Life with IJ is always proving to be quite the journey, quite the adventure. There seems to be always something to attend to on a daily basis. Then add his siblings into the mix; our neurotypical children whose needs vary with the age, and situations. Whose needs, many of times, are pushed a bit into the background, yet we should not do that. The needs of his 15-year old sister (yep, she proves time and time again…she has needs), 13-year old sister (the one in the bunch whose needs seems to slide by us….not always, mind you, but the most likely), 11-year old sister (I think she is the most stable one, currently, in regards to immediate need for attention), 4-year old sister (her age already implies that she is the second most neediest child in the family, and also the one we are least likely to ignore), 20-year old brother (saved him for last…seems that he should be the least neediest, and he is but oh that is the danger….not communicating with him. Currently, he is a bit irksome in the communication department). Anyhow, the point of bringing IJ’s siblings to light in this post is to point out that not only are we trying to stay on top of his needs, we are also trying to stay on top of his siblings’ needs…whose needs are not so blatantly, and in your face evident. This can lead to exhaustion on my part. Yeah, if the 15-year old is reading this she would not have much empathy towards me thus making evident to me her needs. See how that all goes around. Anyway, so far, since the beginning of this school year, the siblings are doing pretty good…thankfully…but still require attention. While IJ, on the other hand, has required far more from us: 2 school meetings, and a classroom observation. That may not seem like much, but in between those meetings there has been daily teacher communication, psychiatrist appointment, emailing with a supervisor, and school psychologist, pondering of his school needs, and my current big worry…pondering of his need to see a dentist while all the long dealing with the daily need to achieve some balance with his behaviors.
So, how is the year going so far? Well, good, not so good, and good. Let me break it down a bit…
Open House:
The day before the fist day of school…around August 24th…. IJ’s class held an open house. I have to say, I was very impressed. Why? First off, the entire classroom staff was present. That was a first for us. This included his teacher, and two assistants. Beyond them, the class assigned social worker, OT, and few other school related people were there. This is fabulous as it allowed us to get an idea of who the people would be that would have some hands on with IJ. Not that I remembered the names. Nope, I am not good at names. Still, it was good to get an idea. Not only did numerous staff attend the open house, so did the parents. What? Parents attend open house? I kid you not, through out IJ’s schooling, I have often wondered about the parents as I would never see them…not even at an open house. This was a refreshing experience.
The first few weeks passed, and during that time, I inquired about IJ”s amendment implementation. The amendment that gave IJ daily speech, 1:1 for 2 1/2 hours a day, 4 times per week. I also inquired about the start time for his Functional Behavior Assessment. The amendment…well, let me say….not good, but I will get to that in a moment. The FBA…well, they were on top of that and planned to start the process within the first weeks of September, but still….more on that.
The IEP Amendment...
As concise as I can be which really is not a strong suit of mine… the supervisor requested an IEP meeting to talk about the implementation of the amendment…the who,and hows. I emailed back and forth with her, and finally, I decided that I was tired of not being direct as I was not really receiving an exact answer to my question. I then finally asked: “Are these speech services as described in his amendment going to be implemented after the meeting? Or are you having this meeting in order to drop this amendment? “ Her reply: I am not going to quote her here as I am not certain that would be appropriate, but I will tell you that she led me to the impression that they are not looking to drop the amendment. Rather, they want to clarify how his speech services would be implemented. I will say, after much emailing back and forth, reading IDEA, and pondering upon IJ’s needs…I was still a bit stunned that when all is said and down…the IEP meeting results were to drop the amendment. No dicing words here. If the team is changing up his speech minutes…decreasing them…then dropping the amendment is exactly what is being done.
I was mislead…that is a polite way of saying what I truly think. Through discussion during the IEP meeting; the team wanted the following…. 480 direct minutes/month. This would break down to 5-20 minute 1:1 weekly therapy with a SLP, and 1-30 minute 2:1 weekly therapy with a SLP. Do the math…does not add up to 480, rather it is 520, but yet they did not want to put 520 in his minutes. Strange. IJ’s current speech therapist stated that she believed that the way his services are currently being implemented (as just described) was appropriate for him to make appreciable gains. I, therefore, insisted that it should be written into his IEP the breakdown of how his speech services would be implemented. Why this insistence? Last year taught me that if it is not written into the IEP as to how they will implement his minutes then the team can freely implement them however they deem at a given time or moment regardless of our thoughts. The supervisor did comply with my request, she wrote the breakdown into the notes section of the IEP.
While I heard what the team was saying, we still were not prepared for this change. Nor could my husband and I talk about this change…in private. Nor could we hash this over with my Dad, and Jody who attend all of IJ’s meetings with us. Towards the end of the meeting, I requested that Robert and I, along with my Dad and Jody be given the opportunity to discuss this proposal in private due to the fact that we were not prepared for this meeting as we were not properly informed of the true intent of the IEP meeting. They gave us time, we took about 15-minutes…not on purpose; we seriously discussed the proposal. When they entered the room, I told them that because we were unprepared, we needed time to process this information, to understand it better…to think. We would not agree, at that time, to go forward with their proposal. I signed the part on the IEP form that states that “we do not agree to waive the 10 day requirement before a change can occur.”
That is exactly what we took….the 10-days. I called a special needs advocate who works under a lawyer, and asked her many questions. I did not call her because I thought that the proposed speech minutes were horrible. Actually, after sitting through his AT meeting which immediately took place after the IEP meeting, we were somewhat fine with the actual ST minutes as described in the implementation breakdown. Our concern was that they broke trust with me by not being direct about the true intent of the meeting. I was angry, to say the least, and exhausted. Just because a person is considered a professional does not necessarily make them the expert on my child, and besides, we as IJ’s parents are, by law, considered apart of the team. I take that seriously, therefore, that means the team should take us seriously which I don’t think really and truly occurs in special education. Sure, they listen to what we say, but they make decisions before we even speak….that is then not taking us seriously. Based on that already well ingrained feeling, if a supervisor or whoever on the team thinks that they do not need to be completely truthful with me…well…that really does not sit right. It does not sit right that they even have the gall to think that they could bulldoze us over. We do have other major concerns with IJ for which I am not certain they are seeing as concerns, nor as part of his whole total being, which in some small slight way, the amendment gave me hope that those needs would be addressed. This is also another reason why we could not be in agreement with the purposed change.
With all of this admission about being angry, I want to be clear…we are rational people, and will take advice from the professionals in IJ’s life, but we want rationale, and not just a stock answer or an answer because that is how it has been done with all other kids in his “group”. Rationales for the suggestions/proposals/plans do go an extremely long way with me….with us.
Bottom line: We accepted the IEP change. We wrote a letter to be placed in his IEP to state our acceptance, and our reason as to why we would not waive the 10-days. We will keep tabs on his progress.
How is IJ’s speech? He is making gains, that is for sure. He is speaking in longer utterances ( up to 4 words) and is becoming a bit more intelligible. With those gains, there are also still many moments of unintelligibility, and many 2-word utterances. He has a long way to go.
I also am starting to solidly think that IJ does not always process, or understand what is being told to him. Along with that, I think that even with the language he does possess, he does not know how to fully access it when a situation demands this of him. Some examples: He says a lot of “Huh?” Yes, I know this is normal for many of us, but with him…I think it is a bit more beyond buying time. Also, at snack time he is to request what he would like by saying: “I want xxx.” I observed that IJ, while he can say the words “I” and “want” does not seem to be able to string them together for his request without prompting or modeling. Also, at times, IJ will ask the same question over and over again…to the point that I think that maybe, possibly, our answer is not sinking in….he does not fully understand it….maybe. This is beyond his need to perseverate on a topic.
There a few other language issues, one being his need for “off topic” conversation. He often will want to insistently talk about something that has nothing to do with what we are doing, or requiring of him. Yes, at times, we all do this. With IJ though, this goes beyond the typical off topic conversation. He does not clue into what the other person wants to talk about, the situation, etc. Regardless of the moment, if there is something he wants to talk about he will INSIST that it be talked about, and talked about, and talked about. However, even with the persistence, there are many times that if we do allow his off topic conversation he will drop it once we thoroughly go through it on the first run. Once he is done with the off topic conversation, we then can pull him into the activity at hand if need be, but there other times that he will still want to go his own way.
Due to the length of this so very concise post… haha…I did warn you that conciseness is not my strong point…I have decided to post, in parts, about IJ’s beginning of school year experiences.
Next up: IJ’s Assistive Technology meeting in which meetings can be positive.