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What would you do?
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<blockquote data-quote="smallworld" data-source="post: 33798" data-attributes="member: 2423"><p>Thanks for your responses.</p><p></p><p>Chris, the main issue is that the current school will refuse to put the 504 into place if we disclose that difficult child 2 is leaving the public school system. We have been trying since April of last year to have accommodations formalized. No dice, because the school saw no "educational impact." I have to believe they'll see the impact now, although the principal told me a month ago that the educational impact has be "significant." Give me a break. This kid had serious depression back in December, missed school for a few days, couldn't get her work done, and the school barely noticed. The main accommodations we want on the record are extended time to complete homework and reduced homework at times of significant emotional dysregulaton/stress. We're really not asking for all that much, and the school has refused to budge. And I have to say in all honesty that our advocate hasn't been all that much help (she was much more helpful in identifying private schools that would meet difficult child 2's needs).</p><p></p><p>husband and I are not at all worried about working with the new school to accommodate difficult child 2's needs. We wrote on her application that she was being treated for anxiety and depression, and the school didn't blink an eye. We've been told that the school is used to dealing with bright and creative kids who have "issues." It is definitely a less stressful environment than the public schools in our county (as you well know), and our hope is that difficult child 2 will be happier there and become more invested in the learning process. But if it doesn't work out there or we feel she needs a larger environment for high school, we want the 504 on the books before we leave the system. At least, that's our rationale at this point.</p><p></p><p>Thanks for asking about the other kids. easy child is doing great -- eating just about normally now. She struggles with bouts of anxiety and depression from time to time, but she has a wonderful relationship with her psychiatrist and she is very receptive to learning coping skills. difficult child 1 is not being thrown out of his school, at least not yet. He received a D+ in one subject during the 2nd trimester, but his school agreed that if his grades didn't worsen, he would be able to stay for 9th grade. His psychiatrist thinks the transition costs of moving him to a new school are far greater than struggling with keeping him where he is so that is our goal for now. He still struggles tremendously with depression. We've seen slight improvement on 5 mg Lexapro, but my guess is we're going to have to increase the dose. I just hope it doesn't activate him. </p><p></p><p>How are things on your end?</p></blockquote><p></p>
[QUOTE="smallworld, post: 33798, member: 2423"] Thanks for your responses. Chris, the main issue is that the current school will refuse to put the 504 into place if we disclose that difficult child 2 is leaving the public school system. We have been trying since April of last year to have accommodations formalized. No dice, because the school saw no "educational impact." I have to believe they'll see the impact now, although the principal told me a month ago that the educational impact has be "significant." Give me a break. This kid had serious depression back in December, missed school for a few days, couldn't get her work done, and the school barely noticed. The main accommodations we want on the record are extended time to complete homework and reduced homework at times of significant emotional dysregulaton/stress. We're really not asking for all that much, and the school has refused to budge. And I have to say in all honesty that our advocate hasn't been all that much help (she was much more helpful in identifying private schools that would meet difficult child 2's needs). husband and I are not at all worried about working with the new school to accommodate difficult child 2's needs. We wrote on her application that she was being treated for anxiety and depression, and the school didn't blink an eye. We've been told that the school is used to dealing with bright and creative kids who have "issues." It is definitely a less stressful environment than the public schools in our county (as you well know), and our hope is that difficult child 2 will be happier there and become more invested in the learning process. But if it doesn't work out there or we feel she needs a larger environment for high school, we want the 504 on the books before we leave the system. At least, that's our rationale at this point. Thanks for asking about the other kids. easy child is doing great -- eating just about normally now. She struggles with bouts of anxiety and depression from time to time, but she has a wonderful relationship with her psychiatrist and she is very receptive to learning coping skills. difficult child 1 is not being thrown out of his school, at least not yet. He received a D+ in one subject during the 2nd trimester, but his school agreed that if his grades didn't worsen, he would be able to stay for 9th grade. His psychiatrist thinks the transition costs of moving him to a new school are far greater than struggling with keeping him where he is so that is our goal for now. He still struggles tremendously with depression. We've seen slight improvement on 5 mg Lexapro, but my guess is we're going to have to increase the dose. I just hope it doesn't activate him. How are things on your end? [/QUOTE]
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