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Did I do the right thing??
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<blockquote data-quote="Marguerite" data-source="post: 76440" data-attributes="member: 1991"><p>That's even worse that I thought, Kjs. It really does sound like this teacher jumped to conclusions (based on reputation?) and didn't give him a chance, trusting that her instincts were right.</p><p></p><p>And it happened in English - this is a subject where Pervasive Developmental Disorder (PDD)-type difficult children can struggle when the work becomes more abstract and less concrete. She could well have pre-conceived ideas based on reputation.</p><p></p><p>I think it's fabulous husband is getting steamed about this also - about flamin' time. Although husband would rather believe there is no disorder, I can see that his devotion to his son doing no wrong has really been stung by this injustice.</p><p></p><p>And for this to happen so soon after you met with them and they were shown to NOT have followed through - you would think the school wold be extra careful to get things right.</p><p></p><p>I would copy what you've told us here (removing the CD side-issues) and put it into whatever you have that passes for a diary of difficult child's history, records or whatever. You need to have accurate notes to refer back to at a later stage, os if it ever becomes necessary to clear difficult child's record you can say, "On 14 September 2007 difficult child was sent out of the room for no valid reason, AFTER it had been made very clear that being sent out so often is damaging to his learning. difficult child's version of events is as follows [out it in here], with a witness who was never questioned by the school and who verifies his story. The school claimed this [put in their version in detail] which is simply not true.</p><p>We had a number of agreements in place as part of his IEP - these have been repeatedly ignored, to the detriment of difficult child's learning and welfare."</p><p>And so on.</p><p></p><p>Bureaucracies function on paper warfare. You need your weapons always at the ready - good records and notes of your own are your best weapons and the best thing for difficult child's future.</p><p></p><p>Have your notes ready when you go in on Monday. You don't have to hand them anything, but if you choose to hand them a copy of the version of events according to difficult child as backed by the other student, go ahead. I wouldn't, though. She might find herself victimised by staff and because she is not your child, you would find it much harder to support her.</p><p></p><p>I do think it's good though - this also shows that difficult child has a friend who is still prepared to support him in the face of teacher wrath. he is capable of making and keeping friends, who clearly trust him this far, at least. She sounds like a decent person.</p><p></p><p>Definitely warrior armour time.</p><p></p><p>Marg</p></blockquote><p></p>
[QUOTE="Marguerite, post: 76440, member: 1991"] That's even worse that I thought, Kjs. It really does sound like this teacher jumped to conclusions (based on reputation?) and didn't give him a chance, trusting that her instincts were right. And it happened in English - this is a subject where Pervasive Developmental Disorder (PDD)-type difficult children can struggle when the work becomes more abstract and less concrete. She could well have pre-conceived ideas based on reputation. I think it's fabulous husband is getting steamed about this also - about flamin' time. Although husband would rather believe there is no disorder, I can see that his devotion to his son doing no wrong has really been stung by this injustice. And for this to happen so soon after you met with them and they were shown to NOT have followed through - you would think the school wold be extra careful to get things right. I would copy what you've told us here (removing the CD side-issues) and put it into whatever you have that passes for a diary of difficult child's history, records or whatever. You need to have accurate notes to refer back to at a later stage, os if it ever becomes necessary to clear difficult child's record you can say, "On 14 September 2007 difficult child was sent out of the room for no valid reason, AFTER it had been made very clear that being sent out so often is damaging to his learning. difficult child's version of events is as follows [out it in here], with a witness who was never questioned by the school and who verifies his story. The school claimed this [put in their version in detail] which is simply not true. We had a number of agreements in place as part of his IEP - these have been repeatedly ignored, to the detriment of difficult child's learning and welfare." And so on. Bureaucracies function on paper warfare. You need your weapons always at the ready - good records and notes of your own are your best weapons and the best thing for difficult child's future. Have your notes ready when you go in on Monday. You don't have to hand them anything, but if you choose to hand them a copy of the version of events according to difficult child as backed by the other student, go ahead. I wouldn't, though. She might find herself victimised by staff and because she is not your child, you would find it much harder to support her. I do think it's good though - this also shows that difficult child has a friend who is still prepared to support him in the face of teacher wrath. he is capable of making and keeping friends, who clearly trust him this far, at least. She sounds like a decent person. Definitely warrior armour time. Marg [/QUOTE]
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