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Help, school b.s. is about to start again! IEP meeting friday
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<blockquote data-quote="Ktllc" data-source="post: 592142" data-attributes="member: 11847"><p>I have contacted an advocacy group and see if they can help. Would also like to have someone that can guide us in the future. I know there will be more of this meetings.</p><p>As far as being nervous through me, I don't think so. V was not even aware of the meeting and did not know I was at the school. But his routine was changed (Teacher not in class like usual) and the assistant was not the usual one. When not sure what to do, it still not easy for him to ask for help. I think any other kid would have walked to the closest grown up and ask permission to go to the bathroom, or just walk to the bathroom if that urgent. He is almost 6, not 4. But it comes with his social delay... so I don't blame him or anything. Bad accident do happen, no one would blame a toddler for it. But it is simply hard for some people to see his challenges as they really are.</p><p>I also got some insight into why his adaptive behavior was so high with his K-teacher. We went through a few questions of the questionnaire, trying to understand. I'll give you one example: : "read and pick from the menu at restaurants" I answered "not able to". He can't read yet, so answering no did not seem odd to me. the teacher's questionaire "read and pick from the school menu", she answered "yes, always". Occupational Therapist (OT) and I looked at her a bit puzzled. So we ask how he could do that?? The school menu is a black and white sheet with the whole month worth of menu on one single sheet. Not exactly user friendly for a kindergardner (although Partner could read it last year when he was in K). Teacher then replies, oh I made a picture menu so the kids can choose easily. WTH?? Even Occupational Therapist (OT) blurted "But you did not answer the question that was on the questionnaire!". It was not asked if he could read an adapted menu! In this case, V functions just great at home with all accomodations in place, his older brother compensating for him and me pointing at everything he needs to do.</p><p>It is VERY frustrating to realize that his teacher really has no clue that V's needs are significant.</p><p>At one point, it was mentioned that by the end of 1st grade he should master substracting and adding single diget numbers which corresponds to first grade curriculum. I just said that I knew that since Partner is doing it in first grade. K teachers rolls her eyes that Partner is not doing more (Partner will be tested for AIG soon, so yes he can do more obviously but that's an other topic). "she goes: oh I go beyond the program with my kids, we count to 100". That kind of upset me, because I thought she was going beyond only for the kids who can. But V still cannot count to 20... In K, he is only required to count to 20. How about focusing on 20 until he masters it! Of course he gets confused with numbers if he does not have a strong fundation. Let's learn how to walk before we learn how to run.</p></blockquote><p></p>
[QUOTE="Ktllc, post: 592142, member: 11847"] I have contacted an advocacy group and see if they can help. Would also like to have someone that can guide us in the future. I know there will be more of this meetings. As far as being nervous through me, I don't think so. V was not even aware of the meeting and did not know I was at the school. But his routine was changed (Teacher not in class like usual) and the assistant was not the usual one. When not sure what to do, it still not easy for him to ask for help. I think any other kid would have walked to the closest grown up and ask permission to go to the bathroom, or just walk to the bathroom if that urgent. He is almost 6, not 4. But it comes with his social delay... so I don't blame him or anything. Bad accident do happen, no one would blame a toddler for it. But it is simply hard for some people to see his challenges as they really are. I also got some insight into why his adaptive behavior was so high with his K-teacher. We went through a few questions of the questionnaire, trying to understand. I'll give you one example: : "read and pick from the menu at restaurants" I answered "not able to". He can't read yet, so answering no did not seem odd to me. the teacher's questionaire "read and pick from the school menu", she answered "yes, always". Occupational Therapist (OT) and I looked at her a bit puzzled. So we ask how he could do that?? The school menu is a black and white sheet with the whole month worth of menu on one single sheet. Not exactly user friendly for a kindergardner (although Partner could read it last year when he was in K). Teacher then replies, oh I made a picture menu so the kids can choose easily. WTH?? Even Occupational Therapist (OT) blurted "But you did not answer the question that was on the questionnaire!". It was not asked if he could read an adapted menu! In this case, V functions just great at home with all accomodations in place, his older brother compensating for him and me pointing at everything he needs to do. It is VERY frustrating to realize that his teacher really has no clue that V's needs are significant. At one point, it was mentioned that by the end of 1st grade he should master substracting and adding single diget numbers which corresponds to first grade curriculum. I just said that I knew that since Partner is doing it in first grade. K teachers rolls her eyes that Partner is not doing more (Partner will be tested for AIG soon, so yes he can do more obviously but that's an other topic). "she goes: oh I go beyond the program with my kids, we count to 100". That kind of upset me, because I thought she was going beyond only for the kids who can. But V still cannot count to 20... In K, he is only required to count to 20. How about focusing on 20 until he masters it! Of course he gets confused with numbers if he does not have a strong fundation. Let's learn how to walk before we learn how to run. [/QUOTE]
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Help, school b.s. is about to start again! IEP meeting friday
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