OP there's a great resource here:

http://www.udlcenter.org/aboutudl/udlguidelines/principle3#principle3_g9

Have a a conversation as well, in addition to suggestions above. What accomodations have been made or have worked with other ED kids? All kids are different, and have different triggers and differnt goals, but the school has some experience here that should be leveraged based on their experience and what they know about the arrangement of their classrooms, building, and staff. If you get a blank stare, suggest the obvious that they should talk to some resources at the BOE who probably know even more based on a system-wide experience.

Anonymous wrote:Triggers - difficult tasks, classroom disorder, the class getting in trouble, presenting reports or group projects, not being able to complete work, recess activities with peers, losing school supplies or materials, the noisy lunchroom, etc. He works best in small groups, but I don't see the school providing an alternate setting for him. I don't think there is an ED classroom at his school and I think he enjoys his regular ed classroom and friends.

Perhaps being able to go to a smaller, quieter place throughout the day - either in the form of a flash pass for when he needs it, or certain subjects with a special educator, or a place with fewer distractions to get work done. Sometimes a check in with a counselor or special educator can keep a kid grounded throughout the day. If the noisy lunchroom stresses him out, there should be an alternative. There should be several steps in between an ED classroom on one end and 100% regular ed on the other, i.e. accomodations that can be provided in the general ed environment.

Triggers - difficult tasks, classroom disorder, the class getting in trouble, presenting reports or group projects, not being able to complete work, recess activities with peers, losing school supplies or materials, the noisy lunchroom, etc. He works best in small groups, but I don't see the school providing an alternate setting for him. I don't think there is an ED classroom at his school and I think he enjoys his regular ed classroom and friends.

It might help to consider what are some of the triggers and underlying issues. Not to oversimplify, but for example, does writing lead to anxiety and meltdown? Using technology instead of handwriting alleviates a lot of stress for some kids.
Do loud, noisy environments stress your child? Etc. Knowing specifically what are causing the biggest issues could help narrow what accomodations could be helpful.

My son is qualifying for services with the ED label for anxiety and emotional breakdowns in the classroom. He is not violent nor mean just gets sad, cries, and shuts down frequently. Our counselor does not provide social groups per se, instead I was told the LD teacher would serve my son.

What can I expect at the IEP meeting? What should I ask for? What are some example goals? The LD teacher phoned me and asked me what kind of goals I wanted and I had no suggestions because I don't know how they address his issues in the school setting. I had assumed the counselor would be working with him. I felt like she wanted me to write his goals.

Thanks for any input you might have to share.