ASDMommyASDKid
Hobbit
Joined: Oct 28, 2011
Posts: 1059
Location: "It was a hobbit-hole, and that means comfort."
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 Posted: Mon May 07, 2012 7:00 am Post subject: |
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Yes, they adjusted the IEP document to reflect the new amount that was added. This was based on a request by the teacher. They never even bothered to test him on self help because they mainly care about handwriting. I asked for new goals to be added (to the upcoming IEP document for self help) She has still not tested him on it. I suspect the reduction is based on subjectivity, just as I know the increase was based on a teacher request and not new testing. The reduced amount would however be what we had based on the original testing. However my testing results while filled with jargon etc didn't have nifty percentile/speed information. It was presented as "we tested child for x and he passed/failed", for each individual thing So it seems they have specific pass/fail tests for each grade.
I will have to ask more questions about this, today.
He did qualify for sensory integration, but this is done minimally. She is towing the school line, that his issues are more behavioral.  I do not agree with that either.
The original report did mention the influences of his sensory issues and apraxia on handwriting. I did not think to ask her on the phone about all of that. I asked about the midline stuff (He also could not cross midline) and she said he can cross midline. So she fixed it already? I did not say that part, but I am having trouble believing this is so easily fixed.
Edited to add: It was never a home-based program. Occasionally the teacher would send handwriting sheets for home, but is was not a formal thing. It was unpredictable, which could have been very very bad. Luckily my son handled it fairly well, even though it was not on the schedule to have this homework. He knows what homework is to be assigned each week, so these little surprises could have been very bad. I would really not like it to be home-based because then we are on home brain and he really feels entitled to do his home special interest stuff.
I guess that is another thing I could be afraid of is them sending more stuff home. By the time he gets home he is done, and it is shovel grip and whipping through things fast time. So unless the exercise is very short and he likes it, he gets nothing out of it, at home. The Handwriting Without Tears stuff they sent home, worked well, but just regular writing, not so much.
Edited to add: She says she feels the once a month OT is sufficient because the teacher will be working on fine motor skill stuff too. There is no way she will have time to hover over him enough to make sure he is not doing a shovel grip all the time. I think I will make sure to add that into what I say. |
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jat
Phoenix
Joined: Mar 30, 2008
Posts: 566
Location: Pennsylvania
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| Posted: Mon May 07, 2012 8:03 am Post subject: |
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| DW_a_mom wrote: | | I thought I would share a conversation with my son that represents why writing remians critical, even when a child can keyboard: math. My son's geometry grade slipped this semester and the reason is that more arithmetic is involved, which he certainly knows how to do, but one must write down numbers and track the steps, and he can't read his own writing well enough or align the calculations well enough to build the calculations without making mistakes. This is very frustrating for him, because he is an honors math student and loves the subject, has no problem at all with understanding the material. |
If a child has dysgraphia, which it sounds like your son has, there are technical assistance options to help with that, and he should be receiving those supports. One, that I know of and have heard very positive reports about, is effofex Math and Science. These programs are available for free (yes, free) to any child with a disability - all it takes is a letter on school stationery, saying that your child needs it. They are also used to schools that don't cooperate, and there is a work-around. The programs are designed for use by secondary students and above. For elementary school students whose writing cannot handle math, MathPad Plus (I think, I'm not sure) is the program I have heard recommended most. I have not had personal experience with any of these programs, but I've heard such good things about them. Also, the school should be providing support for any child who needs some kind of assistive technology, and that includes identifying, providing, and educating children on the use of programs they need to access the curriculum appropriately. |
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DW_a_mom
Ignoring the To-Do List
Joined: Feb 23, 2008
Posts: 9295
Location: Northern California
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| Posted: Mon May 07, 2012 12:36 pm Post subject: |
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| jat wrote: | | DW_a_mom wrote: | | I thought I would share a conversation with my son that represents why writing remians critical, even when a child can keyboard: math. My son's geometry grade slipped this semester and the reason is that more arithmetic is involved, which he certainly knows how to do, but one must write down numbers and track the steps, and he can't read his own writing well enough or align the calculations well enough to build the calculations without making mistakes. This is very frustrating for him, because he is an honors math student and loves the subject, has no problem at all with understanding the material. |
If a child has dysgraphia, which it sounds like your son has, there are technical assistance options to help with that, and he should be receiving those supports. One, that I know of and have heard very positive reports about, is effofex Math and Science. These programs are available for free (yes, free) to any child with a disability - all it takes is a letter on school stationery, saying that your child needs it. They are also used to schools that don't cooperate, and there is a work-around. The programs are designed for use by secondary students and above. For elementary school students whose writing cannot handle math, MathPad Plus (I think, I'm not sure) is the program I have heard recommended most. I have not had personal experience with any of these programs, but I've heard such good things about them. Also, the school should be providing support for any child who needs some kind of assistive technology, and that includes identifying, providing, and educating children on the use of programs they need to access the curriculum appropriately. |
I'll look into that program. He has a net book accommodation at school and we thought that was doing the trick, given that he was straight A's first semester. This issue echoes elementary school but back then giving him extra time and some scribing did the trick, and eventually it seemed liked he had learned enough work arounds, so everyone moved on. He's been A's in math for years. It isn't exactly panic time, since we're only talking about a drop to a B, but it does point out that a need that should be addressed before it holds him back. It can be hard to see into the future, what all the issues will be, and it is a moving target ...
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Mom to an amazing AS boy (plus a non-AS daughter). Have at least a few AS genes myself, although probably more NT than AS.
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Think of the greening of my name as an emeritus thing; I used to be a moderator but am retired and have no authority to act |
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ASDMommyASDKid
Hobbit
Joined: Oct 28, 2011
Posts: 1059
Location: "It was a hobbit-hole, and that means comfort."
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| Posted: Wed May 09, 2012 7:26 am Post subject: |
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Update:
Thank you so much, everyone for your advice. I stood my ground, made my case reasonably, and the school members of the committee backed me, that he has grip trouble and that his handwriting still warrants OT. So OT stays as is, and I live to fight another day.
The person from the district was pissed (I could even tell.) she went into a whole thing about how I should not be surprised when it gets pulled at his eval next term.
So now I have time to figure out what he is entitled to, and whether whatever progress he makes will justify a pull of services at that time. My state seems to be wish washy about the standards, so it looks like the district can determine it based on their own devised formula. I will have to dig around amongst the friendlies at the school to see what it is.
I may not be able to fight it then, based on what I find, but they are still giving him a half term more services than they intended, and which he does need, so yey!
<Happy Dance>
</Happy Dance> |
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Bombaloo
Phoenix
Joined: Apr 01, 2010
Posts: 1395
Location: Big Sky Country
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| Posted: Wed May 09, 2012 11:23 pm Post subject: |
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| Good going! I can't fathom why the district person would have been pissed?! What is wrong with some of these people? The issue is a child's well-being not anyone's ego! Jeez! I would again urge you, if you haven't already, to seek out free advocacy services that might be available in your state. An advocate can really help you understand what your son is entitled to. |
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