The IEP meeting is over. I can breathe a sigh of relief.

We had a very good experience at the IEP meeting. I gather from a lot of people at least online, that IEP meetings aren’t always very good.

This is what was decided based on the neuropsych’s report (so we didn’t have to have her tested again).

She was given a classification of a communication disorder so that she could qualify for the special education preschool. But in discussing how she had done at the “community preschool” she already attended last year, we decided that instead of 5 days a week (which was the original possibility), she would go 2 days. It’s not that she didn’t deserve the 5 days, but that she could still stay in her current preschool where she did have an established relationship with one of the children and they have some fun field trips and she’s already used to the way things are run there. And, while she was there, the special education preschool personnel would be available to them to consult with them. They will work out some sort of arrangement to talk about how to help her while she’s in the community preschool.

Then, the other two days, she will attend the preschool special education class – WITHIN the school she will attend in Kindergarten! So, both the school will be familiar with her, and she will be very familiar with the school before she ever needs to be in kindergarten (and we won’t have to reinvent the wheel and re-educate the staff). Since my oldest goes to that elementary school, she has had exposure to that school already (when we drop off and pick up the oldest at school, when we run to the school office, or when there is a school function we attend).

And, in addition to all that, she gets speech therapy each week – which comes out to 30 minutes a week.

Her goals are for her to be able to

1. label a variety of nouns and verbs
2. to express wants and needs/requests to others
3. demonstrate protest or denial
4. to make comments/name items to show others
5. to use words to express her feelings
6. to participate in spoken conversation for 2-3 turns that is supported and initiated by an adult
7. to reciprocate in spoken conversation with adults and peers on a variety of topics

And… she will be given some accommodations:
1. longer pause times to respond and choices and other cueing techniques
2. Pictures and augmentative devices will be available throughout the EC classroom (I think this just means at the special ed preschool).

I was told that the teacher she will have in the fall was coming in for a meeting after us, and she would be brought on board about my daughter. We were told that she was probably going to spend the summer doing some voluntary research about SM on her own (because she is like that and wants to know more about things).

Now, granted, her sensory issues haven’t been directly addressed, but that’s okay. I was planning on doing things at home from ideas I’ve gotten from the Out of Sync Child and other sources on the internet and we were possibly going to get a few sessions of sensory OT anyway on our own. The biggest hurdle I worried about was not being able to get help for the selective mutism, which is a tougher fish to fry.

And, we got her in just under the wire, because they are going to vastly change the way they do things after September comes along and the new RTI (Response to Intervention) laws take effect. The process takes so long and only after the school has tried their bag of tricks – whatever those might be.

This entry was posted in IEP, selective mutism, spd and tagged , . Bookmark the permalink.

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