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Special Ed 101
Need Help from Unwilling Teachers
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<blockquote data-quote="Imgoinlooney4sure" data-source="post: 7178" data-attributes="member: 1981"><p>The school told us (informally) that he wouldn't qualify, so we never pursued an evaluation. Their primary reason that he wouldn't qualify was that he achieved a very high test score on state testing (top 1% of the state), but he is nearly failing in some classes due to his lack of organization and focus (not turning in assignments, not listening to directions, not bringing home his work to complete, etc.). It is so hard because not only does he have a ton of difficulty with keeping things organized and disciplining himself to complete tasks, and handwriting, but he also doesn't have a lot of internal motivation either. He can succeed, but he needs a lot of help, it seems, to keep track of his assignments, study for tests, and self-regulate in general. Were it not for my and my husband's constant assistance, he would be failing completely, I know. We are worn out with contacting each teacher separately all the time, trying to figure out what he is supposed to be working on. I wish so much that difficult child had some internal drive to apply himself better, to take pride in his efforts, and so forth. He just doesn't take responsibility, and to some degree, he can't because of his ADHD. While he doesn't have a traditional learning disability, ADHD is certainly interfering with his learning and performance in school. It is a disability. He deserves help. And it would be relatively simple to provide - COMMUNICATION. That one thing could make the difference between his succeeding or failing in school. I would like to learn more about the IEP process and the chances we have for getting difficult child approved. If anyone knew what we go through on a daily basis, to manage his school responsibilities, there would be no question that he needs it. It is unfortunate that kids like him fall between the cracks sometimes. What do you think?</p></blockquote><p></p>
[QUOTE="Imgoinlooney4sure, post: 7178, member: 1981"] The school told us (informally) that he wouldn't qualify, so we never pursued an evaluation. Their primary reason that he wouldn't qualify was that he achieved a very high test score on state testing (top 1% of the state), but he is nearly failing in some classes due to his lack of organization and focus (not turning in assignments, not listening to directions, not bringing home his work to complete, etc.). It is so hard because not only does he have a ton of difficulty with keeping things organized and disciplining himself to complete tasks, and handwriting, but he also doesn't have a lot of internal motivation either. He can succeed, but he needs a lot of help, it seems, to keep track of his assignments, study for tests, and self-regulate in general. Were it not for my and my husband's constant assistance, he would be failing completely, I know. We are worn out with contacting each teacher separately all the time, trying to figure out what he is supposed to be working on. I wish so much that difficult child had some internal drive to apply himself better, to take pride in his efforts, and so forth. He just doesn't take responsibility, and to some degree, he can't because of his ADHD. While he doesn't have a traditional learning disability, ADHD is certainly interfering with his learning and performance in school. It is a disability. He deserves help. And it would be relatively simple to provide - COMMUNICATION. That one thing could make the difference between his succeeding or failing in school. I would like to learn more about the IEP process and the chances we have for getting difficult child approved. If anyone knew what we go through on a daily basis, to manage his school responsibilities, there would be no question that he needs it. It is unfortunate that kids like him fall between the cracks sometimes. What do you think? [/QUOTE]
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