wwyd? sensory kiddo and VPK? or keep her home?

[Kailey's mom]

It's creeping up on decision time. DD will be 4 in May. I took her for an eval with FDLRS *school system* when she first turned 3, and she did not qualify for any services since her sensory issues were not "affecting her development" except for a 501 plan, or 503 ( I dont remember, it's for medical)

I'm thinking about trying VPK, but I know how this is going to end up, I wish these people would listen to me. My kid is going to be traumatized, and never ever want to go back after the first day... hell I doubt if I'll be able to leave to be honest, she'll freak.

Her eval with the school system took place while she sat on my lap. She can't sit on my lap at school.

Her sensory issues will affect her education if she is overstimulated or too scared to concentrate. She loves certain things, like starfall. She dislikes, and protests if it's a workbook or something similar. She's definitly a visual learner as I was.

If it were you, would you keep her home another year to see what happens, or enroll her, and if there are problems, than FLDRS will re-evaluate her and possibly put her in a smaller classroom setting with services.

Her diagnosis' are : Sensory Integration disorder, eosinophilic colitis, anxiety. Her psychiatrist suspects Aspergers, although wants to wait a few years to officially diagnose since she has been having treatments *hbot*

Thanks!

[RiverTam]

I'd keep her home. She's not ready for school and that's okay.

[Linda on the move]

Originally Posted by Kailey's mom

r sensory issues were not "affecting her development" except for a 501 plan, or 503 ( I dont remember, it's for medical)

A 504 plan is plan for kids with mild special needs. It's what my DD has. It can say anything on it -- it's the specifics of the 504 that matter. It's not blowing off that she has issues.

and if there are problems, than FLDRS will re-evaluate her and possibly put her in a smaller classroom setting with services.

mainstreaming is VERY popular. Unless a child has serious cognitive issues, they don't go to the small room. (at least not where we live)

Since she is four and doesn't want to separate, I'd try to find something very mellow for her to do -- a play based preschool, a mother and child program, a swim class, something.

For my sensory kiddo, swimming and gymnastics were very fun and very theraputic. I'd get her out of the house and around other people and adults, but in a way that didnt' freak her out.

[KCMichigan]

We were in that spot last year.

I have DD who is dx with SPD, PDD_NOS, and mild cp. She is very high functioning, but her sensory issues are the biggest struggle. She can react oddly to certain things (cover ears, hide, put objects in her mouth), but is developmentally on target for all other skills.

She was eval'd right before age 3 and did not qualify for services. We had her reevaled a year later and she qualified for OT & PT and has an IEP. We placed her in a free PREK program for at-risk kids. It has been fantastic. We did OT through insurance the summer before PreK and got involved in a lot of social activities (Nature center, story time, etc). The start of the year was rough, but she still liked school dispite of the 'overstimulating' nature of it at times. The OT &PT has helped and the excellent teacher she has that helps her and really knows when she is getting over stimulated. Her 'issues' have not delayed her development either---but they do impact her social skills and ability to 'function'.(read as she is on target developmentally, but there are red flags & socially inapproprate ways for how she interacts with her peers/handles sensory stressors) It is a small class (16 kids) that is geared for kids that need support before Kindergarten (not all special needs, but a few kids do have IEPs).

We thought it was a great program since K is next fall and that will be an experience in itself. It is only a few hours a day M-Th.



PreK should not do 'workbooks'--most of them are geared for learning through play, social skills,and basic academic activities (writing name, recognizing letters, cutting ,etc).

Many kids ages 3-5 have trouble seperating from parents, it is normal for that age. Any teacher that works with PreK knows how to handle it and will have suggestions.- the school social worker may have some 'social stories' to share with your DC (we used these successfully with my DD).

My suggestion would be to visit the program. Talk to the teacher. Maybe ask for a re-eval now that a year has passed- a lot can change in a year and they may offer different services. Ask how they handle the transition and anxiety in kids--what to expect and specifically how they would approach YOUR situation.

Base your choice on the fact of what 'feels' right. And remember, you can always pull her out- but it may be MUCH harder to get her in to VPK later in the year.