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Sudden massive school anxiety....
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<blockquote data-quote="dreamer" data-source="post: 199229" data-attributes="member: 1697"><p>a 1-1 can be a help-- or - it can backfire. Our dtr was supposed to have a 1-1 via her iep- but our district, a very affluent distric- horsed around for months saying they could not find one. Then they found one, but the 1-1 could only come part time, so when 1-1 was not there, school decided difficult child could not be at school. 1-1 wound up not understanding difficult child or IEP and 1-1 herself often violated IEP and often contributed to difficult children anxieties etc. We wound up haveing iep meetings twice a week for a long time, several hours long, and trying to teach the 1-1 her role. The 1-1 would vaccilate between thinking she was there to be difficult children personal policeman, hardball warden, best friend, therapist, spy, she even began to go into the bathroom with difficult child. She started telling difficult child how to do schoolwork to the point of what answer to put or criticizing difficult child for the answers she put.....and yes, in HS setting? The 1-1 brought further and worse negative interactions from peers. </p><p>In the beginnning the 1-1 stayed more in background, but teachers seemed to forget what the role of 1-1 was and would use difficult children 1-1 as a gofer in class and then things would occur in class when 1-1 was not present. The 1-1 did not always help difficult child dureing bullying issues etc....and eventually said well, she did not know what to do becuz she herself was intimidated by the bullies. The others in the ed bd class verbalized it that difficult child needed a babysitter with her at all times, and attacked her further useing that as justification. The mainstream teachers refused to accept a 1-1 present in their classes, so difficult child wound up loseing any of the mainstream classes she had been in. </p><p>And yes, we worked hard with noncompliance of IEP, worked with sped ed director, brought in people from NAMI and a doctor advocate from Univ of IL.....</p><p>We ultimately wound up in due process.....</p><p></p><p>THis is a sad sad thing, so wrong, so unfair to our kids. </p><p></p><p>ANd even after difficult child never went to school anymore at all, per due process hearing officer......the bullying and vandalism continues still to come home. </p><p></p><p>It is wrong to have a school group that assortment of kids together in one group. It is like putting guppies in with pirhanas. When I tried to find an alternative setting for difficult child, nearly every school I went to said BUffy was not a fit for their schools becuz they saw she was not aggressive or violent and most of the other placements were for far more violent or aggressive kids. ANd her standardized testing scores were so high, they kept useing that as a reason, too, saying they could not do her justice academics wise, either. </p><p></p><p>Maybe you could find a small private school.</p></blockquote><p></p>
[QUOTE="dreamer, post: 199229, member: 1697"] a 1-1 can be a help-- or - it can backfire. Our dtr was supposed to have a 1-1 via her iep- but our district, a very affluent distric- horsed around for months saying they could not find one. Then they found one, but the 1-1 could only come part time, so when 1-1 was not there, school decided difficult child could not be at school. 1-1 wound up not understanding difficult child or IEP and 1-1 herself often violated IEP and often contributed to difficult children anxieties etc. We wound up haveing iep meetings twice a week for a long time, several hours long, and trying to teach the 1-1 her role. The 1-1 would vaccilate between thinking she was there to be difficult children personal policeman, hardball warden, best friend, therapist, spy, she even began to go into the bathroom with difficult child. She started telling difficult child how to do schoolwork to the point of what answer to put or criticizing difficult child for the answers she put.....and yes, in HS setting? The 1-1 brought further and worse negative interactions from peers. In the beginnning the 1-1 stayed more in background, but teachers seemed to forget what the role of 1-1 was and would use difficult children 1-1 as a gofer in class and then things would occur in class when 1-1 was not present. The 1-1 did not always help difficult child dureing bullying issues etc....and eventually said well, she did not know what to do becuz she herself was intimidated by the bullies. The others in the ed bd class verbalized it that difficult child needed a babysitter with her at all times, and attacked her further useing that as justification. The mainstream teachers refused to accept a 1-1 present in their classes, so difficult child wound up loseing any of the mainstream classes she had been in. And yes, we worked hard with noncompliance of IEP, worked with sped ed director, brought in people from NAMI and a doctor advocate from Univ of IL..... We ultimately wound up in due process..... THis is a sad sad thing, so wrong, so unfair to our kids. ANd even after difficult child never went to school anymore at all, per due process hearing officer......the bullying and vandalism continues still to come home. It is wrong to have a school group that assortment of kids together in one group. It is like putting guppies in with pirhanas. When I tried to find an alternative setting for difficult child, nearly every school I went to said BUffy was not a fit for their schools becuz they saw she was not aggressive or violent and most of the other placements were for far more violent or aggressive kids. ANd her standardized testing scores were so high, they kept useing that as a reason, too, saying they could not do her justice academics wise, either. Maybe you could find a small private school. [/QUOTE]
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