gcvmom
Here we go again!
Bear with me while I try to make sense of it all by writing it down.. I'm still trying to digest all the options. It's probably not going to be decided until the end of next week after his bladder procedure and he has a chance to recuperate.
My request to consider him OHI so that he can be placed in a critical skills class is on hold until he goes back to school because they aren't allowed to see him while he's on home/hospital. That was one kink I had not anticipated.
Option #1: Go back to his regular HS schedule for second semester which starts 1/31. Nothing changes.
Option #2: Go back to his HS and sign up for conjoint (?) enrollment in the alternative study program. He would technically be a student of the alternative HS and take 4 classes there, but he would be allowed to take 2 classes at his regular HS (thus allowing him to keep the LAX team he so badly needs for socialization). They would customize a study program based on his classes.
Option #3: Go back to his HS and take 4 classes on campus and 2 classes independent study where there would be NO teacher. Essentially it would fall on me and him to ensure he learns the materials provided by the school.
The psychiatric felt that #2 or #3 would be a good transition off of home/hospital for him in the event he still can't handle a full load. She agrees, based on the history I shared, that the therapist is right in the depression diagnosis, and that this is probably affecting him as much if not more than the health problems he's had this year.
She said he may end up with an ED designation or OHI, or a combination of both to qualify for the extra support class we want. If he ends up getting this class, he would likely have to drop French. She also felt he should drop biology for second semester and take life science instead because it won't have as heavy a work load. She agrees with me that he probably is not cut out for a 4-year univ. track because of all the issues we are juggling, and that a 2-yr JC approach is more realistic.
I guess my biggest worry is doing something now that hurts him academically down the road. I worry about the school only looking at his grades to decide whether or not he should continue with a class, since his grades lately have been affected more by physical and mental health than aptitude or ability -- although his ability has been hampered obviously by those other factors. GAAAAH! It just feels very complicated, but it's probably more my anxiety causing that than anything else. Maybe things will seem clearer next week.
A final option that's waaay in the back is an ED program that's at another HS -- but I don't think he really needs that. And I don't think he'd be receptive to that because he's so attached to this school.
I also pointed out his lack of friends and obvious social impairment to the psychiatric so that she pays sufficient attention to this category during her assessment. He has "friends" in LAX, but he does not reach out to people outside of that situation. And I see that as a problem that needs to be considered.
Any comments, feedback, advice is welcomed. Like I said, we have a lot to think about and consider.
My request to consider him OHI so that he can be placed in a critical skills class is on hold until he goes back to school because they aren't allowed to see him while he's on home/hospital. That was one kink I had not anticipated.
Option #1: Go back to his regular HS schedule for second semester which starts 1/31. Nothing changes.
Option #2: Go back to his HS and sign up for conjoint (?) enrollment in the alternative study program. He would technically be a student of the alternative HS and take 4 classes there, but he would be allowed to take 2 classes at his regular HS (thus allowing him to keep the LAX team he so badly needs for socialization). They would customize a study program based on his classes.
Option #3: Go back to his HS and take 4 classes on campus and 2 classes independent study where there would be NO teacher. Essentially it would fall on me and him to ensure he learns the materials provided by the school.
The psychiatric felt that #2 or #3 would be a good transition off of home/hospital for him in the event he still can't handle a full load. She agrees, based on the history I shared, that the therapist is right in the depression diagnosis, and that this is probably affecting him as much if not more than the health problems he's had this year.
She said he may end up with an ED designation or OHI, or a combination of both to qualify for the extra support class we want. If he ends up getting this class, he would likely have to drop French. She also felt he should drop biology for second semester and take life science instead because it won't have as heavy a work load. She agrees with me that he probably is not cut out for a 4-year univ. track because of all the issues we are juggling, and that a 2-yr JC approach is more realistic.
I guess my biggest worry is doing something now that hurts him academically down the road. I worry about the school only looking at his grades to decide whether or not he should continue with a class, since his grades lately have been affected more by physical and mental health than aptitude or ability -- although his ability has been hampered obviously by those other factors. GAAAAH! It just feels very complicated, but it's probably more my anxiety causing that than anything else. Maybe things will seem clearer next week.
A final option that's waaay in the back is an ED program that's at another HS -- but I don't think he really needs that. And I don't think he'd be receptive to that because he's so attached to this school.
I also pointed out his lack of friends and obvious social impairment to the psychiatric so that she pays sufficient attention to this category during her assessment. He has "friends" in LAX, but he does not reach out to people outside of that situation. And I see that as a problem that needs to be considered.
Any comments, feedback, advice is welcomed. Like I said, we have a lot to think about and consider.
