Advocacy works again!

It's been awhile since I posted, but we just got great news this morning, and it's of the type I always try to publicize. About two weeks ago we received a flier noting that our son's preschool was being moved to a new cite as of January 3. This flier was not very informative about why or how this change would occur, and it did not give any specific information about the new site, other than the address. Then this week, we received a letter which provided slightly more information and invited us to attend a parent meeting at the new site so we could see it and ask questions.

The new site was woefully inadequate. I will not go into all the details here, but without significant building improvements - unlikely to be completed by January 3 - the site would not have provided a sound educational experience, at least for children in special education preschool.

Luckily, all of the parents in my son's class attended, and we asked many pointed questions. Our concern, distress, and frustration were clear. At the meeting, I asked if the move was a "done deal" and was told that it was. A fellow parent and I started preparing a formal letter to challenge this transition.

However, today we got a surprise from the administration - a letter stating that because of our input at the meeting, the children would be able to complete the school year in the current site! Great news for the current situation, and a reminder that advocacy works - at least sometimes.

Quinn's new school

Before I start this post, I want everyone to know we will soon be updating LSFX with more fun pictures! We just got a new camera, but I haven't loaded the software onto my computer yet that will allow me to upload the photos.

Anyway, I was thinking that I hadn't said much yet about Quinn's new school, and it might be of interest to folks who are exploring educational options for their little ones who have FXS.

Quinn's new school is a lot like his early intervention program, which we loved, though the new school is a little less warm and fuzzy.

The program, designed for kids with autism, is about five and a half hours a day and uses ABA, PECS, TEACHH and other teaching techniques. It has a 1:2 ratio. Though Quinn does not have a diagnosis of autism, he seems to benefit from these techniques. He recently did get a diagnosis of PDD-NOS, which I don't entirely agree with, but that's a topic for another post.

Quinn's also still getting occupational, physical, and speech therapy, so no complaints there. We did recently have a 30-day IEP meeting in which things were cut slightly from our previous IEP, but, well, you have to pick your battles.

One thing I'm finding tough is that I feel like I know very little about Quinn's days at school. We have a "home-school communication system" (that's a quote from the IEP, folks, most of us would call this "system" a notebook), but the teacher's notes are rather brief - often just 1-2 sentences every few days. For example, one day the note was, "Please bring extra pants." And it's not like I can ask Quinn about his day. His old school teacher wrote long notes in his "home-school communication system", we met weekly with a parent educator who talked with us about Quinn's progress and ways to incorporate more learning at home, we were encouraged to hang out and observe anytime, and the staff in general were more chatty at drop off and/or pick up.

So that's one thing I'm struggling with a bit - it's hard to rant or rave about a program that I don't know much about. Any suggestions from others about how to get more info on what my kid is doing all day at school?

Yay! Drinking from a Straw

At his new school, Quinn learned how to drink from straws, even skinny juice box straws. It is an awesome superpower! Now we can go almost anywhere in the world, and Quinn can drink, even if we don't schlepp around his kiddie cups. Woohoo! One less item in the diaper bag!

Quinn has been able to drink from super fat straws for awhile, but he hasn't had the ability to close his lips tight enough for a normal straw. This has been an early intervention goal for a loooong time, because I guess being able to close your lips is essential for making some sounds. It has also been a hygiene goal because having lip/mouth control helps to hold back the drool.

Quinn has also been able to drink from open cups for awhile, but the risk of spillage has been too great to take advantage of that super power while in restaurants, unless we order an extra cup and poor a tiny amount from a larger glass into the extra cup. But that can be rather tedious over the course of a meal.

So we are delighted with the straw drinking. One of the things I enjoy about raising a special kid is taking pleasure in all of the little hard-earned accomplishments.

Ch-ch-ch-change

So much has been happening lately, I haven't had any time to blog. Some quick catch up:

- Quinn is three! His birthday was a week ago. It's a little hard to see my baby growing up, but I can't be sentimental for long while being attacked with hugs and smiles. He just glowed at his party as he saw many people he knew come over. It was his first birthday that he really enjoyed. I don't think he had any idea why people were coming over and giving him gifts, but he had a fantastic time. I am so grateful for his adorable, affectionate, joyous presence in our lives, and appreciate all of the things he has taught me. I love being Quinn's mom.
- We all had a sad, sad last day at his early intervention program, and sad, sad goodbyes with his OT, PT, and ST. As you can see in the picture in the previous post, he started at his new school, and the transition is about as expected. Quinn seems apprehensive when we drop him off and gets fussy towards the end of the (longer) school day. But according to his teacher, he is having some fun there with water and play doh and music, so it seems like he is adjusting.
- Based on a recent assessment, Quinn will most likely qualify for "status 2" from the Regional Center. This means we will still get some continuing support from the Regional Center, like respite and case management, which is a relief.
- Our move was stressful (see below), but it's great to be in our new community. I'm enjoying the beautiful September weather (in the Bay Area, September is a warm, low-fog, no-rain month) and exploring our new neighborhood. Quinn is turning into a real beach baby, and I'm delighted because I have many happy seaside memories from childhood (the Jersey shore). Our new street is also much busier than our old street, which may seem like a drawback, but to Quinn it's a benefit. He is spending a lot of time jumping and gawking at buses and trucks.
- We are having major contractor woes. I really hope we have a usable kitchen, a foundation, and a furnace soon. This has put a damper on the elation I might otherwise feel about our exciting new digs to say the least.

You don't ask, you don't get

This is one of my father's favorite sayings. (And though my mother doesn't say it, she follows it, too.) I scoff sometimes when he invokes it if what's at stake seems trivial to me (I'm not asking for the $5 anyone owes me if it the time it will take me to get it is worth more to me than the cash.) But last week, what was at stake was significant, and I was glad to have had this mantra drilled into my head throughout my childhood.

As LSFX readers may recall, we had a great IEP in which we were offered everything we wanted: an intensive, specialized half-day preschool program, PT, OT, ST, etc. However, we are moving very soon (the house is almost done - more on that in another post!), and we had this IEP in our current school district, which is in the same SELPA as our new school district, so everything is supposed to transfer pretty smoothly.

However, when I called the new school district a couple of weeks ago to let them know we were on our way and find out about the preschool options, I was told that "all that was available" was a 2.5-hour per day general special education preschool. I was miffed, but wasn't sure what I could do.

I started to investigate our options - private school, inter-district transfer, etc. Then I decided to call the new school district back and politely nudge just a bit more:

I'm a little concerned that the preschool program we discussed last time we spoke would not be appropriate for my son. I'm considering private preschool and some other options. Could we move up our scheduled meeting to discuss the options?

We don't know even know what your son's needs and goals are.

Yes, we do, we have an IEP and a half-day, intensive program is what we signed and agreed to.

Well, actually, we do have a half-day intensive, specialized preschool program. Let's meet a week earlier and you can visit it at that time to see if it would be a good fit.

That would be great, thanks! Quinn's been doing so well in his current intensive half-day early intervention program, I just want to make sure he continues to progress.

!!!!

The first time I spoke with this person, this second option was never brought up. Who knows if Quinn will end up going to this program (though it sounds good), but I am much relieved, and reminded how powerful it can be simply to ask. You don't ask, you don't get.

Our First IEP

On Friday, we attended Quinn's first Individualized Education Plan (IEP) meeting with the school district. This was a meeting to discuss Quinn's eligibility for special education services, the transition from early intervention to special education, and the specific goals and services provided to meet those goals. Quinn is not turning three until September, but our school district wanted to have the initial meeting now, before folks leave for summer vacations. I'm a plan-ahead type of person, so that worked well for me.

Years ago I attended IEPs as a support person for others in a professional capacity, and so I know they can be contentious meetings. As we told friends and professionals about our upcoming IEP, they advised us to make sure we knew our rights and be prepared to advocate.

I'm happy to report that the meeting went very well and was entirely drama free. What a relief! And they offered to give Quinn everything we'd want him to have (except PT, which they admitted they should have evaluated for, and will be evaluating for asap). 

There were, however, a few odd/sad moments.

First, the odd moment. At the very beginning of the meeting, when they asked the school psychologist to report on Quinn's eligibility for services, she seemed tentative as she said, "Quinn has significant global developmental delays which do qualify him for services [pause] which is consistent with [pause] a diagnosis of [pause] mental retardation." Then everyone in the room looked at Zac and me, seemingly wondering, "Are they gonna cry?" So I just said, "Yeah...it's not a surprise." And the meeting continued.

Then a couple of sad moments. The first goal they wrote for Quinn, which he is to accomplish over the next year, is to make a chain consisting of X number (can't remember) of large beads on a thick rope. Quinn has had big beads and a thick rope in his toy collection for about a year (thanks, Grandpa Bill!). He plays with them often, and can sometimes get one bead on. His therapists also use beads like this regularly with him. The sad part is that not too long ago, we had another couple over, and their son, who is several months younger than Quinn, made a long necklace with the same beads in about 15 minutes, after his parents showed him just once how to string the beads. They said he did not have beads like this at home and had probably never played with beads. So, the idea that after a year of instruction Quinn would be able to make a bead necklace successfully on 75% of all trials was a little depressing.

Also, though there were goals related to speech, none of them actually stated that Quinn would, in fact, speak. Again, this is over the next year. The goals were about making pre-speech sounds, improving imitation skills, drinking from a straw (important for mouth control), etc. But no actual talking appears to be expected.  I do think Quinn will be talking more in the next year. As noted before in this blog, he does say a few things, (like "moh" for more, and recently animal noises, and he is signing several words now, too). But it's just kinda sad that he's not so far along that it didn't seem appropriate to have a goal stating that he'll speak X number of words over the next year.