Do IEP's cover executive function problems?

[grinnbareit]

Just wondering really, I have looking back over Ds's IEP's from previous years and it would appear that the things he finds most difficult aren't really mentioned, would this be something that I could speak to the SENCo about?

Take for example time taken for Ds to leave at the end of day; bell goes, children filter out, no sign of Ds, 10 minutes later Ds appears, slowly starts to put his coat on, Ds disappears again to collect spellings from his tray which he forgot, re-appears continues to put his coat on, wrestles putting papers into his bag, takes a further 5 minutes to put his bag on his back, dawdles in hallway, eventually leaves when the playground is completely deserted. Time taken to leave school building 35 minutes. please note this is almost every day unless his teacher has an after school club, and the 35 minutes do not include his PE day which will extend this by more than 20 mins.

Now I could quite easily walk on in at the end of the day to help Ds (which I have) to pack up his work, give him verbal directions to be sure he has collected everything, again with his coat, again with his bag. I don't really know what to do tbh, this wouldn't really help my Ds at any other time of the day IYSWIM?

Is this something that can be added to his IEP? Just wondered before I went in there asking daft questions .

Yes - DS's has done for years now.

Absolutely yes. The IEP should address the things that stop him learning normally - what you describe is a huge part of classroom routine, he'll be missing teaching time when this happens through the day. By which I mean, don't be fobbed off that this isn't a problem because you've only observed it at the end of the day, it will be happening right the way through.

Thank you, right now I have answers to that, what would you suggest? I am only just coming to grips with the hidden difficulties my Ds has, which we have just found ways to help him with over the years. The SENCo is fairly new to her job and I'm not sure if she would have any suggestions of her own, in fact she told me an IEP is legally binding and must be followed by law I'm pretty sure it would be her job to make sure the IEP is followed????.....anyway sorry lost my train of thought....I should imagine (going by Ds at home) that getting changed for PE (definitely going by the example above) and swimming would be a very long process for him what suggestions should I make to the SENCo? I had a little look around on the internet but can't find any examples. At home I would use written/verbal instructions for most tasks he has difficulties with but I'm not sure if this would be possible especially during swimming (the teachers which take him are all female).

A check list to help him get ready would be good. Or they could use a timer. Or they could give him extra time where necessary (although that might backfire, eg getting him out of the pool early because he needs more help to get dressed would cut down on his own swimming time).

It can be something as simple as letting him go first in the line though, or putting his peg in a slightly different place, just so he's out of the scrum. They need to experiment (which means try different things with an open mind, just in case any SENCOs are reading!) to find what works for him.