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#1 of 8 Old 05-01-2013, 02:01 PM - Thread Starter
 
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We met today to set up ds's IEP for next year and I asked that they add a part about him being helped with organizational skills, keeping papers sorted by subject, that sort of thing. His executive function is crap. They refused and the reasons were as follows:

1. Those skills can't be taught.
2. None of the teacher's students this year are good at organizing.
3. He should have already gained these skills by now ( 5th grade). We can't hand-hold all the way through high school.
4. The teacher doesn't have time to do all that.

Was I wrong to ask for that sort of help? Is that not IEP-type stuff?

Bring back the old MDC
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#2 of 8 Old 05-02-2013, 08:19 AM
 
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I'd be furious if I were you! This is exactly what they should be teaching - the skills he needs to succeed in school. Did you sign the IEP at the end of the meeting? You don't have to sign a plan you don't agree to. Did you notice their 1st 3 excuses contradict each other? He should already know these skills; other 5th graders don't know them; they can't teach them. If they can't teach them in elementary school, who will teach them in high school? Are you familiar with www.wrightslaw.com? A source for details on special ed laws, and how to work with schools.

 

Have you read Smart But Scattered? It offers specific suggestions about teaching executive functioning. A daily planner type folder that goes back and forth to school each day might help. Teacher writes (or checks that he has written) the day's homework assignments at the end of the day, Mom checks it, helps or oversees the homework, signs it, and kid returns it each day. That kind of organized, structured action each day might build some neural connections in the realm of planning and organization. At first, Mom and teacher are responsible for remembering to bring the folder back and forth - eventually, the child should take that responsibility. That was just an example - I don't know exactly what skill you want to teach or what problem you want to solve. Is he in Middle School next year? If he is changing classes and teachers, he will especially need a system to keep things straight.

 

I think what I would do in your place is come up with the specific accommodations you want to implement, to try out the last few weeks of this year. You could either meet with the teacher, or call another IEP meeting (they have to have the meeting if you ask, but if your school year is almost over, they could push it till next year if they are uncooperative - sounds like they might be). If you could just meet with the teacher with a "let's try this" kind of tone, you may get a quicker, friendlier response. If you get a plan going that works, a mini-trial for next year, no one should object to adding it into the IEP. Be sure to document every contact with the school in writing - this could become important if it all becomes a battle.

 

Consider taking an educational advocate with you to any IEP meeting- a friend who is IEP experienced (a teacher friend perhaps?) or even hiring a pro (look online in your area; it is an emerging profession, hasn't reached every area yet). My city school district used to train volunteers to come to IEPs as family advocates, but no more budget for that program. In any case, you are allowed to bring anyone you want to an IEP. Even if it is only a friend who can take notes, it helps to have back-up.


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#3 of 8 Old 05-02-2013, 06:19 PM
 
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I'd speak directly to the principal and get it added to the IEP.  That is ridiculous.  It is as if the teacher has zero knowledge about the IDEA and the IEP process.  If you get the same response from the principal, then send your request and concerns to the superintendent with a copy to the school board and school board attorney.  What you request is not unusual.  As the previous poster stated, these are skills necessary for him to receive his free and appropriate education under IDEA.  It is also necessary skills to ensure he has access to education under ADA.

 

It is critical for him to learn these skills now before he enters middle school. 

 

Now that this teacher has made this comment, do you feel confident that this teacher could meet his needs?  I wonder if you might consider requesting another teacher or that the school have a specialist provide training to the teacher (s).  Understandably she is required to teach these skills under IDEA, but if there is another teacher who you can collaborate with?

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#4 of 8 Old 05-02-2013, 08:47 PM
 
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I think they sound like reasonable requests, and I hope you get them worked out.  Do they need to evaluate him to see if he qualifies for the request to be added to the IEP?  Check to find out if you need to put it in writing and what the time frame to get the eval done.   Could you get a recommendation for specific goals from a professional, like a psychologist or ped. that is treating your child?    The list included by Mamarhu is quite good.  

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#5 of 8 Old 05-03-2013, 02:09 PM
 
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They are definitely reasonable accommodations. EF is a goal on DS's newest IEP and was suggested by his resource teacher.

I would email both the principal and the central office special education department. I would request a meeting with someone from the district office, the principal, and the school's LEA rep/program facilitator. If your son will be in middle school next year, I would see if that school could also send a representative.

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Originally Posted by buttercup View Post

I'd speak directly to the principal and get it added to the IEP.  That is ridiculous.  It is as if the teacher has zero knowledge about the IDEA and the IEP process.  If you get the same response from the principal, then send your request and concerns to the superintendent with a copy to the school board and school board attorney.  What you request is not unusual.  As the previous poster stated, these are skills necessary for him to receive his free and appropriate education under IDEA.  It is also necessary skills to ensure he has access to education under ADA.

It is critical for him to learn these skills now before he enters middle school. 

Now that this teacher has made this comment, do you feel confident that this teacher could meet his needs?  I wonder if you might consider requesting another teacher or that the school have a specialist provide training to the teacher (s).  Understandably she is required to teach these skills under IDEA, but if there is another teacher who you can collaborate with?
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#6 of 8 Old 05-10-2013, 05:12 PM
 
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Helping with organization is on my son's IEP and he is in 1st grade.  There concept was the sooner we teach it to him, the better.  In fact, our PTO buys a planner for every child in grades 2-5 to help them sart being responsible for their own organization.  It would be an unrealistic goal in high school, but very needed in elementary.  I would make sure that it is added.  There should also be specifics on how it is accomplished.


Wife to M , Mommy to DS aka Captain Obvious  (06/06) and DD aka Lissalot  (03/09, anoxic brain injury)
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#7 of 8 Old 05-10-2013, 05:57 PM
 
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I have written IEP goals like the one you want. They are called performance goals. Who cares about the other students or factors this is your childs individual education plan. Your teachers sound lazy. If you didn't sign it then ask to add the goal again or check the do not agree box. If you did sign iy then ask for s ammendment.
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#8 of 8 Old 05-11-2013, 04:35 AM
 
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We just added an organizational goal to my 5th grade DD's IEP yesterday in her MS transition meeting. It was done precisely because she hasn't yet mastered these skills and we could show it had negatively impacted her.

As others have said, the skills can be taught, and the goal of teaching them with a quantifiable goal is to lead him towards independence. In our school, it will be handled primarily by the IS in the intervention study hall.
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