iep question

I think you are missing some decimal points in your hours… Basically she has a lower IQ which is why she has been diagnosed as MR. and that has a direct impact on her speech and language..

I think that she goes to school 6 hours a day right? so that would be 36 hours a week right? So during the week they give her services of the following.

Reading 3.75 hours a eek
langauge 1.75 hours a week
Math 2.25 hours a week,
occupational and physical therapy I believe are the same thing 30 hours.

Where the speech and language therapy at 60 comes in I don’t know, since that would mean that she was with the SLP 12 hours a day…and that just isn’t possible…so it doesn’t make sense to me..

Is she in a self contained day class that has instruction by a speech and language pathologist? If so then she would be getting a full day of speech and language instruction which is how the district I work for does things.. I really can’t tell you anything else without seeing the test results…

one more thing…with my ADD I didn’t notice the first part of your question…and after I read it tonight I thought perhaps this is more of what you were looking for..

sound systems—she doesn’t understand the sound symbol relationship of reading..i.e., a makes the aaa sound that type of thing.

syntax—she doesn’t have the grammar down for compete sentences, she is missing articles, maybe she has simple sentences down but she isnt’ using conjunctions…it is hard to say without seeing the tests..

semantics—word meanings vocabulary

morphology…word plus endings.. irregular past tense verbs…i.e., work, worker, works, working, riding a bike, I rode a bike.

Thank you fro answering and the actual meaning of the words was what I was asking but I did mistype too those are minutes a week not hours. Sorry about that.

My youngest son has some articulation problems that are more or less remediated but he just continues to make them. I think this is a habit and he knows better and is just lazy about making sure he pronounces correctly. He has been in speech since he was 3 and different speech therapists have focused on the same two articulation problems for 7 years!!! (“th” is pronounced as a “d” sound or “f” sound) and (“v” is pronounce with a “b” sound) Before I would gently remind him the difference but now I am calling him on the mispronounced words and asking him to repeat it properly. He also has become very sloppy with pronunciations of other sounds in words. I want to break the habit. Do you have any suggestions?

He is also receiving speech therapy because of language based difficulties and when I was reading your post to dea, I noticed there are several similiar weaknesses he has. He is not MR. He qualifies under SLD. He has a fantasitic imagination but cannot get it from his head out onto paper. He talks in the present tense instead of using past tense (future tense is pretty good), he uses conjunctions but had a terrible time with them in Language Arts this year. In conversations, he leaves off prefixes or suffixes in words. He has been in speech both private and through the school. Do you have any suggestions for me to do at home with him. He will continue with speech during next school year. I am also seeking to begin Lindamood Bell for his reading difficulties in the next 6 months. Any information or suggestions you have would be great.

He may not hear the differences and it may not be that he is lazy he may have oral motor issues, and I don’t know if he has a history of ear infections. Has he been tested for auditory processing issues? Much of what you are relating can occur with hearing deficits and if he has a history of chronic allergies this may be impacting his speech and language acquisition and reading too.. Also he may benefit from an auditory trainer to improve his language comprehension and development.

Have you thought about doing nursery rhymes with him and old hand clapping games, like Miss Mary Mack, mack, mack, all dressed in black, black, black. with silver buttons buttons, buttons

Makes good grades, can’t for the life of her remember the words, the tune or the clap to nursery rhymes. Tells me, “Mom, YOU can sing lullabies to all my babies”.

Will this come back to haunt me or should I let it go?

He has been diagnosed with APD. He did have ear infections as an infant and young toddler. So many in fact,…that tubes were discussed but never received because infections would clear up with antibiotics. I probably should have insisted on tubes and we may have avoided some issues we have faced with auditory processing. Interestingly, that you bring up nursery rhymes. He never repeated nursery rhymes with me. He hated music class when they were supposed to sing. He completed FFW 1 and 2 about two years ago. He benefited from both of them, although there was one segment on both FFW 1 and 2 that focused on sound only, which he was horrible at. (I think it was called sound sequence.) He did well with the sounds in words and comprehension exercises but alsolutely had melt downs with sound sequence exercises. We are now doing The Listening Program before moving onto interactive metronome. I have had his hearing checked but it’s been awhile so I will have that checked again and also inquire about auditory trainers. Incidently, he has also recently complained of ringing in his ears. What can be done about that?

and that is part of the problem with phonological processing and articulation. She is saying words the way she hears them. I would then strongly suggest that you use an assistive listening device in her classroom environment to enhance the signal to noise ratio to help her to develop auditory memory. Start slowly with the rhymes, try BINGO, There was a farmer who had a dog…that one…do it really S L O W and have her watch your mouth as she says the words along with you and uses her hand movements. I know it seems hokey but believe me this works, it is kind of like FFW but with music and movement…

Also the SLP can use an assistive listening device during her articulation therapy to also enhance the signal to noise ratio. It is frequently done when trying to help develop the auditory memory and in articulation exercises..

Tinnitus is a sign of inner ear problems and could possibly be related to allergies and how well his eustachian tube is functioning. He may have some ear pressure which is causing the Tinnitus (ringing in the ears). I would definitely see an ENT and start some testing..

Sorry Leah…..you jumped into the conversation and I didn’t realize I wasn’t talking to the another mom….but what I stated about APD and songs goes for any kid who has an APD disorder and accompanying auditory memory and articulation issues. .

She doesn’t get speech and believe it or not scores very high in following directions. She scored “low normal” on a listening comprehension test (It was a very basic test and a waste of money). It doesn’t seem to be affecting her academically, but it throws me that she just CAN’T do it. Only knows the pledge of allegiance if she’s with a group. Remembers Bible verses at Sunday School (for candy or a reward, of course). I just don’t “get it”.

I should apologize - I have a tendency to “jump in” in my quest for knowledge :0)

Maybe she can’t focus on the words….it may be more of if she is paying attention she can do it but if she isn’t focused she can’t….It takes a lot of repetition for people to memorize things and usually they have to take the words and make visual representations or funny pictures to remember things. Perhaps she is one of those who it takes a lot of repetition and visual input. She can’t rely on her auditory memory but she must use her visual memory to compensate for what her auditory won’t do..

Unfortunately, we have BOTH visual and auditory disorders. Guess I should just be glad she’s doing fine in school presently and not worry about it?

We are doing OT and OG tutoring, but nothing else. Should I be?