OK, time for me to vent.

Report cards and Parent Teacher Conferences were this week. This school year and on this IEP, my ds had his OT minutes severely reduced (from 60 minutes per week to 10 minute CONSULT). His report card has a section for "handwriting". In fourth grade, cursive is being introduced (not stressed) and he's struggling. It's a whole host of issues, pencil grip, spacing, sizing, I could go on and on. WELL, he got an awful grade in handwriting. Don't get me wrong, it's accurate but I told the classroom teacher it's not fair to ds as his "support" system just isn't there any longer.

Of course, everyone has to be very careful about what they agree on and what they say to the parent but when I ask for a review of his IEP and the minutes, it'll take 89 days (state mandates the maximum is 90) to get anything even done. UGH!

And, when you can't write, everything suffers, homework, classroom notes, each and every assignment.

OK, thanks for reading. I feel much better. What would I do without the support of this board???

I don't know the history of your special needs child, so if what I say doesn't make sense just ignore it. If the only problem your child is having is the legibility of his writing, then I'd try to not worry about it too much (I know....easier said than done). But the reason I say this is because I have a 14 yr old, 8th grade, ds who is a HORRIBLE writer. When I say he writes about as well as a kindergarten student, I'm not exaggerating. He also received OT for a few years in elem school because of motor problems. Eventually they released him because in our school system he couldn't get the OT once he "graduated" from speech. So he continues to write terribly....and I do mean terribly. Luckily, they don't grade handwriting once children get past elem school. So you won't have to worry about a poor grade in that in the upper grades. I've not had a teacher comment or mark him down for his handwriting now that he's older, and bigger papers are done on the computer. Now if you still think he needs the OT, I'd say to try to negotiate with them on the amount of time, but I just wanted to reassure you that handwriting isn't as important in the upper grades. As I said, my ds is an 8th grader and makes good grades despite his childish handwriting. HTH

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I'm just wondering if you have ever heard of a 504 plan? I am reading up on it myself because i have an 11yr old dd that struggles in school too. I have been reading up on alot of things on www.SchwabLearning.org to try and learn more about getting my dd the help she needs. She also has an IEP team, and has had OT for her pencil grasp too, she's been getting OT since preschool, this year they said she didnt need it. Her teacher this year says she believes my dd has a learning disability in Math, but unfortunately the middle school (grades 5-8) does not have a Title One math program like the elementary school did.
I get so frustrated with the school system.......it just upsets me, cuz all i really want is to see my child be able to succeed in life and i keep wondering how she ever will if school is such a struggle.

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"Go on, get outside, get the stink blown off ya!!"

OK. Re the handwriting, an area of concern for my son: his teacher showed me the adaptive holders - gosh, they were fun to use when I was a kid! It's like an eraser/rubber thing that is a grip on the pencils. Lakeshore Learning has variety. Since getting those, we've seen a definite improvement in the handwriting and grip. There are some that actually show exactly where to put which finger. Second, my son's OT at school gave him a rubber pad with nubs on it to sit on, which she suggested we use at home. I'm asking her where I can get one. The teacher reports it truly helps him sit still and not slide allover the slippery chair. Also, I sat with him and showed him how to form the letters, having him copy my motions exactly. I then literally formed the letters with him, guiding his fingers. As his confidence grew, he took over naturally. Between this and the time with the OT, I saw definite improvement. I had crappy handwriting as a kid and it was so hard to imitate others' handwriting - I just didn't get it. It looked like it was an imitation. Therefore, I know how it feels. I also have him using the lined papers that beginners use. It helps him get used to it, then he visualizes that he's still using it.

Regarding the IEP. Lady, I'd be on the phone, or visiting the Resource Teacher and Principal, asking for their help NOW in setting up a time. Something is wrong for them to be putting this off. Try to do it cooperatively, but firmly. I'm sorry, but 90 days is a lot to delay in a school year! Grrrr. Unfortunately, the OT time is probably due to budget cuts, so once again, lobby their help and push for your child to have more time. Be sure you have facts and are logically, not emotionally speaking when you state your needs. Talk with the resource teacher to help assess current needs, and ask the OT where the progress has been made so much that they feel that the ordinary OT time can be cut back. Has your child been tested for tracking issues? Our son's resource teacher, speech therapist AND OT tested him and found that area needed help. That affects reading and writing.

Ds's therapist has also suggested that as testing starts (it's called AIMs here, but it's the state test) that we may be able to ask for accommodations such as using a computer, rather than writing answers. His teacher is going to work with that. His teacher herself is asking for accommodations for him to take his test alone without distractions when the time comes, if needed.

Your child may also benefit from outside therapy. Ours is covered by insurance. The Sylvan Learning Centers may have something for you; I don't know, but I would think that speaking with a child psychologist or developmental pediatrician can help steer you down the right path, especially if the need is medically based.

Country Mouse, a 504 plan can be put in place if the child doesn't qualify for an IEP. An IEP is usually put in place because issues are more organic, like speech issues, motor skills, developmental delays, etc. There are children who are labelled "behaviorally challenged" that can use a 504. I HATE that title, because it makes it sound like the behavior is the problem and that it's from a willful child. It's not. It's often a bright child who needs special accommodations because he has anxiety issues, calming issues, social issues, etc. If there are motor or dev. delays, they usually qualify for the IEP. The IEP, in my son's case, gives him more services than my friend's 504 provides.

Please, if anyone has had other experiences, please jump in. I've had to take a crash course on this stuff over the past couple of years, but I'm only a customer, not an expert.

The other place I sometimes (not always, but it's worth a try) get answers is at the State Superintendent's office. They were so helpful in helping me choose not to use a charter school. They responded to all my questions comprehensively by email. You can call, too. The district officials will try to protect and back one another, due to politics, but I can often get advice from the state. If you work with the district in a questioning (how can I get help) rather than accusatory, manner, (I'm not saying you would, just something I've noticed with friends) you can often get questions answered.

Good luck! Keep a chuggin'! (Up the hill or your drink!!)

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Make someone's heart smile today.

I just wanted to say that I am so happy with the great exchange of information. Lorie, we are here to listen and to be a place to vent. I am impressed with the great information exchanged on the forum. IEP, 504's, OT's, ST's, we live a life that is hard. You are doing a great job and don't forget it.

April

Wow, I love this forum and all the awesome advice and support! Sure wish you all lived closer so we could get together and just have "mommy" time!
Seriously, thanks to everyone for everything!!!!!
Lorie