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<blockquote data-quote="confuzzled" data-source="post: 344853" data-attributes="member: 8831"><p>i was in no way suggesting that wee is not YOUR only priority--other students be dambed. </p><p>(in real life, i really don't care much about another kid, only mine!--i just kinda <em>pretend</em> to be empathetic, but do<em> try</em> to be reasonable)</p><p> </p><p>but its unreasonable for a school to make him their only priority--the safety of any and all students should be. </p><p> </p><p>and i'm in no way suggesting wee not recieve a FAPE...but its clear he's not, and it seems pretty clear (in short of a miracle) that this school cannot provide it at his current placement. and again, there are a gazillion levels between where he is and homebound. and they need to find them. </p><p> </p><p>i get what you are saying about the reading (by the way, i'd guess the star student was a <em>misguided</em> attempt to bolster self esteem!). i know nothing about dyslexia, but i saw you got good advice on the other thread...a change in a curriculum that isnt working is reasonable, if thats the issue. but it seems to me that its not a realistic goal right now. but i'm also going to guess that the school isnt going to be too interested in this componet right this second....don't fool yourself into thinking behavior isnt the star of mondays show, which appears to be a one-act right now...</p><p> </p><p>as for the poke the bear part, well, again--theoretically i agree with you. i still think there are entirely too many people involved to consistently implement any kind of BIP effectively. you are asking laypeople to implement strategies that go against human nature...thats difficult for experienced professionals to carry out, let alone some part time para. it sounds, in light of the situation today, that she went on instinct, and yes, the wrong thing to do, but it makes her part of the human race, not an evildoer. again. from the <em>other </em>perspective....life has rules, and at some point, we are expected to conform to them...disability or not. its not reasonable to expect the whole school to resume the day and let wee hang out alone under a slide by himself til he calms down...the rule is, the bell rings, its time to leave the playground. (understand--i'm simplifying for brevity sake and trying to make a point,obviously he has safeguards, along with a personal aide standing right there...in place to help him with these things for a reason--but some level of conformity *is* a necessity in life)</p><p> </p><p><strong>and, by the way---you actually answered your own question as to what he needs (on the surface, anyway). its very telling that he was a model student in an EIP</strong>....unless its very different where you live (and, LOL, it very well could be!), i'd imagine it involved a small group placement with trained staff, that relied heavily on theraputic interventions, and lots of adult involvement. </p><p> </p><p>depending on the model of his private school placement (12 kids), i can imagine how it could be disasterous, small group or not...especially if it was a parochial school that is very rule heavy and rigid--probably academically weighty too.</p><p> </p><p>and i might be inclined to start digging around my file cabinent to find documentation from the old EIP to support my theory ;-)</p></blockquote><p></p>
[QUOTE="confuzzled, post: 344853, member: 8831"] i was in no way suggesting that wee is not YOUR only priority--other students be dambed. (in real life, i really don't care much about another kid, only mine!--i just kinda [I]pretend[/I] to be empathetic, but do[I] try[/I] to be reasonable) but its unreasonable for a school to make him their only priority--the safety of any and all students should be. and i'm in no way suggesting wee not recieve a FAPE...but its clear he's not, and it seems pretty clear (in short of a miracle) that this school cannot provide it at his current placement. and again, there are a gazillion levels between where he is and homebound. and they need to find them. i get what you are saying about the reading (by the way, i'd guess the star student was a [I]misguided[/I] attempt to bolster self esteem!). i know nothing about dyslexia, but i saw you got good advice on the other thread...a change in a curriculum that isnt working is reasonable, if thats the issue. but it seems to me that its not a realistic goal right now. but i'm also going to guess that the school isnt going to be too interested in this componet right this second....don't fool yourself into thinking behavior isnt the star of mondays show, which appears to be a one-act right now... as for the poke the bear part, well, again--theoretically i agree with you. i still think there are entirely too many people involved to consistently implement any kind of BIP effectively. you are asking laypeople to implement strategies that go against human nature...thats difficult for experienced professionals to carry out, let alone some part time para. it sounds, in light of the situation today, that she went on instinct, and yes, the wrong thing to do, but it makes her part of the human race, not an evildoer. again. from the [I]other [/I]perspective....life has rules, and at some point, we are expected to conform to them...disability or not. its not reasonable to expect the whole school to resume the day and let wee hang out alone under a slide by himself til he calms down...the rule is, the bell rings, its time to leave the playground. (understand--i'm simplifying for brevity sake and trying to make a point,obviously he has safeguards, along with a personal aide standing right there...in place to help him with these things for a reason--but some level of conformity *is* a necessity in life) [B]and, by the way---you actually answered your own question as to what he needs (on the surface, anyway). its very telling that he was a model student in an EIP[/B]....unless its very different where you live (and, LOL, it very well could be!), i'd imagine it involved a small group placement with trained staff, that relied heavily on theraputic interventions, and lots of adult involvement. depending on the model of his private school placement (12 kids), i can imagine how it could be disasterous, small group or not...especially if it was a parochial school that is very rule heavy and rigid--probably academically weighty too. and i might be inclined to start digging around my file cabinent to find documentation from the old EIP to support my theory ;-) [/QUOTE]
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