starlight970

An FBA hasn't been performed as by the time the school gets around to implement one my child has gotten more adjusted with his teachers and his behavior minimizes. I requested one in Kinder when I knew it existed and got a lot of push back. By the time the school finally consents to doing an FBA my child is more adjusted with his teachers and they him. So his behaviors have become more manageable. ASD was discussed at age 3 and he was formally evaluated that is not the path Developmental Peds went. I have been informed that since he is so academically bright Developmental Peds aren't going to catch it because he is able to mask for them and the older he gets the better he can. School puts more demands on him and they are seeing the results. So I have been requesting the school Psychologist to really look into this. He had his first evaluation prior to 4k. I came in with his Early Interventionist, data from his therapeutic preschool, PT, and OT. I still had to fight tooth and nail to get an IEP for him. As they wanted to "wait and see" that they don't have "enough data" to make that determination. He was able to get an IEP in place for 4k and he had consistent behavior problems. No FBA was ever mention by his IEP staff and I didn't even know what one was to request it. In 4K I put a lot of blind trust in him. Come Kinder he was getting suspend and eloping and staff wasn't aware he could elope. I think your homework solutions are a wonderful idea and I appreciate you sharing them. My child can be very literal at times so unless the teacher tells him specifically that's what needs to happen I will meet a lot of resistance. He has amazing communication skills until he can't. His intelligence causes this ability to shine until he is getting unregulated and he can't communicate he is hungry. So the evaluations see him as charismatic and intelligent while glazing over the fact that he just had an hour long meltdown because his routine has changed and he missed lunch. And if you ask him if he wants something to eat during these moments everything is "NO!" A lot of sensory things just add up for him and he gets overstimulated and overwhelmed. We've discussed the spoon theory with his IEP team last year helping them to understand that on a sensory level he may be able to tolerate certain stimuli on a give day but that it takes away from his over all tolerance. He needs time to refill his spoons. Which is why I have been pushing for time out of the mainstream classroom. So he can sit in different areas have smaller ratios and just catch his breathe so to speak. I am getting an IEP advocate to go through this years worth of IEPs. I just feel personally burnt out I don't know what to for advocate anymore.

My child had experience two outbursts in one day. It was weeks after his last suspensions. It was then they seemed to realize that he truly needed intervention. And everything I had been saying for so long was valid and necessary. At that time they started to realize the mainstream classroom setting wasn't ideal for him to be in all day long.

My child already has an IEP in place. I am struggling in advocating for them as they having a hard time in the mainstream class setting but they are above grade level academically. They are too young for any kind of Gifted and Talented style program. They have delays in their emotional regulation and their social skills with peers. I have requested for BIP's in the past but have been in a stand still on them. They are diagnosed with ADHD and high levels of anxiety. I don't know if it is my own anxiety but I am hitting an absolute wall into what is reasonable to ask for. My child is bored in class. Homework is a challenge because they find everything extremely easy and don't want to make effort. School has barely been in session and they have already been suspended again. I feel as if I am swimming against the current and since my child is not academically behind there isn't anything the school can do to help. I have been hearing that my child is very intelligent since the age of two. I don't know what to ask for. What I would ideally love is for there to be a pullout time where my child could have a sensory break of the classroom demands and an opportunity to practice more challenging curriculum. A chance to be able to have time with peers that he feels more understood by so he could foster friendships to help counterbalance the teasing he is experiencing. If anyone has any tips or words of encouragement I would greatly appreciate it. As I feel like the wind has been knocked out of my sails right now.