Reply to How likely is it a six-year-old with a developmental delay to catch up?

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[quote=Anonymous][quote=Anonymous]OP again. Thank you to everyone for your helpful insights! It is next to impossible to get kids into self contained placements in my district in kindergarten. I suspect this child may need that in the future though.

I am concerned that the speech path is setting low goals for her so that she will meet them with a lower minutes rather than setting more ambitious speech goals and providing more minutes of speech therapy. When I brought this up I was told pulling her more than once a week wouldn’t be the least restrictive environment. I do also know the speech path has a high caseload and can’t help but suspect that is part of not wanting to provide more minutes. I can’t help but feel like a child who just learned to use the pronoun I and answer who and what questions needs more support with language to access the curriculum. What argument can I make that receptive and expressive delays impede access to the curriculum such that she needs a “more restrictive environment” ie more speech minutes? Would more speech therapy even make a difference for her?

It sounds like she may be eligible for more resource room minutes since she hasn’t made any progress at all toward her academic goals. Again, I feel like the idea is to set easier goals so kids will meet them with a minimum of services. The plan is to give her simpler goals in her next IEP. I feel like identifying the letters in her first name and counting to 10 are already very low for a kindergarten age child. [/quote]

Goals are set based on the students individual strengths and needs. Goals have to be achievable. That is therapy and special education 101. If a child can’t count to five, we aren’t going to propose a goal that they do two digit subtraction this year. That’s not realistic or helpful to the child. It is not about caseloads, minutes, or screwing over children. Respectfully, you are a caring teacher, but you are a general education teacher who does not appear to understand special education. You don’t appear to understand that sadly, but all children are on grade level. It does sound as if your student has more needs than are currently identified. This is not uncommon in kindergarten (or early first). The team can do assessments, add goals (appropriate goals), and increase services (appropriately). Schools are in a hard place because they are scrutinized for not providing enough services, while also literally being attacked (hello FCPS/ thank you “advocates”) for recommending too much special education services. Please talk to your school team.[/quote]

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