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He was diagnosed with auditory processing disorder (APD) last year in kindergarten. He has a 504 plan with some accommodations. We get him speech therapy privately, have a math tutor come each week, and he also works outside of school with a reading specialist. His reading is solidly on grade level, and his math skills seem fine, too. Nevertheless, his first grade teacher recommended he go to pull-out Basic Skills room for math 1x per week and reading 2x per week. We are so perplexed. Basic Skills for a kid with good grades??? We are meeting with the teacher on Tuesday. Last year, the teacher really wanted him moved to a resource room. I am wondering if they are "building a case" to have him moved to a resource room.... It is so exhausting.
Glad my son is an adult now, although that has been a struggle too in our case. And, yes, it sounds to me like the teacher would like him removed from the class.
Are there any parent groups or advocacy groups that you can hook up with to get support? When I went to meetings, there were always a lot of "them" and just my husband and myself, which really amounted to just "myself". The "team"? I got so tired of hearing that.
Try to get someone to attend the meetings with you, even if it is a friend or relative as they will, or so has been my experience, work to try to "break" you.
I think you need to wait until the meeting. But it sounds as if it MIGHT be an issue with good one on one interaction(tutors and specialists) and MAYBE an issue with group work and situations that involve noise and distraction(teacher and other students in a classroom setting)?
I think you need to wait until the meeting. But it sounds as if it MIGHT be an issue with good one on one interaction(tutors and specialists) and MAYBE an issue with group work and situations that involve noise and distraction(teacher and other students in a classroom setting)?
I was thinking the same thing. As a retired special education teacher I was a one to one tutor of a struggling kindergarten student. In his home he was generally compliant, hard working and easily redirected. However, on the occasions that I would see the child in the classroom or in other school settings, in my role as a substitute teacher, I would see a much different, far, far more easily distracted child.
He was diagnosed with auditory processing disorder (APD) last year in kindergarten. He has a 504 plan with some accommodations. We get him speech therapy privately, have a math tutor come each week, and he also works outside of school with a reading specialist. His reading is solidly on grade level, and his math skills seem fine, too. Nevertheless, his first grade teacher recommended he go to pull-out Basic Skills room for math 1x per week and reading 2x per week. We are so perplexed. Basic Skills for a kid with good grades??? We are meeting with the teacher on Tuesday. Last year, the teacher really wanted him moved to a resource room. I am wondering if they are "building a case" to have him moved to a resource room.... It is so exhausting.
My child was diagnosed with APD in January of this year. He's now in 4th grade and he has an IEP in writing. He gets pulled for writing and that's it. He does have a few accommodations in his IEP. I'd be curious to know why the teacher wants him pulled for math and reading if he's on grade level and isn't having issues.
If you'd like there is a great group on FB for kids, adults and parents for APD. If you're interested private message me.
I was thinking the same thing. As a retired special education teacher I was a one to one tutor of a struggling kindergarten student. In his home he was generally compliant, hard working and easily redirected. However, on the occasions that I would see the child in the classroom or in other school settings, in my role as a substitute teacher, I would see a much different, far, far more easily distracted child.
I hear you, and I understand he is easily distracted. One of his tutors is not a 1-1 tutor. She is an excellent teacher who runs a side business doing literacy instruction during the summer and on Friday afternoons during the school year. In that setting, there are about 12 or 13 kids. It is her who told me tonight that "he does NOT belong in a resource room. With gentle redirection, he is fine."
If his grades were bad, I would not be so hesitant about the Basic Skills instruction. But I don't like the idea of him missing core content instruction to do remedial work and then have to catch up on the key stuff he missed that he will be tested on.
I hear you, and I understand he is easily distracted. One of his tutors is not a 1-1 tutor. She is an excellent teacher who runs a side business doing literacy instruction during the summer and on Friday afternoons during the school year. In that setting, there are about 12 or 13 kids. It is her who told me tonight that "he does NOT belong in a resource room. With gentle redirection, he is fine."
If his grades were bad, I would not be so hesitant about the Basic Skills instruction. But I don't like the idea of him missing core content instruction to do remedial work and then have to catch up on the key stuff he missed that he will be tested on.
That’s still a very different setting than a noisy kindergarten classroom, with harsh overhead lighting, and other kids moving about.
ETA: has the person who says he doesn’t belong in a resource room actually observed him in the classroom?
My daughter has an IEP and gets pull outs for reading, writing, and math. Over the past year, we have experimented more with doing math inclusion, where she the special ed teacher comes into the regular classroom instead of my daughter leaving to go to the resource room. They have been doing 2 days of each per week. The teacher has expressed that one of the main problems she sees with my daughter in the mainstream classroom is that my daughter has slow processing, which means that she may seem like she is not responding because she doesn't know what to do, but that if you give her more time then she can get it. In the resource setting, they know this and can give her the time she needs to do it herself. But in the mainstream classroom, the other kids are not patient and will start either giving the answer themselves or will try to "help" my daughter by telling her what to do, and it ends up throwing her off. The teacher thinks that my daughter has a better opportunity to do the work well in the resource room with a smaller group that better understands her needs. We have our next IEP meeting next week and will discuss it. I know that the issue is not black and while, and I am confident that our team is working for what is best for my daughter. I have a good working relationship with the team, not an adversarial relationship like you often hear about. I recommend at least waiting to hear what the teacher has to say about why they think this change would help him.
That’s still a very different setting than a noisy kindergarten classroom, with harsh overhead lighting, and other kids moving about.
ETA: has the person who says he doesn’t belong in a resource room actually observed him in the classroom?
Or another option if available is an 8:1:1 or other lower ratio class, with an aide.
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