Reply to Denied evaluation for autism spectrum child at FCPS. Now what?

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Reply to "Denied evaluation for autism spectrum child at FCPS. Now what?"

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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]I don't know what he needs or what would benefit him, hence the need for an evaluation.  He absolutely needs social support, but what form that should take, I couldn't tell you.[/quote]

I don't want to sound like I am siding with the school (believe me!), but since the school's function is to educate, and the child is on target and meeting benchmarks (as indicated by the OP), the child is receiving an appropriate education.  At this point, even if an evaluation (internal or external) returned scores falling anywhere on the autism spectrum, no change should be made to the child's education because it is working.[/quote]

By that definition, any SN student with OK grades and/or who meet benchmarks would not qualify for an IEP.  As has been said many times on this board, you don't need to be failing or be below grade to get help/qualify for an IEP.  The standard for getting an IEP is these three things:

1) disorder which has a 2) adverse impact on education and 3) necessitates special instruction.

There is no requirement that the student be below benchmarks...  And it is accepted by most/all school systems that an ASD diagnosis has an adverse impact on education.

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I was not referring to eligibility criteria for an IEP, I was referring to the OP's request for evaluation.  As described, the school has no reason to evaluate because the child is progressing academically.

But switching gears to IEPs, yes I understand what you are saying.  So let's say this student was evaluated, it revealed ASD, the student was classified, and an IEP was created: what should change in the child's education?  The student is showing developmentally appropriate progress (without "special instruction").  Are we to now change what has been effective instruction?  Why?[/quote]

OP here-  while my child can read and do math independently, he can not participate in group activities, including instruction.  This isn't apparently being assessed at the moment, but it will be.  He can't interact with others on the playground.  He is having trouble with interactive activities in PE.  He does not know how to make and keep friends or what socially appropriate language and behavior should look like (part of social skills curriculum).   All of these things will come naturally to NT children, but an ASD child will need specialized instruction by trained educators.

An ASD child will also need a documented procedure or plan on how to handle meltdowns or what disciplinary action to use for certain behaviors.  We also have fine motor, gross motor, and sensory issues to combat.  We also have toileting issues.

So no, his disability does not affect his ability to do math.  But his disability will be a lifelong social challenge that may impact his ability to live and function as an independent adult.  His overall education could absolutely be impacted by this disability. This is why early intervention is key.

No one is saying the teacher should instruct differently, and I'm not sure why you might be under the impression that that's what an IEP is for.  He needs access to the special services that are already in place and employed by the county to which I pay taxes.  The state of Virginia only mandates health insurance to cover ASD services and interventions from ages 2 - 6.  The reason?  Because the county and school system is liable to provide these services once a child has reached school age.

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