Guest guest Posted August 30, 2000 Report Share Posted August 30, 2000 Oh Gail, I hope Ted has a great day today too. I sent my guy Ry off for his first day of middle school. He seemed happy, was hard waking him up at 6:30! Then I took my other two to school at 8:45. My youngest starts 1st grade today. We walked to school ( gets bused earlier because he's in the middle school) and after leaving my other two at the school doors I turned to walk home and cried the whole way! My nest is finally empty and it breaks my heart. Sigh. Jackie, Mom to 12ds, 10, and Bradley 6 Quote Link to comment Share on other sites More sharing options...
Guest guest Posted August 30, 2000 Report Share Posted August 30, 2000 If you go all the way to the comments, there is a discussion of choosing methodologies. Judi §300.26 Special education. (a) General. (1) As used in this part, the term special education means specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability, including- (i) Instruction conducted in the classroom, in the home, in hospitals and institutions, and in other settings; and (ii) Instruction in physical education. (2) The term includes each of the following, if it meets the requirements of paragraph (a)(1) of this section: (i) Speech-language pathology services, or any other related service, if the service is considered special education rather than a related service under State standards; (ii) Travel training; and (iii) Vocational education. ( Individual terms defined. The terms in this definition are defined as follows: (1) At no cost means that all specially-designed instruction is provided without charge, but does not preclude incidental fees that are normally charged to nondisabled students or their parents as a part of the regular education program. (2) Physical education- (i) Means the development of- (A) Physical and motor fitness; ( Fundamental motor skills and patterns; and © Skills in aquatics, dance, and individual and group games and sports (including intramural and lifetime sports); and (ii) Includes special physical education, adapted physical education, movement education, and motor development. (3) Specially-designed instruction means adapting, as appropriate to the needs of an eligible child under this part, the content, methodology, or delivery of instruction- (i) To address the unique needs of the child that result from the child's disability; and (ii) To ensure access of the child to the general curriculum, so that he or she can meet the educational standards within the jurisdiction of the public agency that apply to all children. (4) Travel training means providing instruction, as appropriate, to children with significant cognitive disabilities, and any other children with disabilities who require this instruction, to enable them to- (i) Develop an awareness of the environment in which they live; and (ii) Learn the skills necessary to move effectively and safely from place to place within that environment (e.g., in school, in the home, at work, and in the community). (5) Vocational education means organized educational programs that are directly related to the preparation of individuals for paid or unpaid employment, or for additional preparation for a career requiring other than a baccalaureate or advanced degree. (Authority: 20 U.S.C. 1401(25)) Analysis of Comments, Discussions and Changes from Attachment 1[NL][PARA]Comment: Some commenters requested that, in implementing the IEP for disabled students in school-funded placements outside of the school district, the cost of trips, phone calls, and other expenses incurred by parents should be covered. Some commenters stated that they are not reimbursed for official long-distance phone calls made regarding their child's needs or for trips to attend special IEP meetings. According to a commenter, onedistrict will pay for the cost of driving the student to school, but not for the cost of the return trip of the parents. [PARA]Several commenters requested that the definition of " physical education " in proposed §300.24((2)(ii) be amended to change " adaptive " to " adapted, " because the term was used in the original regulations, and no rationale has been provided for changing it. [PARA]Some commenters expressed support for the definition of " specially designed instruction " as written, while other commenters expressed support with modification. Other commenters took exception to the definition, characterizing it as overly prescriptive. Other commenters recommended dropping the reference to methodology, citing case law and the legislative history in support of their view that methodology should not be included in this definition. [PARA]A few commenters stated that the definition of " vocational education " in proposed §300.24(a)(3) was not complete, and requested that it be amended to comply with the definition in the Carl D. Perkins Vocational and Applied Technology Education Act. Other commenters objected to including " vocational education " within the definition of " special education, " asserting that there is no statutory authority to do so. Other commenters recommended that some minor modifications be made to the current definition. [PARA]A few commenters requested that the regulations clarify the difference between accommodations that do not change the content of the curriculum and modifications that do change it. Other commenters requested that access to the general curriculum be to the maximum extent appropriate for the child. A few commenters recommended adding clarifying language to accommodate the distinction between providing disabled students with a meaningful opportunity to meet the standards and actually meeting the standards, and stated that the Act recognizes this distinction by referencing involvement and progress in the general curriculum. Some commenters supported the note to proposed §300.24 (that a related services provider may be a provider of specially designed instruction if State law permits). Other commenters stated that the note should be deleted to eliminate the possibility that individuals may interpret it to mean that the term " child with a disability, " as defined under proposed §300.7, might include children who need only a related service. [PARA]Discussion: It is not necessary to revise the definition of " at no cost " under paragraph ((1) of this section, since that definition already addresses the comment relating to the cost of trips, phone calls, and other expenses incurred by parents of disabled children when those children are placed outside the school district by a public agency. If the school district places the child, and the IEP team determines that the costs of phone calls and trips are relevant to the student's receipt of FAPE, the public agency placing the child would be expected to pay for such expenses.[PARA]Paragraph ((2) concerning " physical education " should be amended to substitute the word " adapted " for the word " adaptive, " since this is the term that was in the original regulations.[PARA]With regard to the definition of " specially designed instruction, " some changes should be made. The committee reports to Pub. L. 105-17 make clear that specific day-to-day adjustments in instructional methods and approaches are not normally the sort of change that would require action by an IEP team. Requiring an IEP to include such a level of detail would be overly-prescriptive, impose considerable unnecessary administrative burden, and quite possibly be seen as encouraging disputes and litigation about rather small and unimportant changes in instruction. There is, however, a reasonable distinction to be drawn between a mode of instruction, such as cued speech, which would be the basis for the goals, objectives, and other elements of an individual student's IEP and should be reflected in that student's IEP, and a day-to-day teaching approach, i.e., a lesson plan, which would not be intended to be included in a student's IEP. [PARA]Case law recognizes that instructional methodology can be an important consideration in the context of what constitutes an appropriate education for a child with a disability. At the same time, these courts have indicated that they will not substitute a parentally-preferred methodology for sound educational programs developed by school personnel in accordance with the procedural requirements of the IDEA to meet the educational needs of an individual child with a disability. [PARA]In light of the legislative history and case law, it is clear that in developing an individualized education there are circumstances in which the particular teaching methodology that will be used is an integral part of what is " individualized " about a student's education and, in those circumstances will need to be discussed at the IEP meeting and incorporated into the student's IEP. For example, for a child with a learning disability who has not learned to read using traditional instructional methods, an appropriate education may require some other instructional strategy. [PARA]Other students' IEPs may not need to address the instructional method to be used because specificity about methodology is not necessary to enable those students to receive an appropriate education. There is nothing in the definition of " specially designed instruction " that would require instructional methodology to be addressed in the IEPs of students who do not need a particular instructional methodology in order to receive educational benefit. In all cases, whether methodology would be addressed in an IEP would be an IEP team decision.[PARA]Other changes to the definition of " specially designed instruction " are not needed. The distinction between accommodations that change the general curriculum and those that do not, as one commenter requests, would be difficult to make because of the individualized nature of these determinations. Regardless of the reasons for the accommodation or modification, it must be provided if necessary to address the special educational needs of an individual student. [PARA]The words " maximum extent appropriate " should not follow the reference to participation in the general curriculum, because such a qualification would conflict with the Act's IEP requirements and the unequivocal emphasis on involvement and progress of students with disabilities in the general curriculum, regardless of the nature or significance of the disability. [PARA]The term " vocational education " in paragraph ((5) should not be amended to conform to the definition in the Carl D. Perkins Vocational and Applied Technology Education Act. The definition of " vocational education " in the proposed regulations should be retained in these final regulations since it reflects the definition of that term contained in the original regulations for this program published in 1977. While the regulatory definition includes all of the activities in the Perkins Act definition, the substitution of the definition from the Perkins Act would be too limiting since that definition would not encompass those activities included in the current definition. The inclusion of " vocational education " in the definition of " special education " is needed to ensure that students with disabilities receive appropriate, individually-designed vocational educational services to facilitate transition from school to post-school activities.[PARA]In light of the general decision not to use notes in these final regulations, the note following this section of the NPRM should be removed. The removal of this note, however, should not be construed as altering eligibility requirements under these regulations -- namely (1) a child is an eligible child with a disability under Part B if the child has a covered impairment and requires special education by reason of the impairment; and (2) a child with a disability can receive a related service only if that service is required to assist the child to benefit from special education. However, consistent with §300.26(a)(2), any related service that is considered special education rather than a related service under State standards may be considered as special education. A provision has been added under the definition of " child with a disability " to reflect this concept. [PARA]Changes: Paragraph (a)(2) has been amended to add travel training to the elements contained in the definition of " special education, " and a separate definition of travel training has been added to paragraph ((4) as discussed in this attachment under §300.24. Paragraph ((2) concerning physical education has been revised to substitute the word " adapted " for the word " adaptive. " Paragraph ((3) has been revised to make clear that adaptations to instruction, in the form of specially designed instruction, are made as appropriate to the needs of the child. The note following this section of the NPRM has been removed, and the substance of the note is reflected in the above discussion. ...\..\idearegsmain.htmBack to Previous Page Browse Web-Enhanced Full Regulations * The Search-Enhanced Regulations are divided into individual sections to produce more accurate search results and better print results. For full viewing and easier navigation of the regulations, please use the Web-enhanced version.[PARA]These Final Regulations were taken from the Federal Register. They were formatted by Education Development Center, Inc. for the IDEA Practices Web site, a service of the OSEP-funded ASPIIRE and ILIAD IDEA Partnership Projects at The Council for Exceptional Children. Every attempt has been made to faithfully reproduce the original content of the Regulations. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted August 30, 2000 Report Share Posted August 30, 2000 <<Caty was so excited this morning. All smiles and giggling >> Hi , I love hearing this! Ted went to school this morning and he was very excited also! I hope he has a good day. I really had to restrain myself from writing them a note. I was afraid that I might set a wrong tone by wanting them to do this and that. I just hope they do what they are supposed to. I sent Ted with his very own little photo album book called " All About Me " by Ted Boughton. Ted also loves to take pictures and this book full of those little tiny 1 in. instant photos of what he did this summer. I hope to hear all the updates on school and will be sure to give you all one! Gail, mom to Ted (9) who now says his age when asked very well! Quote Link to comment Share on other sites More sharing options...
Guest guest Posted August 30, 2000 Report Share Posted August 30, 2000 gail great to hear that ted has a wonderful time with school. he must be so proud to tell everyone his age. alec has had 3 great days, other then in the cafeteria. the para goes with his class and is new to the school. i am sure that alec is testing her big time.! i am hoping that the good behavior during the rest of the day,is not a honeymoon period. danielle, alec's big sister had a little more difficulty adjusting to the first day of middle school. she told me that she was not going back. ( just like she said after the first day of Kindergarten). well, after day 3, she is enjoying it much more. she has 2 really tough teachers and the other 4 are good. lori Quote Link to comment Share on other sites More sharing options...
Guest guest Posted March 7, 2005 Report Share Posted March 7, 2005 In a message dated 3/7/2005 10:20:32 PM Eastern Standard Time, cindysue@... writes: > , > > You'll get to the point that you will love seeing that little yellow bus in > the morning and love that time when you have the house to yourself! Don't > be surprised if the teacher gives you the boot - Joshie may adjust better if > he doesn't see you. > > -- riding the bus makes the whole separation thing easier too. The " separation trauma " happens curbside and by the child is at school he/she is raring to go. (if you don't believe it, secretly follow the bus and spy from behind a tree). - Becky aka one who has been there (lol) Quote Link to comment Share on other sites More sharing options...
Guest guest Posted March 7, 2005 Report Share Posted March 7, 2005 In a message dated 3/7/2005 10:20:32 PM Eastern Standard Time, cindysue@... writes: > , > > You'll get to the point that you will love seeing that little yellow bus in > the morning and love that time when you have the house to yourself! Don't > be surprised if the teacher gives you the boot - Joshie may adjust better if > he doesn't see you. > > -- riding the bus makes the whole separation thing easier too. The " separation trauma " happens curbside and by the child is at school he/she is raring to go. (if you don't believe it, secretly follow the bus and spy from behind a tree). - Becky aka one who has been there (lol) Quote Link to comment Share on other sites More sharing options...
Guest guest Posted March 7, 2005 Report Share Posted March 7, 2005 , You'll get to the point that you will love seeing that little yellow bus in the morning and love that time when you have the house to yourself! Don't be surprised if the teacher gives you the boot - Joshie may adjust better if he doesn't see you. Word Fixations > > > Hi > > One of 's word fixations right now is " In a minute. " When we pass by Kristi on the way to another room, she will say hold out her arm and say " My king " for me and " My Queen " for . has been fixed on calling me " Captain " and " Fatherboard. " > > On words they couldn't pronounce when they were little, Kristi's kwaw-kwaw (wash cloth), 's nay-nay (rain) and 's " the sheep's in the meadow, the cows in the corns " stand out as memorable fixations. > > We have enjoyed reading all of your kids word fixations and am glad somebody started this one! > > > Dad to , Kristi, (all three Down syndrome) and (Cri du chat) > Husband to C. in Mo. > Uncle Daddy to and in Calif. (both Down syndrome) > > > --- > Outgoing mail is certified Virus Free. > Checked by AVG anti-virus system (http://www.grisoft.com). > Version: 6.0.859 / Virus Database: 585 - Release Date: 02/14/2005 > > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted March 7, 2005 Report Share Posted March 7, 2005 , You'll get to the point that you will love seeing that little yellow bus in the morning and love that time when you have the house to yourself! Don't be surprised if the teacher gives you the boot - Joshie may adjust better if he doesn't see you. Word Fixations > > > Hi > > One of 's word fixations right now is " In a minute. " When we pass by Kristi on the way to another room, she will say hold out her arm and say " My king " for me and " My Queen " for . has been fixed on calling me " Captain " and " Fatherboard. " > > On words they couldn't pronounce when they were little, Kristi's kwaw-kwaw (wash cloth), 's nay-nay (rain) and 's " the sheep's in the meadow, the cows in the corns " stand out as memorable fixations. > > We have enjoyed reading all of your kids word fixations and am glad somebody started this one! > > > Dad to , Kristi, (all three Down syndrome) and (Cri du chat) > Husband to C. in Mo. > Uncle Daddy to and in Calif. (both Down syndrome) > > > --- > Outgoing mail is certified Virus Free. > Checked by AVG anti-virus system (http://www.grisoft.com). > Version: 6.0.859 / Virus Database: 585 - Release Date: 02/14/2005 > > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted March 7, 2005 Report Share Posted March 7, 2005 Though if and when you get the boot, don't be afraid to peek in the windows for a few minutes so that he can't see you (but you can see what's going on)..... and don't worry about what anyone else walking around the school thinks either :-) I agree with ....... it doesn't take long for the bus to be a great thing! Now, a few years after got on the first bus at age 3, I'm putting all of them onto the regular bus to the same school..... yeah! , mom to (9), (7 DS), and (5) wrote: >, > >You'll get to the point that you will love seeing that little yellow bus in >the morning and love that time when you have the house to yourself! Don't >be surprised if the teacher gives you the boot - Joshie may adjust better if >he doesn't see you. > > > Word Fixations >> >> >> Hi >> >> One of 's word fixations right now is " In a minute. " When we pass >> >> >by Kristi on the way to another room, she will say hold out her arm and say > " My king " for me and " My Queen " for . has been fixed on calling >me " Captain " and " Fatherboard. " > > >> On words they couldn't pronounce when they were little, Kristi's >> >> >kwaw-kwaw (wash cloth), 's nay-nay (rain) and 's " the sheep's in >the meadow, the cows in the corns " stand out as memorable fixations. > > >> We have enjoyed reading all of your kids word fixations and am glad >> >> >somebody started this one! > > >> >> Dad to , Kristi, (all three Down syndrome) and (Cri >> >> >du chat) > > >> Husband to C. in Mo. >> Uncle Daddy to and in Calif. (both Down syndrome) >> >> >> --- >> Outgoing mail is certified Virus Free. >> Checked by AVG anti-virus system (http://www.grisoft.com). >> Version: 6.0.859 / Virus Database: 585 - Release Date: 02/14/2005 >> >> >> Quote Link to comment Share on other sites More sharing options...
Guest guest Posted March 7, 2005 Report Share Posted March 7, 2005 Though if and when you get the boot, don't be afraid to peek in the windows for a few minutes so that he can't see you (but you can see what's going on)..... and don't worry about what anyone else walking around the school thinks either :-) I agree with ....... it doesn't take long for the bus to be a great thing! Now, a few years after got on the first bus at age 3, I'm putting all of them onto the regular bus to the same school..... yeah! , mom to (9), (7 DS), and (5) wrote: >, > >You'll get to the point that you will love seeing that little yellow bus in >the morning and love that time when you have the house to yourself! Don't >be surprised if the teacher gives you the boot - Joshie may adjust better if >he doesn't see you. > > > Word Fixations >> >> >> Hi >> >> One of 's word fixations right now is " In a minute. " When we pass >> >> >by Kristi on the way to another room, she will say hold out her arm and say > " My king " for me and " My Queen " for . has been fixed on calling >me " Captain " and " Fatherboard. " > > >> On words they couldn't pronounce when they were little, Kristi's >> >> >kwaw-kwaw (wash cloth), 's nay-nay (rain) and 's " the sheep's in >the meadow, the cows in the corns " stand out as memorable fixations. > > >> We have enjoyed reading all of your kids word fixations and am glad >> >> >somebody started this one! > > >> >> Dad to , Kristi, (all three Down syndrome) and (Cri >> >> >du chat) > > >> Husband to C. in Mo. >> Uncle Daddy to and in Calif. (both Down syndrome) >> >> >> --- >> Outgoing mail is certified Virus Free. >> Checked by AVG anti-virus system (http://www.grisoft.com). >> Version: 6.0.859 / Virus Database: 585 - Release Date: 02/14/2005 >> >> >> Quote Link to comment Share on other sites More sharing options...
Guest guest Posted March 7, 2005 Report Share Posted March 7, 2005 Not at allo. I gelt the same way two years ago when my little guy started nursery school at three. But it was the best thing for him. I did my homework before and made sure I knew who he was with, etc and he has been in the same school for two years. next year we are going to a different school to give him a different learning approach so he has one more year before kindy. I can feel for you but he will do fine!! Lioee Quote Link to comment Share on other sites More sharing options...
Guest guest Posted March 7, 2005 Report Share Posted March 7, 2005 Not at allo. I gelt the same way two years ago when my little guy started nursery school at three. But it was the best thing for him. I did my homework before and made sure I knew who he was with, etc and he has been in the same school for two years. next year we are going to a different school to give him a different learning approach so he has one more year before kindy. I can feel for you but he will do fine!! Lioee Quote Link to comment Share on other sites More sharing options...
Guest guest Posted March 7, 2005 Report Share Posted March 7, 2005 In a message dated 3/7/2005 10:20:33 P.M. Eastern Standard Time, cindysue@... writes: Don't be surprised if the teacher gives you the boot - Joshie may adjust better if he doesn't see you. i loved our first week because it was an abbreviated day and all the mom's stayed in the big hall and were allowed to watch and wait. Actually the moms are allowed in at anytime they weant but there is no need. It gives me a comforting feeling knowing I can walk in at any moment unannounced. Loree Quote Link to comment Share on other sites More sharing options...
Guest guest Posted March 7, 2005 Report Share Posted March 7, 2005 In a message dated 3/7/2005 10:20:33 P.M. Eastern Standard Time, cindysue@... writes: Don't be surprised if the teacher gives you the boot - Joshie may adjust better if he doesn't see you. i loved our first week because it was an abbreviated day and all the mom's stayed in the big hall and were allowed to watch and wait. Actually the moms are allowed in at anytime they weant but there is no need. It gives me a comforting feeling knowing I can walk in at any moment unannounced. Loree Quote Link to comment Share on other sites More sharing options...
Guest guest Posted March 7, 2005 Report Share Posted March 7, 2005 Hi all--I am fairly new but I love this post. Joshie will do great! He will enjoy it so much--the trouble is--we will miss them more than they miss us. I remember getting on the bus when he was 3--he turned and looked at me out the window crying and yelling mommy--mommy! I cried all the way back to the house. The teacher sent a note home saying that he did great that day! The next day he screams and cries getting on the bus--and again a note comes home saying he did great. So I went to the preschool and waited to see him. Without him seeing me of course. And there he got of the bus like he was the biggest kid in town. Not crying at all. So yes, the seperation at the bus is alot better than at the school---besides I figured him out. He cried getting on the bus for 3 months! But as soon as the bus was out of sight from our farm the bus driver said that he would stop crying and have alot of fun on the way to school. He was just crying to make me feel guilty! Quote Link to comment Share on other sites More sharing options...
Guest guest Posted March 7, 2005 Report Share Posted March 7, 2005 Hi all--I am fairly new but I love this post. Joshie will do great! He will enjoy it so much--the trouble is--we will miss them more than they miss us. I remember getting on the bus when he was 3--he turned and looked at me out the window crying and yelling mommy--mommy! I cried all the way back to the house. The teacher sent a note home saying that he did great that day! The next day he screams and cries getting on the bus--and again a note comes home saying he did great. So I went to the preschool and waited to see him. Without him seeing me of course. And there he got of the bus like he was the biggest kid in town. Not crying at all. So yes, the seperation at the bus is alot better than at the school---besides I figured him out. He cried getting on the bus for 3 months! But as soon as the bus was out of sight from our farm the bus driver said that he would stop crying and have alot of fun on the way to school. He was just crying to make me feel guilty! Quote Link to comment Share on other sites More sharing options...
Guest guest Posted March 8, 2005 Report Share Posted March 8, 2005 I was just like that when Vickie went to school for the first time and took a school bus to boot.. it gets better Word Fixations > > > Hi > > One of 's word fixations right now is " In a minute. " When we pass > by Kristi on the way to another room, she will say hold out her arm and > say " My king " for me and " My Queen " for . has been fixed on > calling me " Captain " and " Fatherboard. " > > On words they couldn't pronounce when they were little, Kristi's > kwaw-kwaw (wash cloth), 's nay-nay (rain) and 's " the sheep's > in the meadow, the cows in the corns " stand out as memorable fixations. > > We have enjoyed reading all of your kids word fixations and am glad > somebody started this one! > > > Dad to , Kristi, (all three Down syndrome) and (Cri du > chat) > Husband to C. in Mo. > Uncle Daddy to and in Calif. (both Down syndrome) > > > --- > Outgoing mail is certified Virus Free. > Checked by AVG anti-virus system (http://www.grisoft.com). > Version: 6.0.859 / Virus Database: 585 - Release Date: 02/14/2005 > > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted March 8, 2005 Report Share Posted March 8, 2005 I was just like that when Vickie went to school for the first time and took a school bus to boot.. it gets better Word Fixations > > > Hi > > One of 's word fixations right now is " In a minute. " When we pass > by Kristi on the way to another room, she will say hold out her arm and > say " My king " for me and " My Queen " for . has been fixed on > calling me " Captain " and " Fatherboard. " > > On words they couldn't pronounce when they were little, Kristi's > kwaw-kwaw (wash cloth), 's nay-nay (rain) and 's " the sheep's > in the meadow, the cows in the corns " stand out as memorable fixations. > > We have enjoyed reading all of your kids word fixations and am glad > somebody started this one! > > > Dad to , Kristi, (all three Down syndrome) and (Cri du > chat) > Husband to C. in Mo. > Uncle Daddy to and in Calif. (both Down syndrome) > > > --- > Outgoing mail is certified Virus Free. > Checked by AVG anti-virus system (http://www.grisoft.com). > Version: 6.0.859 / Virus Database: 585 - Release Date: 02/14/2005 > > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted March 8, 2005 Report Share Posted March 8, 2005 I was just like that when Vickie went to school for the first time and took a school bus to boot.. it gets better Word Fixations > > > Hi > > One of 's word fixations right now is " In a minute. " When we pass > by Kristi on the way to another room, she will say hold out her arm and > say " My king " for me and " My Queen " for . has been fixed on > calling me " Captain " and " Fatherboard. " > > On words they couldn't pronounce when they were little, Kristi's > kwaw-kwaw (wash cloth), 's nay-nay (rain) and 's " the sheep's > in the meadow, the cows in the corns " stand out as memorable fixations. > > We have enjoyed reading all of your kids word fixations and am glad > somebody started this one! > > > Dad to , Kristi, (all three Down syndrome) and (Cri du > chat) > Husband to C. in Mo. > Uncle Daddy to and in Calif. (both Down syndrome) > > > --- > Outgoing mail is certified Virus Free. > Checked by AVG anti-virus system (http://www.grisoft.com). > Version: 6.0.859 / Virus Database: 585 - Release Date: 02/14/2005 > > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted September 7, 2005 Report Share Posted September 7, 2005 Oh, nna - I can so feel your frustration and sadness at the same time. My son started high school today - isn't home yet, due any minute. He left okay, VERY SCARED - had " that look. " I'm kind of holding my breath waiting. I'll check back in a bit, but wanted to send you a great big hug and as I'm sure you already know - you're not alone! In a message dated 9/7/2005 2:30:24 PM Eastern Daylight Time, mdonlon@... writes: Hope others had a better first day! nna. NY Quote Link to comment Share on other sites More sharing options...
Guest guest Posted September 7, 2005 Report Share Posted September 7, 2005 Oh, nna - I can so feel your frustration and sadness at the same time. My son started high school today - isn't home yet, due any minute. He left okay, VERY SCARED - had " that look. " I'm kind of holding my breath waiting. I'll check back in a bit, but wanted to send you a great big hug and as I'm sure you already know - you're not alone! In a message dated 9/7/2005 2:30:24 PM Eastern Daylight Time, mdonlon@... writes: Hope others had a better first day! nna. NY Quote Link to comment Share on other sites More sharing options...
Guest guest Posted September 7, 2005 Report Share Posted September 7, 2005 Our first day began with a panic attack and diarrhea. I gave my son (6 1/2) a small dose of ativan as soon as he got up so that it would be working by the time he got to school. It helped! He made it through the full day - lunch room and all). The teacher gave me a thumbs up when I waved to her. I took him to meet her last week and h is going in early (if only to have the wave of panic pass beofre the bell) this week. He was all smiles when I got him. I hate to be pessimistic (not like me), but when it becomes known to him that school is here to stay till next June, I think it'll get tougher. That's his MO. I plan to give him ativan before school till next Tuesday hoping that his confidence and good experience will hold him over. A new thing came up over the past 2 days - he's now concerned about rain???? I have kept him from the Katrina disaster knowing it might be too stressul for him. Maybe we are moving from school fear to weather fear? One day at a time I keep telling myself. Today is all we really ever have anyway, right? Bonnie > Hi all, > > I promised to update on how we made out the first day. (8yo) > isn't home yet, so I can't report on the whole day, but to sum up the > morning: OCD just plain sucks. > > We were in such a good place last night, she was so excited about > school, couldn't wait to go. We visited the school several times this > summer, and yesterday went once more. She had such fun seeing all the > teachers, asst. principal, social worker, everyone. She has a male > teacher for the first time and was not happy about that at first, but > she seemed to really like him, and even gave him a hug goodbye yesterday! > > Now of course in the WAY back of my mind I had a feeling this was too > good to be true, but when I woke her up today I was very cheerful, > upbeat, rah rah stuff. As soon as she opened her eyes, I saw the OCD > face (you all know what I'm talking about). Then she says she won't > go, her stomach hurts, it feels funny in her private area (a tingling > she gets when anxious). She cried, hyperventilated, etc. All the > clothes were wrong, the socks were sticky, the shoes hurt (same > clothes she's been wearing all summer). " I can't get on the bus " , " I > can't learn cursive writing " , " I can't DO it! " I'd get her distracted > for a few minutes, but then she'd start up again. > > I just ache for her, why does it have to be so HARD? All the other > neighbor kids are bounding out the door, happy happy. Her friend came > to the door as I was forcing shoes on 's feet, and I could see > the puzzlement as to what the fuss was all about. I finally pulled > her out the door and she was crying down the driveway, trying to pull > away from me, but I would be damned if I'd drive her to school again > like last fall (that only delayed the inevitable separation I found > out). She tried to get me to do that. > > Luckily she pulled it together before the bus came, I think because > the parents' across the street were there. I have no illusions that > tomorrow will be much better, since I know she will be even more tired > and that just amplifies everything. I know she must have been > exhausted when she got to school after all that. > > I just have such despair over the future; this all is happening when > she's going back to the same school, same familiar faces and routines. > What the heck is going to happen when she starts middle school? I > know I'm jumping ahead of myself, I really do try to take it one day > (or minute!) at a time, but whoa. > > Hope others had a better first day! > > nna. > NY Quote Link to comment Share on other sites More sharing options...
Guest guest Posted September 7, 2005 Report Share Posted September 7, 2005 Hi nna, I can relate to feelings of frustration with school starting. Our " dog days of summer " are sure over here. Bre bounds out of bed bright eyed and bushy tailed and comes home with her tail between her legs! Grumpy, tired and plain nasty sometimes. Then she starts apologizing for being so mean. She holds it together at school and lets it out in her home. I have to admit, I'd rather it be here in her " safe zone " , than at school. She told me today she almost started crying in Biology over a sad movie they watched. A boy had seizures. Already the exposures are starting! I just pray she will become stronger through all of this. We certainly have our work cut out for us. Huge shoulders! Sandy Quote Link to comment Share on other sites More sharing options...
Guest guest Posted September 8, 2005 Report Share Posted September 8, 2005 Hng in there nna. I know how you feel! My son has been doing great with his bad thoughts but is on day 3 of school and had a thought yesterday for the first time in 2 weeks! Morning sucks of course. He has a stomache ache, headache, you know the drill! We haven't gotten to the crying at the bus stop yet but I have had to force him on for the past two days. Also trouble sleeping again because of worring about the next day. All we can do is pray!!! Quote Link to comment Share on other sites More sharing options...
Guest guest Posted September 8, 2005 Report Share Posted September 8, 2005 I guess the 1st day blues hit lots of us. Cameron did good the 1st day - it was only a 1/2 day. Day 2 went " ok " .....today was disaster - over hot lunch!!!!! I had him take hot lunch yesterday, which was chicken nuggets.....thought that would be perfect....but they were " squishy...not crunchy " .....so today was a food meltdown. Pepp. pizza, another favorite, but he was panicked...if he doesn't like it, the lunch ladies will make him miss recess until he finishes it (not true). He also didn't want either of his two cold lunch options - cereal or sandwich....his options, not mine. I make sure he gets a big breakfast...but by 3:30 he's starved.... in MI Quote Link to comment Share on other sites More sharing options...
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