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<blockquote data-quote="pepperidge" data-source="post: 7106" data-attributes="member: 2322"><p>Martie,</p><p></p><p>I can't tell you how much your posts mean to me. I carry your story around in this part of my brain. They are reassuring in this difficult world where it is not clear what to do and the professionals all have their opinions and you feel like you are watching you child go down the drain so to speak.</p><p></p><p>We had the IEP meeting today. I got to say, the staff at the school is very very flexible. We agreed that he would go to his first two classes, the ones he likes best, and they were willing to tutor him in math in the Special Education room which is empty during his math time (along with maybe a couple of his classmates who are also struggling which might be good. At this point anything they can do to keep him from shutting down completely in math is good). I thought that was a good suggestion, as it removes me from the equation. Then he can home or not as he chooses and once he is home there is nothing schoolwise he has to do. I think that his dad will be able to find some time to do some more "mechanical" workshop type stuff with him that he enjoys. Out here in the boonies one can find experts in all sorts of things that were more difficult to access in the more white collar suburbs we used to live in.</p><p></p><p></p><p>After the winter break, we may have him go in the afternoon a couple of times a week for his "class" with the Special Education teachers--where they do projects, work on certain academic and social skills, go outdoors etc. The two teachers think that it is important that he be there to continue to develop his connection with them. So while it means a much more disjointed schedule for us, I think it makes sense. </p><p></p><p>I got to tell you, you know what he said when I told him about it-- he asked if he wanted could he stay the whole day. It was all I could do to keep from laughing. Perhaps the sense that we are "making" him go to school less will remove some what might be oppositionality to the whole schooling thing. We can always hope!</p><p></p><p>While I don't think by any stretch of the imagination that this is the end of the story, it may take some of the pressure away while keeping him connected to academics and his school and his few friends. </p><p></p><p>I am hoping that we can buy some time before we have to confront the residential question. </p><p></p><p>Thanks again for taking the time to share your experience and wisdom. There is so little that is clear cut with these kids with major mood disorders on what is best.</p><p></p><p>Chris</p></blockquote><p></p>
[QUOTE="pepperidge, post: 7106, member: 2322"] Martie, I can't tell you how much your posts mean to me. I carry your story around in this part of my brain. They are reassuring in this difficult world where it is not clear what to do and the professionals all have their opinions and you feel like you are watching you child go down the drain so to speak. We had the IEP meeting today. I got to say, the staff at the school is very very flexible. We agreed that he would go to his first two classes, the ones he likes best, and they were willing to tutor him in math in the Special Education room which is empty during his math time (along with maybe a couple of his classmates who are also struggling which might be good. At this point anything they can do to keep him from shutting down completely in math is good). I thought that was a good suggestion, as it removes me from the equation. Then he can home or not as he chooses and once he is home there is nothing schoolwise he has to do. I think that his dad will be able to find some time to do some more "mechanical" workshop type stuff with him that he enjoys. Out here in the boonies one can find experts in all sorts of things that were more difficult to access in the more white collar suburbs we used to live in. After the winter break, we may have him go in the afternoon a couple of times a week for his "class" with the Special Education teachers--where they do projects, work on certain academic and social skills, go outdoors etc. The two teachers think that it is important that he be there to continue to develop his connection with them. So while it means a much more disjointed schedule for us, I think it makes sense. I got to tell you, you know what he said when I told him about it-- he asked if he wanted could he stay the whole day. It was all I could do to keep from laughing. Perhaps the sense that we are "making" him go to school less will remove some what might be oppositionality to the whole schooling thing. We can always hope! While I don't think by any stretch of the imagination that this is the end of the story, it may take some of the pressure away while keeping him connected to academics and his school and his few friends. I am hoping that we can buy some time before we have to confront the residential question. Thanks again for taking the time to share your experience and wisdom. There is so little that is clear cut with these kids with major mood disorders on what is best. Chris [/QUOTE]
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