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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]HS special educator here (and above, I'm going to try to remember to ID myself each time because I hope it makes the thread less confusing to know which comments go together).

Could you tell us a little more about your kid's skills?  You initially said he hadn't developed any skills, and was like a three year old who could read.  But then you added spelling, and math calculation, but not problem solving.  Those aren't 3 year old skills.  You said he speaks in short phrases, which implies he can't form sentences, but also that he can do 2nd or 3rd grade level work, which often asks for complete sentences?  Is it just his self regulation skills that are on a three year old level?  Are his social skills on that level?  Or lower?  How are his motor skills?  What about receptive language?

That would help me figure out strategies for him.

Also, what's on his IEP?  Is he on alternate learning outcomes, or is he working towards a diploma?  Is his work being modified, or does he just get accommodations and specialized instruction?

Sorry to ask so many questions.[/quote]

That's challenging to answer because he doesn't cooperate or follow tasks. That is, we can tell he can read based on on his unprompted utterances, and his ability to type and spell, but he won't read on command or answer questions. So that also makes it difficult to gauge how much he understands.

He can do basic math worksheets, or at least parts of them. He won't show his work, and isn't good about using wherever technique they're working on, but he gets the right answer when he does it.

We can kind of do basic writing worksheets, but when they ask for a sentence he'll usually just write or a word or two. He's capable of speaking and typing longer sentences when he's playing on his own, but doesn't do it in school. The problem happens even with play-base therapy.

He knows his letters, but his writing skills are poor. He doesn't use a pincer grip, despite years of working on it. It doesn't appear to be a physical limitation, though, as he plays with legos requiring a similar level of fine motor skills. He just doesn't want to, and because he doesn't want to, it is hard to get him to practice it.

So he really doing grade level work? Certainly not. He doesn't have different educational outcomes yet, nor does the IEP formally modify his work. We just all try to get him to do as much of the regular work as we can. I think that's going to be much harder this year.

But the thought has been that we wouldn't really get into more in-depth discussions about going off the diploma track or formally modifying his work until he goes into 3rd grade. For a lot of reasons- curriculum, testing, and neuro assessments they don't do until age 8 (which he just hit).

He doesn't have an assigned 1:1 this year or last, but between elopement and SIBs, they bring another person into the room and keep someone on him for as much of the day as they can. Otherwise I know it is too much for the teacher and one paraeducator.[/quote]

HS SPED again,

What kind of play contexts is he speaking and writing longer things in?  Is it play that he initiates or play that someone else initiates?  What kind of activities?

Also, did he start 2nd or 3rd this year?

Do you see the elopement and SIB's in all settings or just in specific settings?  Has there been an FBA?[/quote]

His own play. He doesn't participate when someone else initiates. That's been a goal for years now...  Longer writing comes up in youtube searches- he comes up with very detailed scenarios, sometimes clearly trying to find a specific video. His searches are far more detailed than anything he'd say verbally.

He's in 2nd.

Elopement and SIBs happen everywhere. He doesn't have a BIP. I've brought it up, mostly thinking it could help make the case for a para. I'm not sure why they haven't done one. But practically speaking, based on my discussions with his teachers and special educators over the years, they're trying to do the right things. So I don't think it would be useful except for using as justification for a paraeducator.[/quote]

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