I survived R.’s second annual IEP meeting. I don’t have a copy of the final IEP yet, they are still working on it. The meeting lasted two and a half hours, the time flew by until the last 30 minutes or so.
The most exciting thing to me is that R. is now going to be getting OT. In addition to the class fine/gross motor group, she will get individual therapy – 30 minutes a week. Our school district works on what they call a 3:1 delivery model for direct therapies like OT and ST. This means that the students get therapy three weeks a month and the therapists work on consultations and preparation. I was expecting to maybe get just the 30 minutes of consultation. I still have to decipher the OT assessment, I’m sure I’ll write more on this.
Currently R. gets ST twice a week, once individual and once in group. She is not taken out of class, and at this point I do not want her to be removed. The ST works with her individually in the classroom. The ST said that to work on R.’s turn taking and peer related goals she would bring another student into the individual session. It sounded to me like she wanted to change the IEP to be twice a week of group therapy. I told her that I did not have a problem with her doing what she described, but I did not want to change the wording in the IEP. I said that next year I might want R. to be removed from class for ST, and this would leave things in place for that. She gave me the strangest smile and agreed.
Last year at our first IEP I really fought for that individual session. At this point I think it probably is better for R. to have peers involved in ST. I don’t want that written into the IEP, because I don’t know that it will be the best way in the future. At least I have that option to push for the individual session to be one on one if it seems necessary.
R.’s ABA was continued at the same level of hours until her next annual IEP. Last year they gave her six months of ABA with a required addendum IEP meeting to renew. I did not think they would reduce hours or discontinue service, but you never know. It is a relief to not have to worry about that for a year.
This is the first IEP meeting where everyone who attended really knew R. Even the general ed teacher knew R. She did not stay for the entire time (I gave permission for her to leave, technically I could have refused, but there was no reason to.). She did give some input about activities that could be done on the playground to help with turn taking and peer related goals.
Everyone was positive and had a lot to say about progress. When she started preschool last March she was non-verbal and reliant upon PECS. She was not compliant, was aversive to a visual schedule (despite using one at home). While she is not talking as much at school as at home, she is definitely able to repeat words and has some spontaneous speech. She complies with simple instructions, she will stop doing something or take her hands off. She uses the visual schedule, can pick her name out and transition from activity to activity.
The teacher, gen ed teacher, OT and ST all said that R. really enjoys being with the other kids in her class and in the other classes. The OT said she thinks R. prefers to do activities with her classmates than one on one with her.
I actually learned some things R. can do at school that I have not seen at home – she hangs up her backpack and jacket after removing them. (I’ve only seen the removing.) She can wipe a table with a cloth. That gives me so many possibilities, starting with window washing this afternoon!
She can pick her name out of a field of ten, and the OT thinks she can write the letters in her name with assistance. They added goals related to handwriting, letter, number and symbol recognition, and one to one correspondence. Basically all the academic goals I thought should be added. I asked about a counting goal and they said they thought she could count and they did not see a need for a goal regarding she could already do.
They did make the change to make the goal I wrote about into two goals. One goal for initiating with peers and another for adults. I also asked them to add the qualification in a familiar situation, so that if this gets mastered we can track if she can do this in a unique situation. I also asked about a waiting goal and the teacher said that from her perspective she was happy with R.’s ability to wait. She described how R. would line up against the wall with the other students and look at books while waiting.
She made progress on all of her goals except drinking from a straw and using utensils. The OT really wants to work on using a fork. I suggested that they we try using the fork as a play utensil, picking up putty or something she knows she does not have to eat.
I also saw the new temporary classroom. The teacher said that R. transitioned to the new room without a problem. It is smaller, they had to put the class trampoline in the hallway, much to the delight of students in all the other classes.