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? Do all Teachers "have to" follow IEP who work with your child?
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<blockquote data-quote="Marguerite" data-source="post: 322943" data-attributes="member: 1991"><p>The gap between what out to be and what IS, is just too wide sometimes.</p><p></p><p>It was the likelhood of problems like this continuing even when we had moved difficult child 3 to a school which was very active in doing the right thing and helping kids like this, that had us pulling him out and home-schooling.</p><p></p><p>In difficult child 3's case the class teacher and the school principal were absolutely brtilliant, fully awre of his needs and helped with a lot of problems before they got out of control. But there were inevitably times when another teacher might have jurisdiction, however briefly, that caused the trouble. Short of having every teacher in the school read (and memorise) the IEP, we had to accept that there were going to be problems. And even a later apology from that teacher (which I dont think happened in our case, we were too fast at pulling him out of there) wouldn't have helped. Too much damage had been done, difficult child 3 had had a major meltdown in front of the whole school which resulted in having to evacuate the school hall until they could calm him down. It's very hard to come back from this without feeling too scarred by it.</p><p></p><p>In difficult child 3's case to the school's credit, the principal and class teacher were immediately called and they made it clear that difficult child 3 was not to be punished, since the problem had been caused by conflicting instructions from a teacher who was unfamiliar with the IEP and who was being totally inflexible. They helped talk him down and out of the hall so the school could go back in and continue the planned activity (without difficult child 3, unfortunately - he was by this stage too upset).</p><p></p><p>The aim is to prevent meltdowns, not to have someone apologise afterwards and think that it's just as good. Because it isn't, harsh words can't be unsaid, fears can't be so easily erased.</p><p></p><p>In my situation when I've had problems like this, I've requested a meeting as a matter of urgency and have even taken my knitting to the school and sat there waiting for my appointment. I figure I can sit there until the person I need to see knocks off for the day; they have to see me then. It makes it clear just how seriously I take the situation and how urgently I require it to be attended to.</p><p></p><p>If the weather is getting cold, a thermos is a nice touch. And a nanna blanket. Make it clear you are set up for a relaxed, long wait, and continue to be polite and patient. Your very presence in the waiting room (looking like a tidy bag lady) usually stings them into prompt action.</p><p></p><p>Marg</p></blockquote><p></p>
[QUOTE="Marguerite, post: 322943, member: 1991"] The gap between what out to be and what IS, is just too wide sometimes. It was the likelhood of problems like this continuing even when we had moved difficult child 3 to a school which was very active in doing the right thing and helping kids like this, that had us pulling him out and home-schooling. In difficult child 3's case the class teacher and the school principal were absolutely brtilliant, fully awre of his needs and helped with a lot of problems before they got out of control. But there were inevitably times when another teacher might have jurisdiction, however briefly, that caused the trouble. Short of having every teacher in the school read (and memorise) the IEP, we had to accept that there were going to be problems. And even a later apology from that teacher (which I dont think happened in our case, we were too fast at pulling him out of there) wouldn't have helped. Too much damage had been done, difficult child 3 had had a major meltdown in front of the whole school which resulted in having to evacuate the school hall until they could calm him down. It's very hard to come back from this without feeling too scarred by it. In difficult child 3's case to the school's credit, the principal and class teacher were immediately called and they made it clear that difficult child 3 was not to be punished, since the problem had been caused by conflicting instructions from a teacher who was unfamiliar with the IEP and who was being totally inflexible. They helped talk him down and out of the hall so the school could go back in and continue the planned activity (without difficult child 3, unfortunately - he was by this stage too upset). The aim is to prevent meltdowns, not to have someone apologise afterwards and think that it's just as good. Because it isn't, harsh words can't be unsaid, fears can't be so easily erased. In my situation when I've had problems like this, I've requested a meeting as a matter of urgency and have even taken my knitting to the school and sat there waiting for my appointment. I figure I can sit there until the person I need to see knocks off for the day; they have to see me then. It makes it clear just how seriously I take the situation and how urgently I require it to be attended to. If the weather is getting cold, a thermos is a nice touch. And a nanna blanket. Make it clear you are set up for a relaxed, long wait, and continue to be polite and patient. Your very presence in the waiting room (looking like a tidy bag lady) usually stings them into prompt action. Marg [/QUOTE]
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? Do all Teachers "have to" follow IEP who work with your child?
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