To parents of special needs kids:?

Question

Do you let the school know your child is getting extra services outside the?
school? Do u think this can affect the school services eg ST & OT?

Answer 1

Many, if not all schools, encourage special-needs kids to get outside help. It does not affect the services in schools.
There is a federal law, PL94-142, which mandates all public schools in the US provide all children , " a free, appropriate public education". Would your school ever discourage outside tutoring (say, at Sylvan) ? Special-ed teachers, STs and OTs welcome the extra help, since it helps the child's progress. Just be sure all the involved therapists are on the same page. A coordinated effort is necessary.

Answer 2

In my State the School District must pay for other schooling, as well as needed impliments that would benefit my son, but you have to tell them what you want for your child. He attends a specialized school, not the regular district public schools, and all of his schooling, Occupational Therapy, Speech Therapy, and Physical Therapy is coordinated through them. The IEP, which is required, spells out the entire plan for the school year for my child. I would much prefer the IEP to be evaluated every 6 months but the State does not go along with this. His after school, at home, additional teaching is also coordinated through the school. If there were to be additional services beyond this I would keep the school informed, but would not rely on their recomendations wholly, for the simple fact that any progressions and new material covered by the outside agancy would be eventually incorporated into his regular school work as long as it was benefitial to my son. Keeping everyone aware is part of the TEAM influence needed to educate and modify the behavioral problems all so often associated with a child with Autism. Anything less and you will deprive the child of positive progressive developments. AS the favt that everyone is working towards the best outcome for each child there should not be any negative influences on the Therapies that are already being recieved during the regular school day unless it somehow effects the funding of your child through whatever State or Local program he is funded through. E.

Answer 3

For my children (and both were disabled), I did have them receiving Therapy, Psychiatric/Neurological, and other treatments outside of the school environment. When I went into the IEP every year, I made sure to have each of the treatment providers give me a listing of goals for the children for the next school year -- which we all thought were achievable -- and used that as a counterpoint to the school's desires to provide the best possible program of education for my children.

The reason I did this was simple: The school day was short, but the treatment, the life skills, their ability to be in public or participate in events -- that took up the most hours of the day -- and MY observations, and the observations of others involved with my children in the GREATER Number of hours (plus, the professionals I had treating my children were BETTER prepared to make valid and fruitful educational recommendations) provided the most benefit.

I always found the IEP process to be one where the Education Officials tried to steam-roller over the parent and put in place what THEY Wanted -- and not necessarily what was best for the CHILD in question. By being a VERY INVOLVED Parent, whose outside sources of treatment would also observe my children in the classroom on occasion -- I found that they were BETTER EQUIPED to make the proper recommendations - and did it with full knowledge of the MEDICAL Status of BOTH of my children -- as well as the DEVELOPMENTAL Status -- which the School was NOT ABLE TO DO!

Many times, I was INSULTED by the "Attitude" problems of the School Officials in the IEP Process. I was talked down to (and I have Graduate Degrees -- so was better educated than the IEP team), insulted, treated as "stupid" (Just because I was female -- that was a male school psychologist and teacher who did this), had some SCREAM at me how they KNEW better than I did (which they did NOT), etc.

I listened for a few minutes -- then, pulling out the Medical, Treatment, Therapy Recommendations (AND MY qualifications and Coursework -- the male teacher/psychologist could NOT answer back with ANY more remarks when they FOUND OUT with EVIDENCE that I HAD The Math AND Science background that they tried to intimidate that I, a FEMALE, was too "stupid" to understand) -- did MY WORK as the RESPONSIBLE PARENT and made sure that MY Children would be allowed to excel academically in the least restrictive environment -- although they always had a classroom aide there for their 'challenges'.

So yes, if a PARENT is NOT informed, and NOT willing to be VOCAL in their ADVOCACY for their CHILD(ren) with Disabilities -- then the CHILD will NOT receive the Accomodations that they NEED to further enhance the theraputic efforts that the Parent is providing for the longest part of the day (the non-school times).

Answer 4

The only thing I might do is check to be sure the treatments don't conflict. It would be nice if the therapist could support each other and work on similiar skills at the same time, which would make things easier, less confusing for your child.

Talk to your personal therapist to see what they think and maybe go with their recommendation. Share your child's IEP with your private therapist if you haven't already.

For the record, a school can't just back out of providing service because you're getting outside support. The IEP specifies who must give the service, so they must give it, period.

Answer 5

This is a tough call. On one hand, unless it is required, there is no reason to tell the school. And as long as you are not having your child dismissed early or coming in late to school on a regular basis to accomodate the sessions, it really isn't any of thier business. HOWEVER, the problem you could run into is having your child working with several therapists with each one taking a different apporach to similar issues. That could actually cause delays in your child's progress if one therapist is trying to "undo" what they may see as bad habits picked up from the other. My suggestion would be to get a copy of your child's IEP and the most recent progress reports from the school therapists and give them to the private sector therapists. This way, all of the therapy your child is recieving can be centered on a basic set of goals and follow similar paths.

Answer 6

In the U. S. we have IEP meetings to discuss and plan what will happen in the school. At these meetings it is appropriate to discuss what goes on at home. The school staff usually suggest how to get additional help at home as needed and they want to have communication about what works well at home. Often OT and PT (occuapational & physical therapists) like to observe the child in the school setting to see needs that are not apparent at home.

If you don't have a IEP and are afraid to tell the teachers as they might treat your son differently -- that's a differesnt question -- ask it.

Answer 7

i let them know and it hasn't affected anything he recieves st&ot inside the school and outside i find the services to be very different outside of the school so no conflict

Answer 8

I always did. Sometimes the outside people would come in to observe my kids in the class or with the school provider. It's nice to have the consistency and communication.

Answer 9

No, I don't let my son's school know. I don't feel obligated to either (unless it is in the school policy). Everything I do with my son is over and above services he already receives and comes out of my own pocket. But, I'm from Canada which is totally different from the U.S. (I'm assuming that is where you are located).

Answer 10

no most schools suggest parents to do as you are doing with your child