A snapshot into my daily life.......You think you've got it bad? HA!

So, here's my what has happened around here over the past 2 weeks....

       My 12 (13 in a few weeks) year old (Internal, Anxxiety ridden, SPD issues and now is confirmed on the spectrum) scored a 9 out of a possible 10 on the ADOS (Autism Diagnostic observation scale) I tried to tell her about the results yesterday, and it did not go well. She was devastated to say the least! And my heart goes out to her....I'll have her IEP next week.....She's gone froma Straight A student, to having 2 F's, a C- and a D! GAH!!!!!!

      My almost 4 year old (Severely Speech delayed, Toe walking ADHD, SPD & Obviously ASD like behaviors) had her ADOS Re-Do this morning...She did much better than last time (which is good and bad), because the smart little stinker remembered the test! So now I'm nervous, I don't know what the results will be. But I'm confident that the current Psychologist handling her case now will make sure all of the supports are in place for her.

       My 2 1/2 year old, (Speech delayed, SPD  Sensory Seeker who mouths everything and has even eaten Glass, and has Autistic like behaviors) had her Psych eval at the regional center last week, we were there 3 1/2 hours and it was exhausting! While I sat and attempted to fill out 300 hundred questions, she pooped 2 times, was attacking the other girl ion the room with a  large blow up toy, and continuously tried to climb into the little girls, fathers lap. She escaped into the corridor 2 times, and once followed people into the office building just before the door shut and locked! She was however, her usual self which was nice. Rather than play with the toys, she preferred to turn the lights off and on, continuously open the door after repeatedly being told no, and then began to root through anything she could that was not a toy. She even managed to unscrew the door stop from the wall.  She now has in home speech FINALLY! And has been assessed and approved for in home OT, however the 1 and only (apparently) OT that is willing to drive to our area to do in home therapy, just quit! 6 months of fighting for a service, and now they are telling me there is no one to provide it :o(

        My 9 1/2 year old (dx'ed with High Functioning Autism, ADHD, SPD & Anxiety) has become more aggressive, more verbally expressive in regards to his feelings which is FANTASTIC!!!! However he told me "I feel like a Cockroach, everybody hates Cockroaches" and then as I tried to comfort him he said "It's like my life has always been an uphill battle" It broke my heart to hear he felt that way, However I was filled with joy that he was able to express his feelings so Clearly!!!!  In the last month he Hit a 3 year old, Kicked a 12 year old, and punched a 5th grader in the back....and he called the aid in his class a Bitch a few days ago.  ::Palm Face::

 My Husband has been gone on a Business trip since Sunday afternoon.....and My Nanny asked for a 100$ per week raise that I couldn't afford, and only wanted to work 4 days per week all summer. I anticipated her to continue coming (especially THIS week) and to my shock, she interviewed for a new job on Sunday, was hired on the spot and never came back. 

  So......How was your last week or so? ;o)

SID Signs and Symptoms...

Sensory Integration
Dysfunction Symptoms:
What You Must Know!

Tactile: the sense of touch; input from the skin receptors about touch, pressure, temperature, pain and movement of the hairs on the skin. Vestibular: the sense of movement; input from the inner ear about equilibrium, gravitational changes, movement experiences and position in space. Proprioception: the sense of "position"; input from the muscles and joints about body position, weight, pressure, stretch, movement and changes in position. Auditory: input relating to sounds; one's ability to correctly perceive, discriminate, process and respond to sounds Oral: input relating to the mouth; one's ability to correctly perceive, discriminate, process and respond to input within the mouth Olfactory: input relating to smell; one's ability to correctly perceive, discriminate, process and respond to different odors. Visual: input relating to sight; one's ability to correctly perceive, discriminate, process and respond to what one sees. Since we are talking about input into the senses, it is those senses which must be looked at carefully and which will be affected. It is a careful observer (the one I wish for in every child's life!) who will pay close attention to which senses are affected and the frequency, duration, and intensity of these sensory integration dysfunction symptoms. As I have said, we all have some types of sensory preferences and perhaps even a mild case of "dysfunction". However, it is the frequency, intensity, duration and functional impact of these symptoms which determines dysfunction. If you personally know, have a child, or observe a child with a sensory integration/sensory processing disorder, I guarantee you will observe particular "behavioral indicators" which will make the "diagnosis" a plausible, possible, and real consideration or explanation. As with any diagnosis, the key is finding the correct one so proper treatment can begin (by the way, this is about 80% of the reason I have chosen to dedicate my time and energy to this website!). A Sensory Processing/Sensory Integration Disorder is certainly not the easiest diagnosis for an "untrained eye" to make! Through no fault of their own, many pediatricians, psychiatrists, psychologists and other professionals have not been properly educated on the causes, signs and symptoms of this disorder. Therefore, they may mistakenly dismiss parental concerns, give them the wrong advice, or misdiagnose the child. This, in turn, may cause professionals to put a child on unnecessary medication or into treatment (or lack of treatment) that will not help them deal with the real underlying issue! My wish is that this will stop! Since I can not magically and instantly educate everyone who needs to be, then it must begin here... just you and me! Together, we can spread the word, ok? Are you on board with me? (know that this would please me to no end!). Alright, no pressure, truly. You don't have to decide now and there is no guilt if you don't want to climb on board, trust me! But, how about a deal... you keep reading through my site, as well as other sites, and talk to professionals educated on this subject, THEN decide. It's ok, I'll wait for you... because I am that passionate about helping these children! I will give you the tools and education you need and you can choose whatever you want to do with them, it is up to you and you only. I certainly respect that! So, for now, let me get you started. There are three things that MUST be clear to you and I want to make sure you understand them... First, a Sensory Integration Disorder is a neurological disorder; not a spoiled child, a product of bad parenting, ADD, ADHD, defiant child or a mental illness! Although, it is important to note, any of these could co-exist with a sensory processing disorder. Second, we are talking about reactions to specific sensory input. It is about how this input is taken in, organized, and utilized to interpret one's environment and make the body ready to learn, move, regulate energy levels and emotions, interact, and develop properly. And third, when sensory integration dysfunction symptoms appear, the must be taken seriously as early as possible and treated properly by a knowledgeable professional! I will briefly explain these sensory integration dysfunction symptoms below, but you should also check out an extensive, invaluable, printable SPD Symptom Checklist which can be found within this site. DON'T MISS IT! I promise it will truly be worth your time! If you are serious about identifying and understanding children with this disorder, the checklist will be an absolutely essential tool to get you started!   A Summary Of Sensory Integration Dysfunction Symptoms: Signs Of Tactile Dysfunction: Hypersensitive: Refuses or resists messy play, resists cuddling and light touch, dislikes kisses, rough clothes or seams in socks, resists baths, showers, or going to the beach. Hyposensitive: Doesn't realize hands or face are dirty, touches everything and anything constantly, may be self-abusive, plays rough with peers, doesn't seem to feel pain (may even enjoy it!) Signs Of Vestibular Dysfunction: Hypersensitive: Avoids playground and moving equipment, fearful of heights, dislikes being tipped upside down, often afraid of falling, walking on uneven surfaces, and avoids rapid, sudden or rotating movements. Hyposensitive: Craves any possible movement experience, especially fast or spinning, never seems to sit still, is a thrill seeker, shakes leg while sitting, loves being tossed in the air, never seems to get dizzy, full of excessive energy. Signs Of Proprioceptive Dysfunction: Under-responsive: Constantly jumping, crashing, and stomping, loves to be squished and bear hugs, prefers tight clothing, loves rough-housing, and may be aggressive with other children. Over-responsive: Difficulty understanding where body is in relation to other objects, appears clumsy, bumps into things often, moves in a stiff and/or uncoordinated way. Difficulty Regulating Input: Doesn't know how hard to push on an object, misjudges the weight of an object, breaks objects often and rips paper when erasing pencil marks. Signs Of Auditory Dysfunction: Hypersensitive: Covers ears and startled by loud sounds, distracted by sounds not noticed by others, fearful of toilets flushing, hairdryers and/or vacuums, resists going to loud public places (even cafeteria at school). Hyposensitive: May not respond to verbal cues, loves loud music and making noise, may appear confused about where a sound is coming from, may say "what?" frequently. Signs Of Oral Dysfunction: Hypersensitive: Picky eater with extreme food preferences and limited repertoire, may gag on textured food, difficulty with sucking, chewing, and swallowing, extremely fearful of the dentist, dislikes toothpaste and brushing teeth. Hyposensitive: May lick, taste or chew on inedible objects, loves intensely flavored foods, may drool excessively, frequently chews on pens, pencils, or shirt. Signs Of Olfactory  Dysfunction: Hypersensitive: Bothered or nauseated by cooking, bathroom and/or perfume smells, may refuse to go places because of the way it smells, chooses foods based on smell, notices smells not normally noticed by others. Hyposensitive: May not notice unpleasant or noxious odors, smells everything when first introduced to it, may not be able to identify smells from scratch 'n sniff stickers. Signs Of Visual  Dysfunction: Hypersensitive: Irritated by sunlight or bright lights, easily distracted by visual stimuli, avoids eye contact, may become over aroused in brightly colored rooms. Hyposensitive: Difficulty controlling eye movements and tracking objects, mixes up similar letters, focuses on little details in a picture and misses the whole, looses his place frequently when reading or copying from the blackboard. Again, you may want to check out A Printable Sensory Processing Disorder Checklist! ... I truly believe you will find it incredibly useful and thorough. In addition, you will find it useful to help understand these children and what they go through with this What Does It Feel Like article. It will give you an interesting perspective! Check it out.   Sensory Integration Dysfunction symptoms must not be ignored! If you observe many of these signs in a child you know, please talk to a professional, such as an Occupational Therapist who can further evaluate and decide whether your child has a sensory processing disorder. Let's catch it early and set these children on the right path!

 

 

Sensory Processing Disorder...What is it?

Sensory Integration Dysfunction Symptoms are, by far, the most important factors we should identify and call attention to!

They ARE the signs that something is not developing normally, and must not be ignored!

As a parent, it begins with the feeling and frustration of...
"Something is not right... Something is different... Why does he do that... I'm at a loss... How do I understand and help my child... Why is everyone telling me it is my fault and to stop letting him control me... I'm exhausted!"

 As a teacher, it begins with the feeling and frustration of...
"Why is this child so disruptive in class... Why is he so different than the rest of the children... Why is learning so difficult for him... Why can't he write legibly... Why is he so fearful... Why won't he play with the other kids... How do I even begin to understand and help him?"
Well, perhaps I can help! First, we must understand some basics about sensory integration/sensory processing.

Sensory integration is a normal, neurological, developmental process which begins in the womb and continues throughout one’s life.

   Although, it is important to note, the most influential developmental time is in the first seven years of life. Sensory processing is the process by which our brain takes in sensory input and interprets this information for use.

When talking about typical sensory processing, a productive, normal and “adaptive response” happens as: our neurological system takes in sensory information the brain organizes and makes sense of it which then enables us to use it and act accordingly within our environment to achieve “increasingly complex, goal-directed actions”. ** It is this “adaptive response” which facilitates normal development.** We, therefore use our sensory processing abilities for: social interaction motor skill development focusing and attending so we can learn If this neurological process becomes disrupted somewhere in the loop of intake, organization or output, then normal development and adaptive responses will not be achieved. Learning, physical and emotional development, as well as behavior will therefore be impacted; sometimes severely! It is this disruption which yields a neurological dysfunction called Sensory Integration Dysfunction/Sensory Processing Disorder. Keep in mind, sensory processing functions on a continuum. Please understand that we all have difficulty processing certain sensory stimuli (a certain touch, smell, taste, sound, movement etc.) and we all have sensory preferences. **It only becomes a sensory processing disorder when we are on extreme ends of the continuum or experience “disruptive, unpredictable fluctuations which significantly impact our developmental skills or everyday functioning”.** That being said, it is important for us to break the sensory integration dysfunction symptoms down into categories based on each of the senses.

The Misunderstood Child

The Misunderstood Child

By

Kathy Winters

I am the child that looks healthy and fine.

I was born with ten fingers and toes.

But something is different,somewhere in my mind,

And what it is, nobody knows.

I am the child that struggles in school,

Though they say that I'm perfectly smart.

They tell me I'm lazy-can learn if I try-

But I don't seem to know where to start.

I am the child that won't wear the clothes

Which hurt me or bother my feet.

I dread sudden noises, can't handle most smells,

And tastes-there are few foods I'll eat.

I am the child that can't catch the ball

And runs with an awkward gait.

I am the one chosen last on the team

And I cringe as I stand there and wait.

I am the child with whom no one will play-

The one that gets bullied and teased.

I try to fit in and I want to be liked,

But nothing I do seems to please.

I am the child that tantrums and freaks

Over things that seem petty and trite.

You'll never know how I panic inside,

When I'm lost in my anger and fright.

I am the child that fidgets and squirms

Though I'm told to sit still and be good.

Do you think that I choose to be out of control?

Don't you know that I would if I could?

I am the child with the broken heart

Though I act like I don't really care.

Perhaps there's a reason God made me this way-

Some message he sent me to share.

For I am the child that needs to be loved

And accepted and valued too.

I am the child that is misunderstood.

I am different-but look just like you.

Fibromyalgia Pain Linked With Sensory Processing Disorder!

Fibromyalgia Pain Linked With Central Nervous System Disorder

I am Shocked to find this article...My Mother has some sensory issues, as does my grandmother, and both of them have Fibromyalgia. all 4 of my children have SPD as well,and I will be researching Ways to help them more effectively, so it doesn't turn into a Chronic Pain condition later in their lives.

Oh The Joys of Being a Special Needs Mom !

Regular moms tell their kids to wake up and get dressed in the morning. And they do it.
Special needs moms put on battle gear to get our kids ready to start their day.


Regular moms ask their kids if they brushed their teeth.
Special needs moms prompt, "Brush your top teeth. Brush your bottom teeth. Did you get the sides? Open your mouth. My God, give me that toothbrush! You've left half your meal in there!"


Regular moms wave goodbye as their kids run off to catch the school bus.
Special needs moms get awesome door-to-door bus service for their child.


Regular moms know the names of all their friends.
Special needs moms know most of their friends by their username.


Regular moms judge other moms when kids have tantrums in stores.
Special needs moms say to themselves, "Hmm, I wonder which disability he has?"


Regular moms complain about driving their kids to sports and recreation classes.
Special needs mom grin and bear the weekly trips to tutors, doctors and therapists.


Regular moms' kids have a teacher.
Special needs moms' kids have a team.


Regular moms talk about accomplishments.
Special needs moms talk about skills, as in play skills, conversation skills, life skills, social skills and vocational skills.


Regular moms relax with their kids during the summer.
Special needs moms start their second job as home teachers, therapists and skills coaches.


Regular moms think accommodations refer to hotels.
Special needs moms have memorized the top 20 accommodations for their child.


Regular moms hope their child finds a good career.
Special needs moms are hopeful someone gives our child the chance to work.


Regular moms soak in the tub when they want to unwind.
Special needs moms consider a bathroom break a luxury.


Regular moms enjoy reading the latest best selling book.
Special needs moms should receive an honorary degree for all the disability books they've read.


Regular moms go out for dinner and a movie with their husbands every month.
Special needs moms have a date night with their husbands every…wait, what decade is this?


Regular moms complain their kids won't eat their vegetables.
Special needs moms are so desperate we consider chicken nuggets to be a legitimate meat product and throw in ketchup as a vegetable.


Regular moms' kids go to play groups.
Special needs moms' kids go to therapy groups.


Regular moms meet for a ladies night out.
Special needs moms get together at support groups and forums.


Regular moms have medical claim forms that fit in one file folder.
Special needs moms will tell you a small forest was cut down so we could receive our claims.


Regular moms think OT means overtime.
Special needs moms know more acronyms than a NASA engineer.


Regular moms have time to cook a full dinner every evening.
Special needs moms will never admit how many times we've picked up fast food.


Regular moms complain their husbands sit on the couch and watch TV while they do all the work.
Special needs moms...well how about that? Some things do stay the same!

Taken from a Friend: I can't claim credit...But Boy can I relate!

From Breakdown to Break Through pt 2

I'm Back!!!!  OK so in my last post I was talking about how the Principal called to re-schedule out IEP meeting (this was to be the 2nd continuation) and that pretty much triggered a Nervous breakdown. Being told that Independent Study time had run out, and my son would be dis-enrolled from the school if he didn't come back or transfer that day. UGH!

 So.....I was supposed to take my son to a school, where the resource teacher was telling him "You're really smart, I've seen you do this before, and if you don't do your work I'm going to call your mom. What will she think when I call and tell her you aren't doing your work?"
 And also kids will make soft buzzing noises at him in class to make him freak out, then he gets in trouble...etc...The List goes on and on and on!

 Well, her words in our phone call were ringing through my head "you say he has these meltdowns, but I've never seen anything like that at all, so I can't really say he needs and help"  GAAAHHHH!!!!! You want to see a Meltdown? I'll show you a Meltdown!

 I took a really big gulp, and with a Lump in my throat told my son he needed to get dressed because I was taking him to school. :(   Needless to say...that did not go over very well. However it did prove my point, and We were able to sit and talk for real now.

   By the grace of God the Special Ed Coordinator ended up walking through the door shortly after we got there....I guess the mention of an Attorney and suing the District for non-compliance and personal damages perked a few ears up. Not the most strategic move on my part I know, but as I told you, I had a Breakdown. I felt backed into a corner with no other options. So instead of curling up into a ball, I came out Swinging!

    The Special ed Coordinator was able to see all of the test scores that I pointed out...Looked over his exit from his original IEP...and agreed that he needed further testing. They are going to use the ADOS, Perform a Speech and Language Assessment, and an OT assessment!  I am so relieved to Finally get to the bottom of what is going on with my son!

   To top it off, the Psychologist who will be administering the ADOS screening for Autism, called me and told me that My input as a Mother was more valuable than anything they observed during the test! What a Breath of Fresh Air!

  The battle was won, but the war is not over. I still have to deal with my son talking to me like I'm his worst enemy on a daily basis. Do you have any idea how hard it is to teach a 9 year old with a TON of Pent up anger and frustration how to just breathe and be nice? I wouldn't wish it on my worst enemy! I mean, he literally does not know how to sound nice! I have to model it for him...and it feels dumb and is very draining...and only making small progress! Siiiiiiigh! Please Keep us in your prayers mama's!

   I will keep you all posted as I take this journey with my son, and share all of my revelations with you!

From Break Down to Break Through! pt 1

     Well, this will be short  because it's 1am. But I wanted to just give a really quick update!  I had a Break Down today, that lead to a Breakthrough!  I will 1st say I got on my face and begged God to take over the situation with the school, because I saw no end in sight and definitely no real solutions for my son....and I was on the brink (or was in the middle) of a Nervous Breakdown.  Not 5 min. after my Session of desperate pleading.....did my phone ring. It was the school...They were calling to cancel our IEP meeting that was set for this morning.

  If you have just joined me on this journey, this was meeting number 3! Our 2nd continuation, that was going to now include the Special ed Coordinator from the district. Because I am STILL trying to prove eligibility.

 So needless to say, that call absolutely sent me over the edge. I had been spending close to 10 hours a day preparing for this meeting, researching, printing, copying, highlighting etc....I had to take time off work ( I work from home, but it still set me back which is hard). I've been running on an average of 3 hours of sleep per night, since having my son home. It's been 3 weeks, and has required me to devote about 80% of every day to work with him on behavior and communication.

Does any of this sound familiar?

• Use your words,
• Don't talk so mean,
• Don't throw that, 
• Stop Jumping on the furniture, 
• Be Careful of the baby, 
• You Just SMACKED the baby! 
• stop flipping on the couch
• don't kick things,
• don't throw that
• Go Pick it up
• don't talk so mean!
• Get dressed before you go outside, and put on some underwear this time!

    And that entire list occurred about twice an hour!

So clearly I was at the end of my rope.....And I told the principal that as well.

To Be Continued.......(because it's 1:30 now! ahhhh!!!!)

Thank you Jesus for Google!

So reading through my Son's test scores there were NUMEROUS results, Comments and findings that were EXTREMELY upsetting.  So I sat, and read, and cried.

  And then I got Angry >;o/ I wanted to know what all of this meant! And WHY they didn't go over it with me in the meeting! 

ESPECIALLY THIS: (all quoted word for word from his assessment)


V.Summary of Findings and Consideration of Eligibility

Functional Implication for Suspected Learning Disability:  Based on the data presented in this report, the multidisciplinary assessment team determined that the severe discrepancy between ability and achievement does not exist to the degree that "He" cannot be adequately served in regular classes without the provision of special services other than those provided under the compensatory education programs.

Psychological processing delays for consideration towards determining if a handicapping condition is applicable include abnormal attention span coupled with weaknesses in processing speed. Grade Level WJ3 (woodcock Johnson 3), report cards and most recent test results indicate he has achieved at an expected rate to his Peers.  To Note, "His" attention span score will be relevant for consideration of the OHI (other health impaired) category.  In terms of strength, "He" is in the Verbal Comprehension/Auditory Skill, Visual Processing, and fine motor skills. Coined, "He" is a Visual learner that reaches potential through hands on type activities linked with exchanges in verbal conversation. When paper-pencil tasks occur under a specific time constraint, failure is predicted to surface due to the processing speed deficit. This tenet was noted in the 504 documents, attached to the end of this report.

Emotional Disturbance should be considered by the team in light of the teacher and parent inputs to include ASEBA data along with "His" behavioral hardships. Keeping in mind, "He" has only 2 listings in his online record, an amount counter to children generally categorized in special education with an Emotional Problem.

Highlighted to the reader and multi-disciplinary panel is the overwhelming success noted from most recent state test data, commensurate with teachers comments and report card marks. In core area's of reading, writing and math he has never scored below 2 or 3 for the last 3 years of report cards. "His" achievements in Language arts and Math is proficient and advanced. The main area of concern pinpointed by this investigator is believed to stem from behavior, to complete work without protest. "


UMMMMMM?????         You don't have to be a Rocket Scientist to understand what that report says....Please share your comments......Am I the only one who see's how completely contradicting these "Findings" are? And WHY did the Psych fail to read this portion of the report at the meeting?

I've since had a second meeting and brought all of this to light with data to back up what I KNOW is wrong with my son.....but I'll have to blog about that tomorrow...Off to Sew!~

Put it in Writing!

So I demanded a NEW assessment to be done, New Psych testing, the whole shi-bang! And apparently since I put my request in writing, they "Magically" agreed all of a sudden. So the Psych evaluation was done...the Academic Testing was complete and FINALLY my IEP date was coming up!

    The day was here, and we all sat down and all I heard was How Smart my Son was, His Test Scores were off the charts! (I already knew this but let them say their piece). Now here is where I made my 1st mistake. I had no idea I could ask for the reports and test scores in advance, so that I had a chance to actually read them!  Not only had I not read it, but I wasn't even given a copy until AFTER the meeting.

  So The Psych skimmed through the 23 page report offering "Highlights" when He felt they were worth noting. Such as... "He tested in the average range" "his academic performance meets/exceeds that of his peers, based on his Standarized State test results"  They mentioned in passing that his Visual Processing Speed index was slow, But "That means it takes him longer to look at his work and be able to make sense of it and complete it"  "But it doesn't mean he can't do it, he just needs more time allowance" You get the idea right?

      So Based on his Test scores, He did not qualify for an IEP because his ADHD and Autism Spectrum Disorder was not "Adversely Affecting His Academic Performance". (that term is important...so remember it!)  And therefore he DID NOT QUALIFY for an IEP and that there was Nothing an IEP could offer him, that he wouldn't get from a "Beefed up 504 plan" 

    So after everyone finishes telling me how smart my son is on paper, they start to get into the Behavior issues. He will Not do his work at all...His teacher hadn't been able to get him to write 1 word ALL YEAR! (we were 3-4 weeks into the new school year already) Their remarks were, "We know he can do his work because we have test results that prove his intelligence" "He just needs to be more motivated" "His behavior is the main issue here" And then they proceeded to tell me how reward systems were no longer working, his teacher had modified his work SO MUCH, that she was only asking him to do 1 problem and would offer to reward him for it, STILL Not working!


     So Here I am, sitting in this meeting.....with all these professionals telling me that my son is NOT on the Autism Spectrum, That he seriously lacks motivation and has major behavior issues. Then they proceeded to tell me about their latest strategies to get my son "Motivated". The resource teacher told me that as my son sat and banged his fist on the table (in frustration) she sternly reminded him "Gabe, I know you can do this....I've seen you do it before, and you have 2 minutes. If your work is not done, then I will go call your mom and get her on the phone. What will she say when she hears you won't do your work?"And then she told me he had it done and turned in right after that.

   So I get the whole song and dance about how my Son "Does not meet the criteria to qualify for an IEP" and really does not need one. BUT if I insisted they could give him one based on his ADHD, but it would be a waste of time, because all he needed was a "Beefed up 504 plan"

   So While I hear about how Badly my Son is Behaving, and How they are implementing Scare Tactics which make Me the Bad Guy, My Stomach is in knots! What is WRONG With my kid? Why is he being SO BAD? This is NOT the Kid I know......So I pulled him out that day and said If he is being this bad...He will have to deal with me!

  So They basically Guilted/Conned me into signing that I agreed with their findings. And then made copies of everything for me to keep on file.......

       What they didn't anticipate, is that I would actually Read that Evaluation as soon as I got home.   Over and over and google words and test scores to see what they meant.

  I KNOW my son, who I gave birth to and raised....And he has never been defiant and rebellious, Nor has he ever been unmotivated.....So what is wrong with my Son?! I think I sobbed all the way home.....I was numb......What was going on with my little boy?
   

Sew Now I'm a Special Ed Law Expert?

Where to begin? I suppose we should do a past re-cap in a nutshell.

   When my Son was 4 and started in a Pre-K  program at a public school, It was almost immediately obvious that  he was different. He wouldn't play with other kids and instead did a "Shadow Play" ( he would sit next to and copy other kids, but not interact)
So of course, looking for answers, we had him tested. 
    
       When he was 4 he was diagnosed with PDD-NOS and we were told that  he had ADHD as well. After 1 full year of Pre-K and 1 Full Year of all day Kinder, he had to be retained. He still did not know the alphabet, and could only recognize about 6 letters. I fought to get him an IEP program, and it took the school almost 2 years to agree.  Anyway, He went to a resource class a few times a day...And he seemed to do OK with that.

    Well.....The school we transfered from when we moved, Had him with the same teacher for 2 consecutive years....and she just understood him! (We Love you Mrs. Hoffman!) So the School "Convinced" me that he didn't Need his IEP anymore, and that if I refused to agree it would be a Burden to them....And if I ever changed my mind, I could re-open it without question.....HA!

    Well unfortunately, the past 2 years have been hell for my poor son. He was constantly having his lunch time recess taken away for impulsive actions or even exaggerated physical movements and being unaware of his own personal space. :'o(

     Enough was Enough, and after 18 months of requesting an IEP  be reconsidered, again I was continually made to feel that my desire for an IEP was not warranted....that all he needed was a 504 plan, and I just didn't know what I was talking about............

     

It all Started with a Little Sewing here and there.....

My Name is Johna and I am a stay at Home Mother of 4! I started sewing baby carriers for myself and a few friends as a "Hobby" and somehow ended up working 50+ hours per week! My Specialty is Custom Wrap Conversion Mei Tai's, And my Appliqué work on Custom Carriers. I recently Came up with a Unique Design for a *Hybrid Sling Waist* "Patent Pending" on My Wrap Conversion Mei Tai. The standard 2 strap tying waist felt claustrophobic and unflattering. So I thought long and hard to come up with a solution, and create the Perfect carrier for me! And I guess the rest is History, and you will only find a True *Hybrid Sling Waist* exclusively on a Bella Bambini Wrap Conversion. It combines 1 wide and very functional strap and a set of small sling rings. This provides  superior comfort, ZERO Digging, No more knot to lean against, and since the wide strap stays spread out wide...It provides a flattering Look as well! Minimize that Muffin Top Mama's!

In Short, The *Hybrid Sling Waist* is VERY Functional, Extra Supportive, Stylish waist Design, That helps you to feel comfort about your appearance while Baby Wearing.  Stays Put and Is Flattering!