is below grade level in these areas and that is causing the frustration and then I would go RSP.
Renee
Renee,
I believe its actually the dysgraphia causing the math trouble. His teacher says she's modified his work as much as she can but she's being a stickler about him showing his work. We'll definately be talking about more modifications/accomidations for handwriting. She mentioned something about it not being fair to the other kids that Kyle doesn't show his work. I'm sure Kyle'll trade his disability with them any day and be happy to show his work! I think I will ask for a functional anaylsis. That's a good idea. Do I ask for that now or at the IEP? I'm thinking now and in writing.
Thanks
Samantha
Well, since a functional analysis is usually considered an addition evaluation and under the same timelines as an eval, I would probably do it now. You likely will have to wait the 60 or so days so might as well get an early start as possible.
Make sure to tell them about the disability thing. Fair is not everyone getting the same it is everyone getting what they need.
Ask her if it would be fair to make a child in a wheel chair run during gym because all the able bodied kids have to. Or to ask the child with glasses not to wear his during class.
Renee