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Special Ed 101
Adverse educational impact
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<blockquote data-quote="Martie" data-source="post: 8411" data-attributes="member: 284"><p>This is a tough one because of how your SD is playing it.</p><p></p><p>TEST scores are not the whole school story and neither are grades (which can easily be manipulated as your account shows.) The teacher probably will not fail her bec. that would show negative ed. impact. When I finally requested a full case study for ex-difficult child, his grades improved a lot and the complaining about his behavior(which was passive aggressive--he never DID anything specific except be super annoying, so they couldn't figure out how to punish him)diminished because they wanted to make sure there WAS no negative educational impact.</p><p></p><p>However, ex-difficult child took care of this exactly 7 years ago this next Monday by absolutely refusing to return to school after winter break because of anxiety. He threw a 12 hour melt-down on the kitchen floor. He would not go---THAT is negative impact (this was backed up by his psychiatrist who they had been ignoring regarding how ex-difficult child was feeling about school in general and bullying in particular.) I am not saying that you should get your child to refuse school, but you are in the same sort of situation I was and that is what finally did it. I didn't coach him to have a week-long panic attack but I also didn't hospitalize him. I called the school hourly to tell them I could not get him out of the house and asked for their advice. I wrote letters about the negative impact of an isolated, depressed child refusing to leave the house to go to school dueto anxiety about what would happen to him there. I sent each letter certified and in each I asked for help and cited the law regarding social emotional development being part of "education."</p><p></p><p>He qualified as SED about 2 weeks later. With accommodations (none of which were academic), he returned to school. He mangaed to remain in public school for 2.5 more years which in my opinion were crucial to his development, i.e., he could live at home before residential placement became absolutely necessary. If I had let the school ignore me, ex-difficult child could not have lived at home and I think residential placement at 12 would have been a disaster for him and at 14.5, it was helpful. However, the point is, you need to figure out how to force your SD to realize that emotional functioning is part of education and Generalized Anxiety Disorder (GAD) interferes with educational functioning in many ways.</p><p></p><p>Martie</p></blockquote><p></p>
[QUOTE="Martie, post: 8411, member: 284"] This is a tough one because of how your SD is playing it. TEST scores are not the whole school story and neither are grades (which can easily be manipulated as your account shows.) The teacher probably will not fail her bec. that would show negative ed. impact. When I finally requested a full case study for ex-difficult child, his grades improved a lot and the complaining about his behavior(which was passive aggressive--he never DID anything specific except be super annoying, so they couldn't figure out how to punish him)diminished because they wanted to make sure there WAS no negative educational impact. However, ex-difficult child took care of this exactly 7 years ago this next Monday by absolutely refusing to return to school after winter break because of anxiety. He threw a 12 hour melt-down on the kitchen floor. He would not go---THAT is negative impact (this was backed up by his psychiatrist who they had been ignoring regarding how ex-difficult child was feeling about school in general and bullying in particular.) I am not saying that you should get your child to refuse school, but you are in the same sort of situation I was and that is what finally did it. I didn't coach him to have a week-long panic attack but I also didn't hospitalize him. I called the school hourly to tell them I could not get him out of the house and asked for their advice. I wrote letters about the negative impact of an isolated, depressed child refusing to leave the house to go to school dueto anxiety about what would happen to him there. I sent each letter certified and in each I asked for help and cited the law regarding social emotional development being part of "education." He qualified as SED about 2 weeks later. With accommodations (none of which were academic), he returned to school. He mangaed to remain in public school for 2.5 more years which in my opinion were crucial to his development, i.e., he could live at home before residential placement became absolutely necessary. If I had let the school ignore me, ex-difficult child could not have lived at home and I think residential placement at 12 would have been a disaster for him and at 14.5, it was helpful. However, the point is, you need to figure out how to force your SD to realize that emotional functioning is part of education and Generalized Anxiety Disorder (GAD) interferes with educational functioning in many ways. Martie [/QUOTE]
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