Kindergarten planning IEP meeting coming up

[Anonymous]

DS starts kindergarten next year and we have his IEP meeting coming up to talk about kindergarten planning. He currently receives speech and OT at school. They are recommending that he be mainstreamed and I am unsure if that is the right thing.

I feel good about his IEP right now and things are going well, but he's been in the same public school for 2.5 years with the same teachers and routines. He is in a mainstream classroom. Next year he will be in a different school.

Does anyone have any recommendations for specifically how we handle the kindergarten planning meeting?

[Anonymous]

What type of program do you want if not mainstream? That’s huge to not be mainstreamed at the start of kindergarten.

[Anonymous]

Anonymous wrote:What type of program do you want if not mainstream? That’s huge to not be mainstreamed at the start of kindergarten.

OP here. I guess I don't know what the alternatives are. I wondered if there might be a smaller classroom with greater support. I think I worry about him going to kindergarten and it not going well. But I guess we will deal with that if it happens. He does well in preschool but the expectations are very low. DS sometimes struggles to follow directions and fully participate in the class.

[Anonymous]

Anonymous wrote:What type of program do you want if not mainstream? That’s huge to not be mainstreamed at the start of kindergarten.

OP here. Can you explain what you mean? Like it is very rare to not be mainstreamed for kindergarten? Is that what you mean? And only the most severe kids are in separate classes for kindergarten? So I should not hope for that?

I am genuinely curious and unsure what you mean.

[Anonymous]

I agree we would need more info op, as the pp said not mainstreaming is pretty rare these days. Especially for a child who has been mainstreamed for 2.5 years and done well. I can’t really see that happening but maybe there is something we aren’t understanding.

Generally the research supports that children should be in the least restrictive environment possible. That is best for kids. So IEPs are built around that and kids will only be in a self contained classroom if they truly can’t have their needs net in a general classroom through support and/or pull our. Inclusion is generally best for kids.

[Anonymous]

Anonymous wrote:

Anonymous wrote:What type of program do you want if not mainstream? That’s huge to not be mainstreamed at the start of kindergarten.

OP here. I guess I don't know what the alternatives are. I wondered if there might be a smaller classroom with greater support. I think I worry about him going to kindergarten and it not going well. But I guess we will deal with that if it happens. He does well in preschool but the expectations are very low. DS sometimes struggles to follow directions and fully participate in the class.

I think you will find this is common among Kindergarteners.

[Anonymous]

Anonymous wrote:I agree we would need more info op, as the pp said not mainstreaming is pretty rare these days. Especially for a child who has been mainstreamed for 2.5 years and done well. I can’t really see that happening but maybe there is something we aren’t understanding.

Generally the research supports that children should be in the least restrictive environment possible. That is best for kids. So IEPs are built around that and kids will only be in a self contained classroom if they truly can’t have their needs net in a general classroom through support and/or pull our. Inclusion is generally best for kids.

OP here. Maybe I am overworrying. For the first two years of preschool, he didn't really participate at all. he was just sort of there, doing his own thing while the class executed their activities. This has greatly improved especially in the last few months, but he's still not fully participating in the class. His preschool is very small with 7 kids and 2 teachers (yes we are super lucky). I worry kindergarten is going to be a huge change. If not a separate classroom, I am wondering what supports to ask for on the front end. I guess I am struggling to anticipate what he is going to need.

[Anonymous]

OP I am in the same spot and have the same worries about my DS. Our meeting is in a couple of weeks. It is my understanding that most kids will be in an inclusion classroom with push in/pull out supports. I am nervous but having seen it with my older child's class, it generally goes pretty well. A lot of them having trouble following directions that has nothing to do with special needs.

[Anonymous]

Anonymous wrote:OP I am in the same spot and have the same worries about my DS. Our meeting is in a couple of weeks. It is my understanding that most kids will be in an inclusion classroom with push in/pull out supports. I am nervous but having seen it with my older child's class, it generally goes pretty well. A lot of them having trouble following directions that has nothing to do with special needs.

OP here. thank you! Maybe the answer is I need to see how it goes. I don't think I would be so worried about this if it weren't for there being a specific planning meeting for kindergarten coming up! A lot can change even in just the next 4 months, and it's going to be a new environment, so I am struggling to anticipate what he will need.

[Anonymous]

Anonymous wrote:

Anonymous wrote:What type of program do you want if not mainstream? That’s huge to not be mainstreamed at the start of kindergarten.

OP here. Can you explain what you mean? Like it is very rare to not be mainstreamed for kindergarten? Is that what you mean? And only the most severe kids are in separate classes for kindergarten? So I should not hope for that?

I am genuinely curious and unsure what you mean.

I am not this pp but the most recent pp and now just seeing these responses. Yes not being mainstreamed is very rare and usually used in circumstances with significant delays - severe autism, severe global developmental delays, for example. The reason for this is as I said kids should be in the least restrictive environment to thrive.

I totally hear you though - the transition to kindergarten can cause a lot of anxiety I was there last year. Thinking about your child in a classroom with a lot of children, if they struggled some in preschool can be hard to imagine. But there aren’t really smaller class sizes for kids who need a little extra support. Instead they use either pull out or push in services to help them do well in the classroom. So push in for example looks like - my child with ADHD has a special Ed teacher that comes into the classroom two hours per day during the prime academic periods and she supports the three children with IEPs in the classroom. So my son has some extra 1:1 support to help keep him on task, answer questions, repeat the directions. Things like that.

I was really nervous too and my son has done GREAT. Really great. So it may just go way better than you expect! But unless there is more, no not likely to be in a self contained classroom and I don’t think you’d actually want that because it wouldn’t be the right environment for him

[Anonymous]

OP here. Just wanted to share a list I was able to find of example supports. I might ask for some of these in the IEP meeting. Sharing in case it might be useful for other parents:

Creating an Individualized Education Plan (IEP) for a child entering kindergarten can help ensure they receive the support they need to succeed. Here’s a list of example accommodations that might be included in an IEP for a child with special needs:

Preferential Seating - Positioning the child near the teacher or away from distractions (e.g., away from windows, doors, or high-traffic areas).

Visual Aids - Use of visual schedules, charts, or pictures to aid understanding of routines and expectations.

Modified Instructions - Breaking down instructions into smaller, manageable steps and using simpler language or visual supports.

Assistive Technology - Providing devices or software that aid learning, such as tablets with educational apps, audio books, or speech-to-text software.

Extended Time - Allowing additional time for completing tasks or tests to reduce pressure and enhance understanding.

Frequent Breaks - Permitting the child to take breaks when overwhelmed or to prevent sensory overload.

Communication Supports - Use of sign language interpreters, communication boards, or other tools to assist in communication.

Physical Accommodations - Adjusting classroom furniture for accessibility or comfort, such as special chairs or desks suited to the child’s needs.

Modified Workload or Homework - Reducing the quantity of assignments while maintaining the quality and learning goals.

Behavior Management Support - Implementing positive behavior reinforcement plans or providing a clear set of consistent consequences and rewards.

Social Skills Support - Facilitating peer interactions through structured activities or providing explicit teaching in social skills.

Alternative Assessment Methods - Using oral presentations, projects, or portfolios as alternatives to written tests.

Therapy Services - Incorporating speech therapy, occupational therapy, or physical therapy as part of the school day.

Safety Protocols - Establishing specific procedures to address the child’s unique safety needs.

Transition Assistance - Helping the child to cope with transitions between activities or classrooms through timers, warnings, or assistance from an aide.

These accommodations should be tailored to the specific needs of the child, based on thorough assessments and in collaboration with educators, therapists, and the family.

[Anonymous]

Anonymous wrote:

Anonymous wrote:What type of program do you want if not mainstream? That’s huge to not be mainstreamed at the start of kindergarten.

OP here. I guess I don't know what the alternatives are. I wondered if there might be a smaller classroom with greater support. I think I worry about him going to kindergarten and it not going well. But I guess we will deal with that if it happens. He does well in preschool but the expectations are very low. DS sometimes struggles to follow directions and fully participate in the class.

This likely doesn’t exist. The extra supports will be available but not smaller classes. And while that sounds intimidating, it’s not. Would you like a small class with all kids who aren’t on target (and your child sounds like a lot of kindergartners so I’m not saying they aren’t on target) or a bigger class where your child will have role models and where teachers will have extra time to devote to those few kids who need it?

Another thing to know is this. It’s anyone’s best guess what your child will need. So likely what you start with in the IEP will change as people get to know your child. That happens every time a kid transitions so you’ll experience it again at MS and HS.

[Anonymous]

Op. Is preschool of 7 kids with 2 teachers the only activities he does these days? If it is, try to sign up for some structured classes like music together or my gym something like that for larger kid size. My last kid is going to kindergarten mainstream this fall with IEP, and I am not worried that much because this is my 2nd child. Her IEP does not have any accomondation you list above, and I believe they will adjust IEP if necessary once they get to know her better. I was worried for my first child, and it ended up better than I thought to be. Some kids at kindergarten will have no preschool experiences, so at least your child have 2.5 year structured environment experiences.

[Anonymous]

Does your district have ICT classes? These are mainstream classrooms, only some of the kids will have IEPs and as such, there is an additional teacher who is a certified special ed teacher who provides 1) a lower child to teacher ratio and 2) additional learning/behavioral support as needed. We successfully had this added to my sons IEP when transitioning from preschool to kindergarten.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I agree we would need more info op, as the pp said not mainstreaming is pretty rare these days. Especially for a child who has been mainstreamed for 2.5 years and done well. I can’t really see that happening but maybe there is something we aren’t understanding.

Generally the research supports that children should be in the least restrictive environment possible. That is best for kids. So IEPs are built around that and kids will only be in a self contained classroom if they truly can’t have their needs net in a general classroom through support and/or pull our. Inclusion is generally best for kids.

OP here. Maybe I am overworrying. For the first two years of preschool, he didn't really participate at all. he was just sort of there, doing his own thing while the class executed their activities. This has greatly improved especially in the last few months, but he's still not fully participating in the class. His preschool is very small with 7 kids and 2 teachers (yes we are super lucky). I worry kindergarten is going to be a huge change. If not a separate classroom, I am wondering what supports to ask for on the front end. I guess I am struggling to anticipate what he is going to need.

Has your son been evaluated by a developmental pediatrician or a neuropsych? Diagnoses can be helpful for determining what support your child might need to access the curriculum at school.