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Another IEP question

funchickenfunchicken member
in Special Needs

I haven't posted in a while, but I check this board often.  My older DD was diagnosed by an OT with SPD last August, and we (finally!) got a diagnosis from a developmental pedi a couple of weeks ago--ADHD inattentive-type.  DD1 is currently in half-day pre-k 5 days/week, and she's doing really well.  I had her evaluated through the school system at the beginning of pre-k, and they found "no educational disability."  

My question is what does this new diagnosis mean for kindy (the ADHD)?  If I request a child study, and again they find no educational disability, does that mean we don't need/qualify for an IEP?  We have been working really hard on DD's fine motor deficits and tactile issues, and the dev. pedi gave us some suggestions for behavioral strategies for the inattentiveness (which I communicated to the special education director at the elementary school).

I'm just not really sure what my next steps are as her advocate.  Thanks in advance for any advice/insight!

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Re: Another IEP question

  • mommyof4boysmommyof4boys member

    The difference between EI and IEP's in a school setting is the educational impact.  In order for a child to qualify for an IEP there needs to be some impact to their education.  You could have a child with a disability that was diagnosed by a medical doctor saying they need specific therapies, etc but unless they have problems accessing the regular ed curriculum because of that disability, they won't get an IEP.  

    ADHD-i might get a 504 which would give some modifications to help.  The difference between an IEP and 504 is pretty upfront.  IEP=educational issue as a result of a disabiity 504=medical issue that impacts daily living but no educational issue

    I once sat in on a 504 for a kid who was quite intelligent but was visually impaired.  He had larger printed materials but that was all he needed. 

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  • funchickenfunchicken member
    imagemommyof4boys:

    The difference between EI and IEP's in a school setting is the educational impact.  In order for a child to qualify for an IEP there needs to be some impact to their education.  You could have a child with a disability that was diagnosed by a medical doctor saying they need specific therapies, etc but unless they have problems accessing the regular ed curriculum because of that disability, they won't get an IEP.  

    ADHD-i might get a 504 which would give some modifications to help.  The difference between an IEP and 504 is pretty upfront.  IEP=educational issue as a result of a disabiity 504=medical issue that impacts daily living but no educational issue

    I once sat in on a 504 for a kid who was quite intelligent but was visually impaired.  He had larger printed materials but that was all he needed. 

    Okay, that makes sense.  Thank you!  I'm trying to figure all of this stuff out.  I'm hoping that with some small accommodations DD will do really well next year.

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  • funchickenfunchicken member
    image-auntie-:

    What momto4boys said. Just because she has an SPD and ADHD dx does mean she has educational needs that would require services at this time.

    If I were in your shoes, I would use the new dx to ask for a re-evaluation after she's settled into kindie and her teachers there are more familiar with her. If you do it sooner, she'll be judged against the standards of preschool which are laughably low. If you submit paperwork September 7th, you'll like get an eval done by Christmas which loses you very little timewise. Many of the "therapies" suggested for ADHD and fine motor skills are embedded in the kindie curriculum, so it's not as if she'll be loosing ground.

    Thanks!  The person I spoke to at the school suggested that we see how things go the first few weeks and then discuss whether we needed to re-evaluate her. I'm glad that sounds reasonable to you, too. 

    I understand the school's perspective of educational need, but I don't want to wait until DD's struggling and then try to fix things, kwim?  She loves school, and I really want her to continue to feel that way :)

     

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  • mommyof4boysmommyof4boys member
    imagemrszee2b:
    image-auntie-:

    What momto4boys said. Just because she has an SPD and ADHD dx does mean she has educational needs that would require services at this time.

    If I were in your shoes, I would use the new dx to ask for a re-evaluation after she's settled into kindie and her teachers there are more familiar with her. If you do it sooner, she'll be judged against the standards of preschool which are laughably low. If you submit paperwork September 7th, you'll like get an eval done by Christmas which loses you very little timewise. Many of the "therapies" suggested for ADHD and fine motor skills are embedded in the kindie curriculum, so it's not as if she'll be loosing ground.

    Thanks!  The person I spoke to at the school suggested that we see how things go the first few weeks and then discuss whether we needed to re-evaluate her. I'm glad that sounds reasonable to you, too. 

    I understand the school's perspective of educational need, but I don't want to wait until DD's struggling and then try to fix things, kwim?  She loves school, and I really want her to continue to feel that way :)

     

    The good thing is that a teacher is trained to pick up on any issues.  We knew one of our son's has apraxia and some minor fine motor issues at age 3; he wasn't even tested.  We were told at the initial meeting that they had no educational concerns and to put his name in to be tested in kindergarten.  We enrolled him in the inclusion pre-school and let the teacher know our concerns.  She called within the first 6 weeks and said she was putting his name in to be tested.  When he was 5 years and 10 months, we were told he also had autism.  This year we found out he has dyslexia.  

    Once the kid has their name in to be tested, teachers tend to provide assistance to the kids as well.  Last year, the "meat" of the kindergarten curriculum was after January.  They had the boys with guided reading books and expecting they write a response to their book as well.  The beginning of the year is a lot of what to do in school and just getting used to being in an academic setting.  She'll do fine! 

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  • funchickenfunchicken member
    imagemommyof4boys:
    imagemrszee2b:
    image-auntie-:

    What momto4boys said. Just because she has an SPD and ADHD dx does mean she has educational needs that would require services at this time.

    If I were in your shoes, I would use the new dx to ask for a re-evaluation after she's settled into kindie and her teachers there are more familiar with her. If you do it sooner, she'll be judged against the standards of preschool which are laughably low. If you submit paperwork September 7th, you'll like get an eval done by Christmas which loses you very little timewise. Many of the "therapies" suggested for ADHD and fine motor skills are embedded in the kindie curriculum, so it's not as if she'll be loosing ground.

    Thanks!  The person I spoke to at the school suggested that we see how things go the first few weeks and then discuss whether we needed to re-evaluate her. I'm glad that sounds reasonable to you, too. 

    I understand the school's perspective of educational need, but I don't want to wait until DD's struggling and then try to fix things, kwim?  She loves school, and I really want her to continue to feel that way :)

     

    The good thing is that a teacher is trained to pick up on any issues.  We knew one of our son's has apraxia and some minor fine motor issues at age 3; he wasn't even tested.  We were told at the initial meeting that they had no educational concerns and to put his name in to be tested in kindergarten.  We enrolled him in the inclusion pre-school and let the teacher know our concerns.  She called within the first 6 weeks and said she was putting his name in to be tested.  When he was 5 years and 10 months, we were told he also had autism.  This year we found out he has dyslexia.  

    Once the kid has their name in to be tested, teachers tend to provide assistance to the kids as well.  Last year, the "meat" of the kindergarten curriculum was after January.  They had the boys with guided reading books and expecting they write a response to their book as well.  The beginning of the year is a lot of what to do in school and just getting used to being in an academic setting.  She'll do fine! 

    Thank you again!  I feel like I'm really spoiled this year because DD's teacher is so amazing, and I'm just worried about how things will go with someone new :) 

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  • greengirl0909greengirl0909 member

    I'd echo the other comments on a 504 if your kiddo doesn't qualify for an IEP.  504 is legally binding, unlike some other school plans that might be put in place.  It moves from school to school also. GL

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  • CMDR513CMDR513 member
    My first inclination was also the 504 plan. I does not have to be "revisited" each year and will following your child. Some accommodations might mirror that of a student with an IEP (for example, break tasks into smaller chunks, breaks as needed, small group testing, etc). 
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