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Special Ed 101
RAS evaluation is finally done and ???
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<blockquote data-quote="TeDo" data-source="post: 409731"><p>They agree that he is teachable. We just disagree with the METHODS they are using to "help" him. The teachers "have 24 other kids in my class and I don't have time to explain things to 1 kid that doesn't get it. If I did that, we would never get anything done. That is not fair to my other students." That is why they are willing to send the work home. They know he can do it and let me do the explaining so he can. That is what they are being told to do by the "administration".</p><p></p><p></p><p></p><p></p><p>That is exactly where we are at. Some of the teachers are very open to suggestions and are willing to at least try different things. The biggest issue is the principal. The best way to describe him is a dictator. EVERYONE does what he says and difficult child is held to the same behavioral standards as ALL the other students. If he doesn't do that, then he wants him out. The principal is the one pushing for an EBD school for kids with severe behaviors. Yesterday, the principal suspended difficult child for 1/2 the day after 2 staff members DIDN'T follow the Behavior Plan which escalated the behavior and pushed difficult child so far that he asked his therapist "are you an idiot?". The principal said difficult child "crossed a line that I just won't allow." The therapist didn't have a problem with the question. Later, she called me and told me that difficult child asking that question was what made her realize it was time to give him some time and space. The principal didn't allow that. difficult child messed up and deserved to be punished. Principal has said more than once that he "will not tolerate that kind of behavior in his school."</p><p></p><p></p><p></p><p>He has attended them in the past. It changes how the teachers talk around him but not the principal. Listening to them read their evaluations of things he "doesn't do" or "is unable to do" it is really hard on him. These meetings are emotionally draining for me but for him, he is hearing so much negative that I would sometimes rather he not be there. He shuts down.</p><p> </p><p></p><p></p><p>They did not diagnosis him. A psychiatric nurse gave it as a diagnosis a couple years ago but the SD has really clung to that diagnosis. Their belief is that when a kid with ODD pushes, they need to be shown who's boss and the principal here is more than happy to use that approach. What I did find interesting is that we just had a new psychiatric evaluation done by a liscensed psychologist. After reviewing difficult child's records, she made a statement in her evaluation that difficult child "was previously given a diagnosis of ODD. However, there is no information in the file or any testing that was done to justify that diagnosis." The psychiatric nurse has not been with that agency in over 2 years and it was those agency's records the psychiatric was looking through. He was misdiagnosed back then but the principal is still tooting the "ODD" horn and treating difficult child's behaviors as that.</p></blockquote><p></p>
[QUOTE="TeDo, post: 409731"] They agree that he is teachable. We just disagree with the METHODS they are using to "help" him. The teachers "have 24 other kids in my class and I don't have time to explain things to 1 kid that doesn't get it. If I did that, we would never get anything done. That is not fair to my other students." That is why they are willing to send the work home. They know he can do it and let me do the explaining so he can. That is what they are being told to do by the "administration". That is exactly where we are at. Some of the teachers are very open to suggestions and are willing to at least try different things. The biggest issue is the principal. The best way to describe him is a dictator. EVERYONE does what he says and difficult child is held to the same behavioral standards as ALL the other students. If he doesn't do that, then he wants him out. The principal is the one pushing for an EBD school for kids with severe behaviors. Yesterday, the principal suspended difficult child for 1/2 the day after 2 staff members DIDN'T follow the Behavior Plan which escalated the behavior and pushed difficult child so far that he asked his therapist "are you an idiot?". The principal said difficult child "crossed a line that I just won't allow." The therapist didn't have a problem with the question. Later, she called me and told me that difficult child asking that question was what made her realize it was time to give him some time and space. The principal didn't allow that. difficult child messed up and deserved to be punished. Principal has said more than once that he "will not tolerate that kind of behavior in his school." He has attended them in the past. It changes how the teachers talk around him but not the principal. Listening to them read their evaluations of things he "doesn't do" or "is unable to do" it is really hard on him. These meetings are emotionally draining for me but for him, he is hearing so much negative that I would sometimes rather he not be there. He shuts down. They did not diagnosis him. A psychiatric nurse gave it as a diagnosis a couple years ago but the SD has really clung to that diagnosis. Their belief is that when a kid with ODD pushes, they need to be shown who's boss and the principal here is more than happy to use that approach. What I did find interesting is that we just had a new psychiatric evaluation done by a liscensed psychologist. After reviewing difficult child's records, she made a statement in her evaluation that difficult child "was previously given a diagnosis of ODD. However, there is no information in the file or any testing that was done to justify that diagnosis." The psychiatric nurse has not been with that agency in over 2 years and it was those agency's records the psychiatric was looking through. He was misdiagnosed back then but the principal is still tooting the "ODD" horn and treating difficult child's behaviors as that. [/QUOTE]
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RAS evaluation is finally done and ???
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