I've been MIA again. Things got busy, I got lazy, etc.
However, there are several new things in life that got me promising myself to start writing again on a regular basis: I've gone ahead and pursued opportunities to help my son with some of his "issues." Specifically, getting an IEP for him. This school year will be his last before he starts Kindergarten next fall, and in the end, my desire to help him succeed in "big kids school" trumps my reservations about getting "special ed" services for my child.
So this week and next, while his preschool is closed for a brief end-of-summer break, we get to tackle several tests and evaluations. This week he'll have Language and Psych assessments, an Audio/Visual one next week, followed by the first IEP meeting the following week.
Speech & Language is nothing new for us. He received services through Regional Center right before he turned two years old for speech delay. He should have continued, but we moved, and I never got around to looking up services in our new district. Shortly after he turned four, I finally got him re-evaluated and regular appointments with a speech therapist. More about this from an earlier post here.
I wrote in that post that I would continue to do what I can to help him work out his issues. In addition to S&L, one other thing that has come up—at home, in school, during speech, at playdates, etc—is that he has trouble coping in situations where "rules" he has in his mind aren't being followed. This could be anything from how the kids are lined up at school for hand-washing, or that his father left for work without eating breakfast first, or that he witnesses a stranger crossing the street while the DON'T WALK sign was flashing. I find it almost amusing since he doesn't always follow rules himself; but if it's other people breaking them, then it's a catastrophe! From speaking with his preschool teachers and his speech therapist, I was introduced with the idea of social skills groups. I thought it was a great idea and began looking around for groups in our area.
At the same time, I was encouraged again to contact our local school district to ask about preschool services—they could offer the exact services my son needs, from speech to occupational therapy. The thing is, these services are through Los Angeles Unified School District's Division of Special Education. As I wrote earlier, I just had my own (silly, cowardly) hangups about such labels. I wish my reasons for putting it off were more grand, but honestly, 1) I thought going through the district would be a bureaucratic clusterf*ck, and 2) I just didn't want my son to be negatively judged if he does, in fact, have learning disabilities. I was afraid that people would think him weird or worse—simply because he's developing a little differently than other "normal" kids his age. In the end, those who would think that about my bright, happy, and friendly little guy could, to put it bluntly, go eff themselves. The ones who would not think any less of him and continue to support us are the ones that matter.
So here we go. Today was actually his S&L assessment. I'll write another post with details, but so far, I've been pleasantly surprised at how well LAUSD has been working with us. My fingers are crossed.
