What to do.......

[Chris]

I have felt Sarah's teacher had very low expectations for her and today it was confirmed. She told me that Sarah (3 1/2) was functioning at a 14-18 month level. She tested higher than that a year ago! I just got the impression that this teacher does not want to be bothered by teaching a child who is a little more challenging.

Sarah has a moderate cognitive impairment (if you believe in IQ tests). I chose to put her in a early childhood developmentally delayed program instead of the class for moderate cognitive impairment. I felt the ecdd class was better since it was the least restrictive environment. I am second guessing my choice since her teacher has such a negative attitude about my child.

When I was talking to her teacher today, you would think we were talking about different children. I started wondering if I was totally unrealistic. For instance, she said Sarah does not interact with the other kids. Hmm.....my child loves other children and demands attention from them. The teacher keeps Sarah buckled in a riften chair during circle and music time. Again, last year in early intervention groups, she sat in her chair during circle time and music time. She did need redirection occasionally but basically will do what the other kids are doing.

Most of the kids in the ecdd class have autism to some degree. Sarah is the only one with a cognitive impairment. The school district only has two options, the TMI class in a self-contained special ed school or the ecdd class in the neighborhood elementary. What to do???

Chris

[donnita]

Have you met the teacher of the TMI class? or visited that class yet? I think a teacher with a positive attitude could make a big difference for Sarah. It sounds to me like the low scores are a direct result of the teacher not expecting Sarah to be able to do the tested tasks, she may not have even tried anything above the 18 month level! I also think that you should try having her sit on the floor like the other children during circle time. If the teacher keeps her buckled in the chair the whole year (which I assume she has been), how will she ever know when Sarah is capable of sitting in the circle on her own? It may be easier for the teacher, but that's not why she is there. Unless, of course, Sarah really likes the chair.

Good luck!

Donnita

[CC]

K,I hope you KWIM here and don't take this wrong BUT, you said "The school district only has two options, the TMI class in a self-contained special ed school or the ecdd class in the neighborhood elementary" Hmmmmm I have found there are usually more options that the school may not be telling you bout, just a thought, and true for us I will share that when we were having problems with what program to put Chris in, our home district was not forthcoming what ALL was out there for him, only what they wanted to share, KWIM So I say research girl, there may be more out there then you think

HUGS to you from one who can relate when the program is just not the right one

CC~

[Jessie]

Hi Chris,

I can relate to the part about having different behavior in school vs. at home. Jason's teacher says the same thing about him and interacting with other kids. She said he always wants to have an adult with him and that he doesn't interact much with the other kids. Yet, at home, he LOVES to play with other kids.

Hopefully this comes out right what I am about to say, but maybe when Jason or Sarah play with other typical kids they feel more comfortable because a typical kid will try to communicate with them more like an adult would. In Jason's class there are some kids who do not communicate AT ALL (even less than Jason) and there are others that talk all the time, but they don't speak the same way to Jason that a typical kid would, KWIM? Maybe there is a frustration level there for Sarah with her classmates.

Also, maybe she is bored silly with the curriculum if the teacher is not challenging her. Personally, I wouldn't want to be restricted in a chair for any length of time, she has got to resent that I would think.

I think you are heading in the right direction of exploring your options though, sounds like it's time for Sarah to move on to a different setting.

Jessie

[Pat]

I agree that I would be talking to the teacher & check out a few things. John-John won't say many words for the speech teacher, but she knows through me & other therpists that he can and will for them. So for his ST who is the one he should be talking for he just won't!! For Sarah's teacher, she might not be doing things for her either.
There is something else. If they are using a different type of test it can score lower. Example:on the first test stairs might not be involved, in the second test if he can't alternate he can't get to the next level. I know my PT said in the other test he would have scored higher...in this one he can't alternate, so his scores are lower & that must be achieved to go to the next level.

[momofrussell]

OH.. do you REALLY want my opinion on this teacher and setting she is already in? LOL

I do agree with CC... there are many options, even within the options they give you and above and beyond what they THINK are their only options for your child...

Norma Rae will refrain for now.... heehee

A.

[YoshsMom]

CC is right about the district not always telling you what's available. If the 2 in district classes aren't right, make them go out of district. Check out classes in nearby towns, public and private school. If you find something great and show you're willing to fight for it, you sometimes get it.

Trust your own judgement about Sarah's abilities. Some teachers are lazy and don't want to put in the extra effort, and some see a diagnosis instead of a child. And the teaching methods used for autism don't always fit other kids.

[Cathy]

Chris,

I know every school district is different, but here's what they offer to us in the UP... The ECDD (FKA PPI) is where Katie has been for two years and it was wonderful.. but she did have some pretty good teachers all 6 of them (consistency is not our ISD's strong suit). This year they offered me.. a ECDD/Headstart program (Which I turned down... Katie is needs more academics).

Another Thought, (This is what teachers told me prior to Katies IEP). They purposely rate kids on the low side, so that they continue to qualify for Special Ed services. But the part that concerns me... is that you said, she scored lower this year than last... sounds to me that the person taking the tests is not taking into consideration the... how do you say this.. the temperment. For example there are days when Katie will totally cooperate when she is being evaluated and other days .. when she is just not there.

Another thing that TOTALLY has me concerned... is this chair thingy they put Sarah in... I do not like that one bit. Katie is a wanderer.. has been for two years, but the aide redirects her back to circle. It took a long time, but Katie learned to stay... oh she will wander once in a while, but she knows better. THe thought of restraining Sarah in one spot, no wonder she doesn't test out well... Who would?

I know the perfect solution.... move here to the UP and put Sarah in the ECDD Class Katie just left, the teacher is great the AIDE is incredible. I am going to miss the stage of Katie's life.

Hugs and prayers going out to you both, I sure hope things get straightened out.

Cathy

[Chris]

Thanks to all who responded. I guess I didn't make myself clear about her teacher's comment about Sarah performing at the 14-18 month level. This is simply the teacher's observation, Sarah hasn't had any testing since last May.

Jessie, Sarah has a couple of friends who also have Ds and they have a ball together. They climb all over the furniture, throw the ball to each other and laugh. There are a couple of kids around her age at church and Sarah loves to try to chase them. Again, lots of giggles when she plays with them. I think the problem in Sarah's classroom is that most of the kids in her class have autism. I think they have the problem with appropriate socialization, not Sarah.


CC and Kerri, when I was investigating different placements for Sarah last year, the school district didn't have a public preschool program for three year olds. I do believe they have one for four year olds. There is a Montessori preschool program that is a possibility but I was told they wouldn't accept a child who isn't potty trained. I know that there are ways to work around the potty training issue but my feeling was that if they didn't want her, I didn't want them to have her! The PPI and TMI classes are the only special ed programs that are available. I know that PPI and TMI are antiquated terms but my district still uses them. I prefer them using ECDD and CI. I think they just don't want to change the signs in the school.

We are visiting the TMI class in the morning. I did go last year and it made me very sad. I felt that Sarah was already doing more than any of the kids in that class and realizing that the special ed folks didn't see it the same as I did. I am having difficulty believing that Sarah fall into the moderate cognitive impairment range. I feel that she falls in the too stubborn to be bothered with tests range.

I guess my biggest beef is that I want her teacher to appreciate her as much as the therapists who have worked with her. Her therapists have always been crazy about her. I don't think her teacher has seen her lovable charm and wonderful sense of humor. I know I am rambling. I don't need to convince any of you that our kids are wonderful!

Chris

[Kristen]

You said a lot of the others are somewhere ont eh autism spectrum...can she be modeling their behaviors>

[momofrussell]

Hey Kristen did bring up a good point! Annie, Mikey's mom that use to post here, she said that happned to her son in one of the classes he was in. He came home with all sorts of behaviors he didn't have before. They changed his placement and he is doing SO much better!

Something to look into! At a young age, mimicking is SO much a part of their lives!!!!

A.

[Kristen]

Honestly, that is one of the things I am considering hardest when the issue of inclusion vs. self contained classroom comes up. Kids are immitators AND they live up to your expectations of them in a lot of ways (not all, but a lot). If this woman thinks she can't do more and treates her as such on purpose or not such as the infamous asking the child to do something and if they don't immediately react the teacher does it for them/cues them more than necessary, that is EXACTLY what they will live up to in that situation.