I would be curious about what they are working on during that time if not academics. Are they more of a supplemental service for behavior support? Or are they actively providing direct instruction on strategies to use?

It’s far more than my daughter gets. She has ASD, ADHD, anxiety, etc etc. but it’s impossible to compare two kids just based on their diagnoses.

It's way more than my DC gets who has ASD/ADHD/Dysgraphia.

Definitely not

Sounds good to me. My dc receives services for LD and total it’s about 7.5 hours of push in services per week as far as I can tell.

Anonymous wrote:

Anonymous wrote:Reading it - it appears that your child needs support in the general education environment to stay on task? Maybe to support transitions?

But there are no specific goals for areas like reading, writing, math such that your child needs targeted instruction.

If this is the case, 8 hours a week means just over 90 minutes a day where there is a special education teacher in addition to the general education teacher in the classroom providing that support.

Sorry- I meant targeted remediation (pull-outs)- not targeted instruction.

Targeted remediation can be done in the classroom, it doesn't need to be pull out.

Is he making progress on his goals? That's the best way to know if he's getting "enough" services.

Op here. He does not need any support for academic, and 8 hours/week is for his behavoir/transition/social team projects etc. He sometimes acts out in classroom. He is on the spectrum and has adhd.

A lot or a little compared to what? There’s absolutely no way to answer that without us knowing what your child’s needs are, OP.

Anonymous wrote:Reading it - it appears that your child needs support in the general education environment to stay on task? Maybe to support transitions?

But there are no specific goals for areas like reading, writing, math such that your child needs targeted instruction.

If this is the case, 8 hours a week means just over 90 minutes a day where there is a special education teacher in addition to the general education teacher in the classroom providing that support.

Sorry- I meant targeted remediation (pull-outs)- not targeted instruction.

Reading it - it appears that your child needs support in the general education environment to stay on task? Maybe to support transitions?

But there are no specific goals for areas like reading, writing, math such that your child needs targeted instruction.

If this is the case, 8 hours a week means just over 90 minutes a day where there is a special education teacher in addition to the general education teacher in the classroom providing that support.

Anonymous wrote:My DC is mainstream, and he has IEP for push in special educator 8 hours/week in mainstream classroom and 1 hr/week pull out for group speech in MCPS ES. Is that considered a lot of hours for services?

As an ES teacher, that seems pretty reasonable. I would assume that means that someone is pushing in to support ~1 hr per day in both math and ELA, and the speech pull out is not tied to content. Without knowing your child's specific needs I don't think I can say its the correct or incorrect amount, but it wouldn't be something I'd consider a lot.

My DC is mainstream, and he has IEP for push in special educator 8 hours/week in mainstream classroom and 1 hr/week pull out for group speech in MCPS ES. Is that considered a lot of hours for services?