Opinions please - proposed IEP change

[amarie1]

DS (9, 4th grade, Aspergers, 2e) receives 20 minutes per day with an intervention specialist that helps him with written expression. This is a pullout and sometimes he also uses the time as a "study hall" so he can work on some of his school work at school and not have it as homework (anxiety issues regarding time).

The IS has asked me to consider rather than pulling him out of the classroom next year (5th grade), she'd work with him (and the other students as needed) in the classroom. Writing is the main academic trigger for meltdowns, which naturally I'd rather him not have in the classroom in front of his peers as it feeds the cycle of poor self esteem and seeing himself as a failure. He hasn't been melting down as much lately as his medication dosage has been consistently increased not because of personal growth.

I am sure he'd prefer being pulled out less and it could possibly help his feelings of "being different" seeing others get help etc.

Everyone knows DS is capable except DS. When he matures enough to understand and believe that he may not need the support, but right now he still needs it and the IS is certain he will need it next year too.

Part of me feels that his 20 minutes will be reduced due to the nature of the setting and I am reluctant to give up any of his hard earned IEP.

Any opinions?

[chaya]

DS (9, 4th grade, Aspergers, 2e) receives 20 minutes per day with an intervention specialist that helps him with written expression. This is a pullout and sometimes he also uses the time as a "study hall" so he can work on some of his school work at school and not have it as homework (anxiety issues regarding time).

The IS has asked me to consider rather than pulling him out of the classroom next year (5th grade), she'd work with him (and the other students as needed) in the classroom. Writing is the main academic trigger for meltdowns, which naturally I'd rather him not have in the classroom in front of his peers as it feeds the cycle of poor self esteem and seeing himself as a failure. He hasn't been melting down as much lately as his medication dosage has been consistently increased not because of personal growth.

I am sure he'd prefer being pulled out less and it could possibly help his feelings of "being different" seeing others get help etc.

Everyone knows DS is capable except DS. When he matures enough to understand and believe that he may not need the support, but right now he still needs it and the IS is certain he will need it next year too.

Part of me feels that his 20 minutes will be reduced due to the nature of the setting and I am reluctant to give up any of his hard earned IEP.

Any opinions?

Could your son's IEP be written in such a way that allows flexibility between pull-out and push-in sessions. Perhaps he could do a pull-out session one week, and then a push-in session the next week. Also, if the IEP can be written with that flexibility, your son could go back to just pull-out sessions if you find that the push-in sessions don't work.

-C-

[anniemc2000]

Not sure this helps, but a similar issue just came up with dd's IEP
for speech. We would like the SLP to work with her in the classroom
because that is when her expressive language gets all mixed up. The team
feels she still requires a good deal one on one therapy as well. The
team is going to write the IEP pretty much the same, 2 sessions per
cycle, but the SLP will have the flexibility to work in the class or in the speech
room.

[amarie1]

Thank you for your input

I have to keep remembering that being in the classroom is the ulitimate goal. It seems like a blend of some sort is the best initial option (pullout for idea generation etc., which is his meltdown trigger) and then maybe in classroom for piece production etc.

We are thankful for the support and cooperation of the school, especially after reading the difficulties that too many people experience as all of our children deserve the support they need to learn and thrive.

Anne

[amarie1]

School agreed to a blend

of pull out and in classroom. Trial run at the beginning of next school year and eventually phasing over to as much in classroom as possible. They will work one on one with him for the idea generation and start of the writing pieces (his main trigger for meltdowns) and then the subsequent steps taking place in the classroom with IS support.
Thanks again for your input.
Anne

[trek]

Sounds like a good compromise. Keep us updated next school year