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Picking up wee from school yet again.
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<blockquote data-quote="Shari" data-source="post: 341158" data-attributes="member: 1848"><p>He has 2 paras. One in the am and one in the pm. He still has a ton of transitions in the am, tho. I'll post the gist of schedule at the end. </p><p> </p><p>Sharon, you said it much better than I, not ticking him off is not the goal I am intending. Running intervention and teaching him to get out and cool down before its too late IS the goal. And I'm not sure they are catching it soon enough...I don't know. The other frustrating factor is that he will often hang onto things, and he might blow over next to nothing, but have been festering anger for hours.</p><p> </p><p>Today, his am para said he was getting frustrated with a task and suggested they go to the office, which, in the past, has been a place to calm down. However, the past 3 months, interactions in the office have not been positive. But, he went willingly to the office and sat in the principal's chair and asked to be left alone. And this is where it gets tricky. Principal sat down at his desk and Wee started hitting the wall and the window, apparently very hard, according to the principal. The principal grabbed Wee's chair and pulled it away from the wall and window, and that's when he really lost it. </p><p> </p><p>So incredibly simple for me to sit here and <em>see </em>the scenario, but how do you teach <em>them </em>to recognize it? Instead of invading Wee's space...go shoot some hoops, take a walk, throw some snowballs, DO SOMETHING WITH THAT ANGRY ENERGY. </p><p> </p><p>He was on half days until January. He's been to school full days probably 8 days. Maybe. Half days really made no difference. I have asked about putting him in the resource room and pulling him out of mainstream entirely. The school is against that as they don't have a resource room staffed at all times to put him in. I'm to the point of saying "too bad; get one".</p><p> </p><p>The school also planned to "process" this incident when he goes back next week and I said no. Do it tomorrow or forget it. For 3 months now, we have started the "next week with a clean slate" by "processing his poor choices" from the week before on his first day back. I can't think that's helping. Nor is the Malory situation. But I don't know any real solutions. I'm out of ideas.</p><p> </p><p>I got him into his therapist tomorrow. Then we're heading to the sunshine. He's absolutely mortified that he's now missing his Valentine's party, so I'm not going to let those remnants be there for next week, either. I'll take his Valentines to school tomorrow and pick up his bag after school so he can have them this week. Next week, he won't walk in with that smacking him in the face...at least not any more obviously than is necessary. This kid hasn't been to a school party in well over a year now. Not a single one.</p><p> </p><p>His schedule is...</p><p> </p><p>I take him to school around 7:50am...</p><p>Hang up coat, lunch choice, morning work (busy work for kids til everyone is there and class starts)</p><p>SpEd teacher comes and I leave. They go thru his schedule for the day. She's there 10-15 minutes in the mainstream classroom or right outside of it.</p><p>SpEd leaves and am para takes over in mainstream. 8:15 or so.</p><p>9:30, he goes to SpEd for 30 minutes, without para. </p><p>10, he goes to Occupational Therapist (OT), again without the para. </p><p>10:30, he goes back to mainstream for recess and again has the am para. </p><p>After recess, he goes back to SpEd til lunch at 11:15, again without the para. </p><p>After lunch, they have free play til noon. </p><p>At noon, he goes to specials, which may be one or 2 classes, all with a different teacher each day. He picks up the afternoon para here. </p><p>At 1:15, he goes to the SpEd teacher and stays there til 3. </p><p> </p><p>If we get til noon, he rarely has trouble from then on.</p></blockquote><p></p>
[QUOTE="Shari, post: 341158, member: 1848"] He has 2 paras. One in the am and one in the pm. He still has a ton of transitions in the am, tho. I'll post the gist of schedule at the end. Sharon, you said it much better than I, not ticking him off is not the goal I am intending. Running intervention and teaching him to get out and cool down before its too late IS the goal. And I'm not sure they are catching it soon enough...I don't know. The other frustrating factor is that he will often hang onto things, and he might blow over next to nothing, but have been festering anger for hours. Today, his am para said he was getting frustrated with a task and suggested they go to the office, which, in the past, has been a place to calm down. However, the past 3 months, interactions in the office have not been positive. But, he went willingly to the office and sat in the principal's chair and asked to be left alone. And this is where it gets tricky. Principal sat down at his desk and Wee started hitting the wall and the window, apparently very hard, according to the principal. The principal grabbed Wee's chair and pulled it away from the wall and window, and that's when he really lost it. So incredibly simple for me to sit here and [I]see [/I]the scenario, but how do you teach [I]them [/I]to recognize it? Instead of invading Wee's space...go shoot some hoops, take a walk, throw some snowballs, DO SOMETHING WITH THAT ANGRY ENERGY. He was on half days until January. He's been to school full days probably 8 days. Maybe. Half days really made no difference. I have asked about putting him in the resource room and pulling him out of mainstream entirely. The school is against that as they don't have a resource room staffed at all times to put him in. I'm to the point of saying "too bad; get one". The school also planned to "process" this incident when he goes back next week and I said no. Do it tomorrow or forget it. For 3 months now, we have started the "next week with a clean slate" by "processing his poor choices" from the week before on his first day back. I can't think that's helping. Nor is the Malory situation. But I don't know any real solutions. I'm out of ideas. I got him into his therapist tomorrow. Then we're heading to the sunshine. He's absolutely mortified that he's now missing his Valentine's party, so I'm not going to let those remnants be there for next week, either. I'll take his Valentines to school tomorrow and pick up his bag after school so he can have them this week. Next week, he won't walk in with that smacking him in the face...at least not any more obviously than is necessary. This kid hasn't been to a school party in well over a year now. Not a single one. His schedule is... I take him to school around 7:50am... Hang up coat, lunch choice, morning work (busy work for kids til everyone is there and class starts) SpEd teacher comes and I leave. They go thru his schedule for the day. She's there 10-15 minutes in the mainstream classroom or right outside of it. SpEd leaves and am para takes over in mainstream. 8:15 or so. 9:30, he goes to SpEd for 30 minutes, without para. 10, he goes to Occupational Therapist (OT), again without the para. 10:30, he goes back to mainstream for recess and again has the am para. After recess, he goes back to SpEd til lunch at 11:15, again without the para. After lunch, they have free play til noon. At noon, he goes to specials, which may be one or 2 classes, all with a different teacher each day. He picks up the afternoon para here. At 1:15, he goes to the SpEd teacher and stays there til 3. If we get til noon, he rarely has trouble from then on. [/QUOTE]
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