First of all, the OT assessment was done, so we went over that, discussed the goals, decided on how many minutes a month, etc. (I was kind of surprised at how low he scored, I have noticed that he does fine motor skills "wrong" or "weird", like the way he holds his fingers, but he CAN do everything so I didn't think he'd score that low) I guess this is just another part of the Apraxia.
His interpreter and I talked at length about his signs and what I want to see out of him, etc. His permanent interpreter is the sister of the sub interpreter, which I think is confusing Connor, because they look very similar! But they also have a great style, and Connor is responding to them wonderfully. Ms Amy is his new interpreter, Ms Julie will be his sub if Ms Amy is ever out (which is good, since Connor knows Julie well).
I had letters from his SLP and ENT at Cinci Children's. The SLP (from the school) and I discussed the therapy techniques she uses (now that he's officially been diagnosed with apraxia). I don't know how I feel about the responses she was giving me, I was asking if she was familiar with Kauffman protocol, and she was saying that she doesn't necessarily follow any prescribed protocol, but instead will just get to know Connor and see what works for him. I'm kind of hesitant about that, I mean it sounds great in theory, but I need to research Apraxia more to see if we really need to just focus on Kauffman, or if we could incorporate other therapy means without doing any "harm" or slowing him down more.
THEN we continued the placement discussion. I *insisted* that the label of "hearing impaired" be added to his IEP, which the Spec Ed Director tried to say 'wasn't necessary' but I calmly and politely pointed out that my rights as parent are different under IDEA if he is labeled "hearing impaired" vs "speech/language impaired" and "under the advice of my legal counsel [Ohio Legal Rights Services], I am insisting that hearing impaired be listed so that I can exercise my right to choose my child's mode of communication, and guarantee his right to have direct peer to peer communication in that chosen mode of communication."
Heehee!
Honestly though, the teacher, aide, and interpreter have done an excellent job of incorporating ASL into the classroom. They put up the ASL alphabet next to the regular alphabet. They put up ASL numbers next to the calendar. They put together a book with pictures of all the kids and a picture of their sign name along with their written name. I even found out that Connor and his interpreter got "in trouble" at snack time yesterday because they were having a side conversation (in ASL) while eating, and talking during snack time isn't allowed
I thought that was cute!
So the reality is that this placement is working better than I anticipated, and for the rest of the school year I'm willing to let it continue, but I wasn't about to let the IEP team know that. I am ensuring that they know that I will not be walked over, brushed aside, or coddled. I will push for the discussion about his placement to continue, even if in the end I decide to keep him here anyway. It's the principle of it, if nothing else. (of course I was extremely polite during the whole exchange, I know better than to burn any bridges or make enemies).
His interpreter and I talked at length about his signs and what I want to see out of him, etc. His permanent interpreter is the sister of the sub interpreter, which I think is confusing Connor, because they look very similar! But they also have a great style, and Connor is responding to them wonderfully. Ms Amy is his new interpreter, Ms Julie will be his sub if Ms Amy is ever out (which is good, since Connor knows Julie well).
I had letters from his SLP and ENT at Cinci Children's. The SLP (from the school) and I discussed the therapy techniques she uses (now that he's officially been diagnosed with apraxia). I don't know how I feel about the responses she was giving me, I was asking if she was familiar with Kauffman protocol, and she was saying that she doesn't necessarily follow any prescribed protocol, but instead will just get to know Connor and see what works for him. I'm kind of hesitant about that, I mean it sounds great in theory, but I need to research Apraxia more to see if we really need to just focus on Kauffman, or if we could incorporate other therapy means without doing any "harm" or slowing him down more.
THEN we continued the placement discussion. I *insisted* that the label of "hearing impaired" be added to his IEP, which the Spec Ed Director tried to say 'wasn't necessary' but I calmly and politely pointed out that my rights as parent are different under IDEA if he is labeled "hearing impaired" vs "speech/language impaired" and "under the advice of my legal counsel [Ohio Legal Rights Services], I am insisting that hearing impaired be listed so that I can exercise my right to choose my child's mode of communication, and guarantee his right to have direct peer to peer communication in that chosen mode of communication."
Heehee!
Honestly though, the teacher, aide, and interpreter have done an excellent job of incorporating ASL into the classroom. They put up the ASL alphabet next to the regular alphabet. They put up ASL numbers next to the calendar. They put together a book with pictures of all the kids and a picture of their sign name along with their written name. I even found out that Connor and his interpreter got "in trouble" at snack time yesterday because they were having a side conversation (in ASL) while eating, and talking during snack time isn't allowed
I thought that was cute!So the reality is that this placement is working better than I anticipated, and for the rest of the school year I'm willing to let it continue, but I wasn't about to let the IEP team know that. I am ensuring that they know that I will not be walked over, brushed aside, or coddled. I will push for the discussion about his placement to continue, even if in the end I decide to keep him here anyway. It's the principle of it, if nothing else. (of course I was extremely polite during the whole exchange, I know better than to burn any bridges or make enemies).
It's okay for now, because I have Gavin. But what in the heck will I do when Gavin is three and starting preschool???? My husband and I are talking about adopting a little girl, but he wants to wait several years at least.
