DS has a speech disorder (verbal dyspraxia) and dyspraxia - and low muscle tone/hypermobility but not very badly. He is doing very, very well academically but struggles with social skills, is very quiet, doesn't have much of an input in the classroom - so it was said to us by his teacher at parents' consultation day.
I was surprised by this as he has an IEP and she should have been told at the beginning of the year about his condition, and how it affects his behaviour in the classroom. He currently has two or three sessions a week with a TA to help with speech and social skills, but I was shocked to learned that the teacher doesn't have any plan in place in the classroom to support him. His last IEP was way back, in May last year. Our senco has been on maternity leave and his next IEP is scheduled in December - was it down to me to push things along - and I missed the boat or has the school been lazy about this?
What is going on? An I right to be really cross? How often should an IEP review take place for a child with a (not severe) learning disability/learning difficulty?
My dds iep is reviewed 3 times a year. Probably the school are hoping you forget! I would ask the head teacher, as senco is off on maternity leave. Especially if the items in iep aren't happening in the classroom. When is the senco due back?
It only has to be done twice a year, but I think it's pretty normal (and good practice) to do it termly. I think that's a separate issue from the teacher not being told about the condition though - that's a question about transition between year groups. As a general rule, I always advise parents to have a word with the class teacher early on if their child should be getting something (be it medical, physical, adjustments such as sitting near the front, etc.), in that it's FAR better to be told 2 or 3 times about something than for something to go wrong and the receiving teacher to not know for the first couple of months.