5 yr old terribly shy kid going to K and has anxiety issues - what to ask for in IEP

[Anonymous]

Anonymous wrote:We need IEPs for shyness now?

OP here. No we don't. DC had other issues which have since been mastered. I just mentioned that aspects that are concerning to me at this time and what we can do to accomodate and didn't go over the other issues.

[Anonymous]

Anonymous wrote:How are his pragmatic language skills? My child had/has anxiety and a mild language delay and the biggest intersection between academics and language has been his pragmatic skills: asking for help, participating in class discussions, understanding directions, etc. Obviously pragmatics also affect social skills, too (conversations). If his pragmatic skills have not been evaluated that may be worthwhile.

It used to be an issue, but now inconsistent. DC seems to understand and respond appropriately. But DC needs a lot of prompts and facilitation and more specifics to understand things..DC is getting better at it.

[Anonymous]

Anonymous wrote:OP here..Shyness and anxiety are what is left after a speech delay diagnosis. DC started saying mama only at age 2. We had IEP for speech and social skills. DC has mastered speech goals but social skills is affecting day to day activities. Hence the revised IEP.

DC may be possibly ASD but we haven't had a formal diagnosis. Pediatrician felt that it may be an anxiety issue not ASD.

Currently, DC gets pullouts for speech and gets facilitation for interactions. Nothing specifically treating the anxiety (which happens in large group settings)

That is a speech delay, not disorder. Anxiety is separate and shyness is separate from a speech delay/disorder and needs to be evaluated seperately. If you do not feel speech is caught up, do private. Public discharges you with a low-average when you really want to get kids to average. Talking starting at 2 is a concern but not a huge deal. Starting talking at 4 is a much bigger deal. I would go to a developmental ped to start with and consider getting a full evaluation given child is six and this isn't really anything related to the speech. Social interactions can be significantly impacted by a speech delay/disorder but that sounds like something much more given the child is 5, turning 6 and still struggling with basics.

You may want to consider a small private with small classes (under 12 kids) for now if you can afford it, but I'd get a full evaluation at this point. Ped's are not specialists in SN and at this point you need more than the school diagnosis/services if child is struggling this much.

[Anonymous]

Anonymous wrote:Assuming "shy" is the the euphemism for a real diagnosis... or a soft-landing before one?

Usually I am one to disagree, but this.

[Anonymous]

Anonymous wrote:How are his pragmatic language skills? My child had/has anxiety and a mild language delay and the biggest intersection between academics and language has been his pragmatic skills: asking for help, participating in class discussions, understanding directions, etc. Obviously pragmatics also affect social skills, too (conversations). If his pragmatic skills have not been evaluated that may be worthwhile.

Understanding directions is receptive language, not pragmatic skills. Same with class discussions - that has more to do with expressive and receptive. Have you had a good speech evaluation?

OP child is testing at least low average to be phasing out of speech. Child may still be struggling with speech and may benefit from supplemented private but really needs a full evaluation.

Hey, Neuropsych Mom - tell this poster where to go and what to do.

[Anonymous]

I’m sorry you are going through this. Have you considered talking to the teacher to see why the IEP is in place? An IEP is for accommodations for a child that has been diagnosed with a disability and needs accommodations to reach educational goals. You mentioned 3 goals: voice loud, needs facilitation to interact and needs extended time. These goals appear to be accommodations. Every child is different and it’s hard to say specifically what to request on an IEP. Have you thought about having additional testing done to negate and/or confirm a diagnosis? Just some thoughts. Wishing you well.

[Anonymous]

Anonymous wrote:

Anonymous wrote:How are his pragmatic language skills? My child had/has anxiety and a mild language delay and the biggest intersection between academics and language has been his pragmatic skills: asking for help, participating in class discussions, understanding directions, etc. Obviously pragmatics also affect social skills, too (conversations). If his pragmatic skills have not been evaluated that may be worthwhile.

Understanding directions is receptive language, not pragmatic skills. Same with class discussions - that has more to do with expressive and receptive. Have you had a good speech evaluation?

OP child is testing at least low average to be phasing out of speech. Child may still be struggling with speech and may benefit from supplemented private but really needs a full evaluation.

Hey, Neuropsych Mom - tell this poster where to go and what to do.

Yes, thank you. Have you? There are actually many pragmatic skills that go into understanding and following directions and participating in class discussions: asking for clarification, making inferences based on contact, turn taking, staying on topic, etc.

If your contributions are going to be snide and ignorant maybe head back to the general parenting board?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:How are his pragmatic language skills? My child had/has anxiety and a mild language delay and the biggest intersection between academics and language has been his pragmatic skills: asking for help, participating in class discussions, understanding directions, etc. Obviously pragmatics also affect social skills, too (conversations). If his pragmatic skills have not been evaluated that may be worthwhile.

Understanding directions is receptive language, not pragmatic skills. Same with class discussions - that has more to do with expressive and receptive. Have you had a good speech evaluation?

OP child is testing at least low average to be phasing out of speech. Child may still be struggling with speech and may benefit from supplemented private but really needs a full evaluation.

Hey, Neuropsych Mom - tell this poster where to go and what to do.

Yes, thank you. Have you? There are actually many pragmatic skills that go into understanding and following directions and participating in class discussions: asking for clarification, making inferences based on contact, turn taking, staying on topic, etc.

If your contributions are going to be snide and ignorant maybe head back to the general parenting board?

Contact = context.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:How are his pragmatic language skills? My child had/has anxiety and a mild language delay and the biggest intersection between academics and language has been his pragmatic skills: asking for help, participating in class discussions, understanding directions, etc. Obviously pragmatics also affect social skills, too (conversations). If his pragmatic skills have not been evaluated that may be worthwhile.

Understanding directions is receptive language, not pragmatic skills. Same with class discussions - that has more to do with expressive and receptive. Have you had a good speech evaluation?

OP child is testing at least low average to be phasing out of speech. Child may still be struggling with speech and may benefit from supplemented private but really needs a full evaluation.

Hey, Neuropsych Mom - tell this poster where to go and what to do.

Yes, thank you. Have you? There are actually many pragmatic skills that go into understanding and following directions and participating in class discussions: asking for clarification, making inferences based on contact, turn taking, staying on topic, etc.

If your contributions are going to be snide and ignorant maybe head back to the general parenting board?

They were not snide at all. Following directions falls under receptive language, especially for a child with a speech delay. The point was to tell this poster where/how to get a full evaluation and instead you got nasty.

[Anonymous]

Oh geez everyone. Does anyone have actual advice for the OP's question?

OP, I'm inferring that at the moment, your daughter has been deemed eligible for the IEP for K, and eligibility is not in question, is that correct?

And as you've described it, the issues that may interfere with her learning are her social skills - her ability to work with other children, communicate with the teacher, and demonstrate her knowledge?

So the issue is what kind of accommodations your daughter needs to help her in this.

Since you've mentioned that ASD is on the table, I think the best approach is to ask for accommodations that are designed to assist kids with ASD in their social skills needed for learning in K. Off the top of my head, I'd say:

- pull-outs 1x/week for express social skills instruction with the social worker; plus "lunch bunch" meetings to work on social skills
- push-in hours with the special ed teacher during classroom times when more interaction is expected (e.g., if they have reading groups where they are supposed to read in teams; or other times where they are expected to interact and you don't think she'll be able to)
- training for the gen ed teacher on how to interact with her to get her verbal participation in class
- accommodations in the class that help her relieve her anxiety (quiet spot? sitting in front? not sure here.)

Since K is so very different from preschool these days, you'll also have to be prepared to monitor how she's doing, and convene a meeting with the IEP team if things don't work.

[Anonymous]

Anonymous wrote:Oh geez everyone. Does anyone have actual advice for the OP's question?

OP, I'm inferring that at the moment, your daughter has been deemed eligible for the IEP for K, and eligibility is not in question, is that correct?

And as you've described it, the issues that may interfere with her learning are her social skills - her ability to work with other children, communicate with the teacher, and demonstrate her knowledge?

So the issue is what kind of accommodations your daughter needs to help her in this.

Since you've mentioned that ASD is on the table, I think the best approach is to ask for accommodations that are designed to assist kids with ASD in their social skills needed for learning in K. Off the top of my head, I'd say:

- pull-outs 1x/week for express social skills instruction with the social worker; plus "lunch bunch" meetings to work on social skills
- push-in hours with the special ed teacher during classroom times when more interaction is expected (e.g., if they have reading groups where they are supposed to read in teams; or other times where they are expected to interact and you don't think she'll be able to)
- training for the gen ed teacher on how to interact with her to get her verbal participation in class
- accommodations in the class that help her relieve her anxiety (quiet spot? sitting in front? not sure here.)

Since K is so very different from preschool these days, you'll also have to be prepared to monitor how she's doing, and convene a meeting with the IEP team if things don't work.

Oh, and here are some ideas for IEP goals:

https://www.naset.org/fileadmin/user_upload/Autism_Series/Examples_IEP_Goals_Objectives_for_ASD.pdf

[Anonymous]

I think you are going to lose the IEP and unless you are leaving a lot of stuff out it sounds like that's a fair outcome. There are very few resources out there for kids who actually need them. It sounds like your child does not. I'm glad the intervention was able to help your DD when she needed it.

[Anonymous]

Anonymous wrote:Oh geez everyone. Does anyone have actual advice for the OP's question?

OP, I'm inferring that at the moment, your daughter has been deemed eligible for the IEP for K, and eligibility is not in question, is that correct?

And as you've described it, the issues that may interfere with her learning are her social skills - her ability to work with other children, communicate with the teacher, and demonstrate her knowledge?

So the issue is what kind of accommodations your daughter needs to help her in this.

Since you've mentioned that ASD is on the table, I think the best approach is to ask for accommodations that are designed to assist kids with ASD in their social skills needed for learning in K. Off the top of my head, I'd say:

- pull-outs 1x/week for express social skills instruction with the social worker; plus "lunch bunch" meetings to work on social skills
- push-in hours with the special ed teacher during classroom times when more interaction is expected (e.g., if they have reading groups where they are supposed to read in teams; or other times where they are expected to interact and you don't think she'll be able to)
- training for the gen ed teacher on how to interact with her to get her verbal participation in class
- accommodations in the class that help her relieve her anxiety (quiet spot? sitting in front? not sure here.)

Since K is so very different from preschool these days, you'll also have to be prepared to monitor how she's doing, and convene a meeting with the IEP team if things don't work.

OP here. Thanks so much for your input as well as to others who gave me suggestions.

IEP meeting over. My DC barely qualified. We were told that the home school will evaluate progress and if deemed necessary DC may not have an IEP next year. They would like to see how DC progresses in mainstream classroom with so many kids. Accomodations include sitting in front, 1 hour with special ed teacher in class(which may be redacted if DC doesnt need it). No pullouts since its the social skills that are lacking and they want to focus on helping DC interact with others in a large group setting. DC does well with 4 or 5 kids.
I've been asked to speak with gen ed teacher regarding raising the hand, water breaks, bath room breaks.

I completely forgot about asking for lunch bunch..I will call and ask if they can include that.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Oh geez everyone. Does anyone have actual advice for the OP's question?

OP, I'm inferring that at the moment, your daughter has been deemed eligible for the IEP for K, and eligibility is not in question, is that correct?

And as you've described it, the issues that may interfere with her learning are her social skills - her ability to work with other children, communicate with the teacher, and demonstrate her knowledge?

So the issue is what kind of accommodations your daughter needs to help her in this.

Since you've mentioned that ASD is on the table, I think the best approach is to ask for accommodations that are designed to assist kids with ASD in their social skills needed for learning in K. Off the top of my head, I'd say:

- pull-outs 1x/week for express social skills instruction with the social worker; plus "lunch bunch" meetings to work on social skills
- push-in hours with the special ed teacher during classroom times when more interaction is expected (e.g., if they have reading groups where they are supposed to read in teams; or other times where they are expected to interact and you don't think she'll be able to)
- training for the gen ed teacher on how to interact with her to get her verbal participation in class
- accommodations in the class that help her relieve her anxiety (quiet spot? sitting in front? not sure here.)

Since K is so very different from preschool these days, you'll also have to be prepared to monitor how she's doing, and convene a meeting with the IEP team if things don't work.

Oh, and here are some ideas for IEP goals:

https://www.naset.org/fileadmin/user_upload/Autism_Series/Examples_IEP_Goals_Objectives_for_ASD.pdf

Thanks for the link. I've book marked this in case we end up needing to revise goals/accomodations. Very helpful info.

[Anonymous]

OP, it really varies by school and if they will follow the IEP. We had in there things like sit up front and other things in my child's IEP and the few times we were in the classroom he was in the back and not facing the front. They have far needier kids than yours and mild SN often get ignore. You still have time before K. I would get a new private speech evaluation, possible a neuropsychologist and/or an evaluation for the anxiety and get child into private therapies to address it. So, if you can document it through private evaluations you may have a better chance at an IEP or at least a 504.