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<blockquote data-quote="HMBgal" data-source="post: 710978" data-attributes="member: 13260"><p>Phew. I could have written your post, Coffee Lover (and I LOVE coffee, too! I even roast my own beans, grind 'em up and use them in own nice espresso machine--but I digress). My grandson will turn 11 in July and has a 1:1 aide this year for 5th grade. He's been okay about it and she does special baking projects with him the other kids don't get to do, they plan special projects to do (they created the most beautiful and touching photographic essay of the school and grandson's activities) and she's totally sensitive to the fact that he shouldn't have an adult hovering. It sounds like your son's aide gets that as well. At recess, we've had so little success with recesses over the years that grandson does an alternative recess with select friends in a place in the office called The Bistro. Your son and my grandson aren't the only ones with social and behavioral issues. Grandson has done well with it, fortunately. It's hard for us to accept that if these kids could do better, they would. They are simply lacking the skills and they need to be taught in many different ways, maturation helps, medication in some cases, and people around them that understand the issues and make a connection with the kid and have pretty much infinite patience. Tall order, right? How do you explain that to a kid this age? They are starting to get it, and it can't be comfortable for them.</p><p></p><p>Now that middle school is looming next fall, his school says they don't want him to have a 1:1 but that he still needs the support so they are putting him in a small therapeutic class, a home base to go to and fro to PE, art, electives, but a smaller space for teaching academics--kind of like a permanent resource room, but they have psychologists running coping and communication sessions weekly, social skills workshops, etc. and it's less stressful for the kids. Kids with emotional impairment and/or mood disorders are usually very very anxious and none of us at our best under anxiety conditions. </p><p></p><p>I hope it settles down for you. Connection with the aide is so important and someone might have to step in help facilitate and really hear and validate your son's concerns.</p></blockquote><p></p>
[QUOTE="HMBgal, post: 710978, member: 13260"] Phew. I could have written your post, Coffee Lover (and I LOVE coffee, too! I even roast my own beans, grind 'em up and use them in own nice espresso machine--but I digress). My grandson will turn 11 in July and has a 1:1 aide this year for 5th grade. He's been okay about it and she does special baking projects with him the other kids don't get to do, they plan special projects to do (they created the most beautiful and touching photographic essay of the school and grandson's activities) and she's totally sensitive to the fact that he shouldn't have an adult hovering. It sounds like your son's aide gets that as well. At recess, we've had so little success with recesses over the years that grandson does an alternative recess with select friends in a place in the office called The Bistro. Your son and my grandson aren't the only ones with social and behavioral issues. Grandson has done well with it, fortunately. It's hard for us to accept that if these kids could do better, they would. They are simply lacking the skills and they need to be taught in many different ways, maturation helps, medication in some cases, and people around them that understand the issues and make a connection with the kid and have pretty much infinite patience. Tall order, right? How do you explain that to a kid this age? They are starting to get it, and it can't be comfortable for them. Now that middle school is looming next fall, his school says they don't want him to have a 1:1 but that he still needs the support so they are putting him in a small therapeutic class, a home base to go to and fro to PE, art, electives, but a smaller space for teaching academics--kind of like a permanent resource room, but they have psychologists running coping and communication sessions weekly, social skills workshops, etc. and it's less stressful for the kids. Kids with emotional impairment and/or mood disorders are usually very very anxious and none of us at our best under anxiety conditions. I hope it settles down for you. Connection with the aide is so important and someone might have to step in help facilitate and really hear and validate your son's concerns. [/QUOTE]
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