Oh, I am so happy to hear this!
Hopefully, you will be the one that starts getting the ball rolling
once again for this kid!
Keep up the good work. Remember, when you read about Aspies that not
everything applies to all people with Aspergers. Some have limited
problems, some have additional deficits. It is like a big puzzle.
On 2/17/11, D wrote:
> I approached the special ed teacher again, asked her again for help,
> told her that the child was crying off/on all day, and that I
> considered that a sign we needed to do more and I really needed her
> help. She did make an appointment with me. We went through the
> IEP and I learned the child had had no services for two years (one
> when he was in school in Mexico, and one when the parents did
> tell a school he had an IEP). That shed some light on the
> For the last two days, I've been working on really noticing when
> he's NOT panicky and giving him extra attention then. The
> 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
> negative attention.
> I also ordered a book from the library on success in elementary
> school for children with Aspergers and am looking forward to
> reading that.
> 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?
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