Child Won’t Have Same Opportunities Hello! New Here....I have a question on how to advocate. Background on child: High functiong PDD-NOS child in mainstream education that has problems but still makes A and A/B honor roll.    He still needs help in writing, reading excutive function and social skills. He has had private music education in piano and violin where he has Savant like abilities. Takes private social skills classes. Today I learned that my child going into 6th grade won't have the same opportunities as the other 6th graders because he is in Special Ed and there is a scheduling conflict. I recieved an email from teacher that was sent to whole class about 6th grade registration. In the registration packet you are given the opportunity to choose an elective of either band or choral. I sent the teacher an email asking what IF child doesn't want to choose either. Are there other options? There used to be music appreciation. Teacher said that I would not have to worry about that because special ed students will be taking a course that is not offered to other students on how to organize, homework help etc... (excutive function skills) Teacher said that because course is only during the time that band or choral is offered, due to scheduling conflicts, child will not be able to chose choral or band. Basically my child is being punished because they are in special ed. He should be given the chance to take course if he needs it, but should also be able to be in choral and band as the other 6th graders. In most districts, 6th grade is actually middle school, with the breaking point being 5th, so students not only move to 6th, but to an entirely new school, new schedule, etc.  That being the case, I would look at this move as "transition." In other words, take the initiative and call an IEP meeting to discuss registration, schedule options, supports, etc. that will be in place for him in the 6th grade.  At the meeting you can point out that he is presently A/B honor roll and, while his executive function issues do need to be addressed and/or monitored, that can be done either through his private social skills classes, or in one/one minutes with the school speech/language therapist (with less minutes than whatever the total class time for that particular course would be per week), rather than denying him the ability to participate in a class which he has demonstrated great strength and ability in, and which he would quite possibly enjoy.  If he is mainstreamed, then he has the right to take mainstream classes, which includes choosing the option of band or choral.  (BTW - if he is advanced enough in piano, it is quite possible that he could assist the teacher by playing the keyboard for the choral class, thus using his already-developed talent in a way that provides him acceptance there, even if he is "iffy" on singing.  That might be an option to propose after having discussed it with the choir teacher if she's on board with it.) An ironic reality is that ALL students of that age (SpEd or otherwise) would benefit from instruction in organization, homework help, and general executive function skills.  It should be something that is addressed as an integral part of classroom learning in general, not solely singled out for special educaation students.
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