Reply to UCSD Shooting Suspect had autism -just what we need

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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]Funny.  The one thing we never had any discussion about during IEP meetings is my kid's IQ (FSIQ 150+ on the WISC).  I send over the neuropsych report but we don't talk about IQ since it hasn't been relevant so far:  DS's IEP does not cover academics (and he is only in first grade) since his deficits are in other areas, social/communication, fine motor, etc.  He has Asperger's.

PP sounds hostile and needs to find another job since she clearly does not like dealing with SN parents.  Yes, SNs involves families like you implied.[/quote]

I love working with the parents. And teachers never bring up intelligence during the meetings (we say things like hard worker or very curious or undermotivated). It is always the parents who start proclaiming their child is a genius. A minority of parents, but yes, the parents. [b]Because they feel that it compensates for everything else. And they just want to hear us say it.[/b] I can't when it isn't true. I do resent the time taken away from discussing strategies for your child's needs because I won't teach him or her next year and I want to send them off with the best IEP we can develop.[/quote]

Maybe you should try to be a little more compassionate.  Most of the time these parents are not "bragging" but only trying to make themselves feel better and however much a time waster it may seem to you, it probably help them "deal".   It's really tough hearing all the negatives about one's child without trying to have some hope (or grasping at straws):  Being a SN parent, tougher than being a SN teacher.

So please, while you may vent about that mom who wanted to "ban the color red" - try to understand she is trying the best she can.[/quote]

I am very compassionate, but the IEP meetings are short. We're not there all day. I wish we could be! Just going through the IEP page by page usually takes a half an hour. Most of what I have to say about the student is usually incredibly positive, but I have to limit how much time I spend rehashing that (because I write positive emails and interim report  comments all year long for each child with an IEP or 504) so that I have time to explain why I am recommending specific supports. In the typical IEP meeting, I may have 5 minutes to present my case for what worked and what didn't work (and why I think it didn't work). I show work samples and explain what they mean. I discuss what the next course will ask of their child and how he or she will get there. It's a disservice to the child to waste that time.[/quote]

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