Starshine970

First off I am mentally drained. My child is a literal and often very inflexible thinker. 7 years old and in 1st grade. He has an IEP. No ASD diagnosis that’s a whole separate rabbit hole in it’s self. We have ran into several scenarios where he takes statements and can’t bend his thinking. He gets very fixated on what words are used and who said them. This is habitually making homework an utter nightmare. We are spending an hour to get two work sheets done. I have reached out to the teacher a few times. We are working on getting some accommodations put into place. The problem is my child won’t turn in his incomplete homework assignments. He absolutely tunnel visions on them refusing to do new ones in till he completes the first ones. Unless the teacher tells him herself that it’s okay. He won’t accept my words and will escalate over it. He is very much a perfectionist. And is melting down over this. I’m pushing for no written homework. Because he just can’t handle it.

Thank you so much. I used that site to help craft a bullet point in reasons as to why I feel like this is an appropriate request for the team to consider.

I have personally ran into a lot more resistance when it comes to getting an IEP for a preschool age child. Depending upon your state laws Kindergarten may be considered preschool in my state it is. As children are not required to attend school until first grade. I would follow the above advice mentioned. I also wanted to inform you that in my experience and from others I've spoken to the district pushes back more with preschool age children.

Okay thank you. My son's OT is going to do an evaluation (tomorrow) in those areas she can not make the official diagnosis but she can said she can do an assessment in those areas. His teacher did say that handwriting is an area that causes him great frustrations. So I think I am going to take the OT's assessment and push for a IEE if that is necessary. What resources would I look into in finding someone who could do an IEE? Is that me going to someone the school offers or would I need to do the footwork in finding one?

So it is my plan to request an evaluation for dysgraphia at an upcoming IEP meeting. My child is a first grader he has shown a fine motor delay since age 2 1/2 years old. He received OT services for approximately a little over two years which we voluntarily stopped. At that time my child was receiving Ot, Pt, and behavioral therapy weekly in addition to a school day. He was emotionally fried and the OT and PT services ended up just decompressing him from the school day. So we ended the services to remove something off of his plate. Throughout his entire Pre-K year (at a public school) they had to put a lot of effort and energy into getting him to just put pencil to paper. Asking him to scribble on a paper would cause emotional outbursts on him. Flash forward to my almost 7 year old first grader who is forgetting what his letters he's known since age 3 look like, writing them backwards, still struggling with his pencil grip, has great protest at any assignment involving hand writing. Now what I have ran into in the past is that they want to "wait and see" as he is still young. So requesting a evaluation for dysgraphia is that an immature request at this grade level? My concerns is my son has high anxiety and a known perfectionist. I don't want to wait too long and he begins to become behind in his academics. He is a bright child I've had many teachers comment that he is most likely going to be considered gifted. My other concern is I don't want to be faced with the "lets do these activities to strengthen his hand muscles" as that has been the approach going on four years now. While they can certainly benefit him. The demand in school for handwriting is just going to increase. And I think this is a service the school can intend offer if he qualifies (which I believe he should) I would like for them to provide it. Instead of becoming another therapy I need to attempt to arrange around his school day. As well as support him in this.

Thank you!!!!

School is starting sooner this year then I expected (considering we got out in June!) and I am not ready for this. Our previous school year didn't have the best of experiences so I know that adding to my nerves. This year I am trying to plan out a better approach so I hopefully have a much better relationship with his teacher. I am 100% not speaking ill of his last teacher. We just didn't communicate well with each other. I do better with more direct communication and less "fluff" I know my child has behavior challenges so I rather you speak more straight forward. And on the same level I do genuinely want to know how he is doing even if he is doing well. Our school doesn't have a policy to do parent teacher conferences and I am going to request them this year. My son doesn't have any verbal delays but he has never been much of a historian about his day unless its amazing or horrible. So last year unless he misbehaved greatly I had no clue about his day. He has such a spunky personality I enjoy hearing any tidbits about his day. My kiddo doesn't even recall the names of kids he plays with everyday at school. No real questions here I just needed a place to decompress a bit of my nerves.

This may not be the most appropriate section for this question. This one seemed to be the closet fit. I remember coming across a template for "About me" to give to a new teacher on the adayinourshoes site. If anyone happens to know where that is could you please share it? I want to start collecting my thoughts on what to give to his teacher this year. I *could* make my own if I absolutely must but I fear it wouldn't be to the point enough. I really do benefit greatly from following a template while crafting this. Thank you so much in advance!

The School Psych considered the FBA as a last resort and other steps should be taken instead. The principal was the LEA. The school psych was not at the meeting in which an FBA was requested. The principal and case manager were both present when the teacher said she wouldn’t fill it out. He has had more incidents this time one was caught by a special education teacher. We had a meeting and this time it felt very positive. And I felt truly heard. As the special education teacher explained what she saw. And we discussed his diagnosis and what kind of challenges those present. I am writing my parental concerns. I am requesting pull out from Gen Ed for portions of the day. I am also going to be wanting them to discuss why this school is appropriate for him to stay. And the steps that will be taken to ensure safety. I will be requesting the special education teacher I spoke with today to attend the meeting if at all possible.

Hello, My child age 6 and in Kindergarten has an IEP meeting coming up. My other meetings in the past haven't been very successful and I as a parent haven't felt very heard. The communication between the teacher and myself has seemed to have been disconnected. His behavior communication charts (when filled out) say no concerns. However when speaking with my son he informs me of being removed from class so he can regulate emotionally. Or he has had moments where he has not followed the rules. He has come to kindergarten with three years of preschool and early education intervention therapy. His IEP is for social and emotional delay. He currently receives outside OT and she feels he could use OT time in school. His diagnosis are ADHD, anxiety, and sensory challenges. My child had a behavior incident that resulted in him being suspended from school. In his progress report it has progress listed as unsatisfactory due to following directions challenges due to his suspension. And minimal progress for emotional regulation but does not list his suspension. I have also had to pick up my son from school before due to emotional outbursts when he was suspended I was required to come into the building as they were unable to help him de-escalate. My concerns are that each time I have been called into the school building my child is in safe areas. Where he is able to elope, throw objects, hit others with objects, climb furniture, all making it possible to where he could cause harm to himself or others. In those moments I was told my a staff member that they are taught to safely restrain a child. Given his sensory concerns and his dislike for physical touch that will cause his behaviors to escalate. I had requested for an FBA in the passed. I was initially told that would be possible and it would be done. At the time I was not made aware that the people who need to give permission for such an evaluation we're not present. I was not informed that it wasn't approved until the last IEP meeting was held which made me feel slightly blindsided. At the last IEP meeting the teacher said she will not be doing a more detailed communication log as she feels its unnecessary. Despite agreeing to it previously. When I bring up his examples of anxiety they are brushed off by the staff. I am repeatedly told "well most children this age have never been in school before" but that is not the situation with my child. He has had therapeutic supports and school for three years and still experiences a delay. I am walking towards this IEP meeting feeling as if I will have to write his own IEP goals and present data myself to get them to make effort. A big part of me is wanting a different teacher. I understand that it is fairly late in the school year so I do not know how well that will be received. My child hates being at school. He feels miserable because he never gets to 'play'. His teacher last year was absolutely amazing. They do not do parent teacher conferences at this school unless the child is academically failing. My child is academically on par. And something as simple of asking his teacher as ways to help reinforce what he's learning is school is met with little comment and seemed unnecessary.

First off I like having this anonymity this form provides. We have another IEP meeting coming up I’m nervous. This one is potentially to discuss the results from the FBA. I personally feel like I struggle communicating with the school. The teachers feedback says one thing and my child another. I ask for things outside team members (non school district people) mention to me to request. And none of them ever seem to know what I am talking about. Last school year (different school) we had an open communication and I felt less anxious. How do you handle IEP meetings when the other team members do not provide feedback. And if they do it’s defensive. My child is in general education class. His case manager doesn’t work with him. I didn’t find out they were pulling in other staff people to assist with. Until I made suggestions about establishing safe contact people. I feel like I’m kept in the dark unless I ask specific questions.