School district evaluation

In a recent post, I spoke about our hope to get G some additional services through the school district. He had his first evaluation with AISD 2 weeks ago and I suppose it was “successful”…

I always love the first question they ask is “What concerns do you have for your child?” to which I usually stare blankly wondering if I really have to answer that. Daddy P always suggests I tell them he isn’t running 7 minute miles yet and that is very concerning. 😉 Then there are 45 minutes of questions such as “Can he hop on one foot?,” “How many words does he say?”, immediately followed by “Does he speak in complete sentences.” That is usually when I glaze over again and am probably obviously agitated. I know, I know: I understand folks are doing their jobs, but being reminded repeatedly of all your kid can’t do gets a bit frustrating.

While I answered a barrage of questions, another therapist played with G. He was in great spirits and had fun playing with toys that I am pretty sure were from the 50s. 🙂 They didn’t understand his signs (which are generally modified versions of American Sign Language since he doesn’t have the fine motor skills to perform them in the official form), but once I explained them, they realized numerous instances they missed out on him trying to tell them something.  After about an hour and half, we left and they let me know they would call me with the results.

Within a few hours, they called to tell me G qualifies for services as “he does exhibit skills different from his peers” and “would benefit from additional assistance”. I kindly said thank you and chuckled a bit.

So, now on to the hard part. In the next 60 days we should receive an official write up of his results and go on to schedule his ARD, the meeting that determines what all he qualifies for, and from what I understand, will require a good understanding of his rights. More updates on that to come!

Chatterbox

Just a quick one – G has been SO chatty lately! He talks all the way to school (45+ minutes) and back, and just smiles and thinks he is hilarious. I received this note from his music therapist (she sees him both as teacher of his music class, and also sees him privately):

Oh my goodness, Graham has been such a chatterbox both in our one on one time yesterday and in his music group today! Clear as could be yesterday he said horsey, drum, pan-o for piano, moo, all done, stick (wanting the drum stick) and imitated A/E/I/O/U sounds in a song context. And today in group, clear as could be he looked at our picture schedule, saw that dancing was next and loud so the whole group could hear yelled DANCE!! I wanted to share all the words I have been hearing, and there is a clarity developing as well.

Needless to say, I cried all the way to school after reading that. WOW. We have known for a while his receptive communication was fairly strong, but to know his expressive communication is growing so quickly is an answer to so many prayers. He will NOT speak or repeat on command when we try to get him to repeat any of the words he knows, but if he wants to say it, and the setting is right, we can definitely understand some of his words.

His speech therapist says he consistently says “I want…” to her, and said “bye bye baby” yesterday. I have heard him say “elephant” when looking at a picture in a book, and today he said “hi puppy” when he saw our new puppy. These are all miracles in our book and we are so excited what this might mean for his future communication!

As I just revealed, G adopted a new puppy this past weekend, and he LOVES him! He particularly loves when the dog barks, growls, or cries – he giggles incessantly at the puppy sounds. Not a great picture of him and the pup, but know that this was captured in the middle of a laughing fit! 😉

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Tomorrow is his evaluation with the school district – it will focus primarily on communication, so wish the little man luck!