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Letter to SD
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<blockquote data-quote="Marguerite" data-source="post: 381090" data-attributes="member: 1991"><p>We were in a similar situation with difficult child 3 when it was time to start high school. District wanted him to go to his intake high school, I wanted to test it to see but expected him to need Distance Ed. But District were planning on exercising their power of veto over Distance Ed as an option. We tested the school (which involved meetings plus difficult child 3 attending for a couple of days in the year before he would need to enrol) and it clearly was not going to work out. The high school principal actually said to me (in front of the District officer) that difficult child 3 needed to be placed "somewhere more appropriate" which gave me the chance to say, "There IS nowhere more appropriate. There should be a Special Education placement for kids like difficult child 3 in this area, but such a placement does not exist."</p><p></p><p>I was then able to tell District that they should either MAKE a placement possible, or allow difficult child 3 to enrol in Distance Ed. And to nail it all in place, I started a political campaign for an appropriate Special Education placement for children like difficult child 3 who live in our area. District did NOT like that! But they had painted themselves into a corner - we had clearly tried to make the mainstream placement work, and it clearly was not going to. The onus then was on District to ensure that difficult child 3 (and other kids like him) still had fair access to an education. I went to the papers, I set up websites, I got a lot of emails from people, I organised meetings - and it was worth it. Before the end of that year, we had the Special Education class for high-functioning autistics and Aspies who were otherwise too high IQ to qualify for the other Special Education classes. difficult child 3 chose to not enrol in that class, but to stay with Distance Ed. His choice. But at least it WAS a choice!</p><p></p><p>Marg</p></blockquote><p></p>
[QUOTE="Marguerite, post: 381090, member: 1991"] We were in a similar situation with difficult child 3 when it was time to start high school. District wanted him to go to his intake high school, I wanted to test it to see but expected him to need Distance Ed. But District were planning on exercising their power of veto over Distance Ed as an option. We tested the school (which involved meetings plus difficult child 3 attending for a couple of days in the year before he would need to enrol) and it clearly was not going to work out. The high school principal actually said to me (in front of the District officer) that difficult child 3 needed to be placed "somewhere more appropriate" which gave me the chance to say, "There IS nowhere more appropriate. There should be a Special Education placement for kids like difficult child 3 in this area, but such a placement does not exist." I was then able to tell District that they should either MAKE a placement possible, or allow difficult child 3 to enrol in Distance Ed. And to nail it all in place, I started a political campaign for an appropriate Special Education placement for children like difficult child 3 who live in our area. District did NOT like that! But they had painted themselves into a corner - we had clearly tried to make the mainstream placement work, and it clearly was not going to. The onus then was on District to ensure that difficult child 3 (and other kids like him) still had fair access to an education. I went to the papers, I set up websites, I got a lot of emails from people, I organised meetings - and it was worth it. Before the end of that year, we had the Special Education class for high-functioning autistics and Aspies who were otherwise too high IQ to qualify for the other Special Education classes. difficult child 3 chose to not enrol in that class, but to stay with Distance Ed. His choice. But at least it WAS a choice! Marg [/QUOTE]
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