Re: The Evil IEP

[Guest guest]

HI, SALLI!!!

<<<waving frantically>>>

>>It was perfectly horrid.

Oh I am sorry.

I hope that, with more people there on 'your' side, and maybe with another

teacher, the next meeting will be a bit easier...

>>Putter will go into her classroom over my dead body, but more of that

later.

I have to agree there.

>>be writing notes to him all day, " muttered Ann. I was surprised. " He

understands things, " I said. " Well, it says here that he has trouble with

oral directions... " " Trouble, " I replied, and she continued " and he doesn't

get general directions spoken by a teacher to the classroom. "

>> " And that, " said Ann triumphantly, " Is what kindergarten is all about. "

Ummmmm...Isn't that a lot of what autism is all about, too?

Doesn't he need to be in the situation in order to learn how to respond to

it?

>>Sigh.

Indeed.

>>It was gently insinuated that if I really cared about Putter I would want

him in an autistic classroom.

I will gently insinuate that if you really cared about the school's bottom

line, you would want him in a program they don't have to pay for.

>>Finally Meagher read the last couple of sentences of , the

Autism Teacher Consultant's report, and placed a meaning on them that I knew

did not intend. I spoke up immediately and said that I did not think

had meant that and that it was a pity was not here.

" Perhaps, " I suggested, " It would be best if we met on another occasion when

all the people who have worked so much with Putter could attend. " There was

general agreement (and Lou later complimented me on how nicely and tactfully

I had suggested reconvening).

Go Salli! Go Salli! Go, go, go Salli!

>>I am totally exhausted. Lou came by to take the little kids to Mc's

playland and asked me when I wanted them back. " Tomorrow. " I told him.

Oh, good for Lou.

How are your parents? How was the trip? I didn't know you were back.

{{{{{Salli}}}}

I've been thinking of you.

-Sara.

[Guest guest]

Oh, SALLI.

Ann is just plain evil. Ann is discriminatory towards

special-needs children. Ann has her thumb up her ass.

She's a monster! What has she got against mainstreaming children who can do

the work?

I can't decide if she's bigoted, selfish, mean-spirited, or plain old

ignorant of the world around her.

You live in a big city; tell me there's another public school you could look

into. Or at this school, another teacher besides Ann . Personally, I

DON'T believe Putter will be better off " where they understood him " , which

sounds like her way of saying, " tucked somewhere where normal people like me

don't have to deal with him. " I believe Putter's needs CAN be met in an

integrated setting -- but hers isn't it.

My god, I'm horrified! I thought that I was fighting a battle when I wanted

a measly communication book -- but compared to Angling Road my public school

looks like integration heaven, and 's kindergarten teacher went to

seminars on ASD in order to learn how to meet his needs better!!! No one

EVER suggested we NOT integrate him, let alone suggest that if we really

loved him we'd put him into a segregated school!

AND, the woman knows dick all about kindergarten children. They would NOT

be jealous if it was explained to them! All of 's classmates KNEW

's limitations (but not his diagnosis), and they were NOTHING but kind

and gentle and permissive with him. There was no jealousy, resentment, or

rivalry. Kindergarten children are still innocent and accepting creatures!

Salli, your IEP meeting breaks my heart. I am utterly appalled.

A note of hope, though: Marc read your post, and said that if all Putter's

team can make the next meeting, AND the Lake Centre people are there, the

Lake Centre people, having a knowledge of autism, will probably back up the

points of Putter's team, thereby nullifying all of Ann 's arguments.

<fingers crossed>

Jacquie

[Guest guest]

Salli-

I'm tired....

....I did skim this, I'll read more tomorrow...and reply.

argh.

just know that I'm there with you...

Here's a huge hug

{{{{{SALLI}}}}}}

Penny

[Guest guest]

Salli,

I am still sick to my stomach about this whole thing. I am sick for

you, but also fearful of what I may have to go through next year.

There is nothing worse than a person forcing you to look at your

beloved child through their eyes. " Problem " , " difficult " ,

and " inconvenience " suddenly fill your mind where before you only saw

funny, cute and intelligent. It is unfair that they are not even

willing to get to know Putter before they make their judgments.

I can't write more now. It really, really just makes me very sick.

Amy H

[Guest guest]

Salli -

You are definitely a person who would appreciate this book:

http://books.nap.edu/books/0309072697/html/

You can thank .

I'm heavily into it, and fully intend on buying it.

(Geez, you'd think I had a financial stake in it or something)

Penny :-)

[Guest guest]

Okay. I got about halfway through this and I'm totally pissed.

I'll have to finish tomorrow. I don't want to ruin Matt's chances for

romance tonight.

Sissi

Kids' Page

http://www.isoa.net/~nitetrax/dillon.htm

Boone's Art

http://www.isoa.net/~nitetrax/bart.htm

The Evil IEP

> It was perfectly horrid.

>

> We attended this IEP with virtually no supports. No one who has worked

with Putter, except last year's teacher, could be there: not his

psychologist, neither of the Autism Teacher Consultants, not his OT, neither

of the professors at the Autism Center. Even his advocate could not make

it, but she asked us to keep in mind that we did not have to accept that IEP

and we could ask to reconvene if we didn't like the way things were going.

We decided to attend with the full intention of asking to reconvene when one

of the Autism Teacher Consultants pointed out at a pre-IEP meeting that I

scheduled that if we put off the entire IEP they might delay in scheduling

another but if we attended and accomplished something, they would be more

apt to schedule the next meeting soon. So most of the meeting I spent

looking for an opportunity to ask to reconvene.

>

> Present were Karol , in charge of the AI classrooms at Croyden,

Theresa Beiter, Witvoet (principal of Angling Road Elementary School),

Meagher, with some title from the Portage Public School system.

Angling Road School does not have a special ed classroom but it has a

resource room and the woman in charge of that was present (cannot recall her

name, but she has a learning disabled degree and we all agreed that Putter

was NOT learning disabled). Then there was a man who I think had something

to do with special ed at the school, but I don't recall his name. And there

was one of the kindergarten teachers, name of Ann . HER name I

remember. Putter will go into her classroom over my dead body, but more of

that later.

>

> Karol , Theresa, Putter's last year teacher, and the mystery guy

from Angling Road were pretty much okay.

>

> We talked about Putter's strengths first as is always the case with an

IEP. That was pleasant.

>

> Then Theresa tried to tell them all how Putter's summer teacher, , had

finally tamed The Evil Mr. Putt with a written schedule that included

dinosaur stickers. She was enthusiastically describing this when the

kindergarten teacher Ann said, " I can't possibly do a special schedule

for him. I have too much to do to concentrate so much on one student. "

>

> I said, " He'll have an aide. "

>

> She said, " Well, I don't know if they will approve an aide or not, but... "

>

> Meager said, " Oh, they can approve an aide. " Not that she was on our

side, but it was the simple truth and I imagine she knew we knew it.

>

> So Theresa tried to continue with her description of how Putter could fit

into a kindergarten classroom. She mentioned that Putter might need his

group activities shortened. Ann : " Well, what are my students going

to think about that? They'll be whining to me about why does he get to quit

and they don't. " Theresa gently said that in her experience if you

explained things to children they were often sympathetic and accepting.

" Oh? " asked Ann, " And what age are you talking about? These are

kindergartners. They have no school experience. They'll be jealous. "

>

> Theresa was asked to go over Putter's last year's IEP and discuss the

goals. All goals were more than met except social language goals. When

Theresa talked about fine motor skills she mentioned that Putter was a good

little artist and that he had beautiful handwriting both of which showed

good fine motor skills. She mentioned in passing that she has given him a

passing grade in cutting but that he was a little weaker here; he cut to a

quarter inch of the line, but no better than that.

>

> Ann latched on to this immediately. Ignoring Putter's handwriting

and artistic efforts, she began to describe how they determined kindergarten

readiness. They had the kids string beads and various other activities.

And " Cutting, " she told us, " Is VERY important. They have to be able to

cut. "

>

> No one had said Putter could not cut (my mother has the tattered shreds of

an envelope that she particularly wanted to keep for its return address

probably still sitting on her desk in her computer room that could prove

Putter CAN cut). I would guess that not all kindergarten students cut

better than within a quarter of an inch from the line. I am not sure that

Sophie did and she passed her kindergarten readiness test with flying

colors. Just one more little annoyance.

>

> Meagher asked, " Does he understand ANYTHING that is said to him? Or

do you have to use notes? " " I can't be writing notes to him all day, "

muttered Ann. I was surprised. " He understands things, " I said. " Well, it

says here that he has trouble with oral directions... " " Trouble, " I replied,

and she continued " and he doesn't get general directions spoken by a teacher

to the classroom. "

>

> " And that, " said Ann triumphantly, " Is what kindergarten is all about. "

>

> Sigh. I suggested that an aide could possibly help with Putter's auditory

processing issues. Those with some special ed experience nodded. Ann

, as far as I could tell, knows nothing at all about special needs and

certainly does not want to learn.

>

> They asked what I imagined Putter's day would be like. Well, I had hoped

for brainstorming on this and some group input. Tentatively I suggested

that perhaps Putter could start out with regular education kindergarten in

the mornings and spend afternoons doing more academic stuff, and other

things, extra art, working with first and second grade children in math and

reading etc.

>

> " You want him all by himself in the resource room all afternoon! " someone,

I do not recall who, exclaimed. I pointed out that there were many things

Putter could work on one on one with an adult and that even academic work

could be made interactive. They shook their heads gloomily. " The resource

room is for academic problems, " they told me, " there will not be any social

skills groups. "

>

> Yes, I knew that. Boo, hiss. Putter could work on anything his aide and

the various people involved in Putter's education deemed useful. Anything.

Just because others are working on reading does NOT mean that Putter can't

work on social language and then perhaps go and practice it in some

classroom's recess. But they didn't seem to understand.

>

> Ann commented, " And I don't like all this stuff about prompts. I

can't prompt him all the time. He isn't ready if he needs prompts. "

>

> Once again I pointed out that the aide could do this.

>

> " Well, will the aide have any training in autism? Why on earth wouldn't

you want him to be where they understood him? " She was clearly pleased to

learn that the aide would have no special training although the aide would

have training on the job. I said that intelligence, patience and a sense of

humor (none of which qualities I considered Ann possessed) would at least

partially make up for a lack of experience.

>

> And I would need an aide for Putter in an AI classroom too. And that aide

would still have to be doing things with Putter that were not the same

things that the rest of the AI classroom was doing. And Putter would get to

learn social skills from other kids with autism.

>

> It was gently insinuated that if I really cared about Putter I would want

him in an autistic classroom. I am not fool enough to believe that

officials of the school system love Putter more than I do or than his

father.

>

> Finally Meagher read the last couple of sentences of , the

Autism Teacher Consultant's report, and placed a meaning on them that I knew

did not intend. I spoke up immediately and said that I did not think

had meant that and that it was a pity was not here.

" Perhaps, " I suggested, " It would be best if we met on another occasion when

all the people who have worked so much with Putter could attend. " There was

general agreement (and Lou later complimented me on how nicely and tactfully

I had suggested reconvening).

>

> They continued to talk for a long time and kept after me about one of the

AI classrooms at a school called Lake Center that I did not visit (after I

had made it clear that I definitely did not like the one I had visited). I

have heard some good things about Lake Center, but I am still not convinced

that it would be ideal for Putter. And I am glad it can be an option if his

neighborhood school does not work out after he has tried it.

>

> And it does not escape me that those with the longest experience with

Putter all felt that he should try a mainstreamed classroom. Those who knew

nothing of him at all were the most against it. It may well be the wrong

decision, but I found it persuasive.

>

> Anyway the IEP is tentatively scheduled for Tuesday morning at 7:45.

>

> Lou asked pleasantly if he could bring Putter by for a tour of the school

this weekend but we were told that was premature. Lou intends to take

Sophie to her first day of school and bring Putter along; he said he might

even have a look-in at Ann 's classroom.

>

> As Lou and I left we could hear them planning to invite the Lake Center AI

people to the IEP. They did not ask us if we wanted them there.

>

> I am totally exhausted. Lou came by to take the little kids to Mc's

playland and asked me when I wanted them back. " Tomorrow. " I told him.

>

> Salli

>

>

>

>

>

[Guest guest]

> It was perfectly horrid. >

That pretty much sums it up, from what I can tell. Man...

> Putter will go into her classroom over my dead body >

Well, you did get to make one good decision during the meeting...you

know to avoid this woman...she is obviously invested in making sure

that should Putter invade her territory, he WILL fail.

> Ann said, " I can't possibly do a special schedule for him. I

have too much to do to concentrate so much on one student. " >

So she's never read IDEA, right? She doesn't want to take the effort

to give Putter the environmental supports he needs to be successful

in this environment.

I once went to a conference on inclusion for kids with autism, and

one of the things the speaker said was, " If a teacher is not

supportive of inclusion in his/her classroom, you might as well find

another teacher to implement the inclusion program with...because if

the teacher does not believe the child can succeed, it won't happen " .

> Ann : " Well, what are my students going to think about

that? They'll be whining to me about why does he get to quit and

they don't. " Theresa gently said that in her experience if you

explained things to children they were often sympathetic and

accepting. " Oh? " asked Ann, " And what age are you talking about?

These are kindergartners. They have no school experience. They'll

be jealous. " >

Salli, it sounds to me as if this teacher does not want to have to

teach the children in her classroom something she herself apparently

does not believe...that children with disabilities have the right to

be in the same programs as " typical " children. If Putter was in her

class, her attitude would eventually rub off on the children...I

would run as far from this woman as possible.

> And " Cutting, " she told us, " Is VERY important. They have to be

able to cut. " >

SO, if a child with CP came into her classroom unable to cut, that

child would be disqualified from kindergarten? Autism is every bit

as physical a disability as CP. She is thinking of autism as a

MENTAL challenge, not a movement disorder...which it most certainly

is. These folks need some training in autism...badly.

>> Meagher asked, " Does he understand ANYTHING that is said to

him? Or do you have to use notes? " " I can't be writing notes to him

all day, " muttered Ann.>>

She can't be bothered.

> " Well, it says here that he has trouble with oral

directions... " " Trouble, " I replied, and she continued " and he

doesn't get general directions spoken by a teacher to the classroom. "

>

> " And that, " said Ann triumphantly, " Is what kindergarten is all

about. " >

Auditory processing...different styles of learning...all kinds of

minds.

>Ann , as far as I could tell, knows nothing at all about

special needs and certainly does not want to learn. >

This is the understatement of the year....run the other way, Salli.

Putter doesn't need this person in his life.

>> But they didn't seem to understand. >>

Another understatement.

> Ann commented, " And I don't like all this stuff about

prompts. I can't prompt him all the time. He isn't ready if he needs

prompts. " >

Run, Salli, run...

> Why on earth wouldn't you want him to be where they understood

him? " >>

In other words, " He belongs with 'his own kind' " ....this woman is

prejudiced against children with disabilities. She has no business

teaching anyone, in my humble opinion. Poison, absolute poison.

> It was gently insinuated that if I really cared about Putter I

would want him in an autistic classroom. I am not fool enough to

believe that officials of the school system love Putter more than I

do or than his father. >>

I hope you said this to them? Next meeting, take a tape recorder.

Let them listen to themselves...maybe they'll hear something they

don't like.

>> And it does not escape me that those with the longest experience

with Putter all felt that he should try a mainstreamed classroom.

Those who knew nothing of him at all were the most against it. It

may well be the wrong decision, but I found it persuasive.>>

I hope the next meeting goes better.

Salli, I don't know what to say other than that I am SO ticked off by

the way this went down. I would be sure that an advocate was at the

next go round, take a tape recorder and plop it down in front of

them, and get a copy of the law to hand out to them, as well as

information on autism...they clearly don't know squat about it.

Unreal.

Raena

[Guest guest]

> Well, you did get to make one good decision during the meeting...you

> know to avoid this woman...she is obviously invested in making sure

> that should Putter invade her territory, he WILL fail.

Yes, well, I will email this write up to our advocate (already tried to send

it but I must have her email address wrong as it was returned to me) and

make sure she is also aware that going into this teacher's classroom will

set Putter up for failure.

I brought along with me to the meeting yesterday a booklet containing my

Putter stories. I thought, if they had a kindergarten teacher for Putter,

that I would share my stories with her, partly to give her some insights

into Putter's little ways and partly because I hoped they would make Putter

seem lovable.

I did not even consider giving those stories to Ann . I knew she would

not appreciate them.

Oh, well.

Taping the session next Tuesday is an excellent idea though. I will ask

Madeleine, my advocate about doing that.

Salli

[Guest guest]

Next meeting, take a tape recorder.

Let them listen to themselves...maybe they'll hear something they

don't like.

----

This is excellent advise, Salli. Take a tape recorder or camcorder and get it

all down. If they're speaking too soft, ask them to speak up. Repeat things

they said for clarification.

We did this last year when we were fighting for Jake's placement in a reg ed

kinder with an aide. It was a two part meeting also, because we did not sign

the IEP the first time (they had allotted the hour between morning and afternoon

preschool classes to hold the IEP). The second meeting went much smoother with

the camcorder.

Janae

, 9, ADD

Jake, 6, autism

[Guest guest]

I was going to type this long letter in response, then I read

Jacquie's, and she said everything I wanted to! Horrid woman!!!!

Mitchel had MANY of these same concessions, with NO problems with

other children AND an aide.

And how's Lou been?

Kerri

>

> Oh, SALLI.

>

> Ann is just plain evil. Ann is discriminatory towards

> special-needs children. Ann has her thumb up her ass.

>

> She's a monster! What has she got against mainstreaming children

who can do

> the work?

>

> I can't decide if she's bigoted, selfish, mean-spirited, or plain

old

> ignorant of the world around her.

>

> You live in a big city; tell me there's another public school you

could look

> into. Or at this school, another teacher besides Ann .

Personally, I

> DON'T believe Putter will be better off " where they understood

him " , which

> sounds like her way of saying, " tucked somewhere where normal

people like me

> don't have to deal with him. " I believe Putter's needs CAN be met

in an

> integrated setting -- but hers isn't it.

>

> My god, I'm horrified! I thought that I was fighting a battle when

I wanted

> a measly communication book -- but compared to Angling Road my

public school

> looks like integration heaven, and 's kindergarten teacher went

to

> seminars on ASD in order to learn how to meet his needs better!!!

No one

> EVER suggested we NOT integrate him, let alone suggest that if we

really

> loved him we'd put him into a segregated school!

>

> AND, the woman knows dick all about kindergarten children. They

would NOT

> be jealous if it was explained to them! All of 's classmates

KNEW

> 's limitations (but not his diagnosis), and they were NOTHING

but kind

> and gentle and permissive with him. There was no jealousy,

resentment, or

> rivalry. Kindergarten children are still innocent and accepting

creatures!

>

> Salli, your IEP meeting breaks my heart. I am utterly appalled.

>

> A note of hope, though: Marc read your post, and said that if all

Putter's

> team can make the next meeting, AND the Lake Centre people are

there, the

> Lake Centre people, having a knowledge of autism, will probably

back up the

> points of Putter's team, thereby nullifying all of Ann 's

arguments.

>

> <fingers crossed>

>

> Jacquie

[Guest guest]

Oh Salli,

I am very behind in postings; we just got back from vacation, and I

just now got to your original post. I am sick, just sick, that a

teacher could actively campaign to keep an autistic child out of her

classroom. This woman does not deserve the priviledge of knowing

Putter. All of the things she objected too would be the

responsibility of the aide, and to say 5 year olds would be jealous

is just ridiculous. None of 's classmates ever had a problem

with the arrangements made for him by his aide or his teacher. It's

the adults who have hang-ups.

I wish I had something constructive to offer.

I hope the next meeting goes better. And kudos to Lou for being

supportive.

Tuna

A fanatic is one who can't change his mind and won't change the

subject. - Winston Churchill

[Guest guest]

>>>>>>>

Then Theresa tried to tell them all how Putter's summer teacher, , had

finally tamed The Evil Mr. Putt with a written schedule that included

dinosaur stickers. She was enthusiastically describing this when the

kindergarten teacher Ann said, " I can't possibly do a special schedule

for him. I have too much to do to concentrate so much on one student. "

<<<<<<<<

Can't should NOT be in a teacher's vocabulary...ESPECIALLY a kindergarten

teacher.

>>>>>

She said, " Well, I don't know if they will approve an aide or not, but... "

<<<<<<

....but it doesn't matter...it's your job and it's the law.

>>>>>>

Ann : " Well, what are my students going to think about that? They'll

be whining to me about why does he get to quit and they don't. " Theresa

gently said that in her experience if you explained things to children they

were often sympathetic and accepting. " Oh? " asked Ann, " And what age are

you talking about? These are kindergartners. They have no school

experience. They'll be jealous. "

<<<<<<<

And exactly which planet has THIS woman taught on? Kindergartners are THE

sweetest, THE most accepting children. If you are honest and explain things

in simple, straight forward language they're awesome!!!

>>>>>>>>

Ann latched on to this immediately. Ignoring Putter's handwriting and

artistic efforts, she began to describe how they determined kindergarten

readiness. They had the kids string beads and various other activities.

And " Cutting, " she told us, " Is VERY important. They have to be able to

cut. "

<<<<<<<<

OK...So cutting is part of the curriculum and is a milestone in

Kindergarten. Has she heard of an OT???? Jacqui could NOT cut to save her

life when she started kindergarten...AND IT WAS NO BIG DEAL!!!!!! Her OT

helped her.....

>>>>

I would guess that not all kindergarten students cut better than within a

quarter of an inch from the line. I am not sure that Sophie did and she

passed her kindergarten readiness test with flying colors. Just one more

little annoyance.

<<<<<

Exactly.

>>>>>>

Meagher asked, " Does he understand ANYTHING that is said to him? Or do

you have to use notes? " " I can't be writing notes to him all day, " muttered

Ann. I was surprised. " He understands things, " I said. " Well, it says

here that he has trouble with oral directions... " " Trouble, " I replied, and

she continued " and he doesn't get general directions spoken by a teacher to

the classroom. "

<<<<<<<<

What a selfish, defensive bunch!!!! My Goodness!!! Do they KNOW who they

are there for????? Did they miss the lecture in college about " inclusion " ?

>>>>>

" And that, " said Ann triumphantly, " Is what kindergarten is all about. "

<<<<<

OK...my husband would have jumped all OVER this woman...literally...she

would've been on the floor.

>>>>>>

Sigh. I suggested that an aide could possibly help with Putter's auditory

processing issues. Those with some special ed experience nodded. Ann

, as far as I could tell, knows nothing at all about special needs and

certainly does not want to learn.

<<<<<<

I predict that Ann will be changing professions before long...how in

the WORLD did she become a kindergarten teacher?

>>>>>>

" You want him all by himself in the resource room all afternoon! " someone, I

do not recall who, exclaimed. I pointed out that there were many things

Putter could work on one on one with an adult and that even academic work

could be made interactive. They shook their heads gloomily. " The resource

room is for academic problems, " they told me, " there will not be any social

skills groups. "

<<<<<<<

grrrrrrr. I was just discussing most of these issues with PEP volunteers

today (my own issues). Why do these people have such tunnel vision? Why

don't they understand that school IS a social experience...and that YES, you

CAN have social groups written into your IEP.

>>>>>

Yes, I knew that. Boo, hiss. Putter could work on anything his aide and

the various people involved in Putter's education deemed useful. Anything.

Just because others are working on reading does NOT mean that Putter can't

work on social language and then perhaps go and practice it in some

classroom's recess. But they didn't seem to understand.

<<<<<

Obviously, and unfortunately, they are not the only ones.

>>>>>>>

Ann commented, " And I don't like all this stuff about prompts. I can't

prompt him all the time. He isn't ready if he needs prompts. "

<<<<<<<

OK.. she's made her point. She doesn't want to have to do any more work

than absolutely necessary...She wants to put in her 6 1/2 and go home.

She's useless. Why didnt' she just come out and say " Look lady, I don't want

your kid " ?

>>>>>>

It was gently insinuated that if I really cared about Putter I would want

him in an autistic classroom. I am not fool enough to believe that

officials of the school system love Putter more than I do or than his

father.

<<<<<<<

<ptttttthhhhhhhhhhhhhhhhhhh>

>>>>>>>

" Perhaps, " I suggested, " It would be best if we met on another occasion

when all the people who have worked so much with Putter could attend. "

There was general agreement (and Lou later complimented me on how nicely and

tactfully I had suggested reconvening).

<<<<<<<

Good for you! and GOOD for Lou!!!

>>>>>>>>>

They continued to talk for a long time and kept after me about one of the AI

classrooms at a school called Lake Center that I did not visit (after I had

made it clear that I definitely did not like the one I had visited). I have

heard some good things about Lake Center, but I am still not convinced that

it would be ideal for Putter. And I am glad it can be an option if his

neighborhood school does not work out after he has tried it.

<<<<<<<<<

Well, I think I know you Salli...and you won't be talked into something that

is for someone elses benefit...

>>>>>>>

Anyway the IEP is tentatively scheduled for Tuesday morning at 7:45.

<<<<<<<

I'm anxious to hear how it goes.....

>>>>>>>>

Lou asked pleasantly if he could bring Putter by for a tour of the school

this weekend but we were told that was premature.

<<<<<<<

<eeeeeeeerdnt> wrong answer. It's NEVER premature for a child with

autism...the more familiar the better. PERIOD.

>>>>>>>

As Lou and I left we could hear them planning to invite the Lake Center AI

people to the IEP. They did not ask us if we wanted them there.

<<<<<<<<

I don't think they can do this... They are NOT a part of the team... I would

object.

>>>>>>>>

I am totally exhausted. Lou came by to take the little kids to Mc's

playland and asked me when I wanted them back. " Tomorrow. " I told him.

<<<<<<<

I believe how exhausted you are Salli...I'm completely anxious about the

first day of school Monday morning...It's been a struggle.... Keep

plugging...Don't give in!!!!!

Good Luck!!!

Penny

P.S. Ann needs to find a job at Mcs' (no offense to Mc's

employees)

[Guest guest]

I didn't really know how to respond to this post w/o sounding completely bitchy,

but the more I read it and how evil this woman is, it makes me cringe. I hope

there aren't many educators out there like her. She is evil and I can't believe

she has a teaching degree and the higher officials allow her shitty attitude.

She is plain evil. I hope something bites her on the ass and she changes her

song and dance, if not, I hope you have other options, besides the she-satan Ann

. Amie

RE: The Evil IEP

>>>>>>>

Then Theresa tried to tell them all how Putter's summer teacher, , had

finally tamed The Evil Mr. Putt with a written schedule that included

dinosaur stickers. She was enthusiastically describing this when the

kindergarten teacher Ann said, " I can't possibly do a special schedule

for him. I have too much to do to concentrate so much on one student. "

<<<<<<<<

Can't should NOT be in a teacher's vocabulary...ESPECIALLY a kindergarten

teacher.

>>>>>

She said, " Well, I don't know if they will approve an aide or not, but... "

<<<<<<

....but it doesn't matter...it's your job and it's the law.

>>>>>>

Ann : " Well, what are my students going to think about that? They'll

be whining to me about why does he get to quit and they don't. " Theresa

gently said that in her experience if you explained things to children they

were often sympathetic and accepting. " Oh? " asked Ann, " And what age are

you talking about? These are kindergartners. They have no school

experience. They'll be jealous. "

<<<<<<<

And exactly which planet has THIS woman taught on? Kindergartners are THE

sweetest, THE most accepting children. If you are honest and explain things

in simple, straight forward language they're awesome!!!

>>>>>>>>

Ann latched on to this immediately. Ignoring Putter's handwriting and

artistic efforts, she began to describe how they determined kindergarten

readiness. They had the kids string beads and various other activities.

And " Cutting, " she told us, " Is VERY important. They have to be able to

cut. "

<<<<<<<<

OK...So cutting is part of the curriculum and is a milestone in

Kindergarten. Has she heard of an OT???? Jacqui could NOT cut to save her

life when she started kindergarten...AND IT WAS NO BIG DEAL!!!!!! Her OT

helped her.....

>>>>

I would guess that not all kindergarten students cut better than within a

quarter of an inch from the line. I am not sure that Sophie did and she

passed her kindergarten readiness test with flying colors. Just one more

little annoyance.

<<<<<

Exactly.

>>>>>>

Meagher asked, " Does he understand ANYTHING that is said to him? Or do

you have to use notes? " " I can't be writing notes to him all day, " muttered

Ann. I was surprised. " He understands things, " I said. " Well, it says

here that he has trouble with oral directions... " " Trouble, " I replied, and

she continued " and he doesn't get general directions spoken by a teacher to

the classroom. "

<<<<<<<<

What a selfish, defensive bunch!!!! My Goodness!!! Do they KNOW who they

are there for????? Did they miss the lecture in college about " inclusion " ?

>>>>>

" And that, " said Ann triumphantly, " Is what kindergarten is all about. "

<<<<<

OK...my husband would have jumped all OVER this woman...literally...she

would've been on the floor.

>>>>>>

Sigh. I suggested that an aide could possibly help with Putter's auditory

processing issues. Those with some special ed experience nodded. Ann

, as far as I could tell, knows nothing at all about special needs and

certainly does not want to learn.

<<<<<<

I predict that Ann will be changing professions before long...how in

the WORLD did she become a kindergarten teacher?

>>>>>>

" You want him all by himself in the resource room all afternoon! " someone, I

do not recall who, exclaimed. I pointed out that there were many things

Putter could work on one on one with an adult and that even academic work

could be made interactive. They shook their heads gloomily. " The resource

room is for academic problems, " they told me, " there will not be any social

skills groups. "

<<<<<<<

grrrrrrr. I was just discussing most of these issues with PEP volunteers

today (my own issues). Why do these people have such tunnel vision? Why

don't they understand that school IS a social experience...and that YES, you

CAN have social groups written into your IEP.

>>>>>

Yes, I knew that. Boo, hiss. Putter could work on anything his aide and

the various people involved in Putter's education deemed useful. Anything.

Just because others are working on reading does NOT mean that Putter can't

work on social language and then perhaps go and practice it in some

classroom's recess. But they didn't seem to understand.

<<<<<

Obviously, and unfortunately, they are not the only ones.

>>>>>>>

Ann commented, " And I don't like all this stuff about prompts. I can't

prompt him all the time. He isn't ready if he needs prompts. "

<<<<<<<

OK.. she's made her point. She doesn't want to have to do any more work

than absolutely necessary...She wants to put in her 6 1/2 and go home.

She's useless. Why didnt' she just come out and say " Look lady, I don't want

your kid " ?

>>>>>>

It was gently insinuated that if I really cared about Putter I would want

him in an autistic classroom. I am not fool enough to believe that

officials of the school system love Putter more than I do or than his

father.

<<<<<<<

<ptttttthhhhhhhhhhhhhhhhhhh>

>>>>>>>

" Perhaps, " I suggested, " It would be best if we met on another occasion

when all the people who have worked so much with Putter could attend. "

There was general agreement (and Lou later complimented me on how nicely and

tactfully I had suggested reconvening).

<<<<<<<

Good for you! and GOOD for Lou!!!

>>>>>>>>>

They continued to talk for a long time and kept after me about one of the AI

classrooms at a school called Lake Center that I did not visit (after I had

made it clear that I definitely did not like the one I had visited). I have

heard some good things about Lake Center, but I am still not convinced that

it would be ideal for Putter. And I am glad it can be an option if his

neighborhood school does not work out after he has tried it.

<<<<<<<<<

Well, I think I know you Salli...and you won't be talked into something that

is for someone elses benefit...

>>>>>>>

Anyway the IEP is tentatively scheduled for Tuesday morning at 7:45.

<<<<<<<

I'm anxious to hear how it goes.....

>>>>>>>>

Lou asked pleasantly if he could bring Putter by for a tour of the school

this weekend but we were told that was premature.

<<<<<<<

<eeeeeeeerdnt> wrong answer. It's NEVER premature for a child with

autism...the more familiar the better. PERIOD.

>>>>>>>

As Lou and I left we could hear them planning to invite the Lake Center AI

people to the IEP. They did not ask us if we wanted them there.

<<<<<<<<

I don't think they can do this... They are NOT a part of the team... I would

object.

>>>>>>>>

I am totally exhausted. Lou came by to take the little kids to Mc's

playland and asked me when I wanted them back. " Tomorrow. " I told him.

<<<<<<<

I believe how exhausted you are Salli...I'm completely anxious about the

first day of school Monday morning...It's been a struggle.... Keep

plugging...Don't give in!!!!!

Good Luck!!!

Penny

P.S. Ann needs to find a job at Mcs' (no offense to Mc's

employees)

[Guest guest]

> Putter will go into her classroom over my dead body, but more of that

later.

I don't imagine he will.

> Ann said, " I can't possibly do a special schedule for him. I have

too much to do to concentrate so much on one student. "

>

Uh-oh!

> Ann : " Well, what are my students going to think about that?

They'll be whining to me about why does he get to quit and they don't. "

Theresa gently said that in her experience if you explained things to

children they were often sympathetic and accepting. " Oh? " asked Ann, " And

what age are you talking about? These are kindergartners. They have no

school experience. They'll be jealous. "

She obviously doesn't want Putter. Or any autistic child for that matter.

She is definitely in the wrong business. How can the other members

of the IEP team expect you to tolerate this woman???

> Meagher asked, " Does he understand ANYTHING that is said to him? Or

do you have to use notes? " " I can't be writing notes to him all day, "

muttered Ann. I was surprised. " He understands things, " I said. " Well, it

says here that he has trouble with oral directions... " " Trouble, " I replied,

and she continued " and he doesn't get general directions spoken by a teacher

to the classroom. "

>

> " And that, " said Ann triumphantly, " Is what kindergarten is all about. "

What a witch.

> Sigh. I suggested that an aide could possibly help with Putter's auditory

processing issues. Those with some special ed experience nodded. Ann

, as far as I could tell, knows nothing at all about special needs and

certainly does not want to learn.

I'm afraid you're right. Salli, I'm so sorry ...

> Ann commented, " And I don't like all this stuff about prompts. I

can't prompt him all the time. He isn't ready if he needs prompts. "

>

> " Why on earth wouldn't you want him to be where they understood him? "

They don't want him there at all, do they?

What is the Lake Center? A special school? We have one here called Oak

Tree -- for behaviorally disturbed children. It's not a nice place. Boone

would go THERE over my dead body.

Surely they aren't trying to get you to give up on inclusion before even

trying? It sounds to me like they picked the worst possible teacher to scare

you off. If I sound like I'm paranoid, It's because I am. This sounds like

some kind of a conspiracy to me.

I can understand why you're upset. I would be very upset too. After all the

trouble we've had, there was no problem having Boone mainstreamed. The

really weird thing is, I like the regular ed teacher much better than the

special ed people. (They tend to think that overpowering Boone is the way to

teach inclusion). I think this will only work until he's too large to

overpower.

I couldn't even imagine you allowing Putter to be into this woman's class. I

think they probably know that too.

Oh, Salli, this is awful.

Sissi

[Guest guest]

> I once went to a conference on inclusion for kids with autism, and

> one of the things the speaker said was, " If a teacher is not

> supportive of inclusion in his/her classroom, you might as well find

> another teacher to implement the inclusion program with...because if

> the teacher does not believe the child can succeed, it won't happen " .

Amen to that! And think of the damage it can do to the child!

Sissi

[Guest guest]

Wanna know what I think?

I think exactly the way Sissi is thinking, for generally everywhere.

Make inclusion HARD and UNATTRACTIVE and parents won't want their kids in

that situation and they will go away.....

Penny

[Guest guest]

I think a tape recorder would make all the difference in the world too. They

probably would change their tunes entirely.

Sissi -- who is still convinced this IEP meeting was some sort of

choreographed attempt to scare Salli into sending Putter somewhere else.

Kids' Page

http://www.isoa.net/~nitetrax/dillon.htm

Boone's Art

http://www.isoa.net/~nitetrax/bart.htm

[Guest guest]

>and to say 5 year olds would be jealous

> is just ridiculous. None of 's classmates ever had a problem

> with the arrangements made for him by his aide or his teacher. It's

> the adults who have hang-ups.

This is SO TRUE. This teacher must be truly terrible. She doesn't give

5-year-olds much credit, does she?

I wouldn't want ANY kid of mine in her class, autistic or not!

Sissi

[Guest guest]

What a selfish, defensive bunch!!!! My Goodness!!! Do they KNOW who they

are there for????? Did they miss the lecture in college about " inclusion " ?

Apparently they were there for Ann . Her comfort level in the classroom

is the most important thing -- to her anyway.

Sissi

[Guest guest]

>

> What is the Lake Center? A special school? We have one here called Oak

> Tree -- for behaviorally disturbed children. It's not a nice place. Boone

> would go THERE over my dead body.

Lake Center is a perfectly normal elementary school that also has an autism

classroom. I have heard it is a good classroom and the school was very

happy to have the autistic classroom. So Putter could indeed be

mainstreamed back and forth between a regular classroom and an AI classroom.

But it is not close to us. I just want to try him at his neighborhood

school where he has a right to be and he has a right to have the supports

that make it possible for him to be there. If he really doesn't work out

there because of something to do with Putter's happiness NOT the happiness

of the school and not because the school has sabotaged Putter, then I will

send him to Lake Center without too many concerns.

I think I will be able to recognize sabotage of Putter.

>

> Surely they aren't trying to get you to give up on inclusion before even

> trying? It sounds to me like they picked the worst possible teacher to

scare

> you off. If I sound like I'm paranoid, It's because I am. This sounds like

> some kind of a conspiracy to me.

I don't think you are paranoid at all. I think they did indeed decide to

try and scare me off.

But they picked the wrong lady.

I have had enough horrible things happen in my life to be pretty hard to

scare and I am able to remain polite almost perpetually. I should have lots

of support on Tuesday and they will see that they cannot treat us this way.

>

> I can understand why you're upset. I would be very upset too. After all

the

> trouble we've had, there was no problem having Boone mainstreamed. The

> really weird thing is, I like the regular ed teacher much better than the

> special ed people.

I read about Boone's future teacher with envy. I hope Putter can find

someone to appreciate his many charming and delightful qualities and who

does not mind being outwitted with great regularity.

Salli

[Guest guest]

> I don't think you are paranoid at all. I think they did indeed decide to

> try and scare me off.

>

> But they picked the wrong lady.

They sure did.

> I read about Boone's future teacher with envy. I hope Putter can find

> someone to appreciate his many charming and delightful qualities and who

> does not mind being outwitted with great regularity.

Me too. That witch doesn't deserve a student like him.

Sissi

Kids' Page

http://www.isoa.net/~nitetrax/dillon.htm

Boone's Art

http://www.isoa.net/~nitetrax/bart.htm

[Guest guest]

Salli...I'm sorry things went so badly. It sounds like the whole bunch needs

some intensive training about autism and inclusion. I would avoid Putter

having any contact with that teacher...those poor typical kids. Pam

[Guest guest]

In a message dated 8/23/2002 9:14:48 PM Eastern Standard Time,

vhunnius@... writes:

> thereby nullifying all of Ann 's arguments

I would make a request in writing that she not be present at the new meeting.

Pam