If it is noted that a child can learn the material and can perform the tasks but isn’t always motivated to perform said task through to completion…that’s not a, not sure how to put this…it’s not a comment on the child and the appropriateness of the goal or placement but an indication that the teachers/therapists need to come up with new ways to motivate the child, is that right?
short answer: yep! you’re right!
Yep. They need to make accomodations and/or modifications (hence why he has an IEP in the first place) to meet his needs. It’s called differentiated instruction and some teachers seem to be unaware that it exists. Basically it means that you need to take each child’s learning style into consideration separately and approach them as an individual, not a group. FXS kids are naturally going to have some behavior concerns, but again that is no reason to just give up on a goal — that is why we have IEPs, special placements, and differentiated instruction; to help address those issues and overcome them, helping them to become as successful as possible. You know your child better than anyone else; you know what he is capable of. Keep fighting for him!
For example, Punkin wasn’t meeting his goal of prewriting strokes even though he is physically capable of doing it, and cognitively able as well. So his teacher and I talked and we started to understand the FXS learning style better and we changed the goal and the way we approached working on it. He is now tracing his name with some hand over hand assistance and his new goal is to copy his name. I know, right? COPY HIS NAME. I will blog about this more. I’ve been meaning to blog about his IEP stuff, anyway.