problem with Abbie’s teacher | Autism PDD

Well, the teacher sent home a note with Abbie and said that she had a much better day - no yelling - though she had to remind her a couple of times about her reward that I had promised her, lol.

Putting things in perspective, Evie came home with an 'injury report' today.  Some kid through a piece of sidewalk chalk and hit her in the face causing an abrasion!  Those incorrigable typical kids!

Did this teacher seem to want Abbie in her class?  Sometimes when a teacher doesn't want a special Ed student mainstreamed into their class, they let things pile up/escalate so they can document that the child is a lot of trouble and does not belong in there.  You need to figure out if this teacher really wants to help Abbie be her best or set her up to proof a point.  If the later is the case Abie would be better off in another class.  You need to be selective of her teachers.  Some teachers just don't understand accomodations.

Concernedpa.

Fred,

Totally understand why Melissa is livid, I would be too.  It's entirely justifiable.

Key now is how to deal with the issue without completely ailienating the teacher, who you need to be able to work with somehow.  (You need to operate under the assumption that Abby will remain in this classroom.  Moving a student to another class is a last resort thing they will only due after much else has been tried and the situation deteriorates much, much further.)

Is there someone in your school that is in charge of special education, in our school it's the special education supervisor.  She sits in on all the IEP meetings and is typically the person driving the meeting and assuring the paperwork is getting filled out.  If this was happening with C, I'd call this special education person and fill her in very nicely as to what is happening (something like "Abby is having some difficulty adjusting to the classroom and the teacher has requested our help in understanding how to work with her.  I'd like to schedule a meeting with the IEP team to brainstorm together as to how we can best deal with this.  Can we get something on the books, or do you need me to put my request in writing?")  I know everyone says request in writing, but in our case we've been able to always get the meetings we've needed with a friendly phone call (though I'm always prepared to write if I don't get the response on the phone I'm seeking). 

I would also send a note back to the teacher to the tune of "We're very concerned to hear this.  We'd like to work with you on this.  We've asked Mrs. X, the special education supervisor to bring the whole IEP team together so that we can discuss as a group how to best work through any issues that Abby is having."

The key here is getting the team together.  I don't think that any 1:1 dialogue with the teacher is going to cut it.  You play nice, the team comes together and comes up with a plan, and the teacher is put in a position where she has to agree in front of the team to implement the plan lest she look the fool.  The team then together will hold the teacher accountable if she is not complying.  By dealing with it as a group it prevents the parents v. teacher he said / she said dynamic from emerging.

At the meeting, you can bring up nicely the fact that you need to have a better understanding of what is happening in the classroom on a day to day basis and you're hoping we can decide today what sort of daily communication will work well for all of us.  You may also ask that an autism specialist be brought in to the classroom to observe Abby and give recommendations to the team as to how to best help her be successful in this environment.

Be firm, hold your ground, let them know you know your stuff, but do it in a very nice "I know we all want what's best for Abby" manner.

That's my 2 cents.  Please let us know what happens.

DW had a problem with Abigail teacher from day one because she refused write a communications journal.  We had a one sentence summary of Abigail's first week, last week - saying that she was doing ok, for the most part.

Today, we got this note:

Overall, Abigail has made a good adjustment to school.  However, an issue is starting to arise.  Abigail is an excellent drawer, but whenever it doesn't suit her or we have to stop before she thinks she's finished, she starts yelling loudly.  I know she has some concerns in her social adjustment, but this is becoming a concern to her peers, also.  They do not like the yelling and they try to soothe her, but that is difficult.  Please let me know how you handle this @home if it is a concern there.

DW is livid.  She's angry because transitioning from preferred activities with prompts (without tantruming) and self calming/soothing are prominent IEP goals.  Melissa believes that this teacher has not looked at Abbie's IEP, or, if she has, she's not making an attempt to implement the IEP goals, consulting with the resource teacher or their SLP, or consulting the autism teachers in the school (this school has several autism classes).  She is also angry that nothing has been mentioned of this problem until now, where we might have helped preempt it.  She also didn't like the implication that Abigail is causing a problem for the other kids in the class (even though it's true, I'm sure, lol).  She thinks that the next shoe to drop will be - "Some parents are starting to complain...".

I'm ambivalent.  This is the first real communication we've had from Abbie's teacher.  We have had no idea what's going on in that class until now.  Abbie is also showing some signs of stress, and actually, the transitioning problems and perfectionism are signs of stress for her (she's tuning out the world).  We think that she's raising her voice and/or yelling at Abigail.  

Evie's teacher writes us a note every day and keeps us updated on her social progress, behavior, etc.  We've gotten a worksheet home each day that Evie's done during the day (we've not had a single worksheet from Abigail). Evie seems to be doing great and I have no complaints.

We've called the principal and have tried to schedule a team meeting, but no one's gotten back to us yet.  Abigail is in a regular kindy class with 30 minutes resource time and 20X2 language therapy.

What do you think?  DW wants Abigail out of the class and into another.  She seems to have a personality conflict with this teacher, who she believes is just mailing it in.  I'm not sure what I think.

I can understand Melissa's frustration.  It is apparent from the teacher's note that she is unaware of the IEP goals and objectives, and that what she is describing is not so much an issue that is arising, as it is one that is and has been ongoing since it's one of the primary behavioral issues of autism.  Because Abby was on her best behavior the first week or so does not mean she will continue that way - particularly as she becomes more adjusted to the class, the students and her teachers.  She will be more inclined to act as she normally does within a safe environment...which it sounds like she's now doing.

As far as Abby causing a problem for the other students...obviously if the teacher were aware of the IEP goals and appropriate steps to take to implement them, this would not be an issue for the other students because the methods to cope with the outbursts would already be in place.  Since there has also been an issue regarding the communications folder (apparently this is running rampant among mainstream teachers dealing with special needs kids - am dealing with that here with my 8-year old daughter), I'd bypass meeting with the teacher and request the team meeting in writing.  Phone calls are easily ignored, particularly in the beginning of the school year.

The therapists and autism teachers need to be made aware that the regular ed teacher is letting things "slip through the cracks" and address them.  Whether the teacher wishes to acknowledge it, Abby is a special needs child in a mainstream class and those needs don't disappear.  The teacher is going to have to accommodate those needs within her classroom, not just during Abby's pull-outs, including increasing communication with you in order to work together.

I can actually understand Melissa's point of view...It's hard to hear anything less than "GREAT" about your child even though you know the problems they have.  (I've recently become somewhat of a barracuta myself! lol)  I also agree that the teacher obviously hasn't read or understood Abbie's IEP.  Strange that she seems to be OK w/Evie though....Since I have no idea what it's like to have twins, I'm just shooting from the hip here but maybe a different class (if available) would be better, especially if Evie is getting positive reinforcement while Abbie gets the negative?  if it IS a matter of the teacher being able to handle only certain kids & situations, then you wouldn't want Abbie's self-esteem to suffer for that.  Tough call....I hope that everything works out OK. 

I went to a FEAT meeting yesterday for the first time (Families for Effective Autism Treatment) and a lot of people had kids just starting kindergarten.  I don't envy you. 

Everytime I had a issue with the teacher I would call the principal and have him pick a time for me and him & teacher to discuss what is not being done that should have...Sarah's teacher last year basically told me she barely looked at the IEP and most teachers never read it because it is in a language to difficult to decipher so it is on us parents to push the squeeky wheel on them and make sure they do what they are supposed too.  It is appalling that this teacher is so clueless on transistions with kids on the spectrum and has no plan of action to follow...an autism specialist or BCBA should of already trained her and had some behavioral plans in place...so sorry you are having to deal with this..it is hard to get in the mode of a displeased parent so early on but it has to be done...if we dont advocate for them no one else will.  The teacher accomodated every wish I had except a written journal.....so I emailed her almost daily..it is a written document and the principal has access to all her emails~if she chooses to ignore them then it reflects poorly on her..I also saved all emails sent & received..of course I was nice and cordial as can be but expected an update whether she thought I was neurotic or not...good luck! Most teachers love us to be so involved but they are a few that feel imposed on..too bad:P

Did this teacher seem to want Abbie in her class?  Sometimes when a teacher doesn't want a special Ed student mainstreamed into their class, they let things pile up/escalate so they can document that the child is a lot of trouble and does not belong in there.  You need to figure out if this teacher really wants to help Abbie be her best or set her up to proof a point.  If the later is the case Abie would be better off in another class.  You need to be selective of her teachers.  Some teachers just don't understand accomodations.

Concernedpa.

Aiden had a teacher like this last year and it was a totally wasted year. I wish I had got him out of that class. I would not waste time trying to work with the teacher, ASD kids do not have the luxury of time she needs to be learning and working every minute she is in school and she cant do that if she is stressed.

I have found that you either get ASD or you dont and it is very hard to teach with only on the job training.

Abbie is in a mainstream class if I remember (I'm sorry ... as you know I've been gone for a bit.)  What resources do they have in place to help Abbie?  Does she have a 1:1? 

I was told that if I had pushed to mainstream Nick, I would have gotten a TON of resources in a mainstream classroom, including training for the teacher, therapists coming in and out, and a 1:1 aide.

It didn't make sense to me, as he gets PT, OT and ST ... if he was in a mainstream he'ed be more out of class then in it!