there is no doubt for me that despite the really positive skills and the great progress hee is making that what some people would call quirks are issues that will be tough for him. He is dx with PDD NOS and I feel like his therapy schedule is really helpful for him so on we go.
I have two questions- I have an IEP set for next week and his aba supervisor is coming and will meet his school support. How does this usually go? Will there be tension from his school that I am bringing her or do they usually welcome working together? I know this will vary with the particular people but wondered what is typical. I have had nothing but great experiences with these people so far.
his supervisor and I both think he would really benefit from OT to address his mouthing and almost constant toe walking. This is what we hope to accomplish in the IEP. His teacher told me she agrees that his toe walking is almost constant and he is using chewie stix in class (though mouthing is much much worse at home- the other day I had to make a story about how baby brothers are not for chewing, biting, or licking. Food and chewie stix are for biting, chewing, and licking.)
. Any suggestions as to how I can relate mouthing and toe walking to standing in the way of his ability to get an education? His supervisor said the mouthing is clear to her since when he goes to pick up a correct response (a card or whatever) he wants to put it in his mouth before giving it to them. Obviously he can't be going around in mainstream class licking kids.
. If his toe walking is affecting his gross motor abilities since he will eventually not be able to compete in games like tag or if it affects his ability to socialize since he will get teased at some point does that qualify as an educational need?
. I'm trying to journal the two behaviors but it looks something like this Tuesday- toe walked, did not stand on heels while stretching, touched heels to floor only while being actively asked to do so, Wednesday - the same etc. He does it all day everyday. I guess I need to figure out how that affects him like Wednesday- couldn't keep up with neighbor kid at tag because of toe walking, fell down because he wasn't looking where he was going???is that more like it? Is there a site where people show you how to document these things specifically for IEP meetings? Ok I have another question but this is out of control long so I will ask it in another post. Thank you for reading.