He is currently undergoing an Individual Education Program/Plan (IEP), which is a written plan that describes the programs and special services a student is required to follow in order to be successful.
The process began after his teacher, Ms. Osborne, reported that Kyle would wander off during large or small group activities. However, he would gravitate toward puzzles, the block and discovery areas of the classroom. When asked cognitive questions he would sit and smile yet never communicate. As time went on, Kyle started to lash out when it came to directives in the classroom.
Ms. Osborne kept anecdotal notes on his actions and she brought her concern to the family workers and the social worker. As a team they communicated with Kyle’s parents and encouraged them to speak with the child study team of Newark Public School. As the IEP progressed, they recommended evaluations that included educational, speech and occupational therapy assessments and an autism consultation.
A variety of therapists were assigned to help, including a personal aide to work with Kyle in the classroom. Accommodations that worked best for Kyle included sitting close to the teacher, prompting, and reminders of rules and routine throughout the day. He began to show progress, which made the teacher and his parents very happy. His tantrums were lessened as therapists, his parents and teacher worked to help him. In time, Ms. Osborne reported that Kyle was improving more every day. He began to communicate and interact more.
He sits in the front with Ms. Osborne as she teaches group activities, which helps him participate in activities.
The IEP process was a success as it helped Kyle and his family prepare for grade school. Those at the Newark Day Center are happy they were able to help get Kyle on track with his learning and child development.
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