sa23 Posted May 12 Share Posted May 12 Hello, I'm working on our parent concerns letter for our meeting next week. This is our first year dealing with an IEP and I'm pretty lost! I do have the IEP Toolkit, but I'm not sure how to word a lot of things. Our son's teacher emailed me a list of questions to complete prior to the meeting. It is pretty thorough, but long. The last question is about our parental concerns. Do I answer all of the questions and submit that in the form of a parental concerns letter, or just answer the last with a "please reference the attached parental concerns letter?" More specific questions directly related to our concerns: We have an autism and IQ evaluation scheduled for him in June, which is separate from the evaluation the school did for him. They did not find him to be autistic, just social/emotional delayed and they didn't do IQ testing since I didn't request it at the time. Do we need to mention this at all? He is an excellent masker at school. He does exactly what he is told and doesn't push back. He also doesn't speak up if he is anxious, uncertain, in sensory overwhelm, or if having a social conflict. He has a meltdown after school instead. So far, I've put in the letter that he needs help with self-advocacy and knowing how and when to speak up. How else can I address this in the letter? His primary complaints about school are: doesn't like the gen ed teacher in the class, the work is boring, he wants more playground time, and he is constantly afraid of breaking a rule he doesn't know about. We are concerned that they will want to place him in K, even though we know he is ready for 1st grade. We think he *might* be gifted, since he enjoys 2nd & 3rd grade science projects, and is doing 1st grade math at home. (He is only going one day a week to this program; I am working with him at home otherwise.) We know he will be bored out of his mind in Kindergarten. My thoughts are to: not mention the gen ed teacher, since I don't know why he doesn't like her (he refuses to talk about it, although, based on one interaction, I think she is strict and embarrasses him), state that we want him placed in 1st grade and have examples from his work at home to show readiness, request he do testing to show 1st grade readiness (can we ask for that?), bring work samples from home, state that he has anxiety and that if he is not misbehaving or giving pushback, that is a sign of how anxious he is? Any other suggestions for this? We've stated multiple times that if he is being silly, or precocious, he is actually upset and angry and dysregulated. They seem surprised every time, commenting on what a joy he is to have. I sent an email to the special ed teacher in his class with concerns one day after he got out of class and immediately started running away from me, and she gave back a reply along the lines of, "Thank you for your input, we were honestly surprised by his behavior at pickup, he isn't showing any issues in class, uses words appropriately, enjoyed being here, etc." Should I address this in the letter? Do we need a diagnosis of anxiety or autism before we can do anything about it? Link to comment Share on other sites More sharing options...
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