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Special Ed 101
OMG I think I am ADD
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<blockquote data-quote="Kjs" data-source="post: 68798"><p>Wow, sounds like my son.</p><p></p><p>His IEP:</p><p></p><p>He is allowed to leave to see social worker, counselor or program director (depending on who is there). He has pre made passes that he hands to the teacher and leaves when he feels anger coming on. Getting him out of the class and a chance to get it back together before something happens. Nobody knows where he goes unless HE tells them.</p><p></p><p>Reading...that was a big issue. For silent reading he is not required to read a book. Can read the news paper. (sports section, statistics) Gave him the Guiness Book of world records. He loves statistics...not stories.</p><p></p><p>He can do his writing assignments on the computer, writing is difficult for him. </p><p></p><p>Our VP played the games also with referrals, even without a referral threatening ISS. After I went and reviewed his folder with referrals I had it added to his IEP that I be notified each time difficult child is removed from class. I want it documented the amount of time he is removed from class. I want him to write his statement on the referral....What I found was a folder full of referrals, most without his statement, a few with his statement. There is an area for students statement giving them the opportunity to share their view point. I was not aware of 99% of these referrals. I was not aware that he spent most days in the office. I knew sometimes he was removed, but I was under the impression it was just for the remainder of what ever class he was in. I always ask "what happened prior" to whatever incedent. So many times the staff would do things that they KNOW sets him off. I also have it written on his IEP that he remain within the "seating charts" of a class. difficult child started calling me last year saying he wasn't going to class, they moved his desk to the corner. I went to school and after A LOT of talking I went to see his class. His desk was in the corner against the concrete wall, behind bookshelves. I took him home. This was set up like this before he even entered the classroom. "Just in case" is what I was told. Well, that made ME angry he didn't even do anything, you do that and he WILL be angry. It is stated that if he is disruptive to others around him that his seating arrangement for the remainder of that class can be changed. Also, the Dean of Students is one that screams at kids. She doesn't let you get a word in edge wise. She accuses you of doing things and doesn't let you respond. She doesn't even let parents respond. I requested over and over that she NOT deal with difficult child. If you yell at him...he's going to yell back. Finally when I got the SD involved the school agreed it would be best if she wasn't involved with difficult child. That is on his IEP. </p><p>difficult child is gifted. He isn't always defiant. he isn't always angry. He doesn't always refuse to do work. He can be set off in a split second and that is where we have things in place. He needs to recognize the feelings of anxiety, anger and he needs to take initiative before sometning happens. If he doesn't, there is a plan for the staff to follow. </p><p>There are a lot more options than I realized.</p></blockquote><p></p>
[QUOTE="Kjs, post: 68798"] Wow, sounds like my son. His IEP: He is allowed to leave to see social worker, counselor or program director (depending on who is there). He has pre made passes that he hands to the teacher and leaves when he feels anger coming on. Getting him out of the class and a chance to get it back together before something happens. Nobody knows where he goes unless HE tells them. Reading...that was a big issue. For silent reading he is not required to read a book. Can read the news paper. (sports section, statistics) Gave him the Guiness Book of world records. He loves statistics...not stories. He can do his writing assignments on the computer, writing is difficult for him. Our VP played the games also with referrals, even without a referral threatening ISS. After I went and reviewed his folder with referrals I had it added to his IEP that I be notified each time difficult child is removed from class. I want it documented the amount of time he is removed from class. I want him to write his statement on the referral....What I found was a folder full of referrals, most without his statement, a few with his statement. There is an area for students statement giving them the opportunity to share their view point. I was not aware of 99% of these referrals. I was not aware that he spent most days in the office. I knew sometimes he was removed, but I was under the impression it was just for the remainder of what ever class he was in. I always ask "what happened prior" to whatever incedent. So many times the staff would do things that they KNOW sets him off. I also have it written on his IEP that he remain within the "seating charts" of a class. difficult child started calling me last year saying he wasn't going to class, they moved his desk to the corner. I went to school and after A LOT of talking I went to see his class. His desk was in the corner against the concrete wall, behind bookshelves. I took him home. This was set up like this before he even entered the classroom. "Just in case" is what I was told. Well, that made ME angry he didn't even do anything, you do that and he WILL be angry. It is stated that if he is disruptive to others around him that his seating arrangement for the remainder of that class can be changed. Also, the Dean of Students is one that screams at kids. She doesn't let you get a word in edge wise. She accuses you of doing things and doesn't let you respond. She doesn't even let parents respond. I requested over and over that she NOT deal with difficult child. If you yell at him...he's going to yell back. Finally when I got the SD involved the school agreed it would be best if she wasn't involved with difficult child. That is on his IEP. difficult child is gifted. He isn't always defiant. he isn't always angry. He doesn't always refuse to do work. He can be set off in a split second and that is where we have things in place. He needs to recognize the feelings of anxiety, anger and he needs to take initiative before sometning happens. If he doesn't, there is a plan for the staff to follow. There are a lot more options than I realized. [/QUOTE]
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