Self-Stimulatory Behavior | Autism Research Institute

Self-Stimulatory Behavior | Autism Research Institute

Teacher with autism explains the best work situations for those with autism and those hiring them - wptv.com

Teacher with autism explains the best work situations for those with autism and those hiring them - wptv.com

FORT LAUDERDALE, Fla - "You make small payments for the first five years and at the end of the mortgage everything else is done,"  Rachel Silverman says as she leads a small class of students at the Dan Marino Foundation.

In this classroom the students are between 18 to 24-years-old, are on the autism spectrum or have cerebral palsy. They are high functioning, and on this day the lesson is mortgages.

"We take 5, divide it by 2 and that's 2.5," she says, working out a mortgage math problem with them.

But another lesson is being taught here too, and that's for students to pick the right line of work.

"Unfortunately, many business jobs have higher social and sensory requirements requiring a lot of social skills and a lot of teamwork that are ill suited for autistic people," she said.

Rachel speaks from experience. Not only is she an instructor and an advocate for those with autism,  but she's also on the autism spectrum. 

Her advice for those with autism looking for a job is to select a field that can accommodate their needs.

"You need something that doesn't require you to work in face-to-face social interactions and a lot of teamwork," she explained.

She also has advice for employers.

"You have to talk to us directly and explicitly and if you're managing somebody you preferably want to give them written instructions."

The results can be beneficial for the employer.

"We are very detailed oriented, we are very focused, we 're very loyal to the employer, we're very hard working and we're very dedicated."

In her case she earned a degree in international relations, and a masters in taxation. As they rely on social skills, those jobs didn't work out. But they led her to here.

"Now I've found a job I love as a teacher," she said.

Lee's Summit R-7 School District: Teachers Being Bullied Into Not Doing The Right Thing

Lee's Summit R-7 School District: Teachers Being Bullied Into Not Doing The Right Thing



Why is a teacher removed from a building, told to resign, and deemed immoral to teach all because she made a mistake on an IEP?  She was trying to help students.  The district has destroyed her life and her emotional well being.



I have been in IEP meetings where personnel lied, denied services that were needed, ignored expert advice, and belittled parents concerns.  Which is more immoral? Which deserves the removal of the employee?  Which should be criminal?



Below are some examples of what I have seen:



Following are the concerns of the psychologist:



9. Jacob may benefit from more intensive, one-on-one instruction in multiplication and division. In light of his handwriting difficulties, he should be allowed to use a calculator when it is clear that he understands underlying concepts so he is not penalized for his motor skills difficulties. (Jacob still cannot multiply or divide)





The team felt that Jacob understood the concept of multiplication and division and that there was no reason to give him one-on-one help.  They felt that letting him use a calculator would solve the issues that he was having with math. Mother disagreed.  The team felt that Jacob understood math and most of his difficulties were due to his absences.  Mother stated, many times, that his absences are a direct result of the anxiety that he experiences because of school. Mother stated that his psychiatrist believes this to be true, too.  Mother stated that he was struggling with math before his absences.  The team disagreed and stated that he was having no problems with math except for when he was absent



I discussed this issue with Jerry Keimig in 2005 and told him that my son wanted to die because school was just too much for him.  

I met with Mr. Keimig for 15 minutes. I told him that I had read that most autistic children only respond to positive teaching. He told me that I couldn't believe everything that I read. I told him that I wanted my son in a class with a more positive teacher or in a modified curriculum. He told me that he may not be able to help my son in the future. I told him that my son was depressed and that being in this class was making it worse. He told me that it was a good life lesson for my son.

Jake has been told by teachers that his mom is making his life harder.  That he doesn't have a writing disability and that his mom is making rules.  He believes these people.  That not only makes my job harder, but it makes the district's job harder as well because he is then resistant to the help that he so desperately needs. 

Jake was given an Alpha Smart last year and it was kept in his 7th hour class and Ms. Jackson had to figure out how to use it each time that it was taken out of the closet that it was kept in.  Therefore, Jake believed that it did not work.  I stated this at the IEP meeting.  Finally, Ms Jackson let Jake use a class computer, which I had suggested in middle school, and told Jake that "I have figured out a loophole around your mom's rules."  That is unacceptable to me.  Joyce Jackson admitted in the IEP meeting that she had said this.  Jake came home and told me that I was making things harder for him because that is the impression that he received from this teacher.  My advocacy for Jake should never be discussed with Jake without my permission and should never be used as an excuse to find loopholes. 

I asked Jake why he was resistive to using the laptop this year.  He said that it takes so long for it to boot up. This is a child with organizational issues and a child that can not follow more than two step directions.  While he is getting his computer set up he is not being able to hear what the teacher is saying or what is going on in the classroom.  He asked why he couldn't just use the computer in the classroom like he did before.  So, Jake is not resistive to using AT, as is the district's position, Jake is resistive to using something that he feels is making things even harder. 
  
His present level states that the district feels he is resistive.  Once again, this should be addressed in a BIP.  They put the following in his IEP in May, "Jake has been resistive to carrying the Quick Pad to classes."  I asked that it be changed because the statement was not accurate.  In August we had a meeting and the following is taken from my notes, "As for the issue about the assistive technology, they added a sentence that stated, "Mrs. Tucker believes that this was because he believed it did not work." 
  
I told the team that I disagreed with that statement.  The device didn't work in Jake's mind and that's why he didn't want to use it.  He was not resistive to carrying the Quick Pad to classes.  He was resistive to working with a machine that didn't work.  The team refused to take that out.  I was told that I am the expert on Jake at home and the district is the expert on Jake at school. 

I would like to state that I find that offensive and incorrect.  If the district were an expert on Jake, at school, all of his teachers would be HIGHLY trained in his disability.  I wouldn't have to go to meetings and explain Jake's actions, issues, etc if the team at school was an expert on my son.  If the team were an expert on my son, they wouldn't have put him into a class that A) he was not qualified for and B) was totally inappropriate for a student with autism.  If the team were an expert on my son they would not have recommended an art class for a child with dysgraphia or a music class that he surely would have been overwhelmed in.  This is not the first time that the team has suggested a class that was totally inappropriate for Jake.  It was disastrous before and I'm quite sure that it would have been again if Jake had qualified for the 1st hour class." 
  
It also states the following, which once again proves that the district can't differentiate between typical behaviors and behaviors due to his disability.  "Small group testing was changed to "Access to small group testing with rephrasing of directions."  We had a very long discussion on what that meant.  Joy Rose stated, "Historically Jake has refused to take tests in a small group and it resulted in meltdowns and shutdowns."  I would like to know where that information came from because it is totally inaccurate and should not be in Jake's file.   

Jake always took tests in small groups at Prairie View.  It was no big deal and it lead to higher test scores.  When he entered Pleasant Lea they did not give him tests in small groups.  His IEP stated that they were supposed to.  Then they finally agreed to do it, but they asked if him if he wanted to.  Most times he said no.  That is not a refusal.  That is a child being given a choice and choosing.   
  
Had the district implemented his IEP throughout his ten years in this district, this would not be an issue right now.  I have no problem with Jake taking tests in the classroom as long as he understands what the test is asking of him and he is able to take it.  Making a child sit in the hallway is not my idea of small group testing and that is what has been offered on more than one occasion."   
  
On that same discussion, I would like my notes added to the district's conference notes.  The Lee's Summit School District refuses to allow parents to tape record meetings and it is not acceptable that the only conference notes in my child's file would be from the district's viewpoint.  That is not allowing me to be a full participant on my son's IEP team.  I been not been allowed to be a full participant in the past and I would like to see that change.   
  
Also, I have been in contact with OSEP and my contact told me that it was inappropriate for the district to make the statement that the district is the expert on Jake at school and I am the expert at home.  They also told me that Jake should have a dual diagnosis.  One would be educational autism and the other would be ld because of his written language deficit and his dysgraphia.  The team at the meeting yesterday told me that Missouri doesn't do that and I advised that I was contacting OSEP today to ask her why she would advise me to do that when it is not something my state does.  She also advised me that she would like for me to seek mediation and I told I didn't feel that we were there yet and would like to handle this among ourselves.  She is waiting for my report from my meeting yesterday. 

Heidi,

I was just making you aware of the issues that we are facing.  I have been in contact with OSEP and have been sending her information on what families are facing.  She has suggested that I go to mediation and that there are several things that the district is doing wrong. 

I wanted to give you an idea of families in Missouri are facing.  I have families from all over the state that are sending me their stories so that I can try to help them.  I have forwarded those to OSEP as well.

The one thing I would like for you to clarify is about dual diagnosis.  Or at least point me in the right direction.  The woman at OSEP advised me that Jake should have a dual diagnosis.  One for his autism and one for a learning disability.  He has a written language deficit and dysgraphia. But, the district doesn't acknowledge those because it came from his physician.  The district has only evaluated Jake twice in 11 years and their evaluations were inadequate.

When I approached the team they stated that Missouri doesn't do a dual diagnosis.  I just wanted to know if that is true.  If so, I need to let the woman at OSEP know that.

Thanks for your help,

Sherri

Dear Sherri,

In Missouri, a child is categorized by disability for reporting purposes (data purposes). The primary disability is reported. Many children have other disabilities or conditions. The category or “Label” used for reporting purposes does not drive the services.  A child’s services are driven by his needs and the free appropriate public education (FAPE) standard. In fact, there are many states that do not even use categories of disabilities.

Your note appears to indicate that the school district does not agree with your physician’s opinion that your child, whose primary disability is Autism, also has a learning disability. So it sounds like the issue is not really whether a “dual diagnosis” is permissible, but rather whether in fact Jacob has another disability besides Autism.

As you know, mediation and due process are certainly options, if you believe that your child is not receiving appropriate services to meet his needs.

Sincerely,

Heidi

During the IEP meeting we discussed that Jake's short term memory was not just information that the parents shared from outside testing, but it was also very apparent from the district's testing as well.  When I received the IEP it stated that  "Parents share that outside testing also indicates learning disabilities in written language, short-term memory, and theory of mind.  Teachers observe short-term memory weaknesses in the the classroom also."  That is not what we agreed upon and it is not completely accurate.  The district's tests also show a weakness in short term memory and we agreed that the Present Level would state that.  Also, the reason that district tests do not show that Jake has a weakness in written language is because I gave permission for Jake to be given the OWLS test and the district gave him the CASL test.  If the district had given him the OWLS test they would have the results that show that Jake has a written language deficit and that it needs to be addressed.

 

The present level also states that Jacob has shown improvement initiating, maintaining, and ending conversations appropriately, as well as identifying the emotions of others.  Later on the same page it states that Jacob has difficulty joining in appropriately with peers to participate in conversations, understanding how to reciprocate with peers, It also states that Jacob's disability affects his functional and academic involvement and progress in regular education curriculum in the following manner:

Class participation, staying on task, understanding and following instructions, completing and turning in work on time, organization, self-advocating for make-up work, taking notes, expressing himself through lengthy forms of written expression, test-taking skills, understanding the emotions of peers and teachers, and general social skills.  

 

Jake's psychiatrist and I do not believe that Jake has made any progress in the area of conversations or in identifying the emotions of others.  Jake's psychiatrist has a practice of teenagers with autism and it is his opinion that Jake is not on the high end and that he is too affected by his autism to be able to be doing what the present level states.

 

I would like the sentence, "His forgetfulness or memory is reported to also be affected by inattention."  That leads to the impression that he does not have an issue with his short term memory.  I have stated above why I believe that he has an issue with short term memory and I believe that his IEP needs to address this fact.

 

Under strengths it states that Mrs. Tucker shared that she does not feel that Jacob has any strengths.  That is taken totally out of context and is completely inaccurate.  I was asked what strengths I felt Jake had for his future.  I said that he didn't have any strengths that would lead to him living an independent "normal" life.  I did state that Jake is great at math and reading.  But, he was not given the tools to live within society because the district did not address his social issues when he started in the district at the age of 5.   I want that statement removed.

On the Modifications and Accommodations page I specifically stated that I was not in agreement to As Needed being used.  That is defined as to be determined by the special education and/or regular education staff and that is leaving an important party out of the decisions.  I do not believe that it is appropriate to use that term on this IEP. 

 

Under Regular Education Participation it states that Jake is rejected from less restrictive options because of lack of previous progress in regular education with modification, and with the use of supplementary aids and services.  Jake has not received services or modifications.  What does this mean?  It also states that student's diverse learning styles require alternative instructional environment and Jake is in a regular education classroom.  Finally, it states that student requires highly structured, small-group setting, and individualized instruction.  Once again, this is not taking place.  Jake is in a classroom of over 25 students with two teachers.  That is not small group or individualized instruction.

 

Finally, we discussed a social skills class and my psychiatrist and I believe that it is totally inappropriate for Jake.  He requires one-on-one instruction from a person that is HIGHLY trained in his disability.  It is necessary for the person that is giving Jake services to COMPLETELY understand his disability so that they can understand the difference between one sided conversations and real conversations.  Jake has made no progress in this area and has very little time left to make some progress.

Lee's Summit R-7 School District: Why My Son Was Forced To Become A High School Dropout

Lee's Summit R-7 School District: Why My Son Was Forced To Become A High School Dropout

Below is my letter to Jerry Keimig, David McGehee, and John Faulkenberry

 

 

Lee's Summit High School

400 S.E.Blue Parkway

Lee's Summit, Missouri 64063-4399

(816) 986-2000 • FAX (816) 986-2095

April 16, 2009

Dear Mr. and Mrs. Tucker:

Please find a Notification of Meeting for May 4, 2009, 2:45, in Room Bll2.  The purpose of this meeting will be to review and consider new information from the independent evaluation, as was noted in the 04-08-09 Amended IEP Draft. After considering that information, it is our intention for the team to decide whether any changes need to be made to the IEP. We truly hope that you will choose to attend.

Your e-mail dated April 07, 2009, requested several criteria be checked in relationship to the justification for placement section. This subject will be discussed during the IEP Meeting. Generally the more criteria that are checked, the more restrictive the placement. Please be prepared to discuss this at the meeting.

We will also discuss whether dropping from school is appropriate in order for Jacob to achieve his transitional post-secondary goals.

Respectfully yours,·

Joy Rose

SPED Process Coordinator

I have not been able to be a full participant in the IEP meetings and I don't believe that this would be productive.  Jake's last day of school is May 8, 2009.  As far as the IEP team deciding whether dropping from school is appropriate in order for Jacob to achieve his transitional post-secondary goals, I believe that can be answered with the following:

1.  I am Jake's mother and I am the only person that can decide if it is appropriate for Jake.  I don't need to attend a meeting to make decisions for my children. 

2.  The district's position on me is the following:  "It appears that Ms. Tucker is more interested in a personal attack on the individuals responsible for providing educational services rather than accessing existing services designed to provide educational benefit for her child."

3.  Jake is not receiving services that he needs to become a productive citizen.  Jake's psychiatrist agrees that there is no reason to continue sending Jake to school because his educational and developmental needs are not being met and it is effecting his emotional and physical well being.

4.  When I provide information, from experts, that would help the team understand Jake's disability it is dismissed or it is stated "parent reports". 

5.  I am unable to present my concerns in the IEP without it being paraphrased. 

6.  The special education process coordinator has not received the district's autism training and states that she is an expert on my child.  His special education math teacher has not received the training, either.

7.  Information that is shared in the meeting is misrepresented, left out, or taken out of context and there is no valid information as to what is discussed.

8.  Jake's postsecondary goal for independent living is:  Jacob plans to live with his parents while receiving post-secondary education/training. His long-term goal is to live semi-independently in a group home as an adult.

9.  Jake's postsecondary goal for education is:  Jacob's goal is to attend post-secondary training or a 2-year college with a focus on computer game designing.  (This can be done through DeVry.  He can enter DeVry with a GED at the age of 17)

I don't see how Jake's transition plan has anything to do with remaining in school.  He can live semi-independently and go to DeVry without attending high school.  Therefore, I don't believe that the team needs to discuss how appropriate my decision is. 

Jake is not receiving the services that he needs to become independent.  He is not receiving the one-on-one help that he needs to keep up academically.  Therefore, Jake is attending school, failing, becoming anxious, and his health is being affected.  I can't imagine what we could discuss in a meeting that will change any of that.  The draft IEP doesn't call for any significant changes and past experience has shown me that it will be a battle of wills and that I will leave having not attained any of the things that my child so desperately needs.

I would like to meet with you to discuss this and the procedures for having Jake drop out.  I don't want to add more stress to him by making him finish this year. 

Thank you,

Sherri R. Tucker

Lee's Summit R-7 School District: My Concerns And How The District Handled Them

Lee's Summit R-7 School District: My Concerns And How The District Handled Them

Mother was notified that the IEP team would be meeting on May 4th to close out Jacob's IEE and create a new IEP.  Mother was encouraged to attend.  Mother had canceled a prior IEP meeting because she felt that it was not necessary since the IEP had been predetermined and that no significant changes had been made.  The IEP meeting was for changes made to the prior IEP that parents had not agreed to.

Mother sent the following email in response to the April 8th meeting to:

• Deanna Thorne
• Stacey Martin
• Jamie Argotsinger
• Rita Duvall
• Janalee Byers
• Duane Fleck
• John Faulkenberry
• Michelle Rees
• Gene Maurer
• Kelli Wilson
• Kimberly Sterne
• Angela Stueve
• Marion Crayton
• Jerry Keimig
• Joy Rose
• David McGehee

Joy,

I didn't realize that our meeting would be for an amended IEP.  We don't have to have a meeting to amend an IEP.  There were no changes to the last IEP except for a few sentences in the PLAAFP and accommodations.  The recommendations that were made by the psychologist have not been utilized and the fact that her test scores were significantly different than the districts has been ignored.

The PLAAFP states "The IEP Team reviewed these concerns during the IEP on April 8, 2009, and discussed them within the context of the IEP."  Since it is only April 7, 2009, I am concluding that you have predetermined what is going to be discussed and agreed upon.

I never agreed to the IEP that is being amended and my input was not wanted or utilized.  I have been told repeatedly that I am the expert at home and that the district is the expert at school.  I feel that going through the motions of another meeting would not benefit anyone.  Jacob will be done with school on May 10, 2009.  Surely we can find a way to make these last few weeks as pleasant as possible for him and cause him the least amount of anxiety.

I would like to see the following changes made. That is not to say that I am in agreement, but I understand that I am not going to be able to make any real changes and it is criminal to make these teachers stay after school to just go through the motions.

I would like for my parent concerns to be deleted and the following statement put in.  This is not lengthy nor does it address deficits and strengths that are shown in the test scores:

Parent has many concerns about the services and education that her child is being given, but she does not want them paraphrased, so this will be the only statement of concern.

On V. Regular Education Participation I would like the following checked:

• Disruptions/distractions in regular classroom interfere with achievement.
• Increased regular classroom participation would increase student frustration
• Requires highly structured, small-group setting, and individualized instruction
• Student lacks social/behavioral skills required for increased regular classroom participation
• Student lacks adaptive/behavioral skills required for increased regular classroom participation
• Increased regular classroom participation may have harmful effect on student or on the quality of services that student needs
• The social benefits of increased regular classroom participation do not outweigh the lack of academic progress

Mother agreed to attend the May 4th meeting.  She brought three family friends/advocates with her.  She rewrote her parent concerns and presented them at the meeting. 

Parent Concerns

Parents wish to have their concerns put into the IEP verbatim.  The district has the opportunity to state the student’s present level in the manner that they believe is accurate.  The parents want the same opportunity to state their concerns without being paraphrased.  If the district chooses not to honor the parents’ request to have their concerns put into the IEP then the following statement is to be put into the IEP.

“Parents have many concerns about the quality of services and education that their child is receiving.  The parents believe that their child is not receiving the services and education that he is federally entitled to and they do not wish to have the district paraphrase their concerns or speak for them.”

Parents do not wish to have any other statement, than the above, if they are not allowed to voice their concerns without being paraphrased or censored. 

According to Jacob’s test scores he is deficient, and falls in the 2.2 percentage of population in range and <69 range in standard scores, and needs intensive services:

Sensory auditory, sensory vestibular, sensory touch, multisensory processing.  In the Adaptive Behavior he qualifies in adaptive behavior composite, communication, daily living skills, socialization, receptive, expressive, personal, domestic, interpersonal relationships, play and leisure time, and coping skills.  On the Bender Visual-Motor Gestalt Test he qualified for motor.  On the Scales of Independent Behavior he qualified for social/communication, broad independence, motor skills, fine motor skills, gross motor, language comprehension, community living, work skills, social interaction, language expression, personal living, eating, dressing, self-care, domestic skills, and home community.

According to Jacob’s test scores he is below average, and falls in the 16.1 percentage of population in range and 80-89 range in standard scores, and needs supports and accommodations:

On the Woodcock-Johnson Test of Cognitive Abilities he qualified for cognitive efficiency/numbers reversed, working memory/numbers reversed, and visual-auditory learning delayed.  On the Woodcock-Johnson Achievement Test-III he qualified for story recall-delayed, passage comprehension, writing samples, and academic applications.  On the Gray Oral Reading Test, 4th Edition he qualified for accuracy.  On the KeyMath Diagnostic Assessment-3rd Edition he qualified for multiplication and division.  On the VMI he qualified for VMI. On the Clinical Evaluation of Language Fundamentals he qualified for recalling sentences and sentence assembly.  On the Test of Pragmatic Language-Second Edition he qualified for pragmatic language.  On the Test of Language Competence-Expanded Edition he qualified for recreative speech acts, screening composite, and expressive intents.  On the WISC-IV he qualified for working memory. 

According to Jacob’s test scores he is above average, and falls into the 16.1 percentage of population range and 110-119 range in standard scores, and needs enrichment programs: 

On the Clinical Evaluation of Language Fundamentals-4 he qualified for word definitions.  On the WISC-IV he qualified for perceptual reasoning, and vocabulary.  On the WIAT-II he qualified for word reading, reading comprehension, and spelling.  On the Test of Written Language he qualified for vocabulary, style, and logical sentences.  On the Woodcock-Johnson Test of Cognitive Abilities-III he qualified for thinking ability/sound blending, phonemic awareness, phonemic awareness/sound blending, and phonemic awareness/incomplete words.  On the Woodcock-Johnson Achievement Test-III he qualified for broad reading/reading fluency, reading vocabulary, and broad written language/writing fluency.  On the Gray Oral Reading Test, 4th Edition he qualified for rate and comprehension.  On the Test of Written Language, 4th Edition he qualified for spelling style, contextual conventions, and story composition.  On the WNV he qualified for coding and picture arrangement.

According to Jacob’s test scores he is superior, and falls into the 6.7 percentage of population range and 120-129 range in standard scores, and needs AP and added challenges:

On the Test of Written Language, 4th Edition he qualified for vocabulary, logical sentences, and overall writing. On the Clinical Evaluation of Language Fundamentals-4 he qualified for word definitions.  On the Test of Written Language-3 he qualified for contextual language and story construction. 

According to Jacob’s test scores he is very superior, and falls into the 2.2 percentage of population in range and >130 range in standard scores, and needs services for gifted and talented:

On the Test of Written Language, 4th Edition he qualifies for sentence combining.  On the WNV he qualifies for matrices. 

As the above clearly shows, Jacob is gifted in some areas and deficient in others.  He is truly unique and one-size fits all programs will not help him to reach his potential.  He needs a truly individualized program that addresses his strengths and weaknesses.  When you combine his strengths and weaknesses with his autism, his inattentive and impulsive adhd, and his anxiety, you plainly can see that he neither fits into the regular classroom or the life skills program.  He needs a program designed for him that will allow him to become an independent tax-paying citizen.

 There was much discussion about these concerns.  Mother stated that the concerns were only a page long and she didn't see that it should be a problem to have them added to the IEP.  She stated that she would not allow her concerns to be paraphrased or interpreted and that they would have to be put in as is or a statement stating that parents were not allowed to state their concerns put into the document.

Special Education Coordinator didn't understand that the first part of the page could be deleted if the last part were put into the IEP verbatim.  After several explanations she asked if there were test scores in the concerns.  Mother stated that there were not.  Sped Coord agreed to add concerns.  The district will not allow any test scores to be put into the present level and this is the closest that the parents could get to addressing those scores and the strengths and weaknesses that the student has.

The Sped Coord stated that the team (which is the district part of the team and hereafter will mean the same) had already read the IEE and didn't feel that the results were any different than what the district had found.  Mother disagreed and stated that the psychologist had some specific concerns that were not addressed in the present level or the rest of the IEP.  The district stated that they disagreed with the interpretation that mother had of the evaluations and recommendations and that they had interpreted them differently.

The district felt that there was no reason to go over the IEE and the document was never touched, opened, referred to, or even present in the room.

Following are the concerns of the psychologist:

Recommendations

I. Jacob's parents should continue to consult with a psychiatrist or family physician regarding medication management to treat symptoms.

2. Jacob's parents are encouraged to continue with their participation in parent training and support groups for families of individuals with Autism.

3. In light of Jacob's motor skills difficulties, he should continue to be evaluated for assistive technology devices by an assistive technology specialist such as a word processor or a speech-to text computer program. Programs such as these require some training and practice to become reliable and efficient, so training and technical assistance must be provided not only to Jacob, but also to any individuals who will be working with him. If individuals are not trained to use their equipment properly and efficiently, they may see it as more trouble than its worth to use it.  Assistive technology devices and services are defined in IDEA and can be considered special education, related services, or supplementary aids and services.

4. In light of his motor skills difficulties, Jacob should be provided with keyboarding training and should have access to a word processor or computer that is booted up and confirmed to be functioning appropriately well in advance of when he needs to use it.

5. In light of his handwriting difficulties, Jacob should be allowed to tape record his classes for review at home. Outlines, study guides, or class notes should be available wherever possible.  Jacob should be allowed a scribe or to share a classmate's notes for lecture heavy classes.

6. In light of his communication and attentional difficulties, instructions should be given in the most concrete and literal terms, both verbally and in written form. Instructions should be broken into short segments of not more than two components at one time and multiple reminders may be needed. Jacob should not be presented with ideas, tasks or instructions given in long or complex strings that he might find unmanageable or confusing. He seems to benefit from frequent prompting and querying to keep him on task and elicit his best performance.

7. Individuals with ADHD often have trouble staying organized and completing tasks. It will be important to devise methods to help Jacob keep track of belongings and attend to responsibilities.  It will be important for Jacob to learn good habits so that frequently occurring activities become efficient and routine. Frequent prompting may be necessary.

8. Structure, predictability and routine are important for Jacob as he functions at his best under these conditions. A daily schedule should be provided to him and cues for transitions (beginnings and endings) may be helpful.

9. Jacob may benefit from more intensive, one-on-one instruction in multiplication and division. In light of his handwriting difficulties, he should be allowed to use a calculator when it is clear that he understands underlying concepts so he is not penalized for his motor skills difficulties.

10. In light of his memory difficulties, Jacob should be taught mnemonic strategies to help him encode and retrieve information more efficiently.

I 1. Jacob should continue to receive transitional planning to aid in adjustment out of high school and into adult life. Transition services are required by law for students with disabilities and should become a part of his Individualized Education Program. Vocational Rehabilitation will be a good additional resource for assisting Jacob in planning and preparing for life after high school. In addition, training in independent living skills will be especially important for Jacob.

12. It is important to notice and reinforce Jacob's appropriate, wanted or pro-social behaviors in the classroom and at home. Jacob may find earning time to do preferred activities more reinforcing than praise.

13. It is important to recognize that because of his disability, standardized tests may result in an underestimate of Jacob's performance and learning potential. This can limit his options.  Accommodations for these examinations will be necessary. Current documentation of Jacob's disabilities (within three years of application for accommodations) is required to qualify for accommodations.

14. It is important for Jacob to understand his disabilities and how they affect him. His parents should continue to talk with him about his disabilities. He should be encouraged to speak with his teachers and future employers about what he needs to help him succeed in the classroom and on the job.

Mother stated that Jake had regressed in his social skills while being at Lee's Summit High School.  District stated that the Vineland was an interpretation and that they felt that Jake acted appropriately with his peers and adults.  Mother's group inquired about what they meant.  District stated that Jake had been in assemblies and acted just like other students.

The IEP was predetermined and no changes were made with the exception of medications, one accommodation, and the parent's concerns.  The goals did not change.  The district refused to change the reason for participation in regular education classroom.  They stated that they didn't feel that any of those applied to Jacob.

The team felt that Jacob understood the concept of multiplication and division and that there was no reason to give him one-on-one help.  They felt that letting him use a calculator would solve the issues that he was having with math. Mother disagreed.  The team felt that Jacob understood math and most of his difficulties were due to his absences.  Mother stated, many times, that his absences are a direct result of the anxiety that he experiences because of school. Mother stated that his psychiatrist believes this to be true, too.  Mother stated that he was struggling with math before his absences.  The team disagreed and stated that he was having no problems with math except for when he was absent.

The team disagreed with mother about Jacob’s social issues and his inability it act appropriately in social situations.  Many of his teachers stated that he acts completely appropriately in class and assemblies.  Mother’s advocate asked if this was the same student that has the interpersonal skills of a three year old. The team stated that was an interpretation. 

The team stated that there were no discrepancies between the evaluation scores of the district and the evaluation scores of the IEE.  The following are the differences that mother saw:

TOWL-3 given by district

TOWL-4 given by psychologist as part of the IEE

Name of Test	TOWL-3	TOWL-4
Sentence Combining	105	135
Contextual Conventions	90	110
Story Construction	125	110

Beery-Buktenica Developmental Test of Visual-Motor Integration given by district

Bender Visual Motor Gestalt Test given by psychologist as part of IEE

Beery-Buktenica Developmental Test of Visual-Motor Integration given by psychologist

Name of Test	Beery	Bender	Beery
Motor	45%	0-25%
Perception	68%	76-100%
VMI	13%		3%

Vineland Adaptive Behavior Scales given by district

Name of Test	2006  (Age Equivalent)	2008 (Age Equivalent)
Chronological Age	12.8	15.6
Receptive	4.7	1.6
Expressive	6.4	5.4
Written	9.2	9.2
Personal	8.6	5.1
Domestic	10.4	5.6
Community	13.9	13.9
Interpersonal Relationships	3.1	0.1
Play and Leisure Time	11.3	1.1
Coping Skills	4.7	3.1