Results 1 to 3 of 3

Thread: IEP next week

  1. #1
    Join Date
    May 2012

    Default IEP next week

    My son has high functioning autism. His teacher this past year and the entire staff at the school has been wonderful. So supportive and accommodating. I feel like they truly care about his success and really want school to be a positive experience for him.

    His IEP review is next week. I feel that his goals this past year were pretty much on target but I'd like to see more goals related to creating empathy, building personal relationships (he doesn't really have any friends and is very sad about that), and understanding and expressing his emotions. He often relies on high level emotions (happy, sad, mad, frustrated, calm) but cannot tell you why he feels that way.

    At home and often at school, he likes to pretend he's something - a car, a truck, helicopter, barn cat, one of our dogs, our neighbor's cat. It becomes very hard for him to focus in school because he's pretending to be these things and behaving like them - making noises, hand gestures, attitude, facial expressions, etc. He knows that at school he has to be "him", not all these other things but reverts back to being a race car while in line in the hallways or at other times.

    He also has a very myopic view of the world and cannot understand compromise. If the other kids don't want to play what he wants, he's unable to see their point of view and play what they want for a little bit in order to trade off and get them to play what he wants.

    He's very literal. During one test, he was told to imagine that a friend came over to spend the night and wet the bed. The friend was very upset. What should he do? He started explaining step by step what the friend should do to clean up and what he should do the next night so his sleeping bag wouldn't get dirty.

    These are all social skills and I know the school is going to want to focus on issues that are effecting his education. The noises and pretend characters keep him from focusing and distract other children so I know I can get them to include them.

    I always struggle with finding ways to get them to support him socially and could use some insight and ideas if possible.

    I think it's marvelous that you're offering this advice to the public. As a parent, I often feel like I'm my son's only advocate but I'm unable to articulate what he needs, only his deficiencies. It gets overwhelming. But I'm very, very fortunate to have such a supportive school for my son.

    Thank you!

  2. #2
    Join Date
    May 2012

    Default IEP next week

    Thank you for your question about your son’s high functioning autism and how he relates to other people and situations.

    In your message you wrote:

    “These are all social skills and I know the school is going to want to focus on issues that are effecting his education. The noises and pretend characters keep him from focusing and distract other children so I know I can get them to include them.”

    Another way to look at this is that your son’s high functioning autism has a unique educational effect on his ability to communicate with others, which directly affects his social skills. We see this often in individuals who are PDD-NOS, which is also on the autism spectrum.

    But regardless of the specific name of your son’s form of autism, the goal is to get an IEP for him that addresses his communication and social skills in a way that helps him. And to do this during your IEP meeting I think it is important for you to help the school district think differently about what your son needs.

    In many instances, school districts think of social skills as a set of behaviors that can be altered by various methods of behavior modification or therapy. However, if we think of your son’s social skills as a relationship between his ability to communicate and his social behaviors, then we can bridge the gap between a school district’s focus on behavior and the educational effects for your son. You can do that during the IEP meeting that is coming up next week.

    One of the things you can do at the IEP meeting is talk about education being more than academics. In fact the IDEA legislative history tells us that. “The term ‘unique educational needs’ shall be broadly construed to include the handicapped child’s academic, social, health, emotional, communicative, physical and vocational needs” H.R. Rep. No. 410, 1983 U.S.C.C.A.N. 2088, 2106. This is carried forward to the current version of the IDEA (2004). For example, the federal regulations defines specially designed instruction as adapting the content, methodology, or delivery of instruction to address the unique needs of the child and to ensure access to the general curriculum. You’ll find that language at 34 CFR 300.38(b)(3).

    Another example from the U.S. Department of Education relates to children with fetal alcohol syndrome. The Department said, “. . . children with FAC receive the special education and related services designed to meet their unique needs resulting from FAS.” (emphasis added) You can find that in the Federal Register, page 46549, Volume 71, No. 156, Monday, August 14, 2006.

    Doesn’t it make sense that if special education and related services must be designed to meet the unique needs that result from FAS that an IEP must also be designed to meet the unique educational needs that result from your son’s high functioning autism? I would suggest to your IEP team that it does.

    You can make that suggestion in a convincing way to your IEP team if you prepare yourself before the meeting.

    1. Review your son’s current IEP and locate the sections you believe should be revised.

    2. For each section you believe should be revised, decide how you believe it should be revised and support your beliefs with facts about your son’s social and communication skill problems.

    3. Keep your focus on your son’s need for specially designed instruction in social skills, appropriate behavior, communication, organization, or other unique educational needs that he may have.

    4. You can use those three steps to write down your “meeting talking points.” Have your written talking points on a sheet of paper or on an electronic device such as a laptop or iPhone. These talking points will keep you focused and on track no matter what interruptions happen during the meeting.

    I hope this helps.

    - bp

  3. #3
    Join Date
    Mar 2018


    the article you shared & different articles on this sites, bring knowledge, these articles can increase the know how about students self development etc. i was searching someone write my assignment so i got this use full article.

Posting Permissions

  • You may not post new threads
  • You may not post replies
  • You may not post attachments
  • You may not edit your posts