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I get to tell them "I Told You So"!!!
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<blockquote data-quote="susiestar" data-source="post: 400566" data-attributes="member: 1233"><p>I fear that you may have problems as Marg suggested. The principal latched on to ONE diagnosis that was "unofficial" and has ignored other evidence of other diagnosis's. So he may ignore this also. The school also will want to stick with what their own docs say - and those docs know who butters their bread, so to speak. And it ISN"T kids with disabilities or their parents.</p><p> </p><p>The resource group who's assessment is in the works can be handy. MWM had IEP problems recently and reached some part of the state that dealt with civil rights in schools, not sure if it was part of the state board of education or what, but they really made her school district sit up and pay attention - AND change their ways. It would be worth it to find the equivalent group in your state because I think your principal is going to push the envelope rather than do what is right for your child (and the other kids in his class who have a teacher who spends a LOT of energy policing his behavior and pouncind on anything that might hint of not doing exactly what she wants. First using new techniques takes time, but in the long run everyone in the classroom learns more - and has a better time while learning because it is a lot less tense.</p><p> </p><p>Be sure not to be blatant with the I told you so's. Your son is at the mercy of these people for hours every day so the nicer you are the better it will go for him. </p><p> </p><p>It just makes me angry that the school will take a diagnosis from a letter/document that they won't even let you see, or that is just one small part of the document and use it as a weapon to bash him all day. That they won't even consider that they are at least a major contributing factor if not the largest part of the problem. I worry about what they will do when they cannot suspend him anymore because he has reached his 10 day limit.</p><p> </p><p>in my opinion that could be even scarier for difficult child and you than the suspensions! Esp given their patterns of provoking him, Know what I mean??</p><p> </p><p>Keep pushing the evaluations, and take GOOD, detailed notes of everything that the school does and says. Marg suggested sending an email after each discussion that just states what was said, so that you have records of what the teacher/principal/etc... said and what you said. It probably would be wise to make that a habit, esp with the changes in diagnosis, etc... coming up.</p></blockquote><p></p>
[QUOTE="susiestar, post: 400566, member: 1233"] I fear that you may have problems as Marg suggested. The principal latched on to ONE diagnosis that was "unofficial" and has ignored other evidence of other diagnosis's. So he may ignore this also. The school also will want to stick with what their own docs say - and those docs know who butters their bread, so to speak. And it ISN"T kids with disabilities or their parents. The resource group who's assessment is in the works can be handy. MWM had IEP problems recently and reached some part of the state that dealt with civil rights in schools, not sure if it was part of the state board of education or what, but they really made her school district sit up and pay attention - AND change their ways. It would be worth it to find the equivalent group in your state because I think your principal is going to push the envelope rather than do what is right for your child (and the other kids in his class who have a teacher who spends a LOT of energy policing his behavior and pouncind on anything that might hint of not doing exactly what she wants. First using new techniques takes time, but in the long run everyone in the classroom learns more - and has a better time while learning because it is a lot less tense. Be sure not to be blatant with the I told you so's. Your son is at the mercy of these people for hours every day so the nicer you are the better it will go for him. It just makes me angry that the school will take a diagnosis from a letter/document that they won't even let you see, or that is just one small part of the document and use it as a weapon to bash him all day. That they won't even consider that they are at least a major contributing factor if not the largest part of the problem. I worry about what they will do when they cannot suspend him anymore because he has reached his 10 day limit. in my opinion that could be even scarier for difficult child and you than the suspensions! Esp given their patterns of provoking him, Know what I mean?? Keep pushing the evaluations, and take GOOD, detailed notes of everything that the school does and says. Marg suggested sending an email after each discussion that just states what was said, so that you have records of what the teacher/principal/etc... said and what you said. It probably would be wise to make that a habit, esp with the changes in diagnosis, etc... coming up. [/QUOTE]
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