...M is happy, engaged with his aides, his teacher likes him and he lights up when he sees her, and he is progressing. They don't see the regression that I am concerned about. They suggest we go for a more 'integrated' approach to connect skills our family needs to see at home with those he learns at school.
All is good.
What exactly is it I'm fighting for? Even I am starting to get confused.
13 comments:
Glad all is good!!!!!
Ahh, but if only! This is what they said to me about the observation..and likely how M presented because he's good like that. But it is not the reality of the situation. He is not even close to the child he was before we moved here. Not.Even.Close. :(
What is a "more integrated approach" supposed to mean? It's pretty convenient for them to think all is good since it prevents them from having to implement any new strategies or try any modifications. Good one. So if everything's so freakin' kosher, why was it such a bad idea to take him to THE SPECIAL OLYMPICS!
If I lived closer I'd come over and uncork a nice bottle of red.
bullshit.
sorry debbie.
I call bullshit too.
They say that so they don't have to DO anything.
They devalue your concerns, and so your beautiful boy AND his potential.
Ugh...
Keep your eyes on the gently swinging watch...tick tock, tick tock...your child is fine...tick tock...let us lull you to a happy place so you allow us to continue status quo...tick tock, tick tock...
That is exactly right, Molly. I've been all too aware of it for two years now.
The district is full of shit and what they said is so predictable. I swear the scumbags in these districts ALL use the same lines. I would get independent evals., good, solid recommendations and take them to due process.
*sigh* I have been here...I am here...YOU know M best, not a single solitary person knows him like you do. Have you considered an advocate?? I promise everyone's tune will change once this happens. Sending you a big hug
I recall the great pictures you shared of your son at his previous school with his previous teachers.
Can the current school teachers provide any such shots? If not, why not?
A picture says a thousand words.
- Joan in PA
I provided them with those pictures and the report from right before we left TX that showed him able to do some key academic skills...naming body parts, counting to 10, recognizing two colors, SAYING OTHER CHILDREN'S NAMES and engaging with them for 1-2 minutes. None of these skills are present now. He is essentially non-verbal. He hasn't said another kid's name. He is a compliant little guy. I have told previous members of the IEP team to please not mistake compliance for appropriateness. He is a kid who flies under the radar without causing too many problems in the classroom and I feel that this is why nothing is going to change. In all fairness to the district, I am pleased with the outside aides they hired. I think they are reputable and good. I just don't think he's ever going to progress being the black sheep in a classroom with kids and other teachers so different than him and ill-equipped to handle his needs. Blah.
You don't need pictures, you need good evals. from highly qualified BCBA's, Neuropsychologists, SLP's, OT's and PT's. Pictures mean nothing to a hearing officer when deciding whether a child is progressing or regressing. Facts and data do. Does the district keep data? If they do ask to see it on a weekly basis (it will probably be fabricated anyway, but ask). The child belongs in an intensive ABA program, not in some inclusion situation. I see this happen to kids everyday. Districts waste their time and ultimately their lives. I would fight back hard on this one or move.
Sendings hugs and love and good, good karma. Best of luck with this, doll.
Post a Comment