Friday, April 09, 2010


On Wednesday we had a meeting with the special ed team to discuss whether my son was eligible for an IEP. We got stuck on the idea of "effective progress." Is E making effective progress? He could both have AS and yet still be making effective progress.

We brought an educational advocate with us to the meeting, which was good because I am very easily distracted. By the end of the meeting, we were all frazzled beyond belief, but what the advocate kept saying is that the school staff were agreeing E has AS but they couldn't provide any examples of him showing that he does. In a way, I think she forced them into thinking about specifically what aspects of AS he shows. This was incredibly useful, I think. I mean, all kids have varying levels of behavioral stuff. No kid is perfect all the time. But when we had to sit there and think "Hey, E does X because he has AS," I think that started to make an impression.

Anyway, as we left things on Wednesday, we all agreed that we were going to get an independent behavioral observation of E by an expert in AS.

I spoke with the principal today. He did some investigating on his own, specifically with the PE teacher (E has been receiving his only "2"s in this area--2 means he is not meeting standards) and the lunchroom staff.

The end result? He said E needs an IEP and he has spoken to the team and the team agrees.

I was prepared to go to BSEA, the board of special ed appeals, if necessary and make our case there. But now it seems we don't have to. I hate to say Victory! or Win! as it suggests this was a game, and it's not, but it is a relief that we can now start the process with all the members of the team in agreement.


Anonymous said...

For our #2, we had some pretty clear stuff by the time we were seeking an IEP - he had gotten sent to the principal three times for fighting in the month before he started Ritalin, none in the ten months after. So no one was expressing doubt that something was going on, nor that it needed intervention.

People thought a lot about his situation, and for us the process worked pretty well. Hope it goes well for you. dave.s.

Wendy said...

E doesn't fight, but he does have vocalizations. Not tic-cy vocalizations. He just turns up the volume sometimes and can't stop making noise. It's very hard to explain, so much so that I gave his teacher a Flip so she could try to capture him doing it so we could bring it to the psychologist and analyze it. It happens more when he's in large groups and/or when others are talking. I call it verbal aggression--using his voice to disrupt. I think there is some sort of sensory-seeking behavior going on.