rw-Fun with IEP's...

Gina - I would be quite frustrated by this too and I applaud you for taking the time to really assess what's going on. What bothers me about stuff like this is what's happening to the family where there's a single parent who may not take or have the time to get so involved? Does the child get further berated for not doing what they're supposed to? Are they made to feel that there's no hope for them? We have sooooo many young adults in our school that either have IEPs or 504s but still weren't given the attention they needed OR they should have had an IEP or 504 but no one ever took the time to get them that extra help. It makes me sad for them but very thankful that you guys are there for Eli.

Yeah that does not seem right that Elias would have to know and ask for resource time and if he or you didn't push for it, he wouldn't get it.  I will ask my DH how that works.  He does IEPs and he is the resource teacher so the kids are sent to him for reading and writing (mostly).  I can't imagine that he goes off what the kids tell him, rather than getting info from the teacher on what was assigned that they need his help with.

I talked to DH.  He says unfortunately the same thing happens to him and his main gripe is the lack of communication between the teachers and the resource room teachers/aides.  The kid cannot be expected to know when he needs help or to be proactive about asking for it, so it should be on the teacher and resource helpers to work things out so he gets the resource time he needs.  DH says sometimes he has good teachers and things work smoothly, other times he gets kids sent down to him that don't know why they are there.  He said to call the teacher, that is what he would do and that is what parents do at his school and as the resource room teacher, he is not offended by it and often it helps him because he gets more communication from the classroom teacher.  He also said that for the type of job he is doing, they always stress how well the applicant can communicate with other teachers, for this very reason.  Even if you are the best classroom teacher or best resource room teacher, if there is no communication and collaboration, the kid gets screwed because obviously he cannot and should not have to advocate for himself.

Thank you very much Liesje. The talking with the teacher makes sense. I kind of went thru the backdoor and played dumb and asked the resource teach if this would have been the type of situation where the time would be used...to kind of see if she herself knew anything about it or, is she didn't...be prompted to check in with his reg. teach, a bit more. In future I will put a note back to the teacher as well and ask if this is something he could use his extra out of the classroom help time, for.

 At his age, and just starting out, he probably doesn't know at what point he needs help, or needs to be able to leave the room in order to be able to concentrate on his work better. Self advocacy is an excellent goal, most of the time it's what we want to go towards, but you can't start there.

Anyway, is there something in his IEP that requires consult between the two teachers? It's something I have seen fairly often in IEPs, some sort of consult between the regular ed teacher and some specialist. It can be an as needed thing, or it can specify a certain amount per period of time.

Yup communication is often the sticking point.  One way to address this is to call an IEP meeting and specifically record on the form where appropriate ACCOMMODATIONS.  Once it is in black and white on the IEP if you have to push it is much easier.  You want to get accommodations for writing demands.  If the issue to to practice handwriting fine.  You may want to check out my friend the OTs website www.cubworks.com  It is all about developing good handwriting,  You can talk to the school about using it or you can just use it at home.  There is no reason why the practice papers can not be done using this method.  It is good.  There are major, way cool updates coming too.... I get goose bumps thinking about it since I have been helping her with some of the instructional components and a manual.

If the skill is sequencing of the alphabet or letters, or determining few/many; less/more;  Post it notes are one of the most easily available accommodations in the world.  Put the information on the post it note, then have the kiddo move the notes to the correct arrangement, skill demonstrated.  Consider using a folder that has been cut in half on the front cover (also make one with three flaps and four.  Place the paper in the folder and open one flap at a time.  Reducing the visual load will actually make it easier.

If he hasnt had an OT eval and OT services, ask for the evaluation to determine eligiblity and get an OT working with him.  Search on the web for fine motor activities using elementary in your word list.

Want more? just ask

thanks, lol. The resource teach called tonight while I was eating dinner and we chatted. I feel much better about the situation and communication should be much improved from here on out...well, it better be... mwah ha ha!

Glad to hear they worked something out with you :)