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SED.....information?
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<blockquote data-quote="Martie" data-source="post: 7374" data-attributes="member: 284"><p>I'm not exactly sure what Sheila means "because of the expense." Schools resist in-school therapy because of costs but the costs are MUCH cheaper than the alternatives that the SD can become responsible for IF the child has a parent who knows the law (and/or has a good advocate or attorney.)</p><p></p><p>What I did was divide ex-difficult child's world: he had problems that did NOT arise from school but school was also a problem in and of itself. I did not want his outside therapist spending time "speculating" about school when the school could provide direct services regarding school problems that could be internally communicated. E.g., ex-difficult child is refusing to go to science bec. he is being bullied and the teacher, in effect says, "solve your own problems--I'm here to teach science." A licensed school social worker can intervene directly whereas an outside therapist can either try to restructure (which never worked with my kid until after EGBS, or can try to intervene as an outside consultant (which would be at my expense and less effective.) Since ex-difficult child was receiving extensive outside therapy, it allowed me to keep the school social worker from going too deeply into areas that she might not have expertise, i.e., the particular identity formation problems of transracially adopted children; however, dealing with unsupportive teachers was her cup of tea. This did not confuse ex-difficult child at all--his outside therapy was "his." (We also did family therapy off and on as well.) The school social worker was there to help him cope with school--a big challenge in itself. These services were written into his IEP.</p><p></p><p>The quality of school social workers: it varied from not too good (but ex-difficult child was young and liked the attention and break from class) to one so good that I hired her privately during the summer (because ex-difficult child did not qualify for ESY services although he should have.)</p><p></p><p>My ex-difficult child has a somewhat unusual Hx--he was fully in regular class, with social work services in his IEP--then he attended part time in 7th and 8th grades, also regular classes. He washed out of 2 high schools in 6 weeks and after 14 very successful months at an EGBS (that the school did not pay for), he never returned to public school--our choice. He graduated from a regular ed program with no special accommodations for his emotional needs BUT the high school was a very good match for his interests and abilities, so his in-school emotional needs were very diminished.</p><p></p><p>This is really a case where the "squeaky wheel gets the grease" and you have to know what you are asking for in order to get what your son needs. There is a minefield of INappropropriate services out there for internalizers but there are some appropriate service provided by law.</p><p></p><p>Martie :warrior:</p></blockquote><p></p>
[QUOTE="Martie, post: 7374, member: 284"] I'm not exactly sure what Sheila means "because of the expense." Schools resist in-school therapy because of costs but the costs are MUCH cheaper than the alternatives that the SD can become responsible for IF the child has a parent who knows the law (and/or has a good advocate or attorney.) What I did was divide ex-difficult child's world: he had problems that did NOT arise from school but school was also a problem in and of itself. I did not want his outside therapist spending time "speculating" about school when the school could provide direct services regarding school problems that could be internally communicated. E.g., ex-difficult child is refusing to go to science bec. he is being bullied and the teacher, in effect says, "solve your own problems--I'm here to teach science." A licensed school social worker can intervene directly whereas an outside therapist can either try to restructure (which never worked with my kid until after EGBS, or can try to intervene as an outside consultant (which would be at my expense and less effective.) Since ex-difficult child was receiving extensive outside therapy, it allowed me to keep the school social worker from going too deeply into areas that she might not have expertise, i.e., the particular identity formation problems of transracially adopted children; however, dealing with unsupportive teachers was her cup of tea. This did not confuse ex-difficult child at all--his outside therapy was "his." (We also did family therapy off and on as well.) The school social worker was there to help him cope with school--a big challenge in itself. These services were written into his IEP. The quality of school social workers: it varied from not too good (but ex-difficult child was young and liked the attention and break from class) to one so good that I hired her privately during the summer (because ex-difficult child did not qualify for ESY services although he should have.) My ex-difficult child has a somewhat unusual Hx--he was fully in regular class, with social work services in his IEP--then he attended part time in 7th and 8th grades, also regular classes. He washed out of 2 high schools in 6 weeks and after 14 very successful months at an EGBS (that the school did not pay for), he never returned to public school--our choice. He graduated from a regular ed program with no special accommodations for his emotional needs BUT the high school was a very good match for his interests and abilities, so his in-school emotional needs were very diminished. This is really a case where the "squeaky wheel gets the grease" and you have to know what you are asking for in order to get what your son needs. There is a minefield of INappropropriate services out there for internalizers but there are some appropriate service provided by law. Martie [img]:warrior:[/img] [/QUOTE]
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