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Need advice about J's school
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<blockquote data-quote="slsh" data-source="post: 223354" data-attributes="member: 8"><p>I've been thinking about this all day long. It's such a catch-22. I don't think you can wait until maturity hits and he is able to become self-invested in school work because by the time that happens he may well be long out of school (sorry - I don't mean to be negative but just from watching thank you and his continued lack of investment... if it's something that can be cultivated, I'm at a loss for how to go about it). I think the self-contained classroom in a HS setting sets up the kids who have the ability to be socially integrated, because by being one of "those" kids they're automatically ostracized (at least that's how it works in our HS). And I totally understand your son feeling like he's not like the other kids in his classroom. </p><p> </p><p>I think ideally I would look outside the school for something to engage him. I love Fran's concept of her private school - connecting academics to real life activities so there's a concrete connection. </p><p> </p><p>I think also a lot depends on what you see (or more importantly, what your son sees) as his life after HS. Is college a realistic option? I don't mean realistic in terms of cognitive ability but in terms of his goals and personal investment and realistic expectations of whether or not he would do more than just "show up". If not, would you (and he) consider a different kind of IEP - work/study, and not just flipping burgers at BK, but work as a way to explore avocations - what he likes, what he doesn't. Volunteering or apprenticeships or voc ed - something that he can have a more real connection to (I mean really, did any of us "connect" to biology or geometry???? <img src="/community/styles/default/xenforo/smilies/Graemlins/rofl.gif" class="smilie" loading="lazy" alt=":rofl:" title="rofl :rofl:" data-shortname=":rofl:" /> ).</p><p> </p><p>If it has relevance in his frame of reference, I think there's a far better chance of getting him invested - especially if you can provide supports if anxiety/fear/depression sabotage him.</p><p> </p><p>Hope you understand what I'm saying - I've probably overthought it by this point.</p><p> </p><p>As far as the medications... gosh, I would be (and am) so leery of changing a combination that is holding moods in check. It sounds like he's doing so well at home, and school is just such a tough time all around for some of our kids - I don't know, I just would really hesitate to fix something that isn't broken (comparatively). But I am really conservative when it comes to medications so it's definitely just my opinion. <img src="data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7" class="smilie smilie--sprite smilie--sprite2" alt=";)" title="Wink ;)" loading="lazy" data-shortname=";)" /></p></blockquote><p></p>
[QUOTE="slsh, post: 223354, member: 8"] I've been thinking about this all day long. It's such a catch-22. I don't think you can wait until maturity hits and he is able to become self-invested in school work because by the time that happens he may well be long out of school (sorry - I don't mean to be negative but just from watching thank you and his continued lack of investment... if it's something that can be cultivated, I'm at a loss for how to go about it). I think the self-contained classroom in a HS setting sets up the kids who have the ability to be socially integrated, because by being one of "those" kids they're automatically ostracized (at least that's how it works in our HS). And I totally understand your son feeling like he's not like the other kids in his classroom. I think ideally I would look outside the school for something to engage him. I love Fran's concept of her private school - connecting academics to real life activities so there's a concrete connection. I think also a lot depends on what you see (or more importantly, what your son sees) as his life after HS. Is college a realistic option? I don't mean realistic in terms of cognitive ability but in terms of his goals and personal investment and realistic expectations of whether or not he would do more than just "show up". If not, would you (and he) consider a different kind of IEP - work/study, and not just flipping burgers at BK, but work as a way to explore avocations - what he likes, what he doesn't. Volunteering or apprenticeships or voc ed - something that he can have a more real connection to (I mean really, did any of us "connect" to biology or geometry???? :rofl: ). If it has relevance in his frame of reference, I think there's a far better chance of getting him invested - especially if you can provide supports if anxiety/fear/depression sabotage him. Hope you understand what I'm saying - I've probably overthought it by this point. As far as the medications... gosh, I would be (and am) so leery of changing a combination that is holding moods in check. It sounds like he's doing so well at home, and school is just such a tough time all around for some of our kids - I don't know, I just would really hesitate to fix something that isn't broken (comparatively). But I am really conservative when it comes to medications so it's definitely just my opinion. ;) [/QUOTE]
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