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Discussion Starter #1
ok - so my dd#2 is 4 1/2, receives a teacher aid and PT at her headstart school, 2 times a week (2 X 30 min PT, 2 X 60 min SEIT teacher).<br><br>
So, we went to her Dr with the report we got from her evaluation last January. Which, i think she has improved some (more in PT then with the SEIT, but some in both), i am not sure what to do next. Her dr gave us a referreal to someone, but dd is too young to see her. I'm thinking i should call the place she had her eval. done at and ask for a referral. We don't have a Dx or anything... just that she has many behavorial and social issues, and physical issues (throwing/catching, jumping, safety in moving her body, a couple more i cant remember off the top of my head).<br><br>
I'm really worried, since she is suppose to start kindergarten this fall. She is so very very smart, but a lot of what i thought she would need help with (following a schedule (she needs thrive on routine, but has a very hard time moving form 1 thing to the next when needed to), dealing with peers, her outburts in general... are all still major issues, and something i don't see being resolved before mid-June, when she'll then have to go 2 1/2 months without any structured setting, assistance so when school starts, BAM (we say that this fall too, going back was VERY hard for the first month).<br><br>
thougts? opinions? anything?
 

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We have a hard time when school begins. Ds1's kindergarten teacher said that they had to teach the kids how to do school for the first month or so and most of the kids had come from a sn preschool before this. Many teachers are ready for this.<br><br>
On our end, I find that the routine from no school to school is easier on the family than vice versa. He craves the routine and structure. We still have a transition period but it is usually easier.
 

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Discussion Starter #3
oh yeah - it was easy on my end... but the letter homes frmo school weren't so well *sighs*<br><br>
part of me is also bothered by the fact that people thinks she's "fine" cause he doesnt have a Dx... not that i care about lables... but sometimes it would be nice to say "this is that cause she is blank" you know?
 

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Can you ask for an aide to be posted with her during the day? Or to have an aide in the room to assist with kids that have additional needs? It's often a fight to have so much $ (the salary of the aide) committed to a child in an IEP, but you could argue that your child needs this additional help EARLY to help her with learning the structure and routines of school.<br><br>
And if you think a diagnosis would help, and if it's possible to get one, then I'd go for it. We've had SUCH an easier time with school/IEPs since getting diagnoses for ds1.<br><br><img alt="" class="inlineimg" src="http://www.mothering.com/discussions/images/smilies/hug.gif" style="border:0px solid;" title="hug">s
 

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Discussion Starter #5
so this is kind of an update:<br><br>
a couple weeks ago i got a hold of the psychiatrist where my dd had her testing. She recommended getting her SEIT, PT me and her head Head Start teacher together for a meeting. That was this morning.<br><br>
She is doing so well physically she no longer needs PT> I think this is good - as when they said she needed PT Jan '07 - i was shocked. Her biggest/major factor in where she doesn't always succeed in PT - her behavior. I'm not shocked and surprised. Her PT recently did a "test" that is required by the school district (i think) trimesterly - and she is recommending she no longer needs PT (and there is a major wait list - so if DD isnt getting anything form PT - i'm ok with her not getting that).<br><br>
SEIT said basically the same thing - she'll be doing her testing with Lizzy this upcoming week (reports are due 3/1) and chances are that she'll no longer be eligible for services. She also agrees that Lizzy's behaviors are holding her back some (tantrums when things don't go the way SHE wants them to go).. and that she still needs 1-on-1 a lot - esp to <i>force</i> peer interaction. DD still prefers her solidarity unless she is forced into interacting (though, there is 1 girl in her class she will seek out). Now - i use the word forced loosely - she obviously isn't truely FORCED into it - like the kick, screaming, etc - but instructed that these are activites the class is doing (ie circle time) together, or her SEIT has her working on aside from classtime/work.<br><br>
Also - her PT asked about sensory issues - which her original evual never really got into. I guess, from what her PT was telling me - that OT works on sensory? In her evual - OT only looked at finer motor skills (of which she has no issues, and at the time of testing, was ahead in some fine motor skills). We briefly discussed Lizzy's actions - some of which i think are sensory related (her high pitched squeal, that either happens when she is angered, or needing to "rev-up" for something, her spinning, senseativity to loud sounds (any loud sound - other then the ones she makes!), a couple more i cant think of and some she only does at school apparently), and that she might be seeking out sensory input.<br><br>
So - i have this sensory form to fill out by monday - which might help keeping her in getting more services - for the time being. Which i believe she still needs.<br><br>
I'm still not sure what to do otherwise - maybe after the results of this form are told back to me - maybe make another appt with her Dr (if there is a sensory issue). My mama gut instincts are telling me - something is "off" with her - and that this just isn't something she'll "grow out of"... and i just want to know what's going on with my baby girl... i don't care how big or how little the issue is - i just need and want to know. I've learned enough, sometimes the hard way - to NOT ignore my mama instinct - KWIM?<br><br>
If you made it this far - thanks for reading this....
 
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