Refusing to provide OT for autistic child?

Question

My son is four and has autism. He has been getting occupational therapy since about 18 months old. Over the summer, we moved to a new school district. They are not going to provide any OT for him, since they can't figure out any "goals" that would require it. However, his last school's occupational therapist did a "Floortime" model of OT with him and helped him with sensory issues, which helped him to learn more about social skills and learn better the rest of the day. What can I do? Is there anywhere that lists the benefits of OT for autism?

Answer 1

First is petition the school board. Don't know if I don't play hardball. A camera crew from a local TV station usual grabs their attention. Its not that they CAN'T, its that they won't. Read up on the Americans with Disabilities Act. You'll get some good references there.

Answer 2

This is not a rare problem.  Parents of disabled children often encounter difficulties with getting services.  A good place for answers and a community of other parents who have faced the same or similar situations is: www.schwablearning.org

Answer 3

Here are a couple of sites that may help you.  It is possible that the OT at your new school doesn't have training in using occupational therapy with children with autism, so that may be part of the problem.  Can you ask the OT at your previous school to help in developing some goals?

Answer 4

I would write the school (keep a copy for yourself) and request for an IEP meeting. You can also request that he be evaluated/re-evaluated for special education and related services. The following is some bit and pieces from the US Dept. Of Education IEP Guide...

About evaluation:

The evaluation must assess the child in all areas related to the child's suspected disability. The evaluation results will be used to decide the child's eligibility for special education and related services and to make decisions about an appropriate educational program for the child. If the parents disagree with the evaluation, they have the right to take their child for an Independent Educational Evaluation (IEE). They can ask that the school system pay for this IEE.

If the child is found to be a "child with a disability," as defined by IDEA, he or she is eligible for special education and related services. Within 30 calendar days after a child is determined eligible, the IEP team must meet to write an IEP for the child.

This part comes from the IEP Team Members section:

The parent or the school system can invite individuals with knowledge or special expertise about the child to participate on the team. Parents, for example, may invite an advocate who knows the child, a professional with special expertise about the child and his or her disability, or others (such as a vocational educator who has been working with the child) who can talk about the child's strengths and/or needs. The school system may invite one or more individuals who can offer special expertise or knowledge about the child, such as a paraprofessional or related services professional. Because an important part of developing an IEP is considering a child's need for related services, related service professionals are often involved as IEP team members or participants. They share their special expertise about the child's needs and how their own professional services can address those needs. Depending on the child's individual needs, some related service professionals attending the IEP meeting or otherwise helping to develop the IEP might include occupational or physical therapists, adaptive physical education providers, psychologists, or speech-language pathologists.

This is about related services that if needed must be written in the IEP.

A child may require any of the following related services in order to benefit from special education. Related services, as listed under IDEA, include (but are not limited to):

~Audiology services

~Counseling services

~Early identification and assessment of disabilities in children

~Medical services

~Occupational therapy

~Orientation and mobility services

~Parent counseling and training

~Physical therapy

~Psychological services

~Recreation

~Rehabilitation counseling services

~School health services

~Social work services in schools

~Speech-language pathology services

~Transportation

If a child needs a particular related service in order to benefit from special education, the related service professional should be involved in developing the IEP. He or she may be invited by the school or parent to join the IEP team as a person "with knowledge or special expertise about the child."

If the parents do not agree with the IEP and placement, they may discuss their concerns with other members of the IEP team and try to work out an agreement. If they still disagree, parents can ask for mediation, or the school may offer mediation. Parents may file a complaint with the state education agency and may request a due process hearing, at which time mediation must be available.

Answer 5

Wow, it's such a no-brainer, I can't imagine you'd have to prove this to them. They are just trying to save money. OT is standard and is often necessary to make his education possible. In the records from his former school, are there any statements as to why it was offered to him there? His needs are the same, no matter what the school, so it should carry over. Also be prepared to show the notes on the good results that were gained.

Does your state autism society have trained people who will go to PET with you, to back you up when they try to twist everything around on you? Give them a call, and  even if they don't have people, they can give you stuff on OT and also stuff on what will happen when you suddenly remove a necessary therapy.

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Answer 6

IF there is a current IEP for your child, they are legally bound to adhere.  As for help 'figuring out any goals, try the link below. Great for all to use. You may also want to look into contacting the Federation for Children with Special needs for assistance. http://www.bridges4kids.org/IEP/iep.goal...

Answer 7

I went through the same thing.  When we went from the Early Childhood education to the elementary school they refused to give him actually anything.  They wanted to place him in a regular classroom.  The child could not even hold a pencil let alone eat with utensils.  We fought through the IEP process to no avail.  What I did end up doing is going through the private sector.  We went to the local Children's Hosp for services.  They say that the parents have all the power to get what their child needs.  But I know that it is better to have someone there with you to go to bat from example the Dept. of Mental Health or Parents as Teachers if that is available to you.

Answer 8

Unfortunately, this situation is not uncommon although you and I both know OT is usually essential for most autists. I would get the last OT's treatment goals with the specific goals she had set through Floortime. I assume they were social goals which are crucial, essential and LEGAL through your child's IEP, to be implemented in the school setting (using utensils is a biggie. I have dealt with this myself with my autistic son).

Once you have the former OT's set of goals and tx plan, ask for a new IEP verbally and in writing.The IEP team has a MAXIMUM 60 days to have the new IEP meeting, legally.

If you feel your child's needs are still not being met, ask for a Mediator. The school system must legally then provide a unbiased (cannot be employed through the school system), mediator to help resolve these issues at THEIR expense.

Best wishes and keep up the good fight!!