We are having my 3rd grade son reevaluated to see if he can qualify for more services--he has a speech-only IEP along with the accommodations that got rolled over from his 504, including breaks when needed. I am looking for suggestions about what might be helpful to request.
He is in trouble all the time--weekly, at present--either losing recess or sitting in the office and missing out on class time. He has very poor impulse control and gets easily overstimulated--and the more overstimulated he is, whether by excitement or distress, the more impulsive he gets, which can lead to either peers getting hurt or disrupting class.
He's banned from part of the playground because he was sticking his leg or arm out at classmates as he spun around. He's banned from the library at lunch because he was running around with a peer. He spent recess in the office because he kept blurting out answers in class despite multiple reminders. He spent morning line up time sitting in the Quiet Area because he'd been swinging his backpack at a classmate (who was swinging back). He lost recess and was threatened with suspension because he pointed a finger gun at the principal while waiting to be picked up after school and bored. Etc. And these are all a bit more tame than the problems at the end of last school year.
When I'm with him, if I notice him starting to get overstimulated or wound up, I tell him, and have him breath and slow down and regulate before continuing, or find a new activity if needed. They don't seem to have the personnel or wherewithal to have someone do this enough at school--they have him calm down AFTER he's in trouble, despite the "breaks when needed" in his accommodations.
We have an IEP meeting for him next week (that they scheduled without even consulting us about the day or time). What would be reasonable services or accommodations for us to request be added?
I should add that the principal is convinced he is a malicious, aggressive kid and always tells us how blatantly intentional his actions were, and his teacher emailed us to ask us to "talk to him about his impulse control" when he was blurting out too much, as if we can just tell him to stop and he can then stop. 🙄 So there's not a lot of empathy for him, and I don't expect the school to come to the table with great suggestions. The psychologist and special Ed teacher who are conducting his evaluations are both new and don't really know him.
Thanks in advance.