IEP NUMBER FOUR
No goals presented. The behavioral consultant believes that he no longer needs any special services and no longer needs a formal ABA program.
Her only concerns were that he be placed in a classroom with a teacher who does not need to know his label but needs to know that:
a.) He may need help fostering friendships- he is awkward sometimes.
b.) He is more easily distracted than typical children
c.) He needs positive reinforcement for staying on task.
d.) Mention was also made of how important it is to keep him academically motivated since he is more advanced in this area.
His Occupational Therapist felt that most of his previous goals were mastered and that all he needs is to work on upper body strength. She felt no summer services were necessarily since he has never shown any regression over breaks.
No speech goals were presented. Since OT is not a “stand alone” service, the speech therapist has to be involved. She is going to observe him 30minutes a week to make sure he is maintaining his social skills.
He is being placed, again, in a mainstream 2nd grade classroom without an aide. With the exception of pull-out for 30minutes a week of occupational therapy, no other services will be provided.
We sat in this small room. My husband, our consultant, the school psychologist, the speech therapist, the O.T., the school principal, his first grade teacher, the guidance counselor, and the head of special services.
After all the conflict, all the nasty letters, all the meetings, we all had very little to say.
It felt bittersweet when the special services director looked at us and said, “I guess this is what you have been working for?”