I'm meeting with Ian's teacher and the OT today

[2boyzmama]

[this is a follow on to my thread "when does spirited become special needs"]

I talked to Ian's teacher and set up a meeting over lunch today. When I called her to arrange the meeting, she asked what I wanted to discuss so she could be prepared. I told her that I was concerned about some behaviors he's exhibiting at home, and even though I know he never does it at school, I just wanted a professional's opinion, and his teacher is a good place to start since she sees him for 3 hours 4 days a week.

Then I also said "and I want to talk more about his fine motor skills..." And she didn't even let me finish, she said "yes, Ian and fine motor...SIGH..." I said "what, are you noticing problems?" And she said "well, it is definitely a weakness of his, he requires a lot of 'personal attention' when we're doing fine motor activities." I said "well, I had hoped that maybe the class' OT has been in the room working with other kids enough that she might have noticed Ian, and might be able to chime in on whether she thinks this is just a disinterest or if he has any real issues with fine motor." And the teacher said "or if this is an attention issue."

Hmm...

She agreed to have the OT there to talk with me, but it concerns me slightly that she mentioned an attention issue. I mean, he's 4, this is preschool. If a preschool teacher, who has a class of half special needs kids (this is an integrated room) noted a possible attention span issue... He often requires numerous 'reminders' when he's doing something "Ian put your shoes on...Ian put your shoes on...IAN PUT YOUR SHOES ON!" but I still equated that with being "spirited". If I get him to look me in the eye and repeat what I said, then he follows through almost all of the time. But it's like his brain is just in a million other places, and I have to "force" it back to reality so he can follow through on a simple task like putting his shoes on.

So...this will be interesting! I'm going to print out my last thread and take that with me and see what she says. Although I'm sure most of it will shock her because he just doesn't exhibit that kind of behavior outside of home very often.

[logan&jordansmommy]

I would ask for a sensory integration profile done. They have one that the teachers fill out and one you can do at home. Even if for some reason he wouldn't qualify for services, if he has sensory issues you can see where they are etc.

Attention of course always isn't a sensory issue but since you have mentioned it in your other post, then the attention was brought up I would definitely get it checked out.

Good luck!! You are doing a great job!

[2boyzmama]

Wow, what a productive meeting that was!!!!!

I sat with the teacher for over an hour and told her everything from birth on, how we've managed everything, and what I've noted myself. The OT was there for most of it.

Bottom line is that they suspect that nearly everything is coming from a sensory standpoint, even his huge draw towards gross motor and his avoidance of fine motor, including his apparent lack of pain receptors as a toddler. The OT asked some very good questions, and commented that it sounds like we've been handling him really well and being really creative. She said that it sounds like Ian is already learning how to manage it himself sometimes, too (last night he came up to me right before bed and ASKED if he could have some running time, he knew that he needed to get out more energy before he could relax for bed, and he asked for an appropriate outlet instead of throwing a tantrum).

The teacher and OT brainstormed and came up with a list of things to try, starting today they're going to put a pressure vest on him during fine motor activities, they're going to put him on the balance ball, they're going to try having him on his stomach on the ball putting deep pressure on his hands (rolling forward on his stomach and hitting his hands flat on the floor). We talked about mini tramps. Oh, they're also going to try the "taco" which is I guess a full-body pressure wrap of sorts (they didn't have it in the room to show me, and I haven't googled it, but I have an idea of what it is).

We also talked about diet, and his teacher is very open (and believes in) dietary changes. She suggested gluten, but when I told her about Feingold, she got really interested in that. She said that if we want to try a limited diet, we just have to send in a note with a list of foods he can and can not have, and she'll give it to the kitchen and they'll do their best. They'll ask that we provide a few snacks just in case they don't have any alternates that meet his needs one day.

And ALL of this without an IEP!!! The OT agreed to come into the room more often and pay specific attention to Ian and then get back to me. But just from this discussion, and from reviewing some of Ian's work (the teacher had pulled his portfolio and had some examples to show us) she didn't think that it's an ability problem. She said that Ian's cutting, for example, is very precise and definitely age-appropriate, so she doesn't think that it's a physical issue. She thinks that he just requires deep pressure sensory input in order to "calm" his brain so he can focus on fine motor.

His teacher even talked to me about VACCINES!!! (this teacher is really wonderful ) She suggested a dr not far from us that is I guess known for offering preservative-free vaccines (hmm...I'll have to look into that, I don't plan on vaccinating my kids anytime soon, but I'm not anti-vaccine, so if I decide to do some, I'll have to keep this guy in mind). She also mentioned to me trying a naturally-minded nutritionist.

Just overall it was a really good meeting. Once I gave her the whole picture from infancy on, she saw a lot more and put a lot of the pieces together for me. And once the OT explained to me how Ian's intense need for deep-pressure sensory input can cause a lot of his behaviors, it made a lot more sense to me. The OT suggested some other activities that we could try (swimming, wrestling, martial arts).

[2boyzmama]

Oh, forgot to add...we're going to get together again in a few weeks to discuss what they observe after incorporating some of these sensory things and then decide whether to do a formal sensory profile on him or not. My guess is that a lot of this will help him a lot and we'll decide to do the profile so we can ensure that the accomodations continue. But we'll see.

I just overall feel much better about all of this! And the teacher told me repeatedly that she has NO concern about him academically, he's very bright, very quick to catch on, very likeable, never a problem in the class room (except perhaps his incessant talking!).

[StephandOwen]

That sounds like a wonderful meeting!!