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We had our school conferences this last week. My youngests went great--10 min. Went to my sons---45 min. I always plan to have it right before a lunch, because there is no way to get thru it in 20 min. Well, I didn't realize that it was as bad as she told me. I knew they were having issues with potty talking and physical behaviors (pretending to pee in the corner, etc) We all know it's for attention. But it is very distracting for others and rude. He is not on task at all. He does much better in small group. He doesn't get as distracted and won't go onto "other" things. He is in general ed and has always been. They put him into resource for reading, writing, math, social skills. He is too high for the reading--so back to regualr class. Math--too high also, so now they are trying to figure out what to do with him. He is going to get his reading portion and possibly math of his IEP taken away--even though he needs the small groups. They (the school) don't know what to do. Their resource room is for kids who are behind in skills. He isn't. Very smart. He just needs small groups. They are going to start a behavior plan with him for this current problem of potty talk/actions. It's like a habit to him. He just blurts out potty words. We don't talk like that and he tells me some kids at school do. He loves the attention he gets from talking and acting like that. (whether good or bad) What do other schools do--when all the child needs is smaller groups instead of the full 23-25 kid classroom? You don't suppose it could be a verbal tic, do you? It's a big challenge to get spectrum kids enough help when they're academically on track. Good luck with everything and thanks for the update. Are his grades being effected? He may be very smart but is he reaching his potential? Sounds to me-and I am fairly new at this, that if it is so distracting that he cannot get a good education, even if he is great at math and reading, that he should be in smaller classes for them also. Why put him back into a big class if he is going to distract others, and not get the attention he needs so he can do well also. He can be a rocket scientist at something, but if hes in a big class and acts up, it all goes to waste. I would disagree with them on that, and make sure he gets what you think is the most appropriate education. The resource room is for only kids with acedemic delays. He is 3rd grade but the kids in the resource may be 5th--at a below 3rd grade level. They would not challenge him there. Thats why he got moved to regular reading class from resource at the beginning of the year. This is why the teachers just don't know what to do with him. His grades and full potential are limited---whether in resource or regualr class. The best place for kids to get extra help who are ahead is a giftedprogram. Perhaps he should be tested in those areas in which he excels. Many behavior frustrations can come from a lack of being challenged. Schools often say behavior is for attention, but it's usually not what they think. The 'attention' he probably seeks is that he doesn't know how to communicate his frustrations/anxieties. I like the Collaborative Problem Solving (CPS) method. There is a lot online about it. Maybe the school would be willing to use some of its methods. HTH Same problem here. My ds is in a mainstream class with pull out into the resource room for reading/writing and social skills. He does great in the small resource room group but has a hard time in the large (31kids) mainstream class. I wish the district had the option of a small kid class for kids who have no cognitive delays (or ebd) but get overwhelmed in a large group. But they don't. One thing that has helped my ds is that the resource room teacher has him on a behavioral program and on days where he has no inappropriate behaviors (in his case defined as hitting/ pushing/calling teacher a 'looser'...but you can define it as anything you want) he can play a 15 min. computer game in her room at the end of the day. He loves the game and I will be sure not to buy it for our home so that it still works as a special school reinforcer. [QUOTE=Holly_WA]What do other schools do--when all the child needs is smaller groups instead of the full 23-25 kid classroom? [/QUOTE]S.F.A. And if you don't know what that stands for it is just as well. The problem as I see it is: Law (locally anyway) makes 25 kids the max for a K class. The economy makes the legal max also the min for the class. Special Ed cannot tell General Ed to set up a class for special ed inclusion. So, in spite of the "continuum of placements" in the IDEA there is nothing between a Special Day Class (totally special ed kids, and therefore under control of the Special Ed services) and a full-sized general ed class (but where special ed can place the kid with aides as required). We have had reduced class sizes recommended for both kids and all our lawyer says is that we cannot get it unless we want to try and prove that all general ed placements are not FAPE and force a private placement in a small class --- if we can find one. The thing is that our service providers are saying is that in a reduced class size my kids would not need an aide and that would remove issues of aide dependence and help the transition to a general ed classroom. The transition might not happen otherwise. It sucks, but there it is. |
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