Post by jelanismom on Oct 16, 2008 12:47:22 GMT -5
I need to really think about his placement.
(here I go again you say)...but it's all because of his class of peers...4 other kids, luv em, but they do some quirky things...not that Jelani doesn't do these things too. This is a lifeskills class and it's nice and small, 5 kids total, Kindy thru 2nd...andI love the teacher. 2 kiddos have ADS and 2 have Ds. Not alot of communication going on, somewhat behaved, but at times I hear squeals, see 1 or 2 laying down in avoidence to something, lots of stuff you can predict from a sp.ed class/lifeskills with kids who are delayed, like my son. There's 2 recesses a day with inclusion, 1 art class a week with gen ed, and lunch and library w/gen ed. The teacher said there's 3rd grade girls in love with him and all fight over who gets to play with him. That's very heartwarming to hear. 
I look at the cards stacked against him...still unable to successfully write/draw/color/match, needs maximum assistance on playground, low trunk control/can easily be run down by stronger kids or any kid for that matter, just beginning to mimick words and communicate his wants and needs (w/one or two words ie: toy please, fish please, poopoo, truck, go now, stop it, I like it, no like it, etc.) So anyway, I've been having these gut feelings that he needs more than a lifeskills class, he needs peer modeling. He needs his experience "front loaded" so as to pick up 'appropriate' behaviors. Every day I pick him up after school, I see him being handheld walking to the gate with his buds from class. 2 are shaking their heads around being silly and 2 are squealing. He'll follow suit. They plop down and roll on the ground and he's watching as I watch him watching. Does he see this and think it's ok? He doesn't do this at home very much at all. But the stop and drop out in public...yes. I just start wondering how long can I accept that this type behavior is developmental and feel content with him in this class? would it be like reinforcing the behavior??? I have faced the reality that he's delayed. I'm going all around making no sense..sorry.
I'm just thinking too much about how he's mimicking the kids in his class and add that to his own stimming...and how is this shaping him socially? behavior wise? He's grouped with all special needs because frankly that's where he gets the individual attention. And I know while he's making great strides, he certainly would get mowed down by kids in a regular class because of the high energy and he's got a safety issue with balance, he needs that one on one attention. He's making good progress in his lifeskills class. But is that the answer? I'd be scared to death if he was in inclusion. The chin tapping alone would give kids a reason to pick on him. Am I making sense? So the only other option is sp ed life skills? OMG, I really thought I had a handle on my goals and objectives for him. I guess I don't. I just see so much more potential in him. At home he really tries to help me make dinner and wash himself, and even cleans his room. He repeats words in story books and just yesterday he was singing a song all the way through from his video! never heard that before!!! This morning he waved goodbye and said "bye mommy" which he's not done before.
So here I am thinking about placement... Maybe I need to take a class myself...I've seemed to have lost my train of thought for my son's education. Maybe I'm having an identity crisis about my son?
I just want what's best like we all do and I don't think going by goals in an IEP is the only way to determine if placement is right. There's more to it. Thanks for reading my journal of horror and confusion... just in time for halloween... Any suggestions other than "stop overreacting Dawn?!"
