|
Post by meghans_mom on Oct 15, 2007 9:37:49 GMT -5
Hi everyone
I met today w/ Meghan's teachers, therapists and the school psych. Her IEP meeting is in a few days. We had an IEP done in May, but that was at our old district and now they are re-doing it for this new district.
Brief history: Meghan was fully included w/ an aide in half-day kindy last year. She did very well and we were happy w/ how she did.
This year she is in an inclusion setting w/ a full time aide (not trained)...her classroom has some 20-25 kids (not sure of the #)...some others w/ special needs. There is a special ed teacher there for 1/2 day and a teacher and co-teacher there for the entire day.
WE went to the meeting this morning and I was told all of the testing they did last week was pretty horrible. Meghan tested very very low. the exception being a few reading things where she was in the "normal" range.
They went around the table in the various specialties and said what they found thru the testing, then the teachers spoke last.
Her classroom teacher said that even though the aide is there, one of the other 3 classroom teachers must stay with Meghan during all of her class work to make sure she understands, stays on task, and so they can re-direct her.
The school psychologist spoke last and she went on and on about how badly she felt for Meghan because she doesn't think she is getting anything out of this situation, etc, etc and how they feel that "another situation where the classroom language is already modified" for children like Meghan, etc. And she basically said she didn't feel MM would get anything out of this classroom situation (academically)
Now this is an inclusion classroom. It is the first time they've had a child w/ DS in this elementary school, although the other elem. school (same district, across town) has 2 other girls MM's age, one in inclusion, one in the self contained classroom.
They foused on all of the negatives, and maybe that's all there is.
I just find it hard that after 6 weeks this is where we are at.
Meghans CSE/IEP meeting is Thurs afternoon...and I know what they are trying to tell me, but I just don't know if there has been enough effort put forth.
I am not against self-contained classrooms...clearly if that is what is best for MM, then that is where I want her. I just don't know if it is too soon to make this decision and I don't know where to turn at this point!!
I just tried to call MM's old district and the resource room teacher who had MM all last year is no longer there. I have a few other calls out.
WHAT DO I DO NOW?!
I am reading articles on inclusion, but I really, really am at a loss.
I had to do everything I could to not start crying in front of the 6 women in front of me. For the past 6 weeks I've been getting notes home every day, with none of this mentioned...just things that they are doing to try and help MM keep up, etc and get used to the routine. But nothing that made it sound as bad as this.
THey had this meeting, they said, so I wouldn't be blind-sided when I walked into her CSE meeting and got the info from "all the people who are there"
Do I make them try it for a few more months with other modifications? Do I simply accept this and let MM go to the self contained class...which means yet ANOTHER change for the child in 2 years....a brand new school, brand new classmates, new teachers, new bus, across town? (Meghan grad'd from preschool in 2005 from ACDS, she went to kindy at Goose Hill, then to a summer program at a different school, then a few weeks later we moved, and she began at this district)
CRAP...I am at a total loss here!!!! I don't know what to do or think.
Advice? Anyone?
thanks - laurie
|
|
|
Post by Connie on Oct 15, 2007 10:17:41 GMT -5
Laurie, First, I think you need a hug!! Second, slow down, breath deeply and clear your mind!!! Before pulling her out of her home school and completely out of inclusion lets look at different alternatives. Does your school have a resource room? Let me tell you what kind of program Collin is in at our school. Collin is 7 and in Kindergarten because we felt he needed another year and I wanted him to have a good foundation before moving on to first grade. He was diagnosed with ADHD last year and while not pushing medication I can say it has made the world of difference with Collin.
Last year (1st year of Kindy), Collin went all day. First half of the day was regular Kindy with 1 hour of special ed pull out, 2nd half of the day he was in a Title 1 Kindy class for extra remediation. This year, he is regular Kindy during the morning and in the afternoon he goes to the resource room for extra work on reading, math, writing etc...In this room he really gets a lot of 1:1. While I would love to be one that says my son is succeeding in full inclusion, I can not. But, he is succeeding in the program we have established for him!!! And it is the right setting for him. While inclusion is a wonderful thing it is not right for everyone!!! I wouldn't be so quick to pull her out. Stop an look, see if there are some other alternatives out there in this school. Hugs, Connie
|
|
|
Post by Chris too on Oct 15, 2007 10:38:39 GMT -5
Clearly what they are doing in this school is not working for MM. So first look at that: what ARE they doing? How is that different from what she had at the other school which WAS working for MM? I would get a detailed discription of what worked for MM in the past (maybe from last year's IEP?) and compare it to what is NOT working in the new school. Can you incorporate the things that worked in the past into this new school? Is there any way that you can get a contact number for this "resource room teacher who had MM all last year" ? Even if she can't attend, she may be able to give you more insight into what worked for MM. It sure sounds like you need a trained aide instead of the one you have - or maybe get the school to provide the training to the aide to make her more useful.
It doesn't sound to me like any effort has been done yet on the school's part to help MM succeed in this situation. They have proven themselves that they are currently failing MM, now the job is to figure out how they can succeed rather than how they can get out of their responsibility to MM.
I'm glad that you have found this problem and are working to correct it now. Try not to stress out on the test results - they are only a snapshot not a prognosis, and they tell you that the school, not MM, is failing. So relax, Mom, have a nice cup of tea and then get on that phone to find that great teacher MM had last year.
Best wishes! Chris too
|
|
|
Post by meghans_mom on Oct 15, 2007 10:53:58 GMT -5
Chris too...you wrote "t doesn't sound to me like any effort has been done yet on the school's part to help MM succeed in this situation. They have proven themselves that they are currently failing MM, now the job is to figure out how they can succeed rather than how they can get out of their responsibility to MM."
BEAUTIFULLY SAID!! Thank you for your advice...
And, Connie...thank you for your advice as well. I have stopped crying, so thats a good step up, right? I appreciate you sharing your experience with Collin...I am glad that we have kids the same age, so we can share these things...you know...not that i'm going to put MM on meds right away but I always just took that distractibilty as part of Meghan...didn't ever cross my mind that there might be something else there. And it never would have if you hadn't mentioned it.
I am so glad I have you guys....when I got home today, I was like....jeez - where is my mom? I need to talk to her right now? Noone else would "get" this (except you Colls, I know...but I didnt want to bug you AGAIN!)...and I knew I could turn to you all.
THANK YOU! (and please keep that advice coming)
hugs, laurie
|
|
|
Post by laurasnowbird on Oct 15, 2007 11:30:21 GMT -5
Laurie,
I can hear the desperation in your "voice", and I'm so sorry they've done this to you and MM. And I say that because it seems to me that if they've all decided that MM is failing, in some way or another, they've let her know it. Maybe not verbally and obviously, but I'm sure she's picked up on it.
If the emphasis is on Meghan "keeping up", then they don't understand inclusion. Meghan needs to be making progress toward HER goals, laid out in her IEP, not necessarily keeping up with the classroom curriculum and pace. Assuming that she is failing unless she keeps up means they would expect her to be doing (for instance) 12th grade work when she's in 12th grade. That's not impossible, but it is more often the exception than the rule for kids with DS.
Is MM making progress toward her IEP goals? Is she learning the classroom rules and how to behave? Is she making friends? Honestly, it's probably too soon for them to even TELL!!!!
The good news about this is you've been given a window into their thinking, and you have the opportunity to educate them. MM has the right to LRE with supports and services. Learning and following classroom rules and interactions with peers should be IEP goals, and they should facilitate her progress toward those goals as well as whatever academic ones are appropriate.
|
|
|
Post by Connie on Oct 15, 2007 12:10:53 GMT -5
Laurie, I was that "PARENT"... you know the one who believes it's the "TEACHERS FAULT" for not being about to control, teach and relate to my child. That if they just cared enough they could do it!!! After all I didn't have any of the problems they did or said he did (you know how they lie...LOL) I had gotten so good at foreseeing problems that I could redirect before they happened. After all I have been doing it for 7 years now. But, I can say I noticed his behavior problems with school at about the age of 3.5~4. Last year, before they put Collin on his meds for ADHD they were ready to kick him out of Kindergarten and discussed putting him in a class for kids with behavioral issues. We didn't even want to go there...in more ways than one!!! Without meds Collin was so easily distracted, could not focus, very very impulsive and a climber at school. Have the meds made him a perfect child at school...NO, but then again none of the kids are perfect.
They have (to my dismay...I so wanted it to be the teachers fault) given him the opportunity to learn. They have slowed him down enough to absorb the information. The medicine even made a change in the way he communicates and talks. We were told by the doctor that put him on Ritalin that if he truly had ADHD it would make a difference and if he didn't it would not change his behaviors and we would just stop the meds. We noticed a change the very 1st day we used it!!! I am not trying to push the meds, I just want you to realize you are not alone in the behavior department because I am right there with you!!! Connie
|
|
|
Post by wrblack on Oct 15, 2007 12:18:59 GMT -5
Dunno, but I think the school may be jerking you around. Certainly sounds like they've got their own agenda and they badly out number you and Meghan. I think you should be looking around for an advocate. And I think there should be some good ones on Long Island. Got a strong impression that services are generally better in NY than in NJ, but varies greatly in both states from school district to school district. If you want to PM me your location and email addy, then I'll email somebody who might have some ideas where you could get some help, and I'd copy you. -- Bob
|
|
|
Post by Emilysmom on Oct 15, 2007 12:47:57 GMT -5
Laurie, You've received some excellent advice so far! One thing you said seems to be the key to me..........MM is the fist child with Ds in their inclusion class. So, they don't have experience with a child with Ds and their preconceived idea is that children with Ds shouldn't be included. (To me, that sounds like their thought process) Because she isn't "getting" as much out of the class as they feel the other kids are "getting", doesn't mean she isn't learning! And Laura is right...........that's not what inclusion is about. She's being exposed to all the same stuff and she is doing work at her own level that has been modified (for most teachers, that is the problem.......it takes more time to modify the curriculum of one student).
If the goals that were set for her in her previous IEP don't currently seem to be appropriate for her, you can always change those goals and have her work on new goals in the inclusion class. The teacher/aide/student ration in that class seems really good! They CAN make this work for her.
At the beginning of the IEP, there is a section where you list the student's strengths. I have found that teachers don't always include things in that section that have anything to do with Emily's ability to accomplish her IEP goals. (LOL and example of the ONLY thing that was listed for Emily one year: "Emily has a wonderful wardrobe and her hair is always fixed beautifully". ) Ok, nice compliment, but it had nothing at all to do with the positive things that helped her to learn! I have learned to come to the IEP meeting with my own list of strengths that include stuff that will show that she CAN do the work. All the things Laura suggested......like the stuff MM has already learned: following directions, etc. All that stuff is important and someone needs to give her credit for those things as strengths.
I love the way Laurasnowbird puts it: "I'm not married to inclusion". It's not wise to stubbornly insist on full inclusion if it simply does not work for the child.............BUT, it's way too soon in MM's case to determine that it's not appropriate for her. There are so many more things to try first: A new IEP with more appropriate goals, a behavior plan that is followed carefully, etc.
I'm keeping you in my thoughts. School age stuff can be so hard, as we've seen this week by what Cathy and her family are going through. Please know that we care and we are here for you!!
Susan
|
|
|
Post by Connie on Oct 15, 2007 13:24:11 GMT -5
Laurie, Susan's post triggered one more thought. When I went in and met with the teachers I was honest with them. I made sure I told them that I knew (even though I wish it wasn't so) that Collin may not get everything they are teaching and that was ok with ME!!! As long as he was learning!!!
Collin took a reading test last week he scored a 5 out of 8. Do I wish he got them all right...yes but, I am thrilled with his process. He is learning!!!! I made sure the teacher understood that if she felt the curriculum was to hard or complicated that it was ok to bring it down to his level. It was ok to have him learn only 3-4 points instead of the whole subject. I even offered to go in and help do this with her. So far we've not had to do this but at least she knows it's ok.
The teachers may be scared of failing and letting both you and MM down. They need to know it's ok and your not going to go in and behead them because she doesn't get everything they are teaching. Connie
|
|
|
Post by laurasnowbird on Oct 15, 2007 13:33:57 GMT -5
And another thought, LOL!
I'm not sure what procedure your school uses for modifying curriculum, but in Ethan's school, it is the special ed teacher who is to be a resource to Ethan's teacher for modifying curriculum. The classroom teacher doesn't have the training in curriculum modification, but the special ed teacher does. I'd have that specified in the new IEP, especially given that the special ed teacher is already spending 1/2 day in that classroom!
And my "I'm not married to inclusion" comment was made to Susan in a conversation this morning....and it pretty much sums up my world view about Ethan's education. The only commitment I made at the outset of this journey was to do the absolute best I could for my little boy, and at this point full inclusion is working for him. Later on, it may not. If and when that happens, the school won't be having to ask me to determine another placement, I'll be there banging on their door insisting on another one.
I don't think you are at that point with MM. In fact, from where I'm sitting, you're not even close. Sounds like we need to charter the Uno Bus!!!!!
|
|
|
Post by momofrussell on Oct 15, 2007 15:20:49 GMT -5
Well.... my questions would be what ARE they doing as far as supports and modifications to where it's NOT working? How much HAVE they modified first? Burden of proof is on them and they must change the program (current placement) in such a way that it proves that it can't work. I honestly don't know if 6 weeks is long enough. I think it's per child. In some cases, data for 6 weeks would be a long enough time. But.. it's the beginning of the year.
I don't know what to tell you. Do they have an inclusion facilitator? they should be brought in to make things work, sounds like you need one!
Good luck!
a.
|
|
|
Post by Emilysmom on Oct 15, 2007 16:55:45 GMT -5
Oops Laura!! I knew I had read that statement by you today............and I thought it was in one of your posts! Doesn't matter where you said it, I guess.......it makes perfect sense.
Susan
|
|
|
Post by meghans_mom on Oct 15, 2007 17:30:04 GMT -5
well...Meghan got off the bus today and said to me "I am tired [of] school, don't want go there anymore"
I'm thinking they're over taxing her, huh? LOL!
Thank you all SOOOOO much for your replies...they really have helped me put things in perspective. I'm not so good at this "surprise" (!!) stuff - and reading what everyone has said so far has really helped.. CONTINUE, please!
hugs to all, laurie
|
|
|
Post by CC on Oct 15, 2007 17:31:20 GMT -5
"Do I make them try it for a few more months with other modifications?"
ABSOLUTELY They need to modify to MM's level, that simple.
"Do I simply accept this and let MM go to the self contained class..."
NOT unless thats what you want but I would NOT move her, way to early to even consider it in my opinion.
Actually the meeting as tough as it might have been for you was good since it was prior to an upcoming IEP. Gives you time to go in there with your thoughts together.
Just my opinion BUT if MM has a one on one and one of the Teachers still has to be with MM all the time seems pretty simple to me... get a one on one that knows what they are supposed to do or get the one they have training.
Sounds like they are not sure how to do inclusion, maybe training for the teach would be in order too, just a thought.
BEST of Luck and HUGS to you.
CC ~
|
|
|
Post by Emilysmom on Oct 15, 2007 19:39:54 GMT -5
Laurie, I'm remembering what MB told you last week about how girls with Ds tend to be "all done" with school around 1:30 or 2pm. I have no idea how that would work, but I'm wondering if there is a way to work MM hard in the mornings and let her relax a bit in the afternoons? Since you have to do a new IEP now anyway, maybe this is a good time to bring that up? Susan
|
|