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Been a bad year so far...need advice!
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<blockquote data-quote="Marguerite" data-source="post: 149667" data-attributes="member: 1991"><p>I agree about sending the letter. Also, from here on (and backtrack as far as you can also) - keep a written record ( computer diary is good) of all the communication and problems, between you and the school. I do it as a diary, with each date in bold, followed by the entry. Sometimes a specific problem requires a separate file on it, but trying to keep it all together is perhaps better. On the computer you can also do a quick search on a key word, to find all cases of similar incidents. For example, difficult child 3 used to have problems with one other kid in particular, so I could do a search on the kid's name, or on a related key word, and track all incidents I'd recorded. And because each one was dated, I was quickly able to do a list for the school (or their bosses).</p><p></p><p>BUT - if the IEP hasn't eventuated before these sessions start and you still can't get any cooperation re giving you work for him to go on with, here is what we did:</p><p></p><p>We set in place a strict rule, "school work during school hours." The only way out of doing school work was if he was so sick and feverish, he fell asleep. If he was genuinely sick but awake, I'd get him to do his work in bed if necessary. This way, just saying he felt sick was not an escape route for schoolwork (I was worried I was raising a hypochondriac).</p><p></p><p>When we went to various appointments, we brought schoolwork with us. </p><p></p><p>But if the school won't give you any work, then make it up yourself. Find some. I found study books in the bookshops which looked interesting and seemed to fit with his school year; I bought some, I also bought some computer software for study revision, and I then gave him some choice in what to do at what time. If we were at home (such as a suspension, or him throwing up at school again) he could do stuff on the computer. But if we were on the road, we would do stuff on audio tapes in the car or he could write while we were stopped in traffic, or waiting in waiting rooms.</p><p></p><p>Today, for example - difficult child 3 had a study session with his English teacher (at his correspondence school). We left at lunchtime, but I'd brought extra work with us. husband was with us and had a doctor's appointment, so while we waited for husband, difficult child 3 got on with his Science worksheets (and finished them). Tomorrow we will be at home, so he will be able to use the computer to type up the English work he began today with his teacher, and begin another unit for which he needs the CD player (a listening task for Geography).</p><p></p><p>Before difficult child 3 was able to enrol in correspondence, I was unofficially home-schooling him and had amassed quite a large supply of teaching and resource material. As I watched him work through it, I was able to see the gaps in his knowledge due to the many times he was unable to work in class, or sent out of the room. Entire slabs of subjects have been completely missing from his education. He's a very bright boy, but that's no help if the work is never done.</p><p></p><p>Hope this helps.</p><p></p><p>Marg</p></blockquote><p></p>
[QUOTE="Marguerite, post: 149667, member: 1991"] I agree about sending the letter. Also, from here on (and backtrack as far as you can also) - keep a written record ( computer diary is good) of all the communication and problems, between you and the school. I do it as a diary, with each date in bold, followed by the entry. Sometimes a specific problem requires a separate file on it, but trying to keep it all together is perhaps better. On the computer you can also do a quick search on a key word, to find all cases of similar incidents. For example, difficult child 3 used to have problems with one other kid in particular, so I could do a search on the kid's name, or on a related key word, and track all incidents I'd recorded. And because each one was dated, I was quickly able to do a list for the school (or their bosses). BUT - if the IEP hasn't eventuated before these sessions start and you still can't get any cooperation re giving you work for him to go on with, here is what we did: We set in place a strict rule, "school work during school hours." The only way out of doing school work was if he was so sick and feverish, he fell asleep. If he was genuinely sick but awake, I'd get him to do his work in bed if necessary. This way, just saying he felt sick was not an escape route for schoolwork (I was worried I was raising a hypochondriac). When we went to various appointments, we brought schoolwork with us. But if the school won't give you any work, then make it up yourself. Find some. I found study books in the bookshops which looked interesting and seemed to fit with his school year; I bought some, I also bought some computer software for study revision, and I then gave him some choice in what to do at what time. If we were at home (such as a suspension, or him throwing up at school again) he could do stuff on the computer. But if we were on the road, we would do stuff on audio tapes in the car or he could write while we were stopped in traffic, or waiting in waiting rooms. Today, for example - difficult child 3 had a study session with his English teacher (at his correspondence school). We left at lunchtime, but I'd brought extra work with us. husband was with us and had a doctor's appointment, so while we waited for husband, difficult child 3 got on with his Science worksheets (and finished them). Tomorrow we will be at home, so he will be able to use the computer to type up the English work he began today with his teacher, and begin another unit for which he needs the CD player (a listening task for Geography). Before difficult child 3 was able to enrol in correspondence, I was unofficially home-schooling him and had amassed quite a large supply of teaching and resource material. As I watched him work through it, I was able to see the gaps in his knowledge due to the many times he was unable to work in class, or sent out of the room. Entire slabs of subjects have been completely missing from his education. He's a very bright boy, but that's no help if the work is never done. Hope this helps. Marg [/QUOTE]
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