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School says there's nothing wrong with difficult child 1
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<blockquote data-quote="gcvmom" data-source="post: 282028" data-attributes="member: 3444"><p>Thanks for all the great suggetions everyone! Marcie, I think I remember you talking about TASK before. I'll look into that. </p><p> </p><p>What really struck me is that they chose to ignore the neuropsychologist draft report that I gave them that day so they could just plow through and get the meeting over with.</p><p> </p><p>They brought in his Lang Arts teacher as the ONLY teacher staff member to comment directly on his work. She said he just does not like to write, he says he doesn't like to write, and so that's why he blows off a lot of his assignments. But when he IS interested in a subject, he really shines. And in his test scores show he's a really bright kid. They had to go much deeper in the test booklet to find his knowledge limit than they normally do.</p><p> </p><p>The fact that he was uncooperative with the Special Education teacher really didn't seem to raise any flags to them other than they think he's stubborn. They just saw it as a kid who didn't see the benefit of the testing and that it was a waste of his time (which he essentially did say to them). I said he was likely acting that way 1) because of his perception that having anything to do with the Special Education teacher meant you were stupid 2) he butts heads with me the most and she's a loud, no-nonsense woman so it's likely he identified me in her (the school psychiatric is an unassuming soft-spoken guy and he had NO problems with difficult child 1) and she was making him do something he didn't want to do.</p><p> </p><p>And the school psychiatric said he could see that difficult child 1 did have distractibility issues in the testing, but that they seemed to be well controlled with the medications. Makes me feel like pulling him off everything and refuse to give him the stims so that they'll support him. They said they do have parents who refuse to go the medication route and then wonder why their kids performance suffers. Hmmm.... I can play that game too. I can say that the stims were making him lose weight and he wasn't eating at school (which he often doesn't) and that affected his school performance.</p><p> </p><p>So it's purely a motivational issue, in their opinion, and it's up to the parents to work that out. The more I think about it, the more I just don't buy it. If I haven't been able to motivate him the past two years, what's going to change that?</p><p> </p><p>We are done with this school, so I'll have to take this up with the new highschool at his 504 review in September. In the mean time, I will get my edits back to the neuropsychologist and have her FINISH her friggin' report. And I will ask to meet with her about the school's conclusions. I will get difficult child 1 back into therapy and I will start looking for an advocate to take with me to the September meeting.</p><p> </p><p>I wonder if the school psychiatric was secretly trying to let me know we didn't have to let it end here when he pointed out to the Special Education teacher that the document we were signing did not in anyway mean we agreed with their findings. And that we were entitled to seek an independent review, or some such thing. </p><p> </p><p>Has anyone here initiated the independent review, and what wording did you use in your letter to start that process? Did you send it to the district or to the school?</p></blockquote><p></p>
[QUOTE="gcvmom, post: 282028, member: 3444"] Thanks for all the great suggetions everyone! Marcie, I think I remember you talking about TASK before. I'll look into that. What really struck me is that they chose to ignore the neuropsychologist draft report that I gave them that day so they could just plow through and get the meeting over with. They brought in his Lang Arts teacher as the ONLY teacher staff member to comment directly on his work. She said he just does not like to write, he says he doesn't like to write, and so that's why he blows off a lot of his assignments. But when he IS interested in a subject, he really shines. And in his test scores show he's a really bright kid. They had to go much deeper in the test booklet to find his knowledge limit than they normally do. The fact that he was uncooperative with the Special Education teacher really didn't seem to raise any flags to them other than they think he's stubborn. They just saw it as a kid who didn't see the benefit of the testing and that it was a waste of his time (which he essentially did say to them). I said he was likely acting that way 1) because of his perception that having anything to do with the Special Education teacher meant you were stupid 2) he butts heads with me the most and she's a loud, no-nonsense woman so it's likely he identified me in her (the school psychiatric is an unassuming soft-spoken guy and he had NO problems with difficult child 1) and she was making him do something he didn't want to do. And the school psychiatric said he could see that difficult child 1 did have distractibility issues in the testing, but that they seemed to be well controlled with the medications. Makes me feel like pulling him off everything and refuse to give him the stims so that they'll support him. They said they do have parents who refuse to go the medication route and then wonder why their kids performance suffers. Hmmm.... I can play that game too. I can say that the stims were making him lose weight and he wasn't eating at school (which he often doesn't) and that affected his school performance. So it's purely a motivational issue, in their opinion, and it's up to the parents to work that out. The more I think about it, the more I just don't buy it. If I haven't been able to motivate him the past two years, what's going to change that? We are done with this school, so I'll have to take this up with the new highschool at his 504 review in September. In the mean time, I will get my edits back to the neuropsychologist and have her FINISH her friggin' report. And I will ask to meet with her about the school's conclusions. I will get difficult child 1 back into therapy and I will start looking for an advocate to take with me to the September meeting. I wonder if the school psychiatric was secretly trying to let me know we didn't have to let it end here when he pointed out to the Special Education teacher that the document we were signing did not in anyway mean we agreed with their findings. And that we were entitled to seek an independent review, or some such thing. Has anyone here initiated the independent review, and what wording did you use in your letter to start that process? Did you send it to the district or to the school? [/QUOTE]
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