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I feel vindicated...and it's a little sick why
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<blockquote data-quote="agee" data-source="post: 376780"><p>@Marguerite: thanks for this:</p><p></p><p>I think this is good advice. At our first meeting, which will hopefully be next week, I was going to see where his new teacher assesses him and just leave it at that. I was going to mention the tutoring, etc. just so she knows we didn't blow it off this summer, but I will definitely focus on the moving forward aspect of it. At our meet-the-teacher night I told her we should meet to talk about his 504 plan but I wanted her to see him in action before we met. She is a very experienced, firm, kind teacher. I have high hopes that she will be able to help him and me this year. Hopefully I'm not just jumping the gun with my expectations, though. The year has only just begun.</p><p>To be clear - last year he was in grade 1. And the grade 1 teacher was the person who said there was nothing wrong. This year (grade 2) she sent home a book more appropriate for end of kindergarten. So if she's sending home a book at a level at which she's assessed him, he essentially did not grow at all last year. Which was my point at the IEP meeting and which was what his teacher lied about. The whole thing made me feel and seem like a crazy person. This is why it's so satisfying to see what I clearly saw last year (hopefully) being recognized this year.</p><p>@susiestar:</p><p>You said:</p><p></p><p>He sees an Occupational Therapist (OT) privately. The school has evaluated him for nothing and has balked at every attempt I've made to get him services since *I'm* initiating it and not them. So we're going private, which is probably more useful anyway since it doesn't pull him out of his class. He does not have problems with small motor function but does have issues with-coordination and cross-body movement (forgot what that's called). So yes, he's been evaluated and he is getting help. But there's no physical reason why he can't write, according to the Occupational Therapist (OT). It's either some brain thing or impulsivity, or both (although his impulsivity IS a brain thing, really.</p><p></p><p></p><p></p><p>They didn't test him. We had it done privately - a complete neuropsychologist evaluation. He tested out as borderline intelligence across the board (but with reading his strongest suit, oddly enough), but with the strong caveat that it was lack of completion, lack of following directions, and off-task activity that lead to such a low score. My child literally has no attention span at all. None. So the evaluation. actually made the request for the IEP worse as it looked like my child is way outperforming his intelligence if he's anywhere near grade level, which of course his teacher said he was. </p><p></p><p>If anything, his ADHD (or whatever it is) is keeping him from learning. This is what I'm hoping is acknowledged this year. </p><p></p><p>Thanks for all the responses. Really helpful.</p><p></p><p>A</p></blockquote><p></p>
[QUOTE="agee, post: 376780"] @Marguerite: thanks for this: I think this is good advice. At our first meeting, which will hopefully be next week, I was going to see where his new teacher assesses him and just leave it at that. I was going to mention the tutoring, etc. just so she knows we didn't blow it off this summer, but I will definitely focus on the moving forward aspect of it. At our meet-the-teacher night I told her we should meet to talk about his 504 plan but I wanted her to see him in action before we met. She is a very experienced, firm, kind teacher. I have high hopes that she will be able to help him and me this year. Hopefully I'm not just jumping the gun with my expectations, though. The year has only just begun. To be clear - last year he was in grade 1. And the grade 1 teacher was the person who said there was nothing wrong. This year (grade 2) she sent home a book more appropriate for end of kindergarten. So if she's sending home a book at a level at which she's assessed him, he essentially did not grow at all last year. Which was my point at the IEP meeting and which was what his teacher lied about. The whole thing made me feel and seem like a crazy person. This is why it's so satisfying to see what I clearly saw last year (hopefully) being recognized this year. @susiestar: You said: He sees an Occupational Therapist (OT) privately. The school has evaluated him for nothing and has balked at every attempt I've made to get him services since *I'm* initiating it and not them. So we're going private, which is probably more useful anyway since it doesn't pull him out of his class. He does not have problems with small motor function but does have issues with-coordination and cross-body movement (forgot what that's called). So yes, he's been evaluated and he is getting help. But there's no physical reason why he can't write, according to the Occupational Therapist (OT). It's either some brain thing or impulsivity, or both (although his impulsivity IS a brain thing, really. They didn't test him. We had it done privately - a complete neuropsychologist evaluation. He tested out as borderline intelligence across the board (but with reading his strongest suit, oddly enough), but with the strong caveat that it was lack of completion, lack of following directions, and off-task activity that lead to such a low score. My child literally has no attention span at all. None. So the evaluation. actually made the request for the IEP worse as it looked like my child is way outperforming his intelligence if he's anywhere near grade level, which of course his teacher said he was. If anything, his ADHD (or whatever it is) is keeping him from learning. This is what I'm hoping is acknowledged this year. Thanks for all the responses. Really helpful. A [/QUOTE]
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