Yesterday we entered a whole new world of education. We have been with TEIS (Tennessee Early Intervention System) to which Abbie is/was receiving some services, like OT, SLP, Developmental Play, Ect. Since Abbie is turning 3 in just a few weeks, she will transition out of TEIS and into the school system if we so choose. The Pre-Kindergarden program in Williamson County is one of the best, so I have been told. I praise God everyday that we decided to move here a 8 years ago, not even realizing that we would one day be using the school system.
The process for a child with a disability (and in our case is Autism) is one that you have to navigate through the system. This is so she can get everything she needs to be successful not only in pre-k but also when she continues on in school. Because Abbie has been diagnosed with Autism she had to go through a variety of evaluations to see if she qualifies for the program. Not that she has already done evaluation after evaluation but the school has to do their own set of evaluations to make sure that she qualifies. Even though she has had two separate evaluations regarding her diagnoses the school doesn't take that only into account.
Here is what our school has to prove, to see if Abbie qualify for special education with the pre-k program, or special education period.
Williams County School System Autism Assessment Documentation
1. Definition
"Student's characteristics evident before age three (3) include
- difficulty relating to others or interacting in a socially appropriate manner
- absence, disorder, or delay in verbal and/or nonverbal communication
- insistence on sameness as evidenced by restricted play patterns, repetitive body movements, persistent or unusual preoccupations, and/or resistance to change
- Unusual or inconsistent response to sensory stimuli
Student's Characteristics evident after age of three
- significant effects in verbal and nonverbal communication and social interactions
- engagement in repetitive activities and stereotyped movements
- resistance to environmental change or change in daily routines
- unusual response to sensory experience
Student meets criteria or has been diagnosed with an Autism Spectrum Disorder, including Autism, PDD-NOS, Asperger's Syndrome, PDD, Retts, or Childhood Disintegrative Disorder
2. Evaluation Procedures
Parental interviews (including developmental history)
Behavioral Observations in 2 or more settings
Physical and neurological information from a licensed physician, pediatrician or neurologist
Evaluation of speech/Language/ Communication Skills
Evaluation of Cognitive/developmental skills
Evaluation adaptive behavior and social skills
Documentation (observation and/or assessment) of how Autism Spectrum Disorder Adversely impacts the child's educational performance"
After you go through this process then you come to the IEP meeting. They go through each evaluation clearly with the parents (or at least they need too, don't let them gloss over the evaluations). After they have gone through each evaluation then the recommendation is put out there for an agreement by the entire team including parents that she qualify for Special Needs.
For Abbie we had a large team of people who were at her IEP meeting, we had a Special Needs Teacher, General Education Teacher, an Autism Consultant, Two Speech Therapists, OT Therapist, School Physiologist, and the Principle. Then Myself, Andy and our Advocate. Lots of people to make a decision on an IEP for Abbie.
Once the child (or in our case Abbie) is approved and has qualified for Special Education. Then the IEP or Individual Education Program is developed. This document is legal and binding and if the school agrees to the goals they have to provide the services to preform the goals. Every IEP is different because every child is different. And the length of the meeting is different as well. Don't let this scare you but ours was 4.25 hours long. But we had a lot of information to go over. Some or even most people don't have that much information. These meetings can become hard at times because you are discussing your child, and you want the best for your child. My advice is be on top of everything that is going on through the process of evaluations and planning for the IEP meeting. Make sure you understand everything that is being said in the meetings. It's very hard to hear your child has a delay but remember it's very personal to you, but just another meeting to them. If you have to make them explain things you don't understand it's OK. Once they give you their goals, they think your child needs, then come prepared to give additional goals. Some of those goals maybe the same great, some maybe different. You have a choice to add as many goals as you want to your child IEP. Remember you are advocating for your child, no one else. So your goals will be different then mine, your child will need different services then mine, so remember that in this process! That way you are not just getting a standard set of goals.
After you have achieved the goals then they start with the extra services that school maybe able to provide. Some schools, not all schools have these services so make sure to see what they offer. For Abbie we requested she have Speech, OT, ABA ect. Then once they agree or not agree to services then you start working on how much time for each service. Remember you are in a school setting so they are only going to work on items that will effect the students ability to be successful in an academic environment. With that in mind I wanted to make sure there was and is a healthy balance between services and academic items. Because for us we are receiving outside therapy that focus on her all around experience and life and learning to generalize what she learns. Once everything is over, they will want you to sign the IEP right there - but DON'T. It's your right to take the IEP and go over it again and make sure every i is doted and t is crossed. But remember nothing starts till the IEP is signed. If you decide to not sign it then it is good for one year till you decide to sign it. Don't let them pressure you, you have a right to digest the information. The good thing is that if you ever need to change something in the IEP you have a right to call another meeting and get it changed.
So overall even though I was very nervous and anxious about the first IEP meeting it went well. I think or hope it was because I was prepared, had many many friends who gave great advise on how to handle and IEP meeting, and had an advocate, as well as made sure I knew everything I can possibility know about the whole situation.
Not all experiences will be good I am sure, but as long as I am positive and understand both sides then I know every time we do this, Abbie will be one more step to being a very successful student.
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