In So Many Words

As I mentioned in my previous post on our IEP, I thought it might be helpful to share some of the things we came up with to help our son next year in school. When he first started with preschool special education, I had absolutely no idea what to ask for in terms of goals or supports. I realize each child is different and has unique needs, and that the team can add anything they agree is appropriate, but I also think it is empowering to have some ideas walking into the meeting.

This is the list of Modifications and SDI’s, otherwise known as “Program Modifications and Specially Designed Instruction.” I have indicated the location and frequency for each one; anything in parentheses is my commentary. The IEP is still a draft, so I will be addressing my questions with the team over the coming week.

Location: Across all school settings, Frequency: Daily

• Home/school communication folder initiated by case manager. (meaning the learning support teacher will provide the folder and forms to be filled out by the classroom teacher)
• No gluten/casein food or drink. Special diet as per parent request. (we included the words food or drink because I don’t restrict the use of stickers, play dough, etc.)
• Consistent expectations with logical consequences.
• Sensory diet developed and monitored by the OT.
• Use of visual schedule, break cards, timers and first-then strategies.
• Warnings for changes in schedule and extra time for transitions.
• Modifications to work quantity and extra time to complete assignments.
• Frequent praise and positive reinforcement strategies to increase desired behaviors/responses, planned reduction of reinforcement as desired behaviors/skills are demonstrated with consistency.
• Language to use during social interactions: 1. Turn towards me, 2. Look at me, pairing with gesture and fading the verbal. (not sure about look at me since we discussed not requiring direct eye contact – need to make sure teacher understands our expectations and possibly modify the language used)

Location: Classroom, Frequency: As noted

• To help teach impulse control during classroom instruction – Teach self-regulation through social stories and STOP and THINK program.
• During writing tasks – Trial use of pencil grips to determine if one improves his grasp pattern
• During coloring or drawing tasks – Short, small crayons to facilitate a more mature grasp pattern provided by the OT.

Location: Classroom and therapy setting, Frequency: An noted

• At least one time per week – Continued education, visual supports and practice of a self-regulation program. Use of visual, auditory, and physical supports. (Self-regulation program refers to ALERT program, which she said she cannot state here, I’m not sure why since the SLP stated a program by name. Also think second part needs to be changed to daily across school settings.)
• When routines and rules need to be established at the beginning of the school year, new activity, or therapy session – Clear, explicit routines and structures within the classroom along with clearly stated rules and expectations; demonstration, modeling, imitation, repetition for practicing desired behaviors; opportunities to practice problem solving skills; encourage attention and staying on task during non-preferred activities. (not sure why this isn’t listed as daily; if we think he is going to get better at these things instead of always needing them, shouldn’t they be goals instead of program modifications?)
• When Michael expresses his feelings about work or school – Acknowledge his feelings and teach socially appropriate way to express feelings – use of language “I know you are…” (this is more of a calming technique since he can usually label his emotions, just doesn’t always know what to do with them.)

As this will be his first year in elementary school, I still feel like a newbie and can’t really say how this list compares to what other children may have, but I walked out of the meeting feeling like this team is really committed to seeing him succeed in a regular education classroom. Writing them out has also helped me to clarify my questions, as well as my ongoing concerns about whether he can really handle first grade.

In case you missed it, yesterday I reviewed the IEP Goals and Related Services.

Related Posts:

• Tis’ the Season (IEP Season, that is!)
• IEP Goals and Related Services
• Kindergarten Transition Process