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Question on Visual Motor Integration
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<blockquote data-quote="PollyParent" data-source="post: 87752" data-attributes="member: 3822"><p>Update on how the IEP went.</p><p></p><p>First of all, it was held in a very small room with lots of adults sitting on kiddie chairs. Odd.</p><p></p><p>Second, we met for almost five and a half hours.</p><p></p><p>Third, my son stayed in the meeting, because he wanted to know what was being discussed and wanted to be able to talk about himself, for about four hours.</p><p></p><p>On the other hand, everyone in the room really appreciated that I brought coffee for the meeting. It was a good ten dollar investment.</p><p></p><p>Gosh, am I tired. It's the next morning and I'm still tired!</p><p></p><p>I think the underlying current of the whole meeting was the SpecEd Director saying, "Yes. We have to provide services for this child so that he will be less frustrated. We have to keep the needs of the other children in the class in mind, but let's get the program that we think will work on paper, and then we'll figure out later what the logistics are." </p><p></p><p>She must have said about ten times "Logistics are not a topic for an annual IEP discussion."</p><p></p><p>But the principal kept hopping in to say that there were no rooms, the child couldn't work in the hall, she didn't have enough staff (even though SpecEd hires them, so it's up to them to provide, not her), and a couple of times she asked Saul a series of very leading questions designed to demonstrate to the group that he didn't have complete control of his frustrations, so offering him differentiated services would be a source of frustration for him, if, for example he wasn't able to navigate a computer program on his own.</p><p></p><p>Then the principal asked the Superintendent to be there. No one, not even the Superintendent, knew why she was there, although it seems as if she was invited to witness the conflict between the principal the the Director of SpecEd. Except the Superintendent came away agreeing with the Director that Special Day classes for ED or AS kids at the Elementary level need to be put in place right away.</p><p></p><p>THEN, there was the whole aide/case manager conflict. Oy!</p><p></p><p>My son's case manager sometimes acts as his aide if someone's out sick or if he's having an exceptionally bad day. We presented the idea that Saul's day was too fluid and confusing for him. He needs to have a discrete schedule of activities inside the classroom (with one or two learning options if he is not up to participating with the class, using the CD-ROM version of the testbook, completing a project from the day before, etc.). Then he also needs separate social skills instruction, outside of the class. He receives four hours a week dedicated one-on-one instruction with an extremely talented tutor, so that should continue, but be built into the schedule so that he can know to expect it. And we need to start seeing his classroom as practice-time for his social skills, building him slowly up to 80% participation.</p><p></p><p>Both the case manager and the aide started wailing. We don't have enough staff. Who's going to teach him social skills? We've tried giving him options, it doesn't work. We don't have time for data collection (!), so we can't demonstrate that it doesn't work, but trust me, it doesn't.</p><p></p><p>Overall, IEP consisted of about an hour of discussion regarding development of a program for Saul, three hours of interpersonal conflict and whining, and another hour at the end complaining that we didn't get enough done, and now let's see what we can get done before the end of the school day.</p><p></p><p>Yikes.</p><p></p><p>I don't have anything close to a completed IEP to sign, but on the other hand, no one's asking me to sign off on anything yet.</p><p></p><p>PollyParent</p></blockquote><p></p>
[QUOTE="PollyParent, post: 87752, member: 3822"] Update on how the IEP went. First of all, it was held in a very small room with lots of adults sitting on kiddie chairs. Odd. Second, we met for almost five and a half hours. Third, my son stayed in the meeting, because he wanted to know what was being discussed and wanted to be able to talk about himself, for about four hours. On the other hand, everyone in the room really appreciated that I brought coffee for the meeting. It was a good ten dollar investment. Gosh, am I tired. It's the next morning and I'm still tired! I think the underlying current of the whole meeting was the SpecEd Director saying, "Yes. We have to provide services for this child so that he will be less frustrated. We have to keep the needs of the other children in the class in mind, but let's get the program that we think will work on paper, and then we'll figure out later what the logistics are." She must have said about ten times "Logistics are not a topic for an annual IEP discussion." But the principal kept hopping in to say that there were no rooms, the child couldn't work in the hall, she didn't have enough staff (even though SpecEd hires them, so it's up to them to provide, not her), and a couple of times she asked Saul a series of very leading questions designed to demonstrate to the group that he didn't have complete control of his frustrations, so offering him differentiated services would be a source of frustration for him, if, for example he wasn't able to navigate a computer program on his own. Then the principal asked the Superintendent to be there. No one, not even the Superintendent, knew why she was there, although it seems as if she was invited to witness the conflict between the principal the the Director of SpecEd. Except the Superintendent came away agreeing with the Director that Special Day classes for ED or AS kids at the Elementary level need to be put in place right away. THEN, there was the whole aide/case manager conflict. Oy! My son's case manager sometimes acts as his aide if someone's out sick or if he's having an exceptionally bad day. We presented the idea that Saul's day was too fluid and confusing for him. He needs to have a discrete schedule of activities inside the classroom (with one or two learning options if he is not up to participating with the class, using the CD-ROM version of the testbook, completing a project from the day before, etc.). Then he also needs separate social skills instruction, outside of the class. He receives four hours a week dedicated one-on-one instruction with an extremely talented tutor, so that should continue, but be built into the schedule so that he can know to expect it. And we need to start seeing his classroom as practice-time for his social skills, building him slowly up to 80% participation. Both the case manager and the aide started wailing. We don't have enough staff. Who's going to teach him social skills? We've tried giving him options, it doesn't work. We don't have time for data collection (!), so we can't demonstrate that it doesn't work, but trust me, it doesn't. Overall, IEP consisted of about an hour of discussion regarding development of a program for Saul, three hours of interpersonal conflict and whining, and another hour at the end complaining that we didn't get enough done, and now let's see what we can get done before the end of the school day. Yikes. I don't have anything close to a completed IEP to sign, but on the other hand, no one's asking me to sign off on anything yet. PollyParent [/QUOTE]
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