Anonymous wrote:

Anonymous wrote:I just posted about my 8 year old who once was diagnosed with MERLD and now is diagnosed with ADHD and a LD. My child does also have dyspraxia, incidentally.

The constant language versus autism battle that you people start up on EVERY THREAD has really got to stop. We are all sick of it!

NP. Also parent to a child initially diagnosed with MERLD and later diagnosed with ADHD and LDs (dysgraphia but also likely "stealth dyslexia" never diagnosed due to high IQ compensation) as well as slow processing speed and executive dysfunction, dyspraxia and phonological disorder and a lisp and extremely (bottom 1% in social/pragmatic communication scores). DC clearly has language processing problems. Probably also still qualifies for MERLD. Despite the plethora of poor language and social communication scores, absolutely is not autistic.

The problem with poor early language is that it makes it VERY difficult to figure out what is really going on. Is it just language or is it something else or something in addition? Sometimes it takes time for the problems to clarify. Meanwhile, I would try to avoid restrictive environments unless clearly necessary.

BTW, it is illegal for a school to place you in a self-contained classroom because nothing is available in a less restrictive environment. Schools have a legal obligation to place kids in the "least restrictive environment." (called "LRE"). "Space is not available" is not a legally acceptable defense to not placing a child in an LRE. There are many lawsuits every year by parents challenging what the LRE is.

The determination that the IEP team MUST use is 1) what does the child need and 2) how can we provide that?

It is not "what do we have available".

If the team decides that what DC needs is only available in a self-contained classroom, then that is a different issue. But, you can still challenge that.

See if you can get the team on the record agreeing with you that the inclusive classroom would be appropriate, but denying you on the basis of space availability. If you can do that, you can challenge the team's decision in a number of ways (not all of which include hiring a lawyer and filing suit).

Ways to document this are -- if somebody in the process said something to you about the inclusive classroom, email back and "check-in" restate whatever they said/you said that seems to indicate that the inclusive classroom would be appropriate but that there's no space available, inquire again if anything has changed in terms of space. Or, inform the team you will be taping at the IEP meeting. Most counties allow this and it's easy to do on a smartphone or tablet.

Again, placing in the LRE is mandatory, unless the parents consent to something else, or unless the school can show that the LRE is not "appropriate" because it will not provide the "special instruction" necessary to advance the child's skill level.

Anonymous wrote:Get an educational advocate. Sometimes the county will think about their “numbers” and not necessarily your child n

Anonymous wrote:Get an educational advocate. Sometimes the county will think about their “numbers” and not necessarily your child n

Anonymous wrote:I just posted about my 8 year old who once was diagnosed with MERLD and now is diagnosed with ADHD and a LD. My child does also have dyspraxia, incidentally.

The constant language versus autism battle that you people start up on EVERY THREAD has really got to stop. We are all sick of it!

Anonymous wrote:

Anonymous wrote:Teacher here

OP, the county doesn't get to tell you if there is "space". You get into his IEP the services/setting he needs, and then they need to accommodate it. It is illegal to say, "well, there is no space in the LRE, so let's try the next level."

I teach middle school, but we have had to hire teachers (really subs at that point) to add sections of classes mid year because the number of students has changed.

It’s all made up.

Anonymous wrote:I just posted about my 8 year old who once was diagnosed with MERLD and now is diagnosed with ADHD and a LD. My child does also have dyspraxia, incidentally.

The constant language versus autism battle that you people start up on EVERY THREAD has really got to stop. We are all sick of it!

Anonymous wrote:My child is almost one year younger than OP's child, is currently in private pre-k program with itinerant services. His challenges are some behavioral problem, severe expressive language delay, some receptive delay, and some cognitive & social-emotional delay. He is good with number, letter, shape & color, and loves to play with other kids (but limited interaction with them). He also have some autism symptom ( flap hands, line up some toys(but also play in different ways)) & some quirky behavior. He is just labeled developmental delay.

I think my child delay is more severe than OP's child, but mine is never considered for inclusive or self-contained pre-k program. It is because they say he learns better with normal kids, and he just likes to observe & copy other kid behavior & speech. He has been making good improvements in all aspects of delays in current pre-k private preschool ( with normal teachers) with guidelines of itinerant services from special teachers. I think the main helpful factor here for him are structures, fun program & normal kids. I have toured both self-contained & inclusive pre-k program before. I don't like inclusive one ( don't know how to put into words, feel no engagement & does not like the atmosphere) but prefer the self-contained one ( feel every teachers are making special efforts to keep all kids engaged, but I do admit that they all have different needs) more. My child has been trying to copy to act & talk like his current peers at school, even though he is far from there, but his peers love to interact with him. Since he goes to this daycare for 4 months, he has learned to be more behaved ( sit at circle time, line up, wait for his turns), talk more (start to combine 2-3 words & use words to make requests, say polite words), and play more interactively.

I was really upset before that he was not considered for any public pre-k program, but DH tells me that he thinks itinerant services are better & fit for our boy since he improves a lot in his current private pre-k program, and he just needs guidelines & support. He is so happy going to current daycare everyday & I hope this is the right path for him for right now.