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A different school battle
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<blockquote data-quote="InsaneCdn" data-source="post: 447027" data-attributes="member: 11791"><p>Marg: You just don't know <u>how</u> <u>bad</u> my people skills are!</p><p></p><p>The critical classes he needs are not "extra-curricular"... although some would argue that band class would or could be.</p><p>He needs pre-trades training. To do that, you need extremely expensive equipment, and specialized skills to teach it. Commercial cooking. CNC machining. Electronics/robotics.</p><p>The laws are written such that you either have to be over 17 (and out of school for more than a year), OR "in an approved school under the control of certified instructors" to have access to this stuff. Even if a local firm wanted to take him on as an apprentice, they can't. But even if they could, he doesn't know yet which one(s) he can do and which one(s) he'd like to do... The only way for a young teen to figure out which trade is going to work for him, is to be in "school".</p><p></p><p>SOME music is available during the day... like piano, or violin. But he can't play those (disability). He CAN play band instruments (brass, woodwind, etc.). You can't get band lessons during the day. And all the community bands don't start practicing until 7pm. So, unless he's in school, he loses all access to music. And he's musically talented, so to give up music is a big thing.</p><p></p><p>He can't do art (disability, again). Most of the home-school enrichment programs available are all academic-based... that is, they do a great job of supporting things like science (field trips, lab access etc.), but no support for non-academics <em>other than arts... from painting to drama </em>- sports, trades, music, etc. are "parent responsibility". Phys ed is supported by other systems (there's access to facilities during the day).</p><p></p><p>We've been trying to work the political end here, but no one on that side seems to know where to begin to unravel the "knot"... although they do acknowledge that there are issues.</p><p></p><p>We've negotiated SOME changes for next year. Whether its enough or not will probably depend on non-school factors, like how much success we have in cracking the depression issue before school starts, and how badly school sets him back in the first few weeks.</p><p></p><p></p><p>Interesting definition - wasn't aware of that one... but I already know where they'd take it... they believe he is being given "fair access to the same resources as others". I'm not sure I totally disagree... the problem being, that there's LOTS of other kids that are being short-changed the same way (of course, not quite how THEY see it!) </p><p>Here's an example (or two): </p><p>- There are many students who's learning style is definitely not verbal-friendly - yet, there is no provision made for alternative learning formats... just "accommodations" to try to make a square peg fit in a round hole (I mean, making a non-verbal learner fit into a purely-verbal world). </p><p>- If you have Central Auditory Processing Disorder (CAPD), you can get funding for a sound-field system... that is, for ONE system, which can go in ONE classroom, which means you can have it for ONE subject. HUH? I can see where it might not be critical in some classes, but you need it in more than ONE. (we don't even qualify for that one, its just an example)</p><p>- There is no provision of a "home base" or "safety zone" at this level of school - they are expected to have moved beyond that "by now".</p><p></p><p></p><p>I tried that... MY minutes and THEIR minutes are 100% different - and therefore, I am the problem.</p><p></p><p>Seriously - thanks for the links, will be checking them out.</p><p></p><p>Everybody - Thanks for banging this around with me. I know its still part "rant".</p></blockquote><p></p>
[QUOTE="InsaneCdn, post: 447027, member: 11791"] Marg: You just don't know [U]how[/U] [U]bad[/U] my people skills are! The critical classes he needs are not "extra-curricular"... although some would argue that band class would or could be. He needs pre-trades training. To do that, you need extremely expensive equipment, and specialized skills to teach it. Commercial cooking. CNC machining. Electronics/robotics. The laws are written such that you either have to be over 17 (and out of school for more than a year), OR "in an approved school under the control of certified instructors" to have access to this stuff. Even if a local firm wanted to take him on as an apprentice, they can't. But even if they could, he doesn't know yet which one(s) he can do and which one(s) he'd like to do... The only way for a young teen to figure out which trade is going to work for him, is to be in "school". SOME music is available during the day... like piano, or violin. But he can't play those (disability). He CAN play band instruments (brass, woodwind, etc.). You can't get band lessons during the day. And all the community bands don't start practicing until 7pm. So, unless he's in school, he loses all access to music. And he's musically talented, so to give up music is a big thing. He can't do art (disability, again). Most of the home-school enrichment programs available are all academic-based... that is, they do a great job of supporting things like science (field trips, lab access etc.), but no support for non-academics [I]other than arts... from painting to drama [/I]- sports, trades, music, etc. are "parent responsibility". Phys ed is supported by other systems (there's access to facilities during the day). We've been trying to work the political end here, but no one on that side seems to know where to begin to unravel the "knot"... although they do acknowledge that there are issues. We've negotiated SOME changes for next year. Whether its enough or not will probably depend on non-school factors, like how much success we have in cracking the depression issue before school starts, and how badly school sets him back in the first few weeks. Interesting definition - wasn't aware of that one... but I already know where they'd take it... they believe he is being given "fair access to the same resources as others". I'm not sure I totally disagree... the problem being, that there's LOTS of other kids that are being short-changed the same way (of course, not quite how THEY see it!) Here's an example (or two): - There are many students who's learning style is definitely not verbal-friendly - yet, there is no provision made for alternative learning formats... just "accommodations" to try to make a square peg fit in a round hole (I mean, making a non-verbal learner fit into a purely-verbal world). - If you have Central Auditory Processing Disorder (CAPD), you can get funding for a sound-field system... that is, for ONE system, which can go in ONE classroom, which means you can have it for ONE subject. HUH? I can see where it might not be critical in some classes, but you need it in more than ONE. (we don't even qualify for that one, its just an example) - There is no provision of a "home base" or "safety zone" at this level of school - they are expected to have moved beyond that "by now". I tried that... MY minutes and THEIR minutes are 100% different - and therefore, I am the problem. Seriously - thanks for the links, will be checking them out. Everybody - Thanks for banging this around with me. I know its still part "rant". [/QUOTE]
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