A quick note from a meeting I attended this week.
The student is doing very well academically yet continues to struggle with the social components of life. These needs impact him now and may become even more impactful as he will be expected to work effectively with groups in a variety of settings. This is an important life skill for most of us at some point in time.
Speech Language Teacher (SLP): I am doing in class support (pragmatic language/group work) but when I go in to class he is usually working alone, so I am not really getting to do much. Some people just like to work alone. I do not want to force him to join a group when I come in.
My (Advocate) Suggestion: Can you arrange to go into the classroom at a time when group work is being done? Also, check-out social interaction during lunch, PE, recess, etc. Outcome: SLP will check with classroom teacher(s) when group work will be taking place so she can arrange her schedule to provide appropriate support. She will observe at lunch etc. to see with whom, and how. her student engages with peers. She will use this information to guide her work with the student.
This is a quick reminder that how delivery of support/interventions/therapies is provided is key to an effective IEP. Number of times of service is easy to satisfy (4 times a marking period, 3 times a quarter, etc). Meeting the need during those delivery times is the only way a goal can be met. By the way, another support professional mentioned she really is not doing to much when she works with him. We added other components of support to meet his identified needs that she could effectively deliver.
Make sure your child is getting the support they need not just time in a log book. It is never OK to say I am meeting my required support time and not deliver the service.
Not sure what is happening for your child. Do not assume. Ask. Not sure what to ask? Reach out today.
The student is doing very well academically yet continues to struggle with the social components of life. These needs impact him now and may become even more impactful as he will be expected to work effectively with groups in a variety of settings. This is an important life skill for most of us at some point in time.
Speech Language Teacher (SLP): I am doing in class support (pragmatic language/group work) but when I go in to class he is usually working alone, so I am not really getting to do much. Some people just like to work alone. I do not want to force him to join a group when I come in.
My (Advocate) Suggestion: Can you arrange to go into the classroom at a time when group work is being done? Also, check-out social interaction during lunch, PE, recess, etc. Outcome: SLP will check with classroom teacher(s) when group work will be taking place so she can arrange her schedule to provide appropriate support. She will observe at lunch etc. to see with whom, and how. her student engages with peers. She will use this information to guide her work with the student.
This is a quick reminder that how delivery of support/interventions/therapies is provided is key to an effective IEP. Number of times of service is easy to satisfy (4 times a marking period, 3 times a quarter, etc). Meeting the need during those delivery times is the only way a goal can be met. By the way, another support professional mentioned she really is not doing to much when she works with him. We added other components of support to meet his identified needs that she could effectively deliver.
Make sure your child is getting the support they need not just time in a log book. It is never OK to say I am meeting my required support time and not deliver the service.
Not sure what is happening for your child. Do not assume. Ask. Not sure what to ask? Reach out today.
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