Reply to IEP meetings, do they always suggest autism?

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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]My kid with Asperger's gets group pragmatic speech classes led by a SLP at school.  They all learn the same stuff no matter what the diagnosis.  All the kids in his grade go to this class if they have social pragmatic issues whether or not they have a diagnosis.  My kid with ASD has normal eye contact, BTW.

The classes have worked well for my DS and his social pragmatics have improved a lot.  He has been attending social pragmatic classes since preK at school and is now in 1st. He attends a language immersion school and they also have direct instruction in social pragmatics in the target language which also helps.

You are not going to get different speech/social pragmatics classes specifically tailored to a diagnosis and certainly not in public school.

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The fact that all the children go to the same class doesn't prove anything. Even in a group setting, children can be working on different skills.

MERLD children have weak pragmatics for totally different reasons than ASD children.

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I'm not saying it to prove anything but describing how a pragmatic speech class is run at our school.  We are at a DC charter maybe it's different at other schools or counties?[/quote]

This was also the case at our public MoCo elementary.  Not just for speech, but also for reading intervention.  Group classes with all working on one set of skills.  Not at all effective for our child.  [/quote]

Our school only has group speech for social pragmatics b/c it's social skills and therefore it's better in a group.  They run regular speech and reading intervention one-on-one.[/quote]

Group can be good if all the kids are working on the same thing, or even on things that complemented each other.  But, just because all the kids are working on "social skills" doesn't mean that they all belong in the same group.  For my child, the "social skills" group offered by the local public school was a waste of time.

Same with reading.  My kid was in a reading group with a non-English speaker.  My child has an LD and really needed explicit daily help with phonics and decoding.  The non-English speaker was fine with decoding but had more of a vocabulary problem because of the lack of exposure to English in the home.  He could decode fine, but once the word was decoded, he didn't understand it because he'd never heard it before.  That kid needed help in defining words from context.  For my kid, the emphasis on that was the worst.  He needed to be directed away from gaining context thru meaning because he was already over-relying on that and it was taxing his available cognitive energy.  Instead he needed to be directed towards reading every letter from a phonetic perspective with full automaticity.  Once he decoded the word properly, he would know it instantly.

Group can be good if the target skill is the same for all.  Unfortunately, IME, in MoCo, kids are directed toward groups because it is considered more efficient use of teacher time -- one teacher can provide 3-5 hours of sped time for 1 hour of salary.  The problem is that this is very short-sighted.  These kids then spend much longer in sped because they are getting 1/5 of the instruction per hour.  [/quote]

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