That is the name that was what is now called an IEP or an "Individualized Education Program". So we went from a "MDP" to an "IEP". Once she turned three the testing began for the school system and with that came the "Battelle Development Inventory! This was used to assess Steph's readiness skills.
She was evaluated by a school psychologist and along with the M-Team they indicated significant delays in all areas of development.
I was told that they would address all areas of functioning including cognition, communication, social/behavioral, self-help, along with gross and fine motor skills.
Phew, sounds like a days work to me.
Steph's IEP read somthing like this: SHORT TERM Objectives; Reduce babbling as a response to communication. OBJECTIVE CRITERIA; On cue say 1 thing. PROCEDURES; Verbal rewards. SCHEDULE; Daily
Respond to verbal expression of position & direction: 90% accuracy, Verbal rewards, Daily.
I could go on for 12 pages but I won't!
They tell you to keep a file of your IEP"s, and that is just what I did. I still have them all from the time she went to Currative Rehap to the day she graduated High School at 22. Let me tell you that is a lot of paper work! I think I can toss them now and not feel the need for them. I am not saying that you shouldn't keep them but I could have done a better job of reviewing during key transition periods.
One thing I learned was that you are your child's voice and if something is lacking speak out. If you don't like their recommendations have them take another look and suggest. They always say you can bring along another person to these meetings and if you know someone in your area that has had the experience don't be afraid to ask. Once you go to the meeting you are surrounded by school staff and it can be quite intimidating. Several times things went way to fast for me or someone was missing from the meeting and I let it slide. DON"T Do what I did. Insist on everyone being there. That's what they get paid for. Several times Steph had done without speech because the teacher was out, well I regret now that I did not put my foot down. Another thing was I had requested sign language to be taught at school and they shuffled that under the table on me and to this day I am not happy about that. So you see even though we think that the school system is doing right by our child there can be things overlooked. Be aware and spend an extra hour looking over the paper work. It is more important then you think.
I always felt that Steph's teachers did a fine job with her and figured they knew what was best. Just remember they have your child in a classroom of at least 5 students and each student has tons of paper work that needs to be recorded and meetings with parents etc. etc.. They have aides, who probably know your child better than the teacher. Get to know them and stop in and have lunch with your child every now and then. It is allowed you know, then again maybe you don't.
Your child's IEP is made to suit your child. I wonder how a teacher can incorporate my child's individual program with 5 others? Especially on a daily basis. Seems like a lot to cover with just my child, not to mention the 5 other students in the class of which one or two might require personal attention in other areas such as toileting.
I'd give a penny for your thoughts!
Hugs
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