The meeting went pretty smoothly. The school OT kept her mouth shut, but also offered no actual goals. She managed to put her name on something so she can be put down as a consult, but that's probably just because she'll be in teh classroom anyway; I suspect she has to clock her time or something, so the more "consult" she has, the less actual work she has to do. But perhaps I am being ungenerous.
Anyway, we got some goals, mostly social interaction and language stuff, and we've got the good teacher. I'm going to chat with my private OT, who went to the meeting, abotu the OT situation before I sign this thing. I'm not crazy abotu having the school OT messing with my child, but I'm also worried about having direct OT off the books, and maybe he needs some goals that got swept under the rug?
The new administrator is a no-nonsense, get it done kind of lady. This made the meeting go at lightning speed. Another reason to not sign anything- what didn't get discussed, because we were distracted by pre-drafted goals and the march to signatures? We're in no hurry. The teacher I already know is the best our system has, and we seem to communicate OK. The new SLP seemed OK, and friendly enough. So this might be OK. That would be nice. We'll see.
The new team was very interested in a powerpoint I put together about Joey. It's a little too detailed to be posting on a public blog, but mostly I used
Kristina's (Autism Vox) suggestions to put it together, so that we could communicate how we view Joey, the role of the school in his education, and highlight his strengths and abilities instead of the deficits- since most of these meetings dwell on goals for thigns he isn't doing so great with. The preschool staff would see my computer and roll their eyes. These new people wanted printouts to distribute to the staff who would be working with Joey- all of it. There's an interesting change in pace.
One thing that kind of bugs me is the whole system made manifest by the meeting was clearly geared to absent parents. It was like a great machine, and you either said yes or no. I wonder how much of the smoothness is because someone has told people to back off, or if they've just figured out ways to keep me at bay, so I have to go home an dthink about what actually happened and whether it is worth hiring a lawyer and checking everything top to bottom. Or maybe they know I'm likely going to do that anyway, and just aren't going to put out more energy than needful. Or are these new people more efficient, being used to having lots of kids show up at kindergarten with no intervention and disinterested (or overbooked) parents? Or did someone put a fire under someone's butt and tell these folks to start at least
appearing to obey the law and quit making fusses? We've had so much trouble, I am still inclined to be suspicious. I want to know what is going on for there to be such a dramatic (apparent) attitude shift. But for now, I'm jus going to go over the IEP with the proverbial fine-tooth comb and start from there.
Shame we dont all live closer so we can get together for an IEP party and pull apart each other's IEPs and ask questions and stuff. :P
Anyway, we got some goals, mostly social interaction and language stuff, and we've got the good teacher. I'm going to chat with my private OT, who went to the meeting, abotu the OT situation before I sign this thing. I'm not crazy abotu having the school OT messing with my child, but I'm also worried about having direct OT off the books, and maybe he needs some goals that got swept under the rug?
The new administrator is a no-nonsense, get it done kind of lady. This made the meeting go at lightning speed. Another reason to not sign anything- what didn't get discussed, because we were distracted by pre-drafted goals and the march to signatures? We're in no hurry. The teacher I already know is the best our system has, and we seem to communicate OK. The new SLP seemed OK, and friendly enough. So this might be OK. That would be nice. We'll see.
The new team was very interested in a powerpoint I put together about Joey. It's a little too detailed to be posting on a public blog, but mostly I used Kristina's (Autism Vox) suggestions to put it together, so that we could communicate how we view Joey, the role of the school in his education, and highlight his strengths and abilities instead of the deficits- since most of these meetings dwell on goals for thigns he isn't doing so great with. The preschool staff would see my computer and roll their eyes. These new people wanted printouts to distribute to the staff who would be working with Joey- all of it. There's an interesting change in pace.
One thing that kind of bugs me is the whole system made manifest by the meeting was clearly geared to absent parents. It was like a great machine, and you either said yes or no. I wonder how much of the smoothness is because someone has told people to back off, or if they've just figured out ways to keep me at bay, so I have to go home an dthink about what actually happened and whether it is worth hiring a lawyer and checking everything top to bottom. Or maybe they know I'm likely going to do that anyway, and just aren't going to put out more energy than needful. Or are these new people more efficient, being used to having lots of kids show up at kindergarten with no intervention and disinterested (or overbooked) parents? Or did someone put a fire under someone's butt and tell these folks to start at least appearing to obey the law and quit making fusses? We've had so much trouble, I am still inclined to be suspicious. I want to know what is going on for there to be such a dramatic (apparent) attitude shift. But for now, I'm jus going to go over the IEP with the proverbial fine-tooth comb and start from there.
Shame we dont all live closer so we can get together for an IEP party and pull apart each other's IEPs and ask questions and stuff. :P