For the last two days, I've been working on really noticing when
he's NOT panicky and giving him extra attention then. The special
ed teacher had a talk with him about calming down and we're going
to try a point chart for each block of time during the day, so
hopefully he'll start getting positive feedback & can rely less on
I also ordered a book from the library on success in elementary
school for children with Aspergers and am looking forward to
Thank you for the suggestions! I appreciate other teachers writing
back very much:)
On 2/16/11, Jo wrote:
> If you follow Sara's advice and not worry about the IEP, when
> you call mom, following Sara's advice and she asks about you
> following the procedures in the IEP you better have a great
> response ready or lie your tushy off.
> It is irresponsible as a teacher to ingore a document such as an
> IEP whether or not something meaningful is in it or not. Who
> knows, there may be something in it that is important to YOU.
> It may not be important to any other teacher in the school with
> the attitude that the IEP is worthless. The other thing you
> will find is how much the students needs are being met by
> reading that IEP. If it is thin as an old sheet with nothing in
> it, you are really going to be on your own. Then, mom will be
> your first and foremost important person to find out about the
> Also, the IEP (if you get the whole thing) will show you who
> atteneded the meeting to create the docuement. Things you will
> see is if an advocate came with the parent, if any outside
> professionals came, anyone else from the district came. You
> will see who was involved in the goal creation and placement.
> They may be better able to answer some questions. If you are a
> detective and want to do leg work, even a poorly written IEP
> when you have the whole thing will give you insight. Also, keep
> an eye on some of the narratives that are written in the IEP.
> Question the wording for alternative meanings. Sometimes what
> is put in is written in such a way that the school can interpret
> it the way they want but the interpretation isn't what the
> parent intended at all.
> On 2/16/11, Sara wrote:
>> On 2/15/11, D wrote:
>> Good for you for asking questions and not accepting the status
>> quo. I'd say - he's getting better for you. Change is very hard
>> for Aspergers' kids and he's just had a big one - his teacher
>> left and a new came in. But that he went from diving under his
>> desk to just crying - that's a HUge improvement and a sign he's
>> getting comfortable with you.
>> IEPS are usually useless - I'd agree with the resource teacher
>> - don't worry about the IEP. They're legal documents full of
>> things that are impossible to make happen that are really just
>> intended to prevent lawsuits.
>> Something in your post and in the questions that you ask
>> suggest to me that you might be a natural at teaching and have
>> the kind of personality that kids respond very well to. Your
>> Aspergers' kid is getting better for you - it's a great sign.
>> Take heart.
>> Are his parents Aspergers' too? It's usually the case that one
>> of the parents will be 'Aspergerish'. You could call the one
>> who's not and just say "I'm Mrs. Smith and I'm just calling to
>> introduce myself and ask if there are any suggestions you might
>> have for me as to how best to help Tommy with the transition?"
>> Just that call and the question can cast a magical net over
>> the situation even though no magical suggestions from the
>> parents will be forthcoming.
>> Whatever you're doing is working and likely not just for the
>> Aspergers' child but for the rest of the kids too. That you've
>> been out of teaching for 9 years means nothing if you're a
>> natural at teaching and I think you are.
>>> I've just started a long term substitute job in a fourth
>>> grade classroom until May or June. I've not taught
>>> elementary school in 9 years, so I can really use
>>> One of the students is a boy with Aspergers. At random
>>> times during the week, an aide comes to class to work with
>>> him, but I never know when the aide will come. The boy
>>> frequently becomes overwhelmed, upset, and angry. Last
>>> week, he dove under his desk several times a day, crying
>>> and throwing books & papers. Yesterday & today, he did not
>>> go under his desk, but cried about 4 times during the day.
>>> The other teachers have told me that is normal for him.
>>> I've asked for his IEP, but the resource teacher was too
>>> busy to give it to me and told me "not to worry about it."
>>> I asked the principal for suggestions, but she didn't have
>>> any. The other teachers have said this is just how he is.
>>> Any ideas?