Special Education Qualifications
SID/DSI Classroom Modifications
Below is one child's Special Education Qualifications and SID/DSI Classroom Modifications. This child lives in New Hampshire. KidPower is providing this page for informational purposes. We hope that it might help others in their quest for services.
Here is what they listed as the four reasons for (our daughter) being coded as Special Ed.
1. Behaviorly Handicapped (in the state of NH the code is actually seriously emotionaly disturbed) I love how they classify "all kids" that have a behavior handicap as seriously emotionaly disturbed when 9 times out of 10 the child isn't. (Our daughter) is no where near being considerd "seriously emotionaly disturbed" and they know this but they classify all children the same here.
2. Other Health Impaired-due to her ADHD
3. Speech and Language (Apraxic Speech Disorder as well as Expressive Speech Disorder)
4. Learning Disabeled ( CAPD, Written Language and Math )
They also did acknowlege that (our daughter's) SID issues do impact her learning in school "alot". They have consided that in her special class next year she will be given key boarding instruction(YEH!!!) that her written language is affected by both her CP as well as SID issues.
Also accomdations for SID issues as well are as follows:
1. To provide (our daughter) with an air-gel cushion to be placed upon her chair throughout the school day (maybe when she goes to special class now, she may allow them to use it. This was a big issues this year because of her age and that she did not want to stand out as being different)
2. Make all team members aware of (our daughter's) need for optimal seating.
3. Provide (our daughter) with preferential seating near the front of the room (squarely facing the teacher and any visual information being presented) but not near windows, doorways or the back of room (to reduce visual stimuli)
4. Encourage (our daughter) to keep her desk top clear of extraneous items which could visually distract her.
5. Provide (our daughter) with written material that is not visually congested. Example-optimal math paper would have 2 to 3 inches of space around a given problem.
6. (Our daughter) should be allowed to sit near the exit durning assemblies in case auditory stimuli becomes overwhelming to her so that she can get up and leave easily-this is personal space issue.
7. (Our daughter) should be made visually aware of any touches that she is about to receive from facilty and peers. The touch should not be light in nature but one of sigificant pressure (what this means is do not take her hand lightly but have some deep pressure associated to it and before one does any thing tell her what you are planning on doing first).
In regards to (our daughter's) school work:
Her reading comprehension puts her in a 9th grade level with an age 15.5)
Math: This is the one she has most problems with and it placed her at beginning 4th grade (age 9-1 level)
Written language: This she tested at 5th grade level with an age of 10.5
Broad Knowledge: science/social studies and the humanities-(our daughter) tested at 9th grade level with an age of 15.1 ((Our daughter) reads well and they say this is why her broad knowledge is high.)
(Our daughter) was noted to have alot of problems with short term memory and abstract thinking. Also noted that her impulsitivity and distractability causes her great problems in terms of learning (this I could have told them.) This has been a big problem all along.