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Special Needs
Auntie -do you know about Fetal Alcohol Syndrome / Effects and IEPs?
I tutor a 2nd grade girl who just went through academic testing for a learning disability and mom shared the results of the Woodcock and Wechsler with me tonight. Long story short, I don't think she'll get an IEP because she's not discrepant - overall IQ came up 80 and her performances were all in the low average range. But, she is adopted from Ukraine and while she doesn't have the physical characteristics of FAS, her mom said they know the birth mom drank while pregnant, and her issues with working memory, math, low IQ, etc. are often seen in FAE children. So, I'm wondering if a medical dx of FAS or FAE would get her an IEP, or if she's out of luck because her IQ means she's doing what's expected of her. I did explain to mom that even if she doesn't get an IEP, the testing was good because it gives such a clear picture of the learner, and her next teacher will see in writing that auditory processing is hard for her and will know she needs visual cues as well, will know that she's unable to follow multi-step directions, etc. But the parents (and I) would really prefer an IEP to ensure that the interventions and accommodations she's received this year will continue. I appreciate any help or links from you (or anyone else who might know about this.) Thanks!
Jenni ~~Alex & Avery ~~ 6/13/06~~Adam ~~3/26/08
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Re: Auntie -do you know about Fetal Alcohol Syndrome / Effects and IEPs?
This. It depends on what the school is willing to do, and what state she's in. She could technically fall under the OHI category. In my old district, we were able to make anyone eligible if we really felt they needed the help.
Sorry for the delay in updating. I don't recall the difference in PIQ and VIQ, or if it was significant. But, I am ecstatic to report that she did get an IEP! I have no idea on what grounds it might be based, but I am glad she'll be getting the supports she needs. My understanding is that no goals have been written yet, but they'll have a meeting this summer to approve goals and have the IEP in place for next year.
I believe the parents share my goals, which include keeping her included in the general ed. classroom. She has teetered on the edge of grade level for 2 years now, but did just finish 2nd grade below in both math and reading. She received intensive interventions this year that included time with the reading specialist, weekly private tutoring with me, small group math instruction, etc. As she transitions to the demands of 3rd grade (reading to learn rather than learning to read, planning and drafting written comprehension responses, more complex math,) I felt it was critical to get a legal document in place that would ensure she still received the interventions she needs to maintain her confidence and progress. I think her goals will likely be pulled from the grade-level curriculum because she is so close. Things I'd like to see on the IEP include being allowed to use a chart for basic math facts as she moves on to more difficult concepts, testing breaks to help with her attention and impulsiveness, and the opportunity to review study materials immediately before a test due to her challenges with working memory. I know the IEP team well because they are former colleagues, and I trust them to do what's best for her.