Anonymous wrote:

Anonymous wrote:Thanks, pragmatic speech would be beneficial, I will ask the school.

Is that with a pull out group from same grade classrooms? How big of a group?

Pragmatic speech is a pull out with a NT partner, same grade, to practice with. The other child does not have pragmatic issues but may have some other speech need like articulation issues.

Thank you, yes this should help.

Anonymous wrote:Assuming they added this in preparation for the IEP meeting? It's not uncommon for them to bring up issues that aren't huge right before the meeting or at the meeting.
I actually think it's great they are adding these goals. It could be a way of keeping the IEP for a child who is otherwise doing pretty well. I wish our school would let kids have IEP goals like this. At ours they don't care about any of this. As long as you're not tantruming in the middle of class no IEP.

OP here, ty. Yes these were sent home on Fri, and IEP meeting is later this week.
I agree, he would have still had anxiety in the IEP, but adding these two specific ones will help him in classroom, hopefully in also making friendships. If they can give the support he needs for these goals.

Anonymous wrote:Thanks, pragmatic speech would be beneficial, I will ask the school.

Is that with a pull out group from same grade classrooms? How big of a group?

Pragmatic speech is a pull out with a NT partner, same grade, to practice with. The other child does not have pragmatic issues but may have some other speech need like articulation issues.

Assuming they added this in preparation for the IEP meeting? It's not uncommon for them to bring up issues that aren't huge right before the meeting or at the meeting.
I actually think it's great they are adding these goals. It could be a way of keeping the IEP for a child who is otherwise doing pretty well. I wish our school would let kids have IEP goals like this. At ours they don't care about any of this. As long as you're not tantruming in the middle of class no IEP.

Thanks, pragmatic speech would be beneficial, I will ask the school.

Is that with a pull out group from same grade classrooms? How big of a group?

My kid gets social skills classes with the school counselor using the Super Flex curriculum, 2x month for an hour. They tried the Unstuck and On Target curriculum but found it too basic for DS's needs.

Also, 1x a week for an hour pragmatic speech therapy with SLP.

DS is in 3rd grade with an ASD/ADHD diagnosis and has had these or similar supports since preK4. He is fully mainstreamed.

Background:
Kid has been in special ed preschool for language and OT
Mainstreamed in K, and had anxiety at school in K and 1st mainly around large assemblies, cafeteria noise, fire drill, gym etc. Pretty much doing ok in 2nd grade onwards, still noise and big groups averse. He is getting social skill support once or twice a week and the only goal since 2nd grade is anxiety/flexibility.

Now I see two new goals a) Flexibiity working with peers in classroom setting, finding partners b) Social cues and personal space awareness.

I am little taken aback since his progress reports had 3s in all life skills (except organizational skills on keeping his desk clean). There were areas for working in groups, resolving conflict etc. which was all 3s.

And most importantly I was never told he is having difficulty finding partners and working with kids etc, and we have requested 2 conferences since the school year started and a number of email conversations about academics and volunteered couple of times in the classroom as well.

So taken aback and a bit shocked to find these out. My questions are

a) Is it typical for school to add goals without any forewarning to parents about classroom difficulties?
b) What kind of support should we expect for these goals on finding partners and reading social cues. From what I know many other NT kids in class need behavior guidance throughout the day from the teacher (talking out of turn, not keeping quiet etc), and I would have thought these could be addressed in the same way? What kind of special ed services can be provided for these. Interested in hearing from parents who have had similar goals for their kids.

I am grateful the school is identifying these areas of need, and I do believe they apply to my kid, but just caught by surprise that they are severe enough to be added as goals and we were not informed about these.

Thanks.