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IEP review - HELP! Re wording and affect on Statement application

Smiling

We have two items on the IEP

To get dressed without help quickly and to complete a piece of work on my own. 

Review detail says DS is able, chooses to complete in own time and likes attention. On second - he's capable, but along with other motivations, its if he wants to co-operate.

 

Nothing on it has changed from last time, and nothing has changed on the summer one that I've been given (apart from it having DSs OLD teachers on it!)

 

School see it, that as DS is able to do certain things, but then sometimes can't, he's choosing not to. 

For example. when doing literacy, he has to write 5 things but he sits there and be everywhere but on task. He needs someone to make it constantly exciting and fun, or a competition when he's like that - then he does it, but even then thats a struggle. Other times, he might be told 'you can stay in then at break' and then he will quickly rush and do it.

 

I'm concerned about the negative wording for a child with ASD (HFA, ADD & Sensory issues) where they say 'chooses not to' when I feel if he was NT then maybe yes; but a child with ASD doesn't work in this way - at least my DS doesn't!

I'm not trying to make excuses for him either, we push him like any other NT child, but he just needs so much 1:1 support keeping it really exciting to keep him on task!!

 

Will this type of wording and lack of tasks affect our application for a Statement? Should I be requesting a change, and what should we be adding. 

 

Soooo much to do, soo much to think about and struggling to keep a float :o/

  • Hello Smiling

    Sorry to hear about your current difficulties. What stands out for me in what you've written is the school's perception that your son is choosing not to engage when they know he has a diagnosis of autism, ADD and sensory problems.

    You might want to take a look at Ross Greene's web site and perhaps try to share some of this thinking with school?  RG says basically that 'kids do well if they can' and if they're not doing well, its generally because they can't, not because they choose not to.

    http://www.livesinthebalance.org/

    RG says that when kids cant do well, its because they have 'lagging thinking skills' and he provides a list of they types of thinking skills that are commonly lagging in kids with autism, ADD, ADHD and many other developmental disorders:

    http://www.livesinthebalance.org/paperwork

    So really, the school should be looking at which thinking skills (and any other difficulties) are lagging and putting in place measures to address this - that is the purpose of the IEP.

    Has your son been assessed by a Speech and Lang Therapist and an Educational Psychologist?  That generally should take place as part of the statementing process.  Reports from these guys should help to identify what your son's key problems are.

    You might want to get in touch with the NAS Education Advice Line and/or your local Parent Partnership Service - both these organisations can help support you through the statementing process and through negotiating with school.

    Hope that helps

    Zoe