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Was told not to bring difficult child back to school.
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<blockquote data-quote="Shari" data-source="post: 226008" data-attributes="member: 1848"><p>I've been working to get the IEP evaluation going. However, when I last met with our SD, they refused a 1-on-1. They have 26 kids per classroom with 1 floating aid between 5 rooms, and they think this will be enough. Uh, no. </p><p> </p><p>They argue that there is "stigma" with a 1-on-1.</p><p> </p><p>In that regard, this school is a much better choice; but right now neither one is good.</p><p> </p><p>He has had 2 neuropsyche evaluations at "the best there is" - the first was 2 years ago and they didn't even complete half of it because they couldn't keep up with him. The latest took place in April after the psyche and the BT refused to back off the Autism Spectrum Disorders (ASD) diagnosis. They fought to get him into social skills group and the center who provides the service is the same center that his DevPed is in, and she refused to allow him into the program because she does not agree with the Autism Spectrum Disorders (ASD) diagnosis. So she ordered another neuropsyche, which I agreed to ont he conditions that it be a FULL exam, not just limited to looking at Autism Spectrum Disorders (ASD) traits, and that they talk to the menthal health team prior to it, so they would understand why the MH team sees the Autism Spectrum Disorders (ASD) traits. Neither happened. </p><p> </p><p>I am trying to get him into a neuropsyche in another state, but the waiting list everywhere is about 18 months.</p><p> </p><p>So if he goes to public school, he goes with ADHD diagnosis. Not enough to give him a 1-on-1.</p><p> </p><p>There are 2 teachers at the Montessori school who have NEVER had an issue with him - EVER. 2 others that try really hard and get along for the most part with occassional bobbles. The atmosphere actually works really well for him if we can get the teachers to buy into it - they need to read him and respond appropriately, apply the "baskets", etc, and some on the staff flat refuse.</p><p> </p><p>Honestly, I feel unless I can get him a 1-on-1 at school, he's experience with public school will be like his experience with the staff that won't buy into tools to deal with him, and while I'll have some "legal" backing, all the laws in the world won't help a difficult child who has to fail again before he gets help. And that's currently how they want to approach it.</p></blockquote><p></p>
[QUOTE="Shari, post: 226008, member: 1848"] I've been working to get the IEP evaluation going. However, when I last met with our SD, they refused a 1-on-1. They have 26 kids per classroom with 1 floating aid between 5 rooms, and they think this will be enough. Uh, no. They argue that there is "stigma" with a 1-on-1. In that regard, this school is a much better choice; but right now neither one is good. He has had 2 neuropsyche evaluations at "the best there is" - the first was 2 years ago and they didn't even complete half of it because they couldn't keep up with him. The latest took place in April after the psyche and the BT refused to back off the Autism Spectrum Disorders (ASD) diagnosis. They fought to get him into social skills group and the center who provides the service is the same center that his DevPed is in, and she refused to allow him into the program because she does not agree with the Autism Spectrum Disorders (ASD) diagnosis. So she ordered another neuropsyche, which I agreed to ont he conditions that it be a FULL exam, not just limited to looking at Autism Spectrum Disorders (ASD) traits, and that they talk to the menthal health team prior to it, so they would understand why the MH team sees the Autism Spectrum Disorders (ASD) traits. Neither happened. I am trying to get him into a neuropsyche in another state, but the waiting list everywhere is about 18 months. So if he goes to public school, he goes with ADHD diagnosis. Not enough to give him a 1-on-1. There are 2 teachers at the Montessori school who have NEVER had an issue with him - EVER. 2 others that try really hard and get along for the most part with occassional bobbles. The atmosphere actually works really well for him if we can get the teachers to buy into it - they need to read him and respond appropriately, apply the "baskets", etc, and some on the staff flat refuse. Honestly, I feel unless I can get him a 1-on-1 at school, he's experience with public school will be like his experience with the staff that won't buy into tools to deal with him, and while I'll have some "legal" backing, all the laws in the world won't help a difficult child who has to fail again before he gets help. And that's currently how they want to approach it. [/QUOTE]
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