Autie

meghans30

Thanks for your thorough response to my post about my son being exited from services. We will be observing at his new school in the coming week to hopeful find a good fit for him.

 Question, what happens if he moves into a new school without any support and begins to have problems? All of his current testing indicates he is remediated, but I am super nervous about this transition. Someone keeps telling me I have to fight to keep some langauge services, but according to the testing he doesn't qaulify. I have no case to continue services, right?

meghans30

-auntie-:

I can understand your concern about the transition. It's a big leap of faith. I will say that every single time I transitioned my son from one setting that wasn't working or that he'd outgrown the experience was largely positive.

My concern would be about what benchmarks are in place as goals and what testing was done to determine his needs vis a vis speech services. personally, I think it's wack for a child to be identified as apraxic and then declared remediated in kindie. The kiddos I know with "pure" apraxic dxs tend to require articulation and even pragmatic services well into middle school. But I don't know that many kids with apraxia who don't have something else brewing in the background. One area that would concern me enough to check is his pragmatic use of lanuage- after a year in a self contained classroom does he have the skills to navigate unstructured settings with peers and self advocate with staff as needed.

I wouldn't worry so much about the "support"; you're sending him to kindie not boot camp. If he's reasonably intelligent and remotely socially appropriate he'll likely thrive there once he finds his feet.

One thing that might help is to envision "support". What does it look like? What would it bring to the party for your son? How would it impact him? Would he come to rely on it? Would it interfere with relating to peers or stigmatize him, if not with peers with their parents? Is this really to meet his needs or is it about your comfort level? There may be no clear cut answer, and you'll have to try it this way.

If worse comes to worse, and I doubt it will, you ask for an IEE if things go badly before the end of the year.

 

PS You realize you called me "autie"? That's a slang term some autists use to describe themselves. Ironic, no?

Thanks for the response. I realized my mistake after posting. I hope I didn't offend.

Trevor was dx at 3 with severe Apraxia, but the SLP who has worked with him since he entered pre-k was firm in her belief that Trevor was not Apraxic; his progress is not typical of a child with true Apraxia. We are not sure what caused his severe delay, but I guess it doesn't matter at this point. He scores indicate that he is highly intelligent. He has developed his own strategies for helping to get across his point during those few instances where in which he has trouble forming a word (he could not correctly articulate the word carnival during testing, but later described what he was trying to say). We are very proud of him and will keep close watch over his progress.