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    Joined: Sep 2011
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    elsie Offline OP
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    We are finalizing an IEP for second-grader DS8 based on ADHD. We had questioned whether it was the primary issue but not the diagnosis itself - even his very conservative neurologist is now saying he will benefit from medication down the road.

    DS has also been diagnosed with anxiety, sensory issues, DCD, and (the latest) convergence insufficiency, accommodative insufficiency, and tracking issues. He is doing well in OT for the sensory piece as well as twice-weekly vision therapy. His handwriting has really taken off in the past two months as they have begun cursive.

    WISC GAI at age 6 was 148. The school administered Woodcock-Johnson achievement testing last month - brief achievement 97th percentile, broad reading 97th, broad math 96th, brief writing 76th, grade equivalents about half a year ahead of where he was when privately tested in September. Both school and private testing sessions had trouble getting DS to focus. A little more spectacular in the private testing (leaping from the tester's desk to her couch, surfing on her office chair) but even the school tester took over three hours to get through the hourlong test, including breaks for DS to lie on the floor and look up geckos and griffins on her computer. She was pretty clear that he lowered his scores by preferring not to follow directions, eg reading passages aloud instead of silently. She also administered the GORP and got up to the tenth-grade passage before DS balked.

    DS has been bored and intermittently unhappy at school for two years, and is currently driving the best teacher in the school crazy in a host of tiny ways. Interrupting lessons to blurt things out (sometimes relevant, sometimes ancillary - but he was right that octopi have beaks, and neither he nor the teacher would back down). Not completing seatwork. Responding verrrry slowly to directions. Clowning/distracting the other kids. And easy tears when redirected or frustrated. They're pulling him into the principal's office once or twice a week to chill out. When we showed up for the IEP meeting, in fact, the principal was typing standing up in the main office, because DS was using his space. I had a hard time not laughing.

    The district brought in a pediatric ADHD/anxiety specialist who really seemed to get DS. He said that while he generally sees ADHD kids engaged 50% of the time in the classroom, DS was more like 10%. (He also strongly confirmed DS's giftedness, at which point we saw a remarkable change in the school's willingness to accept our private testing results.)

    It has taken a lot of meetings, but I finally feel like we're all talking about the same kid. The school is offering a rewards-based behavioral plan; his own laptop for next year if we teach him to type this summer; and an aide for reading/writing to make accommodations on the fly, offer movement breaks, and redirect. Plus "academic counseling" with the special ed coordinator. She is the one who administered the Woodcock-Johnson - DS likes her, I like her, and as far as I can tell she will be combining enrichment with an attempt to convince DS that he needs to do the work. She's also given him a free pass to hang out in her office, which will at least give the principal his space back.

    As we finalize the IEP, I have the chance to make additional comments/recommendations and don't want to miss the opportunity. My DH says I've been pushing the school for so long I'm not comfortable relaxing, and there's some truth to that. But, I cannot think what else to ask for. I'm kind of shocked by the aide, honestly. Any thoughts?

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    Have they considered pre-testing in a subject that is DS's strenggth, and if he passes that, he can do enrichment instead of sitting through instruction he has already mastered?

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    elsie Offline OP
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    That's a great idea, thank you. I think they might be willing to do it with math now that they see how far he is ahead on concepts. The laptop will help with that, I think.

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    You might talk to them in detail about the aide's role and training. You can specify that s/he should look like a classroom aide, and ways of teaching skills that do not result in prompt-dependence.

    Do you have a trusted specialist to confer with on meds?


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    Originally Posted by DeeDee
    You can specify that s/he should look like a classroom aide...
    Would you clarify what a classroom aide should look like?

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    Originally Posted by indigo
    Originally Posted by DeeDee
    You can specify that s/he should look like a classroom aide...
    Would you clarify what a classroom aide should look like?

    I think (could be wrong... just a guess).. that what DeeDee meant by this was the other kids wouldn't know the person was specifically assigned to work with your ds, and would function by working with your ds as needed (and before working with any other students - your ds would be the aide's priority), but also be able to help other children in the class when your ds didn't need assistance. Sometimes there's a concern that having an aide specifically assigned to one children (and having all the other kids in class know about it) will create an issue of the child feeling different or being treated differently by the other chidren.

    I'm

    polarbear

    Last edited by polarbear; 04/19/14 02:56 PM.
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    elsie Offline OP
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    Thanks, I will write that in. The school does do that well - every class he's in has had an aide, and the current aide has been helping DS in the moment when possible. They have now brought in the new aide so that makes three adults in the classroom for 18 students. The aides I have seen while volunteering have been kind and skilled enough to drill down on whether resistance is from eyestrain, disorganization, or needing a break. DS won't request breaks for himself (part not wanting to stand out, part not realizing he needs one) so now that I think of it, I will write that in as well.

    We have a wonderful neurologist (first came to her for DD4's febrile seizures) although it's possible she may refer us to a colleague for meds - she just doesn't have the appointments available. Talking to her in a couple of weeks.


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