Daniel’s IEP

So! Daniel started preschool! Did I mention this? At age 3, kids “graduate” early intervention and if they are still in need of services, they start getting them through the school district. Which means, PRESCHOOL! Daniel actually started a couple weeks before his birthday, to give the teachers time to observe him so we could set reasonable goals for his IEP.

Unrelated to the IEP meeting, Daniel LOOOOOVES school. Loves it. So much that I can’t get him dressed on non-school days, because getting dressed means GO TO SCHOOL! Or, at the very least, go somewhere in the car. He goes Monday through Thursday from 8 ish to noon ish. I think school hours are actually more like 8:45 to 11:15, but his bus picks him up about 8:15 and drops him off about 11:45. The bus! He rides the bus! He LOOOOVES the bus. His bus is just for the preschool kids, so it has carseats and comes right to our house. It’s pretty great. Anyway! Back on topic.

His IEP meeting happened just before his birthday, and although “First IEP Meeting” seems intimidating, it really was not much different from his IFSP meetings, which have been happening since he was 8 weeks old. (For those who don’t know, IEP stands for individualized education plan and IFSP stands for individualized family services plan.) Anyway, I met with his preschool teacher, our coordinator, and the therapists he’ll see at school. (Physical, occupational, and speech.) His main goals for PT are to work on jumping, running, and lifting his feet higher when he walks so he can step over things, and step up onto a stair, etc. He’s doing pretty well with his OT stuff, the big thing we want to work on is eating with utensils, but that’s much more about behavior than fine motor skills. His speech teacher wants him to be able to name more objects (we talked specifically about using more signs.) The goal is (I think) 8 signs during a 15 minute period. She said he can definitely do that during snack time, but doesn’t do many signs during the rest of class. She asked if any of his previous speech therapists had talked to me about using more naming signs instead of just “more” or “please” when he wants something. I told her we haven’t actually had any speech therapists who did signing and that all the ones he knows are signs I’ve taught him. She was pretty pleased with that, and said she’d send a list of other signs that would be good for him to learn.

And there you have it! I could be more detailed if I bothered to go find my notes from the meeting, but meh. It’s late. I was going to add a picture, but wordpress has other ideas. SORRY.

 

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4 thoughts on “Daniel’s IEP

  1. Woooo, I can’t tell you how much I love hearing about your educational experiences thus far. I read so many frustrating things from other people in various parts of the country about their children’s IEP processes. Even things like “observing the child so as to set reasonable IEP goals” is the exception, not the norm it seems. Anyway, Pacey is incredibly fortunate to be in an excellent educational setting too and it just makes me so grateful. I think we’ve talked before about SLPs’ unwillingness to address signing, which I think is so interesting. Signs saved our bacon for a really long time, and I think you’re so smart to continue with Daniel. I feel like there is so much to language development beyond just the physical ability to form sounds, and Daniel is really getting a leg up by learning some of that through sign!

    • It’s been so great! I’m super happy with our school district here. It was funny too, the SLP was worried that *I* might be hesitant to use signing! She said she’s had lots of parents dismiss it because “nobody else will know what he’s saying.” I was like- I’LL KNOW! That’s reason enough!

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