Well, I was so stressed going into that meeting. Did not go with an open mind, was very angry at recent findings. Only one reg. ed. teacher was present, not my favorite but was surprised when she stuck up for difficult child. Psychologist went through the testing, drew a graph for me stating that difficult child scored superior in all area's (130+) except in visual. He has superior auditory processing. Said she noticed he would close his eyes, put his hands over his eyes, put his head down during this portion of the test. Noted several times how extraordinary he was in this area. However, the visual portion where he had to look at a paper, or through a book to find information was very week 70%. She said that brought his scores down, but she feels that is just a number and he is superior in his processing. (difficult child will not read a book. refuses. I wonder if making him read would help in this area) She also noted that on the forms she gave to me, teachers and him, all came up with exactly the same. She said she noticed alot of anxiety and frustration. Each day she tested he began the session by saying he wasn't going to do it. She said he was terrified that he would fail. After talking for 5 minutes or so, he was then willing to begin. She noted his hand writing seemed painful for him. I have stressed this many times on how he has such difficulty with hand writing. I asked in the beginning of the year if he could have access to a computer. They all said, oh, yea and blew me off. She said this should be in his IEP as an accomadation. Staff started to say they only have limited number of easy child's available and one what the teacher uses. This is when the math teacher piped up and said any child needing a computer for accomadation shall get it. The teacher will have to give it up. So, it was written in his IEP that any free style written assignment would be done by use of computer. Problem: They have Mac's at school, and a flash drive would not be compatable at home, if he does not finish an assignment. It was suggested he email his work to himself. Math teacher stated how strong difficult child is in math, however he often refuses to do the work, or starts it and then says he quits and will finish later. ?? why ?? Psycholigist stated several times his anxiety is hampering his learning. No suggestions given. Was told that he depends on the Special Education teacher to calm him down. Prior to April Special Education teacher was not in the classroom with him, he would go find her when he became frustrated or upset. Then it became such a frequent issue that they switched him to be in the classes with spec. ed teacher. I was told he needs to find a way to calm himself and not depend on her to calm him. "after all he will be getting a job soon, and she won't be there". Well..He is 12 and at this point I am trying to get him through classes! Psychologist asked what accomadations are in place or have been in place to help him. None. Asked what Special Education modifications are in place. none. Asked what his plan was, and they said, one warning, second warning sent to another room (where spec. ed. teacher was prior to his move) and third warning office. That's it. That was his whole IEP/behavior plan. I also told them that his seating arrangements (desk seperated from rest of class) sets him off before class even begins. They added in IEP that his seating arrangements are to be within the class seating chart unless he is disturbing others around him. FBA..was never done. SW said she started it but didn't seem to find the need. I asked shouldn't we find triggers before we develop a plan. Response was triggers are different in each class, each day. Yes..seating arangements. Big issues with bringing supplies to class. He brings nothing, then tries to get it from others. HE HAS supplies. Loses everything. Once bell rings he just leaves class for the next one. Leaves any papers, books everything and just leaves. no suggestions given on how to help with that. He has to re-do many assignments because he gets them back to correct and return, only loses them. They suggested some form of relaxation technique for him, but had no suggestions. Asked about referral. VP said he was busy and had someone type it up. Asked where his comments were. Asked how that teacher could incorperate other classes and comments made to other teachers in her referral. I lost that battle, VP just saying he would write up all seperate ones. Still don't know how one teacher can write a referral for things said and taken out of context in another class with another teacher. VP will do nothing. SW asked me afterwards if difficult child has been threatened by someone due to giving out his name. I told her last year he gave up a name and has been physically threatened, pinned against a wall, over the summer by this other boy. Other than that I am not aware of anything. She didn't give any more information. So, any advice on organization, bringing supplies, making him do his work, relaxation techniques appreciated. Any advice on anything appreciated.