Does your child or their classroom have an aid?

[egoldber]

My older DD's 4th grade classroom just got an aid about 4 weeks ago. It has made a huge, huge difference for her and for a few other kids. She is in a traditional 4th grade classroom, but it is a full time gifted classroom and there happen to be at least 4-5 children with mild special needs (including her) of various types. I happen to know that there are children with diagnosed ADHD and anxiety and I think one child may have HFA, but I do not know that.

I know it is pretty unusual for an upper grade classroom to have an aid, even when there are mild special needs. I don't know how this process was started, I was just told a few weeks ago (when older DD was having some pretty severe classroom issues) that her classroom would be getting an aid.

So I am wondering if anyone has any insight into how this process works? I would like to lobby for her class to have an aid again next year. I do not think that DD needs a 1 on 1 aid, but she certainly benefits from having an aid available. It just diffuses the tension in the classroom because the aid can deal with / coach on behavior issues, leaving the classroom teacher free to continue teaching.

Also, if your child is older, do they find the aid stigmatizing? My DD tells me she does not like the aid "because she helps kids who are different and that means I am different". So she is starting to process that she is different in ways from her neurotypical peers. She is also at the age where she wants to minimize differences from her peers, so being helped in this way is very hard for her.

Any thoughts or experiences are appreciated. :)

[Neatfreak]

At my daughter's school, all classes (pre-K to Gr. 6) have a full-time TA.

[plusbellelavie]

My DD in 4th Grade has a aide that comes in but she rotates among the three 4th Grade classes in the school. She allows the teacher to give more attention to either the students with special needs or children like my daugther who are advanced in class.

From my understanding there is such an aide for every grade K-5th Grade in my DD school.

[Gena]

I know it is pretty unusual for an upper grade classroom to have an aid, even when there are mild special needs. I don't know how this process was started, I was just told a few weeks ago (when older DD was having some pretty severe classroom issues) that her classroom would be getting an aid.

So I am wondering if anyone has any insight into how this process works? I would like to lobby for her class to have an aid again next year.

The aide may be included on another child's IEP. My son has an aide when he is in the typical classroom (he's partially mainstreamed). The aide is listed on my son's IEP as a resource/support for the teacher, so if/when my son reaches the point where he no longer needs the aide 1:1, the aide can remain in the classroom as general support for the teacher.

My DS is still rather young (1st grade), so he does not find his aid or his other supports, accommodations, or services stigmatizing. He has noticed that other kids don't have these things. He is just starting to realize that he is different from other kids. He is curious about these differences, but not upset by them at this point.

Part of it has to do with school culture too. These types of aides are not unusual in our school. Our school has a higher than average special needs population (because only a couple of schools in the district have special education services) and is also a Title I school AND has a gifted program. So all the students kids are used to classrooms with aides, classmates leaving for pull-out therapy or enrichment, and other specialized services. There is a lot of emphasis on students having different needs and abilites.

[egoldber]

Gena, thanks for feedback about your DS's situation. I have wondered if another child had an aid written into an IEP and we are simply benefiting from that. At the recent meeting I had with the teachers about DD they simply said "our class will be getting an aid" although of course they would not share if that was because of someone's IEP. It is interesting that his IEP specifically says that the aid can be shared if the need is not 1-1. I wonder if I can use some language like that to request an aid for her next year.

Our school actually does have a significant special needs population. In addition to being a base school they have a gifted center and they are also a center for a specific health/medical condition and that aspect of the school and the theme of people with differences is one that is definitely emphasized throughout the school.

But it is not the norm in our district (at least at the 2 schools we have been in) for classrooms above K to have a full time aid. If a class has a significant ESL popolation, then an ESL teacher will spend at least part of the day in a classroom and at times that functions like an aid.

DD told me that the aid works with only certain students, her and 2 others. I do know that there are more students with diagnoses than that in her classroom, but she says the aid only works with 3 people. I do not know if this is true, if this is her perception or if someone told her this.

[mytwosons]

DD told me that the aid works with only certain students, her and 2 others. I do know that there are more students with diagnoses than that in her classroom, but she says the aid only works with 3 people. I do not know if this is true, if this is her perception or if someone told her this.

My guess is the aid is part of another child's IEP. If an aid was assigned to your daughter, I'm pretty sure the school would tell you.

When DS1 was entering mainstream K, they didn't feel he would need an aid, but we really pushed for one because we were told it would be harder to get one later should the need arise. Another child had an aid in their IEP. The aid in that classroom ended up working with other kids and never really worked with my DS or the other boy. In her case, she had to spend a lot of time with two other children, but she did help out with the entire class and assisted the teacher.

I'm going to guess that is what you are seeing. A child had an aid added to their IEP (most folks just finished their IEPs), but the teacher has indicated to the aid some other kids who could use assistance.

[HIU8]

This is why DS isn't going to our public school. K has no aide. Other grades do (it's random though). Our neighborhood school has a cued speech (deaf and hard of hearing and a vision program). Those children are integrated in and aides are in every single class (except K for some reason). I was told these aides will help all the children, but they are there specifically for the deaf and visually impaired children so they come first. There is also a program for kids with emotional disabilities, but I believe they are separated out for part of the day and no aide is with them when they join the larger class (at least not just for them).

[egoldber]

If an aid was assigned to your daughter, I'm pretty sure the school would tell you.

No, sorry, I know she is not assigned to my DD.

We had a 504 update meeting about 4 weeks ago, precipitated by some behavioral issues DD was having in the classroom. As part of that meeting, they said, "Our classroom will be getting an aide and that should help things out a lot". One of the issues was that DD was having emotional outbursts that were disruptive, the teachers could not calm her down and they could not leave the classroom. So they were having to call the counselor or the office to come and get her.

We have since resolved what we think was causing the emotional outburtsts (a medication reaction) but the teachers have said that having the aide is very helpful to them and DD because they are able to head off many issues before they get to be larger issues. The aide can work with DD (or other kids) and the teacher can continue to teach.

DD mentioned the aide one day and I asked DD how she liked having the aide in the classroom. Her response was that she did not like her. I asked why and that is when she said, "Because she only helps kids that are different." I asked her didn't she help a lot of kids (because I had assumed she was there for general classroom support) and she said no, that she only worked with 3 kids, herself and 2 others that she mentioned by name. That may or may not be accurate, but it is what she perceives or was told.

I guess my question is I would like to try and make sure that DD's classroom has an aide next year as well. I had assumed that her needs were nowhere near severe enough that an aide was even possible. Now I am wondering what I can do to help make that happen next year. She does not need a 1-1 aide, but a shared aide is obviously a resource that could be extremely helpful.

And I am also wondering how parents with older kids have worked with their kids to cope when they perceive this as a stigma.

[mytwosons]

No, sorry, I know she is not assigned to my DD.

We had a 504 update meeting about 4 weeks ago, precipitated by some behavioral issues DD was having in the classroom. As part of that meeting, they said, "Our classroom will be getting an aide and that should help things out a lot". One of the issues was that DD was having emotional outbursts that were disruptive, the teachers could not calm her down and they could not leave the classroom. So they were having to call the counselor or the office to come and get her.

We have since resolved what we think was causing the emotional outburtsts (a medication reaction) but the teachers have said that having the aide is very helpful to them and DD because they are able to head off many issues before they get to be larger issues. The aide can work with DD (or other kids) and the teacher can continue to teach.

DD mentioned the aide one day and I asked DD how she liked having the aide in the classroom. Her response was that she did not like her. I asked why and that is when she said, "Because she only helps kids that are different." I asked her didn't she help a lot of kids (because I had assumed she was there for general classroom support) and she said no, that she only worked with 3 kids, herself and 2 others that she mentioned by name. That may or may not be accurate, but it is what she perceives or was told.

I guess my question is I would like to try and make sure that DD's classroom has an aide next year as well. I had assumed that her needs were nowhere near severe enough that an aide was even possible. Now I am wondering what I can do to help make that happen next year. She does not need a 1-1 aide, but a shared aide is obviously a resource that could be extremely helpful.

And I am also wondering how parents with older kids have worked with their kids to cope when they perceive this as a stigma.

IMO, the school has made it pretty easy for you to get an aid. They told you her behavior was disruptive and the teacher couldn't take her out of the classroom as needed. Teaching was disrupted. They said an aid in the room should be helpful and then confirmed it was helpful. My son only had an IEP, not 504, so I don't know if you would need to move to an IEP in order to get an aid. But, I would simply call a team meeting and request a classroom aid for next year. If they balk, you remind them of the things I listed above.

DS1 hasn't had an IEP or aid since K, so I'm not so sure about the stigma in older grades. The really good aids I've seen have helped many of the kids in the class and have often been more of a teacher's aid than para pro when things were running smoothly. In those cases, it can be pretty hard to distinguish who the aid is actually for. When you meet to request a room aid, I would bring this up and see if they have any ideas.

[vludmilla]

I guess my question is I would like to try and make sure that DD's classroom has an aide next year as well. I had assumed that her needs were nowhere near severe enough that an aide was even possible. Now I am wondering what I can do to help make that happen next year. She does not need a 1-1 aide, but a shared aide is obviously a resource that could be extremely helpful.


I think it would be extremely unlikely that you could get an aide for your DD with a 504 plan. 1:1, 2:1, or 3:1 aides are services that get put on an IEP. Would you want to consider an IEP?

[egoldber]

I would consider anything that will get her more help! I have no objections to an IEP, but I don't know that she will qualify for one. I almost wish she was struggling academically. How sad is that? But her grades are very high. All As and a couple Bs. In many ways things would be so much easier if she had a clear cut qualifying diagnosis.

Her psychiatrist estimates her "emotional age" to be more like a K/1st grader. I did ask at the 504 meeting if the gap between her emotional maturity level and her age level continues into 5th grade what can be done and the counselor cautiously said, "Well at that point we may need to re-convene the screening committee", so I guess they have opened that door a crack.

[mytwosons]

I know of kids who are doing fine academically, but have an IEP. I think you need to push on the angle that she needs support to stay in the class and participate. If she doesn't have an aid, she can't stay in class, she can't participate fully = it affects her learning. You are trying to nip the issue in the bud before her grades fall.

ETA: All it takes is one sympathetic person on the screening committee.

[hellokitty]

I agree with the others that most likely a classmate has an IEP with a req for an aid. That is the only reason why some teachers in our district have an aid.

[Gena]

Even without a firm diagnosis, she might qualify for an IEP. The rule is that the child must have impairment (disability) that negatively impacts educational performace. But the term "educational performance" is NOT limited to academic work. If she is not able to function in class appropriately, that is part of educational performance.

I think you should tell you counselor that you are in fact interested in reconvening the screening committee.

[mytwosons]

Even without a firm diagnosis, she might qualify for an IEP. The rule is that the child must have impairment (disability) that negatively impacts educational performace. But the term "educational performance" is NOT limited to academic work. If she is not able to function in class appropriately, that is part of educational performance.

I think you should tell you counselor that you are in fact interested in reconvening the screening committee.

:yeahthat: Much better worded than my post!

[pinkmomagain]

When dd2 was younger, I did request a classroom with an aide...even though she did not have an IEP (and didn't get a 504 until about 4th grade).

The way I positioned it was that due to her anxiety (she has adhd too) she could have emotional outbursts and that it would benefit the teacher (and dd's fellow classmates) if she was placed in a class that also had an aide (even though that aide was not specifically assigned to her). I usually wrote a letter to the principal around April/May discussing my child and what I felt her needs were for the upcoming school year. You may try this..and I'm sure a letter from your dd's psych would help as well (especially since you can site how well things are going this year with the aide in the classroom).

ETA: Any testimony from dd's current teacher would certainly help your case...whether you just write a letter, or go for an IEP or 504.

[egoldber]

Pinkmom, she already has a 504. I will definitely ask for an IEP though. The one issue I see though is that since we switched her meds, she is now no longer having uncontrollable outbursts. That was clearly a medication reaction. She does still get emotional and would benefit from an aid, but I just don't see how she would qualify. But I can only try.

But I think the strategy of asking to be placed in a classroom with an aid is kind of brilliant actually. :) I did ask for a teacher this year who was particularly good with anxious/special needs students. None of those kids had an aid though until this quarter.

[StantonHyde]

Beth:

My DS's teacher handled things with DS really well. eg. DS is allowed to play with silly putty and stress balls to reduce anxiety/keep him from pulling his hair. When other kids asked why they couldn't play with silly putty, she said that DS needed something different to learn--just like she needs her glasses. That was about it!

So I think the teacher can do a lot to cultivate a culture of "we all learn differently" and what student needs is what they need to learn and that's all.

I really think your daughter is reading wayy more into this--gosh, who would think a socially anxious kid would read things differently. :loveeyes: I would talk to the teacher about how the aid works in the classroom just so you have an accurate picture to hold up against your daughter's "worry brain" perception. And then I would work with her psychologist to find the words you need to relay to DD that will help her feel ok about this.

As for getting an aide--it never hurts to ask!!! I know it can be hard to get services in schools (that's why DS is in a Catholic school with a reading specialist who would work with him vs. the PS that would have waited till 3rd grade when he was failing!). And in some schools, you really do have to know the "magic words"--sort of like working with health insurance. So while my tactic is always to have an open conversation with the teacher/team, others here can probably give you some good verbiage to get what your DD needs to function at her very best. (heck, the teacher isn't going to be upset about getting an aide, I can assure you. He/She will thank you!)

[egoldber]

I really think your daughter is reading wayy more into this--gosh, who would think a socially anxious kid would read things differently.

Mmm. No, I think she's probably pretty accurate. She identified 2 other kids besides herself and they are the 3 I would have pegged as needing hands on re-direction and intervention. One of the 3 I think has HFA/Aspergers, but I am not aware of the actual diagnosis. The other child definitely has ADHD and anxiety because I am friendly with that child's mother. Her needs are pretty similar to my older DD's, alhough I think my DD is probably a little more extreme behaviorally than she is.

Anyway, the school year ends today. Overall, except for a couple bumps, it really was a good year. :) I had a lengthy conversation with the counselor about how to ask for a special needs friendly teacher for next year. I will also ask for placement with an aid and I will be requesting an IEP in the fall.

[cuca_]

I am very late to this thread, but wanted to share that DD2 has an IEP that called for a 1 on 1 aide this year. For next year, she will be in a classroom with a shared aide. She has ADHD and her issues are frustration tolerance and difficulties with transitions. She does not have any academic issues.

I know you talked to the counselor, but wanted to point out that I think what helped the most in getting her classified and obtaining the aide was a classroom observation done by an assistant to the neuropsychologist who evaluated her and diagnosed her with ADHD. So if you have the opportunity, I would have a professional observe her so that they can attest (in person or in writing) that your DD has some difficulties in the classroom.

I can't comment about helping an older kid to deal with having an aide, but in my DD's classroom the aides did work with the other kids some. Also, DD really loved her aides and was happy to have them around -- I am sure she will miss the one on one attention next year. Of course, this was K which I am sure is totally different.

By the way, we also had some emotional outburst with DD1 that were a secondary effect of her ADHD medication and it was very tough to deal with. DD1 is an emotional kid, but she was literally melting down over every little thing. ( I think posted about Field Day issues in the Lounge). Well, we changed her medication and the meltdowns stopped. Scary how that works.

Good luck!