I am looking for some advice for my 10yr old daughter who has a hard time socially at school. She has very few friends to play with or eat lunch with. She is mainstreamed but does not function at the same level as her same age peers. She will tell me she has nobody to play with at recess…etc. It breaks my heart when she says she had a good day except she was all alone at recess. I am so worried about her because she so desperately wants to have friends. I was wondering if anyone has had a “buddy system” included as part of their IEP where they match another child whom they feel will be a friend to her. I am at a loss and would appreciate any suggestions.
Traci
Re: help with IEP/Social Issue
Traci, what a wonderful idea - the buddy system! My son could definitely use that in his situation. In fact, I have a conference with his special education teacher next week and I’m going to suggest that and see what she says.
I’m sorry I can’t help you with information, but please know you definitely helped me!
Kim
Re: info for Kim
Hi Kim,
I just thought I would let you know I had my daughter’s IEP last Thursday and this is what has come of this issue so far… the vice principal is going to send out a letter to all the 5th and 6th grade teachers (my daughter is only in 4th but has recess with these three grades) describing my daughters situation and ask if they have any girls who are mature and compasionate beyond there years that may make a great candidate. She said she will have this out by Monday which is tommorrow. After she gets their responses the week after Thanksgiving we will meet and I personally will get to interview the candidates. We also thought it would be nice if she had more than one buddy. I am so excited! I know this will be of some help. I’m glad I was able to give you the idea. I will let you know as this progress and what comes of it.
Traci
What does “adversely affects educational performance” mean?
An adverse effect on educational performance can incorporate all
aspects of the child’s functioning at school, including educational
performance as measured by grades or achievement test scores. It can
also be manifested through behavioral difficulties at school; and
impaired or inappropriate social relations; impaired work skills,
such as being disorganized, tardy, having trouble getting to work on
time and difficulty with following the rules. Schools are required to
address the effects of a child’s disability in all areas of
functioning, including academic, social/emotional, cognitive,
communication, vocational and independent living skills.
http://www.ldonline.org/ld_indepth/legal_legislative/q_and_a_idea99.ht
ml
http://groups.yahoo.com/group/IEP_guide/