Re: Re: ARD MEETING AND POTTY TRAINING ISSUES

[Guest guest]

In a message dated 10/3/2007 2:20:40 P.M. Eastern Daylight Time,

ltb3105@... writes:

I am so torn. I don't think even with an advoate or attorney, that I would

be able to keep at the present school. They are so big on paperwork here

in TX, that it would be easy to see that can't possibly keep up. So,

what would they do with him? Stick him in a corner and let him scribble with

some crayons, or go to the other school, where they seem enthusiastic about

helping him, and he will have more assistance.

I can't change the system, or their program....this is it in a nutshell.

What do you all think?

What do you think would help the most as far as preparing him for life

after school and the protection of IDEA? Is being with his friends going to

help him learn how to dress, toilet, etc.? Now the school is wrong as far

as saying he has to be on a certain level in order to be at that school. The

whole point of the IEP is to write up goals and services to meet his needs.

Now you can fight them and it may take a long time in which who is the one

losing out? I know what they are doing is wrong but at the same time if he is

already a junior then you don't have that many more years to play around with

and I would go for what will give the most benefit. I would also make

sure the IEP is written so that his needs are being met and that he has any

support and services needed to help him be successful. Sometimes what we

want for our kids is not always what is best for them and I'm not taking the

side of the school because we all know what they are doing is wrong but what I

am saying is would a long battle trying to get what you want from this school

benefit or would placing him where they welcome him and are set up to

provide for his needs and writing an IEP that will include peer relationships

as well as academics and functional living skills be a better fit for him.

You know your son what do you think would be best for him for preparation for

life after public school and then work towards that goal. :-) JMHO

Carol

Trishasmom

She isn't typical, She's Trisha!

************************************** See what's new at http://www.aol.com

[Guest guest]

Hi,

My son is 15, and in 8th grade at his neighborhood middle school, they

happen to have a life skills class there. They do work on some academics as

well. He is potty trained has been since he was 5. However, I have always

strongly believed that my son, knows when he can not do what other kids are

doing. I have been very careful not to hurt his self esteem, I want him to

feel good about himself and be proud of himself, I mainstreamed

completely

for 2 years of kindergarten and the first grade. Then when the work went

way over his head , I knew it was time to put him where he would feel better

about himself. It is not about me , its about . He mainstreams in for

Chorus and Art and phys ed.

I think you should go check out the other school, you just might like it.

Viola

************************************** See what's new at http://www.aol.com

[Guest guest]

Hi - I know I'm fairly new here but I thought I would share what I think

about this issue with your son.

IMHO - At some point and then again at other times in our children's lives, we

suddenly feel that whatever we've been doing with and for them isn't enough.

Then it becomes a mission to correct whatever we think is lacking, even though

often there is nothing lacking and we are all doing the best we possibly can for

our children.

I fought early on in my son Aidan's schooling for him to be in a regular class

at his home school. I lost, or so I thought. Then I fought for him to be in

the " higher functioning " classroom so he could benefit from modeling the other

students. Again, I lost, or so I thought. Aidan has been in a special ed class

since 2002 and is happy. That's all. He's happy. Now this year he is in a

class that is higher functioning and I am fighting it. But somehow, if I loose,

and I know I will, I know it will be o.k. as long as he is happy.

I like " the other school " with more individualized attention and programming.

Can handle the travel to the other school? Aidan loves his bus rides to

and from school every day - about 1/2 hour each way. Where I live in Ontario

Canada, the school board must not only accomodate your child in attending an

approproate school, but also must provide transportation.

I guess I'm still learning (Aidan is 12 1/2) but in the end, if Aidan is happy,

I guess that's what is most important to me. He changes schools, changes

classrooms, changes EA's, changes teachers, changes support workers -

haha...just thought of this one - cannot change himself and he eventually

fits in and accepts things if he is happy.

I waffle between knowing that I am one amazing momma, to wondering if I actually

have any clue to raising this child. Lately I have been doing alot of

wondering but, well, Aidan is happy.

I guess this wasn't too helpful but, me? Well, I'd seriously consider getting

my son out of an environment that obviously doesn't want him.

Best of luck...

/diane

Bowe wrote:

Hi all, well we had our meeting and the first thing addressed was the

changing issue. They agreed to change him, blah, blah,blah...so that's settled.

BUT, they showed us schoolwork that is NOT progressing and that he is on a

Pre K level when the requirements of this school are that they need to be at

least on a 1st to 2nd gr. level. Anyone lower functioning than that, goes to the

" other " school.

This is the best they have to offer and even though we disagreed and are meeting

again, I don't think we can win this...it's cut and dried.... " this is what we

have to offer, and it's way over 's head " .

So who are we spiting here by insisting he stay at his " home " school? They are

obvious reluctant to teach him on HIS level, while the other school has a small

no. of students and the teacher has three assist., which means would get

more " one on one " .

They said he doesn't even know the basic skills like ABC's and counting, while

the other children can read and write.

I am so torn. I don't think even with an advoate or attorney, that I would be

able to keep at the present school. They are so big on paperwork here in

TX, that it would be easy to see that can't possibly keep up. So, what

would they do with him? Stick him in a corner and let him scribble with some

crayons, or go to the other school, where they seem enthusiastic about helping

him, and he will have more assistance.

I can't change the system, or their program....this is it in a nutshell.

What do you all think?

---------------------------------

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[Guest guest]

With all personal feelings set aside, which school can best fit his needs? Where

can

he fit in the best and be happy? That is where he needs to be.

We also tried putting our son in his home school and we successfully got him

in. But,

we found out very soon that was not in his best interest. We put him back the

next

year in another school across district that was best suited to his needs and

he was

happy and very successfull. He had more one on one and was in his levels of

proformance. I know another parent who insisted her child be in a certain

school that

was not set up much for special needs and her child was near her own home and

had

a one on one person with her but, was very isolated from the others just by

the fact

that she couldn't keep up in any way. His IEP had acedemics written into it

and to this

day (l9yrs now) is addressed in his curriculum every day. He is very happy and

well

adjusted child (or teenager)

Carolyn

Bowe wrote:

Hi all, well we had our meeting and the first thing addressed was the

changing issue. They agreed to change him, blah, blah,blah...so that's settled.

BUT, they showed us schoolwork that is NOT progressing and that he is on a

Pre K level when the requirements of this school are that they need to be at

least on a 1st to 2nd gr. level. Anyone lower functioning than that, goes to the

" other " school.

This is the best they have to offer and even though we disagreed and are meeting

again, I don't think we can win this...it's cut and dried.... " this is what we

have to offer, and it's way over 's head " .

So who are we spiting here by insisting he stay at his " home " school? They are

obvious reluctant to teach him on HIS level, while the other school has a small

no. of students and the teacher has three assist., which means would get

more " one on one " .

They said he doesn't even know the basic skills like ABC's and counting, while

the other children can read and write.

I am so torn. I don't think even with an advoate or attorney, that I would be

able to keep at the present school. They are so big on paperwork here in

TX, that it would be easy to see that can't possibly keep up. So, what

would they do with him? Stick him in a corner and let him scribble with some

crayons, or go to the other school, where they seem enthusiastic about helping

him, and he will have more assistance.

I can't change the system, or their program....this is it in a nutshell.

What do you all think?

---------------------------------

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Check out fun summer activities for kids.

[Guest guest]

Re: ARD MEETING AND POTTY TRAINING ISSUES

Hi all, well we had our meeting and the first thing addressed was the changing

issue. They agreed to change him, blah, blah,blah...so that's settled. BUT, they

showed us schoolwork that is NOT progressing and that he is on a Pre K

level when the requirements of this school are that they need to be at least on

a 1st to 2nd gr. level. Anyone lower functioning than that, goes to the " other "

school.

This is the best they have to offer and even though we disagreed and are

meeting again, I don't think we can win this...it's cut and dried.... " this is

what we have to offer, and it's way over 's head " .

So who are we spiting here by insisting he stay at his " home " school? They are

obvious reluctant to teach him on HIS level, while the other school has a small

no. of students and the teacher has three assist., which means would get

more " one on one " .

They said he doesn't even know the basic skills like ABC's and counting, while

the other children can read and write.

I am so torn. I don't think even with an advoate or attorney, that I would be

able to keep at the present school. They are so big on paperwork here in

TX, that it would be easy to see that can't possibly keep up. So, what

would they do with him? Stick him in a corner and let him scribble with some

crayons, or go to the other school, where they seem enthusiastic about helping

him, and he will have more assistance.

I can't change the system, or their program....this is it in a nutshell.

What do you all think?

---------------------------------

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Check out fun summer activities for kids.

[Guest guest]

,

It is my understanding that the school cannot say " you have to be able to do XYZ

in order to come to our school. " Not if it is a public school.

Also, do they know for sure that does not know these things or are they

just not being able to get him to do the things. Jake knows many things, but

most time does not comply. It doesn't mean he is not picking things up. Catch

my son in his alone time and you might just see what all he can accomplish if he

wants to.

Little story here:

I have a nephew who has DS, but no autism. A little OCD, and he had severe

behavior issues at home and school. Other than early intervention, he had been

in regular school from first grade, second grade, etc. He seemed to be keeping

up but them stopped complying at all. He spent most of his time inthe

principals office or with an aide who clearly did not want to have anything to

do with him. Long story short, they eventually forced him into Jake's life

skills class. Jake is my son. His parents had fought this forever because they

thought that once he was in a lifeskills class, the learning would stop.

In the end, this boy is thriving! He spent 1/2 of last year just getting

adjusted to the new teacher, school, and environment. This year, he goes in and

out of his typical 3rd grade class. Guess what? No behavior issues, and he is

keeping up with the work. The regular work! Personally, I think this is mostly

because he is accepted.

So, like many are telling you.....You have to find the best place for ,

where he will be accepted, learn, make friends, and benefit with school. It may

not be in your home school. Then, when you find the place that you think he

belongs.....fight like hell to keep him there. Just MHO.

Good Luck and keep us posted!

Holly

Re: ARD MEETING AND POTTY TRAINING ISSUES

Hi all, well we had our meeting and the first thing addressed was the changing

issue. They agreed to change him, blah, blah,blah...so that's settled. BUT, they

showed us schoolwork that is NOT progressing and that he is on a Pre K

level when the requirements of this school are that they need to be at least on

a 1st to 2nd gr. level. Anyone lower functioning than that, goes to the " other "

school.

This is the best they have to offer and even though we disagreed and are

meeting again, I don't think we can win this...it's cut and dried.... " this is

what we have to offer, and it's way over 's head " .

So who are we spiting here by insisting he stay at his " home " school? They are

obvious reluctant to teach him on HIS level, while the other school has a small

no. of students and the teacher has three assist., which means would get

more " one on one " .

They said he doesn't even know the basic skills like ABC's and counting, while

the other children can read and write.

I am so torn. I don't think even with an advoate or attorney, that I would be

able to keep at the present school. They are so big on paperwork here in

TX, that it would be easy to see that can't possibly keep up. So, what

would they do with him? Stick him in a corner and let him scribble with some

crayons, or go to the other school, where they seem enthusiastic about helping

him, and he will have more assistance.

I can't change the system, or their program....this is it in a nutshell.

What do you all think?

---------------------------------

Got a little couch potato?

Check out fun summer activities for kids.

[Guest guest]

My son is in the 7th grade and does not go to his homeschool either. While

he does not have to be bused across to another district he is bused to another

school that has the type of program he needs. When my child got to the middle

school level I started requesting more goals targeting self-help and

communication needs. While he does work on some academic skills I know that his

greatest needs at this time are with the other areas I mentioned. I could have

chosen to place him in a different type of special ed. class at his homeschool,

but after going to visit the class he is in now I was satisfied that this school

would best meet his needs better.

It's really up to you. I would go and visit the other school and

classroom to talk with them before making a decision. This is definitely not an

easy decision to make. Look at all of your options and then choose what is best

for your child.

Carolyn wrote:

With all personal feelings set aside, which school can best fit his

needs? Where can

he fit in the best and be happy? That is where he needs to be.

We also tried putting our son in his home school and we successfully got him in.

But,

we found out very soon that was not in his best interest. We put him back the

next

year in another school across district that was best suited to his needs and he

was

happy and very successfull. He had more one on one and was in his levels of

proformance. I know another parent who insisted her child be in a certain school

that

was not set up much for special needs and her child was near her own home and

had

a one on one person with her but, was very isolated from the others just by the

fact

that she couldn't keep up in any way. His IEP had acedemics written into it and

to this

day (l9yrs now) is addressed in his curriculum every day. He is very happy and

well

adjusted child (or teenager)

Carolyn

Bowe wrote:

Hi all, well we had our meeting and the first thing addressed was the changing

issue. They agreed to change him, blah, blah,blah...so that's settled. BUT, they

showed us schoolwork that is NOT progressing and that he is on a Pre K

level when the requirements of this school are that they need to be at least on

a 1st to 2nd gr. level. Anyone lower functioning than that, goes to the " other "

school.

This is the best they have to offer and even though we disagreed and are meeting

again, I don't think we can win this...it's cut and dried.... " this is what we

have to offer, and it's way over 's head " .

So who are we spiting here by insisting he stay at his " home " school? They are

obvious reluctant to teach him on HIS level, while the other school has a small

no. of students and the teacher has three assist., which means would get

more " one on one " .

They said he doesn't even know the basic skills like ABC's and counting, while

the other children can read and write.

I am so torn. I don't think even with an advoate or attorney, that I would be

able to keep at the present school. They are so big on paperwork here in

TX, that it would be easy to see that can't possibly keep up. So, what

would they do with him? Stick him in a corner and let him scribble with some

crayons, or go to the other school, where they seem enthusiastic about helping

him, and he will have more assistance.

I can't change the system, or their program....this is it in a nutshell.

What do you all think?

---------------------------------

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[Guest guest]

I think that sometimes we can pursue inclusion to the detriment of our kids.

This might be one of those times. If the program at the other school is as you

describe and happy to have him, then he'll be happier, too. Maybe you can pursue

inclusion with arts, sports, church, community stuff. I remember a kid with DS a

couple of years ago who pursued a choice to go into a school for kids with

special needs instead of his typical high school, because he felt more able and

happy there. It threw his parents, who had been inclusion advocates his whole

life, and until a certain point to his benefit, for a loop. But they eventually

agreed.

Only you know what's best, but fighting this school tooth and nail can't really

help in the here and now, and it sounds like the other school will. JMHO!

Beth, mom to , age 7, with DS, autism, and a leukemia survivor; also mom to

, 14, and , 11

Re: ARD MEETING AND POTTY TRAINING ISSUES

Hi all, well we had our meeting and the first thing addressed was the changing

issue. They agreed to change him, blah, blah,blah...so that's settled. BUT, they

showed us schoolwork that is NOT progressing and that he is on a Pre K

level when the requirements of this school are that they need to be at least on

a 1st to 2nd gr. level. Anyone lower functioning than that, goes to the " other "

school.

This is the best they have to offer and even though we disagreed and are

meeting again, I don't think we can win this...it's cut and dried.... " this is

what we have to offer, and it's way over 's head " .

So who are we spiting here by insisting he stay at his " home " school? They are

obvious reluctant to teach him on HIS level, while the other school has a small

no. of students and the teacher has three assist., which means would get

more " one on one " .

They said he doesn't even know the basic skills like ABC's and counting, while

the other children can read and write.

I am so torn. I don't think even with an advoate or attorney, that I would be

able to keep at the present school. They are so big on paperwork here in

TX, that it would be easy to see that can't possibly keep up. So, what

would they do with him? Stick him in a corner and let him scribble with some

crayons, or go to the other school, where they seem enthusiastic about helping

him, and he will have more assistance.

I can't change the system, or their program....this is it in a nutshell.

What do you all think?

---------------------------------

Got a little couch potato?

Check out fun summer activities for kids.

[Guest guest]

Just an FYI-I fully believed in inclusion; however, we wound up moving Tori to a

Life Skills program run by the IU and she is doing fantastic now! I think I was

pushing her too hard by forcing her to go there, and she was just overwhelmed.

It is definitely the right way to go if it works for your child, but if you find

things not going in the right direction, a change may be needed. We said that

we could always move her back, but I have to say this was the best decision we

made regarding her education at this time. She has blossomed in the last year

and we don't regret moving her.

Liz

Re: ARD MEETING AND POTTY TRAINING ISSUES

Hi all, well we had our meeting and the first thing addressed was the changing

issue. They agreed to change him, blah, blah,blah...so that's settled. BUT, they

showed us schoolwork that is NOT progressing and that he is on a Pre K

level when the requirements of this school are that they need to be at least on

a 1st to 2nd gr. level. Anyone lower functioning than that, goes to the " other "

school.

This is the best they have to offer and even though we disagreed and are

meeting again, I don't think we can win this...it's cut and dried.... " this is

what we have to offer, and it's way over 's head " .

So who are we spiting here by insisting he stay at his " home " school? They are

obvious reluctant to teach him on HIS level, while the other school has a small

no. of students and the teacher has three assist., which means would get

more " one on one " .

They said he doesn't even know the basic skills like ABC's and counting, while

the other children can read and write.

I am so torn. I don't think even with an advoate or attorney, that I would be

able to keep at the present school. They are so big on paperwork here in

TX, that it would be easy to see that can't possibly keep up. So, what

would they do with him? Stick him in a corner and let him scribble with some

crayons, or go to the other school, where they seem enthusiastic about helping

him, and he will have more assistance.

I can't change the system, or their program....this is it in a nutshell.

What do you all think?

---------------------------------

Got a little couch potato?

Check out fun summer activities for kids.

[Guest guest]

Hi ,

Firstly, I would ask WHY has not been taught these skills, ABC's and

counting. I believe you have sent him to school every day for the past eight

years at the least. What has he been doing in school all these years? The school

can't say that they were working solely on functional skills, he isn't toilet

trained. The school is accountable to teach so why hasn't he been taught

these basic skills? Truthfully, I would sit down and put together all of his

IEP's throughout the years and take a good look at all of the goals. Has he

mastered any? Clearly must have some strengths. The dilemma is not

placement but finding a highly qualified teacher with the skills to teach

with high expectations. What data did the IEP team base their grade level

assessments? Why would they refuse to modify work to his ability in any

classroom? Why isn't a 1-1 para available to assist in his classroom if he

does not have the necessary skills? I would request a comprehensive

independent evaluation from a good educational consultant that has expertise

with students with cognitive disabilities and well versed in autism. The

consultant would develop an appropriate program with the strategies that are

best suited to his learning and make necessary recommendations for professional

development training for staff. The revised IEP would have the appropriate goals

so can learn with accommodations that support learning, ie AT, OT goals to

support learning to write etc. It appears that has not received FAPE. The

IEP team is requesting you send him to another school because they can provide a

better babysitting service. I didn't hear you mention any IEP team concerns that

he didn't have any basis skills and how can they best teach him. They want to

rid themselves of the problem only, shame on them. The staff are required by law

to provide modifications and accommodations to support learning in any

classroom. You can change the system by

insisting that be taught, maybe a private placement should be considered.

I believe Zeb and are the same age. At 14, does not have many more

valuable learning years left in the public school. If they haven't taught him by

now they obviously do not have qualified trained staff to do so. All districts

are big on paperwork. Sit down and create your paper trail and run to the

nearest attorney if the IEP team denies your request for an ed consultant. If

you don't take a stance now will lose. He has a right to an education as

any other student. My two cents.

Charlyne

Mom to Zeb 14 DS/OCD/ASD?

Holly Giglio wrote:

Re: ARD MEETING AND POTTY TRAINING ISSUES

Hi all, well we had our meeting and the first thing addressed was the changing

issue. They agreed to change him, blah, blah,blah...so that's settled. BUT, they

showed us schoolwork that is NOT progressing and that he is on a Pre K

level when the requirements of this school are that they need to be at least on

a 1st to 2nd gr. level. Anyone lower functioning than that, goes to the " other "

school.

This is the best they have to offer and even though we disagreed and are

meeting again, I don't think we can win this...it's cut and dried.... " this is

what we have to offer, and it's way over 's head " .

So who are we spiting here by insisting he stay at his " home " school? They are

obvious reluctant to teach him on HIS level, while the other school has a small

no. of students and the teacher has three assist., which means would get

more " one on one " .

They said he doesn't even know the basic skills like ABC's and counting, while

the other children can read and write.

I am so torn. I don't think even with an advoate or attorney, that I would be

able to keep at the present school. They are so big on paperwork here in

TX, that it would be easy to see that can't possibly keep up. So, what

would they do with him? Stick him in a corner and let him scribble with some

crayons, or go to the other school, where they seem enthusiastic about helping

him, and he will have more assistance.

I can't change the system, or their program....this is it in a nutshell.

What do you all think?

---------------------------------

Got a little couch potato?

Check out fun summer activities for kids.

[Guest guest]

,

I know you were not asking for advice but since likes the talking and game,

have you heard about the computer program " Teach me spelling? " We ordered it

for Jake because he is the same way. He can spell. It is like his mind takes a

picture of the entire word. He can't sound it out but he can spell it.

Holly

You can get this program through the same company that sells Boardmaker.

Re: ARD MEETING AND POTTY TRAINING ISSUES

, I had a teacher tell me I had to accept may never learn

his alphabet or how to write. Well I bought a v-tech Alphabet

Smartboard and we played a game.I asked him to find a letter then I

would show him.After a while he would bring the board to me and pull

on my arm to ask him to find a letter. The board talks and

loves this.Now no matter who ask to find a letter or in what

order he can find the letter. Now has a hard time finding the

letters in Alphabet cards but he is learning.I bought this one 2

years ago at walmart but I have seen them at Toys r us. Maybe this

would help him learn. is motivated by talking toys and I make it

a game. is even attempting with my help to hold the little pen

that comes with this v tech board.What kind of mother would I have

been to take the so called experts word.I hope this helps you. Cyndi

Burns

>

> Hi all, well we had our meeting and the first thing addressed was

the changing issue. They agreed to change him, blah, blah,blah...so

that's settled. BUT, they showed us schoolwork that is NOT

progressing and that he is on a Pre K level when the requirements of

this school are that they need to be at least on a 1st to 2nd gr.

level. Anyone lower functioning than that, goes to the " other "

school.

>

> This is the best they have to offer and even though we disagreed

and are meeting again, I don't think we can win this...it's cut and

dried.... " this is what we have to offer, and it's way over 's

head " .

>

> So who are we spiting here by insisting he stay at his " home "

school? They are obvious reluctant to teach him on HIS level, while

the other school has a small no. of students and the teacher has

three assist., which means would get more " one on one " .

>

> They said he doesn't even know the basic skills like ABC's and

counting, while the other children can read and write.

>

> I am so torn. I don't think even with an advoate or attorney,

that I would be able to keep at the present school. They are

so big on paperwork here in TX, that it would be easy to see that

can't possibly keep up. So, what would they do with him?

Stick him in a corner and let him scribble with some crayons, or go

to the other school, where they seem enthusiastic about helping him,

and he will have more assistance.

>

> I can't change the system, or their program....this is it in a

nutshell.

>

> What do you all think?

>

>

>

>

> ---------------------------------

> Got a little couch potato?

> Check out fun summer activities for kids.

>

>

[Guest guest]

Hello ,

Well I'm glad to see one of the issues was resolved. I'm curious where you

are in Texas. I'm in North Richland Hills and my son is 10 years old, so

Ive been through the school experiences. To be honest he has been at different

campuses almost every year with the exception of the past 2 years. I'm pretty

sure he will remain here for his elementary years hopefully. Ive had some good

campuses and some very bad, really only one very bad. Now he is doing really

good and he's at a recognized school. He's adjusted really well the last couple

of years but I have to say this biggest reason has been due to his shadow, Mark,

who was assigned to be with him at all times because he is a runner. Mark helps

him alot in his studies. Granted he still doesn't read or write and hardly

talks, even with outside speech/hippo therapy, but he's making progress. I would

love to talk more with you more and I did not catch how old is. I would say

give the other school a chance. They will

pick him up at your front door and bus him round trip. Some schools are just

better than others, and your will get the one on one, like you mentioned. I

prefer going to the school he's at over his home school campus. Anyway

that's my thoughts. Hope everything works out for you.

Bowe wrote:

Hi all, well we had our meeting and the first thing addressed was the

changing issue. They agreed to change him, blah, blah,blah...so that's settled.

BUT, they showed us schoolwork that is NOT progressing and that he is on a

Pre K level when the requirements of this school are that they need to be at

least on a 1st to 2nd gr. level. Anyone lower functioning than that, goes to the

" other " school.

This is the best they have to offer and even though we disagreed and are meeting

again, I don't think we can win this...it's cut and dried.... " this is what we

have to offer, and it's way over 's head " .

So who are we spiting here by insisting he stay at his " home " school? They are

obvious reluctant to teach him on HIS level, while the other school has a small

no. of students and the teacher has three assist., which means would get

more " one on one " .

They said he doesn't even know the basic skills like ABC's and counting, while

the other children can read and write.

I am so torn. I don't think even with an advoate or attorney, that I would be

able to keep at the present school. They are so big on paperwork here in

TX, that it would be easy to see that can't possibly keep up. So, what

would they do with him? Stick him in a corner and let him scribble with some

crayons, or go to the other school, where they seem enthusiastic about helping

him, and he will have more assistance.

I can't change the system, or their program....this is it in a nutshell.

What do you all think?

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[Guest guest]

Hi ,

I agree that should be with age appropriate peers in a stimulating and rich

environment to achieve and thrive. Research has proven that separate is not

better. What makes the school staff think that he should be in a lifeskills

class to learn the basics. I think they have had ample time to teach him the

basics. The bottom line is that they haven't taught him. They are just biding

time till he is 18 where they can place him in a sheltered workshop for voc

training. They have no expectation to teach him any academic standards. The

expectation is to send him to another school that is primarily for students that

are ineducable. We all have our expectations for our children. I never settled

for less. has the right to an education regardless and in spite of his

disability. In the sped world, if you don't insist you don't get.

My district insisted that Zeb be transferred for 1st grade to another school in

our town where all (those) children go. I remember that IEP meeting like it

happened just yesterday. Hence the beginning of inclusion in this district. Zeb

transitioned to HS this year. I still hear staff opinions that Zeb should

participate in vocational classes. I respond that he may if he choses after he

has all his academic credits to enable him to graduate with a diploma. I hold

them accountable to teach Zeb as they would any other student.

Charlyne

Mom to Zeb 14 DS/OCD/ASD?

Bowe wrote: My husband

brought up a very good point: how do we know that the teachers from the " other "

school are really sincere about welcoming into their class? Maybe it's all

staged by the school district to convince us to give in and send there? Do

you know what I mean?

First of all, let me say I appreciate all your responses and input. I wish

to contact my atty. and find out if the school system can legally separate spec.

ed. kids, and if we have any chance at all at keeping him at his present school.

The only prob I have is that most, if not all, of the kids at the other school

are lower functioning than .... has already made great progress with

potty issues due to emulating his peers. I told them he'd regress but they

don't CARE about that.....they feel he should be in life skills, to learn the

basics before he can advance to a more academic level *cough, cough*

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