On our way to an IEP. Any advice? (long)

lite-bright

DD1 had her district eval last week -- no real surprises in anything they observed, and they want her to get speech therapy and some help with fine motor/motor planning. (I don't know yet how many hours/week they'll suggest, this was just the verbal discussion afterwards.)

I think we're headed in a very good direction. They want her to start a sort of pre-preschool for kids with IEPs next month (similar to the toddler class she already takes and enjoys), she may qualify for a six-week ESY program over the summer, and they're suggesting a co-taught classroom at our neighborhood school for fall. It's an integrated class, but instead of two teachers per 16 kids, it's three, and one is a SpEd teacher who focuses only on the 3-4 kids with IEPs.

They said that since she's so "amiable," she'd float along in a regular class, but probably not get as much out of it as she should without someone there 100% of the time to push her to full participation and to stretch herself. I think they pretty much nailed it, although I'll be touring the class before we sign off on it. 

I was impressed with the district so far -- they had their report from the eval emailed to me later the same day. They also emphasized frequently that our choices & opinions count in the IEP and their recommendations were definitely not our only option -- which was nice to hear. So far, so good!

We have our IEP meeting in a couple of weeks. Any advice on points to address or things to make sure are in there, questions I should be asking ahead of time, etc?

About the only thing I'm sure we don't want is transportation. They said it's an option if we want it, but the school is within walking distance for us and I'd prefer to do pick-up and drop-off myself anyway.  

Sagenhaft

Sometimes in classrooms that have one Intervention Specialist for a room (instead of 3 or 4 for the whole school) the IS will take them out of the classroom with their typically developing peers. (Intervention Specialist = Special Education Teacher, it's the new fangled terminology, at least where I live.) Sometimes they will work one on one and sometimes it will be homogenous groups with the other IEP kids.

There are benefits and drawbacks to this. Make sure you ask them how much time she will be spending away from her typically developing peers. Social interaction is very important (especially at a young age), so it will be in her best interest to spend as much time as she can with her typically developing peers without neglecting her needs.

 

So, for example, if she is very delayed she may need 50% of her time there to be with the IS. If she is only slightly delayed, 10% may be more appropriate. Just ask their opinions and have them write in her IEP the maximum amount of time she will spend out of the classroom. Mostly just to protect her. You don't want her in this school that you think is great only to find out that she's spending all her time with 3 other kids in a room that is isolated from the rest of the school.

 

GL

 

jason&robin

I am glad she is going to get support

DS is in an integrated class. It's taught by a speech pathologist and a physical therapist. He's there for speech but it's nice that they also work a lot on gross and fine motor activities.  He is thriving.

We walk to school too. It's worked out really well for us.