I think I might cry, you guys.

lite-bright · March 2014

I got the draft of Sophie's IEP, including quite thorough evals and comments from speech, OT and SpEd as well as her own teacher. Our meeting is Thursday a.m.

First, I'm LOLing at how differently they see her than I do. I'm much tougher in my assessments of her attention and communication. I mean, they're not saying "nope, she's completely typical!" but they are basically saying that she's not *that* far out of the norm in most of her behavior.

I have a strong feeling they're going to recommend no IEP going into next year. Every single area, she is (currently) having mild or no significant impacts and is at or above grade level in every area they asses. She's a little fidgety and seems to have some minor sensory processing issues in the classroom (distractability). Doesn't participate much in class discussion about readings and has a hard time with "why" or higher-order questions, which was an area they noted that needs to be monitored for support. I see that in her homework as well.

I don't know how we're going to come out on Thursday. I know I'm going to be bringing up the points they noted that are still weaknesses, and I want to have the school psych continue to work on social skills. But I *think* we may be okay without an IEP. At least for now.

And OMG. My speech-delayed child is now scoring above average in receptive and expressive language! I want to hug the SLP who evaluated her (who is a sub while the regular SLP is on maternity leave), she had such great things to say:

"Sophie is a delightful, fun, interesting kindergartner ... she worked diligently ... thought carefully about her answers and clearly expressed her thoughts to adults and peers in her group. Sophie's pragmatic or social communication skills were age-appropriate for eye contact, turn taking and topic maintenance skills. She appropriately waited her turn and spoke to her peers during group work times, even helping group members to remember the rules of turn taking and waiting to answer. ... Her prognosis for continued success is strong!"

March 17th marks three years from dx-day for us. I remember how overwhelmed and scared I felt. It's hard for me NOT to still be very anxious about her progress and what the future holds. But she's come so far and it's so, SO good.

d.f · March 2014

So awesome!!! I wish I could love this more than once.

MirandaHobbes · March 2014

That is so great! Good job Sophie- and Momma.

lite-bright · March 2014

-auntie- said:

Wonderful news! Your strategy of a more therapeutic preschool early on, RDI, and sports have really made a huge difference in 3 short years.

I want to add -- also jumping straight to four days a week of part-time preschool, plus full-day kindergarten. I have no doubt that the hours in the classroom with appropriate support have made a huge, huge impact.

It wasn't what I'd planned or pictured her introduction to school to be. I'd thought we would ease into preschool with 2-3 days a week, before we got a dx. But it was absolutely the right call.

I want to say for those reading who are just starting out -- it can be scary to send your kid off for relatively "lots" of school, especially when they seem to be too little for the # of hours or days and they're even less mature than their typical peers. But if you're putting them in the hands of capable professionals in a supportive environment, it is absolutely the best place, IMO/IME. I think hours of school have been even better than hours of one-on-one/private therapy for my girl, because she's gotten the pushed-in services and group work that she needs. And the pre-K/K age is really the only point at which you can opt for more hours of school than other kids to give your own child the extra therapeutic time they need.

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I think I might cry, you guys.

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