Early Stages Autism Classification

[Anonymous]

Anonymous wrote:

Anonymous wrote:This is OP. To be honest I don’t really care about the disability classification. He has to be re-evaluated in three years. If it isn’t appropriate and they refuse to change it then I’ll fight. I’m more angry and upset about the self contained recommendation. I disagreed with the educational and told them I thought it was invalid. I think they tried to place him in there because of those results. He does lack some social skills but whether that’s from a receptive language delay, staying at home with a nanny or autism is yet to be seen. I just refuse to place my kid in a ces program without giving him the benefit of the doubt and letting him try pre-K gen ed. I know he will be absolutely fine in gen ed. There is no question. I just want to make sure they can’t place him there when I said no. I still want him to get the speech Services (we are starting private as well).

Why do you think he needs to be in the general ed program? I think what they are trying to tell you is that they don't think he can get the level of service he needs in a general ed setting. While they may be wrong, how do you know? The way I have seen this played out in DC, in both cases the child was not able thrive in the general ed class. In one case they ended up in a charter with a FT aide; the other in a self-contained classroom
where they are doing well. And getting this high level of support may also help them transition back to general ed.

I think you really need to get more information, about your child and about the potential placements.

I emphathize with feeling shocked/angry/confused. I sure did when my kid's Early Stages eval showed more severe issues than I had realized. On the other hand the progress he has made with the right level of supports is amazing. And you're starting at 4, which is amazing!

Before you make any sudden moves like rejecting the IEP, please get more information!

General ed is the least restricted environment. That is where kids should start unless they document reasons otherwise. A child needs typical peers models.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Op would be far better off spending that $5K for a new evaluation on private speech therapy.

An autism evaluation at age 4 is not a full neuropsych and so is much cheaper. A lot of tests in a full neuropsych can't be done at age 4. Also Children's or KKI take insurance although the waiting list is long.

Op clearly believes it is a language disorder. If she has to spend money and put her kid through that to prove them wrong she might as well use that money for private services. Public school services are a joke for language disorders. She should not have to prove her child does not have ASD. They need to provide good reason why child has it. Op made a huge mistake in agreeing. The school system is not set up in the kids best interests.

I don't think such an adversarial view is warranted. And don't you think OP's belief should be supplemented by an expert evaluation? It's not about proving anything, but getting the help her child needs.

Its already gone adversarial at this point if OP was forced to place her child in a classroom she doesn't think is best with a diagnosis that she doesn't think is best. Yes, a good evaluation is appropriate but I'd wait another year or so until the child is older and speech comes in. At this point, she either needs to back out of public services or get a good advocate.

Backing out of the IEP would likely mean her child, who has significant needs, is not getting therapy for a whole year. I agree that she should find the right placement, but I'm not sure that rejecting services is a good idea. Also OP could look into Bridges, which may have space in an inclusion classroom.

Sometimes this the only leverage a parent has. It is like a game of Chicke. The school won"t want a child in a gen ed class without support, so they fold.

Again, once you start in a separate classroom, it is rare to get out.

That isn't true- it depends on your IEP team I guess. At least this hasn't been my experience. If anything they always push for least restrictive environment because that is cheaper. You have to be honest with the team and tell them exactly what you are looking for and why. Don't EVER agree to something you don't feel is right. But you have to be real about your kids deficiencies with the team. it creates mutual respect.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Op would be far better off spending that $5K for a new evaluation on private speech therapy.

An autism evaluation at age 4 is not a full neuropsych and so is much cheaper. A lot of tests in a full neuropsych can't be done at age 4. Also Children's or KKI take insurance although the waiting list is long.

Op clearly believes it is a language disorder. If she has to spend money and put her kid through that to prove them wrong she might as well use that money for private services. Public school services are a joke for language disorders. She should not have to prove her child does not have ASD. They need to provide good reason why child has it. Op made a huge mistake in agreeing. The school system is not set up in the kids best interests.

I don't think such an adversarial view is warranted. And don't you think OP's belief should be supplemented by an expert evaluation? It's not about proving anything, but getting the help her child needs.

Its already gone adversarial at this point if OP was forced to place her child in a classroom she doesn't think is best with a diagnosis that she doesn't think is best. Yes, a good evaluation is appropriate but I'd wait another year or so until the child is older and speech comes in. At this point, she either needs to back out of public services or

Backing out of the IEP would likely mean her child, who has significant needs, is not getting therapy for a whole year. I agree that she should find the right placement, but I'm not sure that rejecting services is a good idea. Also OP could look into Bridges, which may have space in an inclusion classroom.

We live WOTP so we are thrilled with our inbound. I just want him in gen ed. He needs pull out speech and they suggested OT (he couldn’t write his name). I wasn’t as worried about that. I don’t think he needs more than 5 hours a week of in gen ed academic support. He had a horrible night before the eval and the day at early Stages was a disaster. So I’m not sure any of their assssaments were valid

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Op would be far better off spending that $5K for a new evaluation on private speech therapy.

An autism evaluation at age 4 is not a full neuropsych and so is much cheaper. A lot of tests in a full neuropsych can't be done at age 4. Also Children's or KKI take insurance although the waiting list is long.

Op clearly believes it is a language disorder. If she has to spend money and put her kid through that to prove them wrong she might as well use that money for private services. Public school services are a joke for language disorders. She should not have to prove her child does not have ASD. They need to provide good reason why child has it. Op made a huge mistake in agreeing. The school system is not set up in the kids best interests.

I don't think such an adversarial view is warranted. And don't you think OP's belief should be supplemented by an expert evaluation? It's not about proving anything, but getting the help her child needs.

Its already gone adversarial at this point if OP was forced to place her child in a classroom she doesn't think is best with a diagnosis that she doesn't think is best. Yes, a good evaluation is appropriate but I'd wait another year or so until the child is older and speech comes in. At this point, she either needs to back out of public services or

Backing out of the IEP would likely mean her child, who has significant needs, is not getting therapy for a whole year. I agree that she should find the right placement, but I'm not sure that rejecting services is a good idea. Also OP could look into Bridges, which may have space in an inclusion classroom.

We live WOTP so we are thrilled with our inbound. I just want him in gen ed. He needs pull out speech and they suggested OT (he couldn’t write his name). I wasn’t as worried about that. I don’t think he needs more than 5 hours a week of in gen ed academic support. He had a horrible night before the eval and the day at early Stages was a disaster. So I’m not sure any of their assssaments were valid

We live WOTP so we are thrilled with our inbound. I just want him in gen ed. He needs pull out speech and they suggested OT (he couldn’t write his name). I wasn’t as worried about that. I don’t think he needs more than 5 hours a week of in gen ed academic support. He had a horrible night before the eval and the day at early Stages was a disaster. So I’m not sure any of their assssaments were valid

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Op would be far better off spending that $5K for a new evaluation on private speech therapy.

An autism evaluation at age 4 is not a full neuropsych and so is much cheaper. A lot of tests in a full neuropsych can't be done at age 4. Also Children's or KKI take insurance although the waiting list is long.

Op clearly believes it is a language disorder. If she has to spend money and put her kid through that to prove them wrong she might as well use that money for private services. Public school services are a joke for language disorders. She should not have to prove her child does not have ASD. They need to provide good reason why child has it. Op made a huge mistake in agreeing. The school system is not set up in the kids best interests.

I don't think such an adversarial view is warranted. And don't you think OP's belief should be supplemented by an expert evaluation? It's not about proving anything, but getting the help her child needs.

Its already gone adversarial at this point if OP was forced to place her child in a classroom she doesn't think is best with a diagnosis that she doesn't think is best. Yes, a good evaluation is appropriate but I'd wait another year or so until the child is older and speech comes in. At this point, she either needs to back out of public services or get a good advocate.

Backing out of the IEP would likely mean her child, who has significant needs, is not getting therapy for a whole year. I agree that she should find the right placement, but I'm not sure that rejecting services is a good idea. Also OP could look into Bridges, which may have space in an inclusion classroom.

Sometimes this the only leverage a parent has. It is like a game of Chicke. The school won"t want a child in a gen ed class without support, so they fold.

Again, once you start in a separate classroom, it is rare to get out.

That isn't true- it depends on your IEP team I guess. At least this hasn't been my experience. If anything they always push for least restrictive environment because that is cheaper. You have to be honest with the team and tell them exactly what you are looking for and why. Don't EVER agree to something you don't feel is right. But you have to be real about your kids deficiencies with the team. it creates mutual respect.

Then OP should ask that question. When our advocate asked how many moved into gen ed and to provide solid numbers, the IEP team was so embarrassed they dropped the bid for self contained. We caught them in their lie.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:This is OP. To be honest I don’t really care about the disability classification. He has to be re-evaluated in three years. If it isn’t appropriate and they refuse to change it then I’ll fight. I’m more angry and upset about the self contained recommendation. I disagreed with the educational and told them I thought it was invalid. I think they tried to place him in there because of those results. He does lack some social skills but whether that’s from a receptive language delay, staying at home with a nanny or autism is yet to be seen. I just refuse to place my kid in a ces program without giving him the benefit of the doubt and letting him try pre-K gen ed. I know he will be absolutely fine in gen ed. There is no question. I just want to make sure they can’t place him there when I said no. I still want him to get the speech Services (we are starting private as well).

Why do you think he needs to be in the general ed program? I think what they are trying to tell you is that they don't think he can get the level of service he needs in a general ed setting. While they may be wrong, how do you know? The way I have seen this played out in DC, in both cases the child was not able thrive in the general ed class. In one case they ended up in a charter with a FT aide; the other in a self-contained classroom
where they are doing well. And getting this high level of support may also help them transition back to general ed.

I think you really need to get more information, about your child and about the potential placements.

I emphathize with feeling shocked/angry/confused. I sure did when my kid's Early Stages eval showed more severe issues than I had realized. On the other hand the progress he has made with the right level of supports is amazing. And you're starting at 4, which is amazing!

Before you make any sudden moves like rejecting the IEP, please get more information!

General ed is the least restricted environment. That is where kids should start unless they document reasons otherwise. A child needs typical peers models.

That doesn't make sense. This is preschool. Sometimes it's clear kids need more help. I don't think they should have to flounder first.

[Anonymous]

OP this is PK4, right? Did you get a lottery spot in your IB school? Or is the issue where the Early Stages placement would be?

As for OT - that's actually important and I don't think they'd recommend it unless the testing showed he had a deficit.

It's really hard to give you good advice since you haven't gotten a full evaluation and you don't know what the potential programs are. Some have great reputation, like the inclusion classrooms at SWS.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Op would be far better off spending that $5K for a new evaluation on private speech therapy.

An autism evaluation at age 4 is not a full neuropsych and so is much cheaper. A lot of tests in a full neuropsych can't be done at age 4. Also Children's or KKI take insurance although the waiting list is long.

Op clearly believes it is a language disorder. If she has to spend money and put her kid through that to prove them wrong she might as well use that money for private services. Public school services are a joke for language disorders. She should not have to prove her child does not have ASD. They need to provide good reason why child has it. Op made a huge mistake in agreeing. The school system is not set up in the kids best interests.

I don't think such an adversarial view is warranted. And don't you think OP's belief should be supplemented by an expert evaluation? It's not about proving anything, but getting the help her child needs.

Its already gone adversarial at this point if OP was forced to place her child in a classroom she doesn't think is best with a diagnosis that she doesn't think is best. Yes, a good evaluation is appropriate but I'd wait another year or so until the child is older and speech comes in. At this point, she either needs to back out of public services or get a good advocate.

Backing out of the IEP would likely mean her child, who has significant needs, is not getting therapy for a whole year. I agree that she should find the right placement, but I'm not sure that rejecting services is a good idea. Also OP could look into Bridges, which may have space in an inclusion classroom.

Sometimes this the only leverage a parent has. It is like a game of Chicke. The school won"t want a child in a gen ed class without support, so they fold.

Again, once you start in a separate classroom, it is rare to get out.

That isn't true- it depends on your IEP team I guess. At least this hasn't been my experience. If anything they always push for least restrictive environment because that is cheaper. You have to be honest with the team and tell them exactly what you are looking for and why. Don't EVER agree to something you don't feel is right. But you have to be real about your kids deficiencies with the team. it creates mutual respect.

Hasn't been my experience either. My kid spent a year in 50% self contained. After a year, we thought she improved enough to go back to full time general ed. The school recommended against it, but they didn't fight us and everything turned out fine. Some of the other kids in her special ed cass also went back to gen ed that year.

[Anonymous]

Op again. I agree with the poster above. It’s preschool. Give him a chance. I should say I’m also a teacher and have seen kids both in and out of general ed in Dcps. I don’t want him falling further and further behind. Gen ed with supports is what I want

[Anonymous]

Anonymous wrote:This is OP. To be honest I don’t really care about the disability classification. He has to be re-evaluated in three years. If it isn’t appropriate and they refuse to change it then I’ll fight. I’m more angry and upset about the self contained recommendation. I disagreed with the educational and told them I thought it was invalid. I think they tried to place him in there because of those results. He does lack some social skills but whether that’s from a receptive language delay, staying at home with a nanny or autism is yet to be seen. I just refuse to place my kid in a ces program without giving him the benefit of the doubt and letting him try pre-K gen ed. I know he will be absolutely fine in gen ed. There is no question. I just want to make sure they can’t place him there when I said no. I still want him to get the speech Services (we are starting private as well).

You need your own testing. If you present your own testing results to the school, they may accept it without a fight. Self contained cost them money and in my observation there are more kids who could use it than available slots.

[Anonymous]

Anonymous wrote:Its pretty common in the school system to diagnose these kids with ASD. Its easier for the school system than a language disorder. I would go to an developmental ped and start private speech services.

That's not the case in my school system. It's also true that more than a few parents don't want the ASD label; and they find private practioners who'll only note the speech/lang concerns, while ignoring the other ASD-related issues.

[Anonymous]

Anonymous wrote:Op again. I agree with the poster above. It’s preschool. Give him a chance. I should say I’m also a teacher and have seen kids both in and out of general ed in Dcps. I don’t want him falling further and further behind. Gen ed with supports is what I want

What supports do you want for gen ed?

[Anonymous]

Anonymous wrote:Op again. I agree with the poster above. It’s preschool. Give him a chance. I should say I’m also a teacher and have seen kids both in and out of general ed in Dcps. I don’t want him falling further and further behind. Gen ed with supports is what I want

But what makes you assume he will fall further behind outside of gen ed? I have seen/experienced the opposite - the young child who falls behind in gen ed due to lack of supports. Your starting assumption seems to be that he doesn't need the level of support recommended, yet I'm not sure you have the information yet to know that? Maybe you are right, but you need more information.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Op again. I agree with the poster above. It’s preschool. Give him a chance. I should say I’m also a teacher and have seen kids both in and out of general ed in Dcps. I don’t want him falling further and further behind. Gen ed with supports is what I want

What supports do you want for gen ed?

^^this. I was surprised by the number of hours my mild SN kid needed - 7hrs/week. He is able to attend and learn with that level. If he was like the kids I know with ASD, he'd need many more hours just to be able to learn and follow classroom
routines. Plus, my kid doesn't even need speech. The entire reason you load up the little ones with hours is to make sure they don't miss crucial years when they are learning basic academic and social skills. In MoCo they have the PEP preschool programs and nobody resists them!

OP I think you may not realize the level of needs your child has. It's hard to tell when they are 3-4 because the kids are all still kind of babies. But by 5 he needs to be ready to sit down, follow complex instructions, and work independently and in groups.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Op again. I agree with the poster above. It’s preschool. Give him a chance. I should say I’m also a teacher and have seen kids both in and out of general ed in Dcps. I don’t want him falling further and further behind. Gen ed with supports is what I want

But what makes you assume he will fall further behind outside of gen ed? I have seen/experienced the opposite - the young child who falls behind in gen ed due to lack of supports. Your starting assumption seems to be that he doesn't need the level of support recommended, yet I'm not sure you have the information yet to know that? Maybe you are right, but you need more information.

Then you give them the supports they need in gen ed. I was able to get a full time aide for my K student. They yelped and fought and bitched and moaned and told me it was too much. But by the end of elementary, the social worker pulled me aside and tole me she couldn't believe his progress, and that we we right to fight for gen ed with pullouts. He's in high school now, taking classes in general education at the high school level, while those who stayed in the self-contained program remained in the self-contained classes at the third grade level.