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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]There is a difference between an NT child who may have some social awkwardness and an ASD child who can't function with the social aspects of the school day including small group work, negotiating hallways, cafeterias, greeting teachers and classmates, playing in groups with other children at recess.

It is up to the IEP team to determine the extent of the challenge and to work toward mitigating the impact in a school setting. This is absolutely the school's job under IDEA. Please don't put this all on the parent. It sounds like OP is doing all s/he can.
 [/quote]

But that's the thing. It's not the school's job to mitigate all of the impact and catch the child up to the level of a neurotypical peer. [b]The government has decided that taxpayer-funded school services are for children who are generally in the area of the lowest ~7th percentile. [/b]If a child is above this level but not where the parent wishes them to be, it's on them to supplement with private services. There just isn't money for everyone, so the government sets the limits that the school has to then enforce. It's not personal. Nothing in government ever is.

The people who it is personal for, the family, have to do what they think their child needs. That's how it's always been. They just can't rely on government-funded services if they don't meet the requirements.[/quote]

I've never seen this percentage cited anywhere, but don't disagree that it could be the case. What are you basing this on PP? And what 'government' are you referring to?[/quote]

I'm basing it on working local school systems. I was being general with government-funds come from both state and federal areas and are limited in nature (because taxpayers obviously have a variety of needs where they want their money distributed, such as roads, fire/EMS, other public services...), which requires limiting services to those who truly need it. 7th percentile is 1.5 standard deviations below the mean, which is a common cutoff in this area. Some districts use 2 standard deviations, which is the 3rd percentile. Very few use 1 below the mean (~16th percentile). It's just a numbers game. Just like how you can make too much money to qualify for scholarships/grants/housing assistance, etc, but not make enough money to be able to comfortably do the things you want to do. It's not personal, and it's really, really hard to be in that in-between area.

The disclaimer here is that school teams have some discretion and obviously no two children are the same, as are no two teachers and school situations. No test score is sacred and I'm speaking in generalities, but what the SLP was reported as saying, while inappropriate and not tactful, makes me think that this is the situation for this child. Doing generally well and able to access the curriculum in the school, but not at the level of his NT peers where his parents would obviously like him to be.[/quote]

I still don't think that's true. I just looked through my child's private neuropsych. There's no one test for autism in general where he scored below 7th percentile. One test was the social responsiveness scale, where higher numbers indicate a problem. Another test was for theory of mind, where he was in the 11-25 percentile. No problem getting social skills services. Eligibility was based on looking at the whole picture, including classroom functioning, not just individual test scores.[/quote]

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