Aide in classroom......

[andrewsmom]

Hi guys! I'm kind of looking for a quick response so I'm going to post this in more then one place.

We have rejected Andrew's IEP and have scheduled another meeting for this Thurs. I'm looking to get Andrew an aid in the classroom. In his IEP he has a paraprofessional/special ED teacher for the extended year program but not for general year. I have no idea why. I was told verbally back in June that he would have an aide in the classroom with him and even spoke to the woman who was supposed to be his aide.
When he started school in Sept. this woman was with him all the time and was absolutely wonderful. Some time in November, all of a sudden she was not with Andrew anymore and hasn't been since. I know, I know...my own fault for not having something in writing.
So anyway...now they are saying that he shouldn't have an aide until he is in more "academics". They're not giving me reasoning for this sudden switch.
So...I'm turning to all you smart people to help me with some wording for this meeting on Thurs. I'd like to change their minds back. Anyone have any key words or phrases they would like to share??? I am trying to prepare as much as I can and am having trouble with my wording. Any help?

Thanks!
-Trisha

[laurasnowbird]

Trish,

Why do you think he needs an aide? Not playing devil's advocate here at all, but what are your concerns?

We listed our specific concerns about Ethan that would require him to have an aide. For instance....at the beginning of the year, we were concerned that he might leave the classroom, in other words be a flight risk.

He needed help with his clothing when toileting.

He needed one to one supervision on the playground. Again, we had concerns about wandering, and concerns about safety, i.e. slides and swings.

Our biggest concern was that he be attending to the teacher and the work being done. We felt strongly that this first year for Ethan was setting precedent (he's in a young fives class) and that he needed to be kept on track and engaged in whatever the classroom was doing. No "checking out" mentally, KWIM?

Most of our concerns were groundless. Ethan has done well in his classroom, outside on the playground, has never left the classroom, and is toileting without any assistance. His full-time aide is spending less and less time in his classroom because RIGHT NOW he doesn't seem to need her.

So you need to specify your concerns, put them in writing, and it is up to the school to address your concerns. If you have concerns that it would require an aide to remedy, then they have to provide the aide. It falls under supplemental aids and services.

Your concern could be simply that Andrew is not participating appropriately and therefore failing to benefit from his instruction. They have to provide whatever is necessary for him to benefit from the instruction being provided. For some of our kids that means prompts and special strategies for keeping them engaged and involved.

Does this help? Please share your concerns....and perhaps we can help more.

The one thing I know about IEPs is that it is a big mistake to go into an IEP and ask for a SERVICE. Instead, contribute a goal or state a concern....the school district has to come up with the service, therapy or support to meet the goal, KWIM?

[meghans_mom]

safety, redirecting to stay on task, stay in the group, interact "appropriately" (I dont like that word) with his peers

basically what Laura said...except she said it way better :-o

[katiesmom]

Trisha,
I bumped a thread for you over at NADS. It's titled: "Help! Help! Help!" and it's about this very subject. Scan about 1/2 way down the thread and check out Arielle's post with A.J.' s List. We modified her excellent list to fit Katie's needs, made copies for everyone at the IEP meeting and proceeded to go through the list point-by-point. They could not argue with the obvious need in our case. It really made a difference in getting an aide for us.

Deane

[CC]

When my Chris was Andrew's age we had no trouble getting him a one on one and for us the key word was "Safety" He was a runner and even with a one on one he got lost one day . Chris was in the public school setting till he was 8 I think it was and he had a one on one each year. When we moved him to a private school for children with exceptional needs he no longer needed a one on one.

If you don't mind me asking what reasons do you think Andrew does need a one on one?

Any chance you can get in there tomorrow and observe how things are going with Andrew without a one on one so you have some info to back you up at the meeting?

Best of Luck

CC ~

[andrewsmom]

Deane..........oh my gosh...WHAT AN AWESOME LIST!!!!!!! That is exactly what I was looking for! I have been working on my own list for Andrew's meeting tomorrow....although it's not finished yet, I am going to post it here so other people can use it for themselves. Thanks again!

Laura and CC....The main reason we would like an aide for Andrew is he is also a runner and can be a little ...ummm how do I put this nicely....hard to handle sometimes. Kwim? He has a great deal of trouble "joining" the other kids in class with different activities. Last year I was in the classroom ALOT and would sometimes leave and walk by the window of the class a couple of minutes (sometimes up to an hour) later just to see what he was doing while I was not there. They used to have a little playhouse in the classroom and from the time I left all Andrew would do is sit in the house and would not come out. The teachers seemed just fine with leaving him there even though I spoke to them on several occasions. This year his place seems to be the corner of the class....where he will happily sit all day if not physically taken by the hand and led to whatever area he needs to be in ......rug for story, circle time, craft table etc. Andrew doesn't come home with any crafts now that the woman who was supposedly his aide is no longer with him. He needs help in all areas.

Here is my "list" for tomorrows meeting. I am planning on going in and asking them to take a minute to answer them first. Again, this is only my first draft. Here goes.....




1) Is Andrew able to identify and independently put coat/backpack in appropriate place on hook outside classroom?

Yes No

Type of intervention necessary:

Verbal Physical


2) Is Andrew able to complete craft projects independently?

Yes NO

Type of intervention necessary:

Verbal Physical


3) Is Andrew able to independently put on/off coat, mittens,hat and boots?

Yes No

Type of intervention necessary:

Verbal Physical


4) Is Andrew able to independently open wrappers/containers for snack?

Yes No

Type of intervention necessary:

Verbal Physical


5) Is Andrew able to independently come in off the playground when signal is given?

Yes No

Type of intervention necessary:

Verbal Physical


6) Is Andrew able to use the toilet independently?

Yes No

Type of intervention necessary:

Verbal Physical


7) Is Andrew able to wash and dry hands independently?

Yes NO

Type of intervention necessary:

Verbal Physical


8) If Andrew's clothing is soiled due to a toileting accident, is he able to change his clothes independently?
Yes No
Type of intervention necessary:

Verbal Physical

9) Is Andrew able to independently find and identify his name tag in the morning?

Yes No

Type of intervention necessary:

Verbal Physical
10) Is Andrew able to independently join for circle time every morning?
Yes NO

Type of intervention necessary:

Verbal Physical

11) Are you able to individualize and adapt classroom assignments & activities to make them appropriate for Andrew's level of functioning?

Yes No

12) If assignments can be adapted, is Andrew able to do these tasks independently or is 1:1 assistance needed?

Independently 1:1 Assistance




-Trisha

[momofrussell]

Well, I'm bothered they took it away and didn't give you a better reason then they did! GRR

So... the list is great.. you have had great responses... put your request in writing my dear.. don't forget that!! Then they should (by law) respond in writing or let's just say if they deny your request it SHOULD be in writing. IF they verbally say NO and give you some 'academic" hoopla excuse, politely ask them to put their denial in writing and with the reasons why. If they only give the academic hoopla in writing, politely go BACK to them and tell them to address your speicific issues YOU put in writing and explain why he can't have a 1:1 aide.

Aides are NOT for academic atmospheres only... and we all know that...let's get them to "remember" that LOL

Good luck!!!!

A.

[katiesmom]

Trisha,
I'm so glad you are able to make use of it. I really think it made all the difference when we were trying to get an aide for Katie.

When do you meet with them again? Keep us posted! (Oh, and when are you coming over for tea?)

Deane

[Googsmom aka Jennifer]

Thx for posting this list I just might need this soon and was kinda wondering myself just how to put down what I wanted. (in a nice way ) I do tend to use the "no cow poop" approach which, in the past w/ my oldest, didn't work so well. I'm really going to try to not be, oh say a B***H, when Brooker gets to school. I agree w/ A, get everything in writing!!!! Good luck tomorrow

[laurasnowbird]

Oh Trish, you have got to be kidding me. They let him sit in the playhouse, or whatever other area he has adopted and feels comfortable in? That makes my blood boil. In other words, as long as he's quiet, they're content.

NOT.

Your biggie is number 12. I would not say "IF assignments can be adapted....", I would say "WHEN assignments are modified", but don't give them an out. Of course assignments can be modified, no ifs, ands or buts about it. I'm sure there are also assignments that aren't being modified that he's able to do, but may not BE doing, because no one is holding him accountable.

I would probably add one about playground safety, since you mentioned he can be a runner. Put that concern in writing, and let them know that you WILL hold them accountable if he runs off, and that they HAVE been notified of your concern in writing.

After it is all said and done, if they say they will not assign a full-time one-to one aide (and those words are important because it means the aide can't be shared between kids or between classrooms) to Andrew, tell them that you want "prior written notice" of their intent to deny that supplemental servide. Then go home and put your request for prior written notice IN WRITING. Schools are famous for telling parents "no" verbally when they know they don't have a legal leg to stand on. When asked by an informed parent to put that denial in writing, their tune changes because they know their denial is legally indefensible.

Is Andrew able to complete written tasks without hand-over-hand assistance? Can he write his name without assistance? Are they using a handwriting program like handwriting without tears for him?

[damarasmom]

Trisha,
Just wanted to wish you luck with your meeting today! I hope you get everything you need and ask for. Great list!
Let us know how it goes...

[liasmom]

COULD SOMEONE COPY AND PASTE THE "HELP, HELP" NADS LIST REGARDING HAVING AN AIDE HERE PLEASE? I AM NOT ABLE TO GET ON THAT SITE AT THIS TIME. NANCY

OR EMAIL IT TO ME AT [e-mail]

[katiesmom]

Liasmom,
I got your PM and tried to mail the list to you, but it keeps getting bumped back. (I've got the correct address; my DH thinks your computer thinks it's junk-mail) But the list at NADS is just basically the list that Trisha put up for everyone to see here. You just kind of mentally "walk through" your child's day at school and think about all the areas where they may need one-on-one attention, whether it be a verbal cue or hand-over-hand assistance.

For my daughter it included: could she walk up the stairs to the classroom (it was 3 flights of huge stairs), hang up her coat and backpack, get up in a chair, would she interact/participate at circle time without encouragment from an aide, would she transition and play appropriately with the play-centers and other children during free-choice time, was she able to do the hands-on projects independently, could she do all her bathrooming independently, could she navigate snack/lunch containers independently, could she play on all the playground equipment independently, could she get her coat, mittens, hat on, could she pack her backpack, etc.

Good luck with it,
Deane

[andrewsmom]

Hi guys!!!!!!!! Thanks for all your support and recommendations. Well...........

WE NOW HAVE A ONE ON ONE AIDE FOR ANDREW!!!!!!!!!!!!!!!!!!!!!!!! Yipppeeeeee!!!!! ;D

We couldn't be happier. We really feel he needs ALOT more support in the classroom. We were told his new aide will call me tomorrow so we can get together and discuss Andrew's needs. We also had concerns about Andrew being outside in the cold weather. He has respitory issues as well as sensory issues. In the cold weather he can't tolerate the cold for more then a few minutes at a time, and will just stand there and cry the whole time. We were told today it will be written into his IEP that his aide will be inside with him on cold days and if we felt it was warm enough and ok for Andrew to be outside we could just tell the aide it was ok on any particular day and she would then take him outside. Pheww.....I feel so much better now.

Laura....I know...can you believe they let him just stay there like that??!! I was so angry! That's when I first approached the school about getting him an aide. About the handwriting....Andrew can not write his name yet. We are working on holding a crayon without much luck. His fine motor skills are very lax. His OT has talked several times about handwriting without tears. I think they use that in this school.

I love the part about putting a denial in writing. What a great idea. I can see why that would get results quickly...kwim?

Again...thanks so much for all your help!!!

Deane...e-mail on the way!

-Trisha

[Googsmom aka Jennifer]

Good for you. Way to go!!!