Reply to IEP Change from Developmental Delay to Narrower Label (Speech Impairment)

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Reply to "IEP Change from Developmental Delay to Narrower Label (Speech Impairment)"

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[quote=Anonymous]

In my experience (and that of many of my friends' whose children have language disorders), once a child has an autism or ASD label, absolutely everything they do is seen within that prism. So they would try to force eye contact, for example, a bad idea for kids with MERLD (maybe even kids with actual autism!) An ASD label also leads often to separate classrooms in my district as well. They misinterpret a lack of friends as lack of social desire or a lack of social understanding. In reality, my son couldn't keep up with the conversations, so he shut down, making him SEEM uninterested socially. But bring him into a setting with one or two children, and his social skills come out. His pragmatics are weak because his overall language is so weak. He has trouble attending in class because he can't hear what the heck is going on in the cacophony of 28 kids. His language has been repetitive at times because he's so eager to try to engage you and he's using the only language he has. He has some anxiety because he's very aware how affected his language skills are.

Once the school team stopped trying to convince us he had autism, they started implementing our experts' recommendations for his IEP, focusing on reading and math, zeroing in on reading comprehension (read a page, then immediately talk about it. act it out. get it into the visual memory instead of the very weak auditory memory.) THese things made the difference. They also FINALLY put together a Behavior Intervention Plan we'd been asking for for two years that worked right away (after 2 years of complaints about his behavior). We don't even use the plan anymore.

They also started switching his overall curriculum to be more visual instead of auditory. Teachers have NO IDEA how much time they spend talking, so many kids learn by doing and seeing.

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