1:1 Update

The bottom line is they don't feel Kayla needs a 1:1 to shadow her throughout the whole school day; so they will be getting another classroom assistant to help Kayla during those times the teachers felt she needed the most individualized attention.

Her teacher was asked how things were going during times like library, music, & PE and she said as far as she knew there weren't any issues. If there were no one has mentioned them to her. So they felt Kayla did fine in those settings without needing a 1:1. They didn't think she needed one during lunch, or recess...except at the end. When they blow the whistle I guess Kayla pretty much ignores that LOL The teacher said someone was always having to go get Kayla and bring her in line which would make them late for computer lab. So this assistant will go round Kayla up right before they blow the whistle (they should have been doing that before if it was making them late).

One of the therapists asked if they were using the buddy system and the teacher said "oh yeah, they all want to be the one to hold Kayla's hand!" So the class leader for the day gets to do it and she said that helps Kayla stay in line when walking with the class (she tends to wander!)...and Kayla does have her turn being class leader as well. Her teacher said she does everything the other kids do, and in fact she just loves to hear Kayla recite the Pledge of Allegiance, said she gets a kick out of hearing her say it.

So it seems like they might just need this extra assistance when Kayla needs to be sitting at her desk concentrating on whatever work they are doing. If someone isn't right there with her she'll just get up and do her own thing. Having someone make sure she's doing what she's supposed to be doing will help.

The meeting wasn't without a few frustrations though.

In May when we did the initial IEP I asked about them using some sort of weighted item to see if that would help Kayla sit still, or stay in her chair for longer periods. I don't know if Kayla definitely has any sensory issues, no one has ever mentioned it, but I do wonder about it. I've heard having a weighted item can help kids settle down and not have to constantly get up. I was told they have some weighted items shaped like animals that can go in a child's lap but they had to have permission to use them; so I gave permission. It was put in her IEP. But no one has used this yet. I wonder if she's so fidgety and can't stay in her seat then why haven't they at least tried to use one to see if it would help? So that was brought up again.

Last year during parent/teacher conference I asked the OT assistant (the one who actually works with Kayla during school is different than the OT who goes to the IEP) if she was familiar with Handwriting Without Tears. She said they had it but she wasn't using it with her because Kayla wasn't ready for it. Huh? I thought the whole point of the program was to get her ready to write. I found out later that OT only knew about the Kindergarten workbook and not the preschool one.

So I asked the OT who was in yesterday's meeting about that program and she said yes they have the preschool one and yes they could see about starting it with Kayla.

Right after that her teacher mentioned they have a 1-hr time block for "writers workshop" and she wanted to know what she should be doing with Kayla during that time since she can't write. Someone (not anyone in the meeting yesterday) had told her to let her color during that time. Umm...no! She isn't going to sit there for an hour and just color. She already knows how to color so she isn't going to be learning anything further by just coloring. Her teacher said she did spend some time with her during that period going over writing the letter K. I know the teacher can't spend the whole hour with Kayla, I know she has to go around and spend time with each of the other kids as well, but Kayla isn't going to benefit by being allowed to color for the rest of that time (as much as she does enjoy it!).

So I'm thinking this writers workshop is the perfect time for someone to be working on the Handwriting Without Tears program with Kayla. The OT asked her teacher if she gave her some papers and handouts from a writing program could she use that with her during that time. But the program is more than just using papers and handouts - there are other materials that go along with it. You can't just give the teacher these papers and expect her to know or understand how the program works if she's not at all familiar with it. They have workshops for teachers to learn how to use it. We bought the program when we were at the convention in Boston and I still don't understand how exactly to implement it with Kayla, but I'm trying to work my way through the workbook and different activities.

I'm thinking the OT assistant that actually works with Kayla could come in the classroom during that time and work on the program with her. Right now she is pulled out for 1:1 with the OT for 1/2 hr 2x a week. I think we need to amend that as she is really behind in fine motor skills and learning to write. They'll have to check with the OTA about changing her schedule around to see Kayla at the time they do the writers workshop.

I also suggested they try using a timer...ie..."Kayla you need to sit here and work on x,y,z until the timer goes off, then you can do x,y,z." We've started using it during dinner when she wants to leave the table constantly. I set it for between 5-10 min and tell her she has to sit at the table with us and when the timer goes off she can get down. It seems to be helping, so hopefully they'll do that in school too.

At the end of Sep we have parent/teacher conferences...I'll ask how things are going during the writers workshop and if need be will call for another IEP to amend it so the OT is in the classroom working on that writing program with her.

I also found out they hired another Kindergarten teacher so they will be taking students from the 3 current classes and making a 4th one. Kayla will stay where she is, but at least the class size will be a little smaller.