::better days::
At precisely 8:30 the four Carlins drove this morning into the parking lot of Mictchell School, 3100 Harvard, for our transitional meeting with the school district.
"How may we help you?"
"Yes, we're here for a transitional meeting...we're the Carlins."
"You must be in room 39. Down the hall, take a left, follow the white line up the ramp."
Following the painted white line took us out of the scarily ill-constucted, temporary construction company trailor like "building", around a mac truck and into another equally badly fashioned structure. We met our Regional Center contact upon opening the door and sat ourselves down at a child's play table.
We were joined shortly by the transitional meeting coordinator and speech professional for the district.
All those that I've spoken to regarding these meetings with the school district strongly suggest taping each and every contact with them. When I suggested we tape, they said this would mean they would have to tape to, although no one moved to get a tape recorder and glared at me like I had a tooth growing from my nose, so I didn't press it.
So then we began. Basically the coordinator listed a series of additional assessments (going into the teens at least for the number of assessments Luke has had to undergo since we received his diagnosis last year) .
It was then explained to us that the very school in which we were meeting, children with various needs are eductated. They accomodated down syndrome children, those that are medically fragile, ADD, those with ortheopeadic problems, autistic children and others. All in one school.
I felt suddenly like I was hurling back through time into the dark ages wherein those with less than "typical" behaivors and conditions were all placed together in one big facility. Didn't matter what the individual actually required for the particular challenge they were facing. Just so long as they weren't with the rest of the "typical" people.
But alas, this wasn't the dark ages at all. It is today. Autistic, down syndrome, add, medically fragile children and yes even those with ortheopedic problems all learn differently.
At last we were given a tentative date for the dreaded but necessary IEP (Individualized Educational Program) meeting. December 6. There will be at least 10 people present to decide the education of my little boy. We will have our attorney and the supervisor of his ABA program and hopefully that will be enough. I'll be thrilled to have it behind us.
In the stupor of baby daze fatigue last night, I managed a relatively active game of livingroom-soccer with Luke. Encouraged by the fact that he actually kicked the ball to me -- a huge development since he doesn't usually reciprocate. "Playing" is not something Luke knows by instinct but he is learning. We've had a good four days in a row. Better days may be ahead.
posted by Gina at 2:03 PM
3 Comments:
I spent many years as an educator and have sat through many IEPs. I'm not sure how your specific area handles IEPs and can only speak for the IEPs that I attended, but they really are great meetings that hold open discussion with all the school specialists including the mainstream educators in order to provide the best learning environment and strategies for the student/child at hand. The schools I've worked at also handled children with a variety of challenges, including autism. It's always important and a difficult feat to find what works best for the individual child. Where will they strive the best? In what setting? And it should be a work in progress for your family and the school as a team. You should have a game plan by the time the IEP meeting is over as to what you're going to try at first, but you should also plan a follow-up meeting before you leave. Obviously the teachers/specialists won't be able to see what kind of behavior your son is coming home with, as you can't be at school to see the improvements/stresses he's facing. Take notes. Write down what he comes home saying he's feeling. It will help when you go back in for the follow-up meeting. From my experience, while school's don't have all the money they wish they had to provide a beautiful setting to hold meetings in, all the staff truly wishes the best for the children and strives with all their might to do the best they can. In addition, I'd also offer up an insight as to how you handle situations at home when your son gets upset, gets excited, etc. Consistency works best, as you know, and if the school is clearly made aware of the home routine, this will help your son in the school routine too...and vice versa. Ask them to inform you of their rules and discipline plans for your son so that you can be consistent at home.
Best of luck! I know it's a stressful time getting all that sorted. I've helped many families through the years that have children with many different challenges.
Truly,
Insanity Infusion
PS- I left teaching to be a full time Mommy. :) In case curiosity got the better of you!
So, really, I guess I didn't leave teaching - just stopped teaching other people's children to focus on the teaching of my own. :)
Gina-
Uggh- They should have welcomed you to tape! Teachers/Administrators or whatever need to understand how stressful this is for someone just walking in not knowing the environment and thier way of doing things. Having taught for 5 years I have seen both sides- The stressed teachers who forget to look beyond thier little world and the parents who are walking in with little idea of how things go down at the place.
BTW- That is AWESOME that Luke was getting involved in the game:) You must be so proud. He is really the cutest kid! And you are a great mommy:) I can't wait to see more pictures. Do you use a digital camera?
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