Anonymous
10/06/2015 08:46
Subject: So these three kids walk into a public school…
Anonymous wrote:Anonymous wrote:Do you have a specific question?
I think OP might be referencing the ongoing discussion in the "whitewashing autism" conversation. otherwise I have no idea what the point of the post is because there isn't a question being asked.
In that discussion, in the one on "cracking codes", on in what's wrong with the ASD label, and in so many. People seem to think that there are interventions or services "just" for autism and their non-autistic child would never receive one. It just ain't so.
(Even within the separate programs and schools, there are kids who don't have autism. I know several families who's kids have genetic disorders or birth defects, and thats where these kids are with other kids actually diagnosed with autism.)
The prejudice toward autism just astonishes me.
Anonymous
10/06/2015 05:43
Subject: So these three kids walk into a public school…
Anonymous wrote:Do you have a specific question?
I think OP might be referencing the ongoing discussion in the "whitewashing autism" conversation. otherwise I have no idea what the point of the post is because there isn't a question being asked.
Anonymous
10/06/2015 02:34
Subject: So these three kids walk into a public school…
Do you have a specific question?
Anonymous
10/06/2015 01:03
Subject: So these three kids walk into a public school…
Ned, Ted, and Fred…a kid with autism, a kid with ADHD, and a kid with a dyslexia/dysgraphia. All three have average IQs and specific diagnosis from the DSM V.
Ned’s medical diagnosis and educational label actually match. Ted’s designation for an IEP is OHI—other health impairment since ADHD isn’t specified in IDEA. Since what used to be called Disorder of Written Expression AKA dyslexia/dysgraphia was dropped from the current DSM, Fred has the diagnosis of “specific learning disorder” and has the same educational designation.
—Ned with autism has difficulty in changing focus, abstract thinking, and can have narrow or fixated interests
—Ted with ADHD is forgetful in daily activities, has difficulty in organization, and easily distracted
—Fred who as SLD has difficulty with reading comprehension, writing organization, and mathematical reasoning.
Most public school kids aren't in restricted classrooms or specialized programs. There are multiple Neds, Freds, and Teds in every classroom. Even with different goals on their IEPs, they could have all the same accommodations, e.g., visual schedules, preferential seating, frequent breaks, have course material presented in alternative formats, be given a scribe, allowed to record classes in lieu of taking notes, have color coded materials, have peer support, elimination of visual or auditory distractions, have extended time on tests, and could all qualify to receive speech and occupational therapy services.
Search for “accommodations for a kid with…” FILL-IN-THE-BLANK for different educational labels or diagnoses. The similarity may astound some b/c they have the misconception that IEPs are formulated under rarified conditions for their kid.
The public schools draw from the same well, so how well an IEP reflects a kid’s actual needs takes a lot of advocacy by parents and sometimes incredible luck.
Ned’s medical diagnosis and educational label actually match. Ted’s designation for an IEP is OHI—other health impairment since ADHD isn’t specified in IDEA. Since what used to be called Disorder of Written Expression AKA dyslexia/dysgraphia was dropped from the current DSM, Fred has the diagnosis of “specific learning disorder” and has the same educational designation.
—Ned with autism has difficulty in changing focus, abstract thinking, and can have narrow or fixated interests
—Ted with ADHD is forgetful in daily activities, has difficulty in organization, and easily distracted
—Fred who as SLD has difficulty with reading comprehension, writing organization, and mathematical reasoning.
Most public school kids aren't in restricted classrooms or specialized programs. There are multiple Neds, Freds, and Teds in every classroom. Even with different goals on their IEPs, they could have all the same accommodations, e.g., visual schedules, preferential seating, frequent breaks, have course material presented in alternative formats, be given a scribe, allowed to record classes in lieu of taking notes, have color coded materials, have peer support, elimination of visual or auditory distractions, have extended time on tests, and could all qualify to receive speech and occupational therapy services.
Search for “accommodations for a kid with…” FILL-IN-THE-BLANK for different educational labels or diagnoses. The similarity may astound some b/c they have the misconception that IEPs are formulated under rarified conditions for their kid.
The public schools draw from the same well, so how well an IEP reflects a kid’s actual needs takes a lot of advocacy by parents and sometimes incredible luck.