Big IEP meeting..

MirandaHobbes · May 2013

I feel like this is a biggie we're having today. The kindy transition. Here's what I'm led to believe we're being offered: half-day mainstream kindy classroom (AM) with ASD classroom and ST/OT in PM. There will be an aide in the classroom servicing all of the ASD kids (not 1:1). I think there are 4-5 ASD kids in the classroom of 30. I was pretty annoyed with the idea that they were shuttling DS into a half day program instead of full day until I realized all of his ASD programming will be in the afternoon. Also the half day program is touted as being better for kids with shorter attention spans or easily fatigued, i.e. 20 minute reading program vs. 40.

I'm trying to figure out questions to ask.. all I can think about is accomodations in the lunchroom. I'm not going to deal with the bus this year, I'll drive him. He has started the MGW program, is it appropriate to inquire whether they follow this curriculum, or specifically request it? The school has a plethora of afterschool activities that I'd like him to be involved with, ran by Community Ed- would it be possible to get an aide for that? Stuff like Lego Robotics and Computer Club.

Am I missing anything else? I have no idea how much ST and OT he'll get.

And side question- what happens to private therapy in kindy? Did any of you find value continuing? Our insurance drops off (I think) at the start of the school year- what's the reasoning? Also, what is the value/purpose of a school psych at this age? I don't believe this elem has one on staff, but the MSW might provide this role. I've met him and he seems like a really nice and caring guy.

TIA!!

smiling76 · May 2013

DS1 hasn't been officially evaluated to determine an ASD title--but he is currently in the special ed pre-k for sensory processing and speech apraxia. He gets OT (which actually wasn't added until this past December) and then speech. For this fall he'll actually continue in special ed kindy--which my heart broke, but I know it's the right place. Small class--like 7 kids as opposed to 25 in mainstream. Slower paced but still gets the regular curiculum.

Totally stressed about the lunch thing as he'll be in mainstream lunch and mainstream gym as well as mainstream music/art. Ugh. This is the first year for full-day for the entire school district, so not sure how it'll go --but he'll be in full day as well.

They pretty much kept the therapies the same as this year.

Not sure of additional questions since he'ls already going to be in mainstream for part of the day. What is your reasoning behind seeing a psych for him?

MirandaHobbes · May 2013

smiling76:
DS1 hasn't been officially evaluated to determine an ASD title--but he is currently in the special ed pre-k for sensory processing and speech apraxia. He gets OT (which actually wasn't added until this past December) and then speech. For this fall he'll actually continue in special ed kindy--which my heart broke, but I know it's the right place. Small class--like 7 kids as opposed to 25 in mainstream. Slower paced but still gets the regular curiculum.
Oh the sting- it's tough. DS is in "mainstream light" imho- lots of supports. And his private therapists think he needs a 1:1 para, which also stung. His IEP team doesn't think he needs one, so we'll see how that shakes out.

Totally stressed about the lunch thing as he'll be in mainstream lunch and mainstream gym as well as mainstream music/art. Ugh. This is the first year for full-day for the entire school district, so not sure how it'll go --but he'll be in full day as well.
I've toured the lunchrooms of 4 different elementary schools and they are all mass chaos! I want him to have hot lunch, too, so he has to remember a 4-digit code and punch it in himself. And it's all kindof ala cart so he has to pick what he wants (uh- wonder if he'll pick any veggies??), put it on a tray, and carry it without dropping to his table. I'm planning on volunteering 1 day a week in the lunchroom to get a feel for things. I am told there are many parent volunteers that help with opening milk, etc. I may have to resort to cold lunch after all.

They pretty much kept the therapies the same as this year.

Not sure of additional questions since he'ls already going to be in mainstream for part of the day. What is your reasoning behind seeing a psych for him?

The psych I don't really know- I sortof see it as another tool in the toolbox. I feel like DS is starting to exhibit some depressive/anxiety issues, nothing major but I feel like he's just down about everything, I ask him about friends and he'll say "no, so-and-so isn't my friend" or lately he's been asking about wanting to go to a new classroom with new friends.

MirandaHobbes · May 2013

Auntie- bump ate my reply

I had a traumatic bus experience as a kid- lots of bullying, violence, etc. Rural area, hick kids. I'm probably being too protective on this issue, but then, we only live 13 blocks from the school. DS isn't too interested in the bus since he takes it currently for 40 min each way, daily, but maybe this will change in kindy.
I'm worried about him being independent at lunch. I'd like him to have hot lunch for variety, but it is ala cart so he'd have to carry a tray, make choices, etc. He's never had to eat lunch by himself- he has always had a teacher reminding him to try all his foods and helping him with things. I've been told not to worry about this too much. I plan on volunteering in the lunchroom once a week.
Our insurance (ST/OT) cuts off at school age. Weird. I need to talk to our dev. pedi and figure out what gives, or what we can do. I know he'll suggest social skills classes as that is his main challenge (e.g. one:one ST not helpful anymore), but to your point, if the group isn't a good fit, I don't see the value. And I know our insurance doesn't cover amorphous things like "social skills"- even though the legislature just passed a watered down autism mandate (won't affect me until 2016).
Interesting re: school psych.. I need to look into this more. He's just now starting to open up and discuss thoughts and feelings more, instead of just reporting the facts of the day.

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