At lunch time, I went to meet the new Principal. She was younger than I was expecting. I have no idea why I was expecting an older lady, but for whatever reason, I was.
I was very pleased to see that she had S's student record on her desk, and as we sat and chatted, she went through various sections of the record. Every now and then she would ask questions specific to the section she was looking at - such as suspensions.
It was pretty obvious from the start of the meeting that she has some educational background in special education. She knew things about Aspergers that the average teacher wouldn't now - unless they have either taught such a child, or had some formal training. I wasn't sure which is was until she made a few comments about his LD's, and his ADHD. Then I knew.
YES! (It really does help with the Principal has a good grasp of the issues.)
I was able to address my concerns about the EA and how Hubby and I had our reservations about her formal training. I used the fractured thumb incident as a "for example." The very first thing she said after I told her about that was, "Well, that is the worst thing you could say to a child like S - it would have made him even more anxious."
My heart did yet another happy dance.
I was told that funding has been cut (typical) and she would see what she could do to move the EA's around. For now, though, S will have the same EA as last year.
I also asked about the French teacher - were we going to have the same one? Answer - No. (yippeeee!!)
The Principal then told me that the SERT has requested to offer a Social Skills class, and would I be willing to have S participate in that? (Hmmm.... child with Aspergers and a Social Skills class - would that be helpful??) Of course I said that I would be pleased to have him take such a class, and then I was informed that the class would be offered at the same time of day as French would be. HA!
The SERT couldn't get S exempt from taking French, but she has come up with a viable way to have him excused from the class! :o)
I left the school feeling very positive.
Tonight, I had a minor anxiety attack when I couldn't locate S's records binder.
This binder is over two inches thick, and has to be upgraded to the next binder size. It is full of information pertaining to S - complete with his pshyco-educational report, all doctors reports, reports from his OT, his Play Therapist, all report cards, suspensions, letters to the school...in other words, it is not something you want to lose. I checked two spots then found it in the third.
When I had started to reorganize the boy's homework cabinet - putting away all the new school supplies - I found a number of pieces that needed to be filed in each boy's binder. I knew exactly where the A-man's was, but for some reason S's wasn't where it should have been.
Crisis has been diverted - now I just need to get a big binder and more sheet protectors.
(yes, I am a geek, I know...)
Showing posts with label Records Binder. Show all posts
Showing posts with label Records Binder. Show all posts
Wednesday, August 27, 2008
Thursday, May 22, 2008
New execptionality
I had an IPRC meeting on Tuesday for S. This was a standard, “have it every Spring,” type of meeting, so it wasn’t something that I really had to prepare for.
Given the report from the hospital – and the results of the fMRI – the school wanted to change S’s exceptionality from “Multiple” to “Autism”.
The multiple part of his exceptionality was to encompass his learning disabilities and his anxiety disorder, which can often account for the negative behaviour. The school suggested that we change over to the Autism area of the IPRC, because they felt it would better encompass his newly diagnosis of Aspergers.
I was a little hesitant about signing off on this change, for obvious reasons. This has finally been a good year for him. He has been having a very successful year, and I am positive that this has happened because of all of the accommodations that are in place for him. I did not want to see any of these be taken away from him.
I asked, time and time again, at the meeting for the reassurance that changing his exceptionality would not change the accommodations that are in place. I also wanted to make sure that all of the past IPRC reports would remain in his OSR. He will be going in to his ‘transition’ year next year – and a new school the following year. I do not want to have to start the battle again come Grade 9. I have been assured that all of the records will remain in the file; therefore the high school will have access to all of these files.
I have been stewing about it this for almost a week. (I had even broached the subject at my board meeting last week.) One lady on the board told me that the school is likely pushing for the Autism exceptionality because there is so much more funding available to the school through the Ministry of Education. After talking with everyone at the board meeting, and then at the school meeting, I decided that I would sign off on the new exceptionality. The end result is the same – he needs accommodations, we know why he needs them, we know what has (and has not) worked in the past, and I will continue to ensure all of that continues to happen. WHY he is exceptional doesn’t really matter. I also have copies of all of the information in his OSR, and if something should go missing, it will be amazing how quick another copy will arrive.
Considering the success the A-man has been having in high school, I don’t think the transition will be that difficult. The school has an amazing head of resource, and I am sure it will be good for S, too.
Given the report from the hospital – and the results of the fMRI – the school wanted to change S’s exceptionality from “Multiple” to “Autism”.
The multiple part of his exceptionality was to encompass his learning disabilities and his anxiety disorder, which can often account for the negative behaviour. The school suggested that we change over to the Autism area of the IPRC, because they felt it would better encompass his newly diagnosis of Aspergers.
I was a little hesitant about signing off on this change, for obvious reasons. This has finally been a good year for him. He has been having a very successful year, and I am positive that this has happened because of all of the accommodations that are in place for him. I did not want to see any of these be taken away from him.
I asked, time and time again, at the meeting for the reassurance that changing his exceptionality would not change the accommodations that are in place. I also wanted to make sure that all of the past IPRC reports would remain in his OSR. He will be going in to his ‘transition’ year next year – and a new school the following year. I do not want to have to start the battle again come Grade 9. I have been assured that all of the records will remain in the file; therefore the high school will have access to all of these files.
I have been stewing about it this for almost a week. (I had even broached the subject at my board meeting last week.) One lady on the board told me that the school is likely pushing for the Autism exceptionality because there is so much more funding available to the school through the Ministry of Education. After talking with everyone at the board meeting, and then at the school meeting, I decided that I would sign off on the new exceptionality. The end result is the same – he needs accommodations, we know why he needs them, we know what has (and has not) worked in the past, and I will continue to ensure all of that continues to happen. WHY he is exceptional doesn’t really matter. I also have copies of all of the information in his OSR, and if something should go missing, it will be amazing how quick another copy will arrive.
Considering the success the A-man has been having in high school, I don’t think the transition will be that difficult. The school has an amazing head of resource, and I am sure it will be good for S, too.
Thursday, March 27, 2008
Reflecting
When I arrived home yesterday afternoon, the boys were outside - in the very deep snow - playing baseball. After that they got in to a rousing game of football, which was interesting considering the amount of snow they were trying to run through. I know Spring must be close when I see my children actually going outside - on their own accord - to play. The temps were just above freezing, but yesterday had been so sunny, it almost seemed tropical. (Notice that I said "almost")
Not sure what is going to happen today at work - Boss gave assistant a bit of an ultimatium. I may be looking for another assistant before too long. (sigh)
I went to an information session for the ADHD association last night. What a great session! We had a number of new faces at the meeting, and you could just tell that they were brand new to the whole "Special Education" world. Boy, do I ever remember being in their shoes!
You have SO many questions, and you hear all these acronyms and terms, and you have NO idea what any of it means... it can be daunting for even the most willful of people.
The part that I find most effective in these sessions is the second hour - the hour that is 'open forum' where people get to just discuss what is important to them.
Some people rant - gosh it's nice to be with others that really, truly understand.
Others want advice - my son is lying all of time...how can I get him to stop?" (So typical of the ADHD child...)
And others are just there to help share their years' of experience with the ADHD child. They have 'children' that are in their late teens - these are the true battle veterans that have "been there, done that."
Although the organization may not be very large, it DOES help people understand this often confusing disorder known as ADHD. I just wish we could reach more people! We have a very good board, and we are doing our darndest to get our information out there, but I have found the stigma associated with ADHD is not always the best. Gotta love the media.
Mind you, with jerks like "The Tourette Guy" on the internet, that disorder doesn't get very positive attention, either. Come to think of it, most of the disorders that affect either one, or both of my children, have some pretty negative stereo-types attached to them... Gee, no wonder I felt like a failure as a parent for so many years. At least now I know that I dealt with the cards I was dealt in the best way I could, and now, my kids are pretty darn awesome! :o)
Not sure what is going to happen today at work - Boss gave assistant a bit of an ultimatium. I may be looking for another assistant before too long. (sigh)
I went to an information session for the ADHD association last night. What a great session! We had a number of new faces at the meeting, and you could just tell that they were brand new to the whole "Special Education" world. Boy, do I ever remember being in their shoes!
You have SO many questions, and you hear all these acronyms and terms, and you have NO idea what any of it means... it can be daunting for even the most willful of people.
The part that I find most effective in these sessions is the second hour - the hour that is 'open forum' where people get to just discuss what is important to them.
Some people rant - gosh it's nice to be with others that really, truly understand.
Others want advice - my son is lying all of time...how can I get him to stop?" (So typical of the ADHD child...)
And others are just there to help share their years' of experience with the ADHD child. They have 'children' that are in their late teens - these are the true battle veterans that have "been there, done that."
Although the organization may not be very large, it DOES help people understand this often confusing disorder known as ADHD. I just wish we could reach more people! We have a very good board, and we are doing our darndest to get our information out there, but I have found the stigma associated with ADHD is not always the best. Gotta love the media.
Mind you, with jerks like "The Tourette Guy" on the internet, that disorder doesn't get very positive attention, either. Come to think of it, most of the disorders that affect either one, or both of my children, have some pretty negative stereo-types attached to them... Gee, no wonder I felt like a failure as a parent for so many years. At least now I know that I dealt with the cards I was dealt in the best way I could, and now, my kids are pretty darn awesome! :o)
Saturday, October 6, 2007
Team Meeting
Had our 'team meeting' yesterday at S's school. Apparently 'the team' is made up of myself, his classroom teacher, his EA and his SERT.
The teacher began the meeting by indicating that she had been through S's permanent record, and commented that it was obvious I have spend a lot of time and efforts trying to ensure he has received the help and support he needs. (gee, ya think?)
Anyway, the meeting went well. We were able to determine what the plan will be if he should become a flight risk, how we will approach certain things, and a few questions were raised. The SERT really wants some clarification about how hormone levels may affect the life of S. I actually have a number of questions I will have to raise to his specialist at our appointment next week.
The main goal for this semester on his IEP will be to help raise S's social skills and understanding. I didn't realize he was taking this certain toy to school, and the EA has told him he is not to bring it anymore. The focus will be on encouraging more socially acceptable behaviour, and toys such as this one are not what the typical Grade 7 would bring to school.
I'm feeling that I am at a difficult point here. I realize that S is socially immature, and he needs to learn what is more socially acceptable, but I also realize that his brain simply isn't ready to behave like a 12 year old. However, at this age, any sort of 'difference' can really make or break a child, so I understand where the teachers are coming from. I have assured them that both hubby and I want to help with S's low self-esteem, and we will agree to working with the school to teach him more age-appropriate actions.
We are heading up to the cottage tomorrow for our family Thanksgiving, and I am going to be making some pumpkin pie, an apple pie, and I think I will also make a lemon meringue for the A-man since that is his favourite. Then, hubby and I are going to spend the evening cuddled on the couch drinking red wine and watching a movie, I think.
I'm also looking forward to the extra sleep on Monday.
The teacher began the meeting by indicating that she had been through S's permanent record, and commented that it was obvious I have spend a lot of time and efforts trying to ensure he has received the help and support he needs. (gee, ya think?)
Anyway, the meeting went well. We were able to determine what the plan will be if he should become a flight risk, how we will approach certain things, and a few questions were raised. The SERT really wants some clarification about how hormone levels may affect the life of S. I actually have a number of questions I will have to raise to his specialist at our appointment next week.
The main goal for this semester on his IEP will be to help raise S's social skills and understanding. I didn't realize he was taking this certain toy to school, and the EA has told him he is not to bring it anymore. The focus will be on encouraging more socially acceptable behaviour, and toys such as this one are not what the typical Grade 7 would bring to school.
I'm feeling that I am at a difficult point here. I realize that S is socially immature, and he needs to learn what is more socially acceptable, but I also realize that his brain simply isn't ready to behave like a 12 year old. However, at this age, any sort of 'difference' can really make or break a child, so I understand where the teachers are coming from. I have assured them that both hubby and I want to help with S's low self-esteem, and we will agree to working with the school to teach him more age-appropriate actions.
We are heading up to the cottage tomorrow for our family Thanksgiving, and I am going to be making some pumpkin pie, an apple pie, and I think I will also make a lemon meringue for the A-man since that is his favourite. Then, hubby and I are going to spend the evening cuddled on the couch drinking red wine and watching a movie, I think.
I'm also looking forward to the extra sleep on Monday.
Thursday, September 27, 2007
Advocacy, and learning what it means
I went to an ADHD meeting last night. This was the monthly information session that is held for parents and educators. Last night's meeting was on advocacy - what the acronyms mean, how to wade through the details that effect your child's special educational needs, that sort of thing.
It doesn't seem like that long ago when we received S's psycho-educational assessment and learned of his various learning "disabilities", but it would appear that in the grand scheme of things, two years really is a lot of time. But, then again, maybe it isn't that two years is a lot of time... maybe it is that I am the type of person that must educate herself on something as much as she can. I'm not sure.
I'm feeling very reflective this morning. I feel so badly for all of those parents that were at that meeting last night. Obviously, every single one of them wants to do the very best for their child - they wouldn't be at that meeting, otherwise. But the way that the special education system is set up here in Ontario, it's almost like it has become a "us" (the parents) verses "them" (the school system), and that is not how it is supposed to be. We are all supposed to be here for a common goal - to educate our children.
Maybe it's that the child with special educational needs simply causes more work, and more expenses, and therefore is not an 'ideal' for some educators. (Note that I said some. Others do not feel or behave as if they believe this.) I realize that the classrooms are very full and busy places, and teachers don't have the time to give each child special attention, and therefore when there is one child that demands that attention, I can see how it would be very easy to become frustrated with that child. Then we need to add in the fact that there is never just one child in each class that has a special educational need. Well, it would be a very rare classroom if there was only one child with a special educational need.
But looking beyond that, beyond the day to day interactions with the child that the teacher must face, we have the 'management' team of the school - the principal and vice principals. These are the front-line people that the parents turn to for information and education about the Special Educational system. Sure, there are some wonderful principals out there that work WITH parents - educate them, listen to them, and offer true and helpful advice. I wish we had more of those. But, when I sat around that table last night, and heard from so many different parents, it would appear this type of principal just is not the norm. This is what I do not understand.
Why does it appear that so many principals resist educating the parents about the child's rights to an education? Sure, there is this wonderful booklet they give out about the IEP process, etc., etc.... but here is something that was raised last night. What if the parent of this special educational child is also a person with a learning disability? What if the the idea of trying to sit down and read that very boring piece of literature is something beyond them? Would you admit that to your child's educator? "I am not able to read/comprehend this information."? I (know it would be a very painful thing to admit if I were in that situation.) So rather than admit this, they simply rely on the principal to be honest and true about what resources are there, or are available, for this child's educational needs. The very sad thing is that it would appear far to many principals - and even the Special Ed teachers themselves - either are not educated about what is available, or simply do not feel the need to help teach the parent.
And so, we hold meeting like last nights. We try to let parents know about their rights, and their children's rights, to special education. There were three of us from the ADHD board last night, and another lady from the Learning Disabilities Association, and after the two hour meeting broke, all four of us had parents coming to us for some individual assistance. I remember being in that place - simply not knowing what IPRC stood for, never mind what the process was. Not sure if I even had the right to be at that meeting, never mind demand certain things at that meeting. I am very tenacious, however, (in case you didn't realize that) and I have spent many, many hours reading and educating myself about this. I have bought books, searched Internet sites, attended meetings, and I have gone to weekend conferences. But, I am not the norm - never have been accused of that! ;o)
It is just so frustrating! I wish I could sit down and talk to every single educator out there, and explain to them what a parent goes through during this process. If they have a child with a special educational need, perhaps they understand a BIT more, but that is usually the only time. Then there are so many educators that don't have a child themselves - it is really hard to educate them about it when they really don't know what a parent feels for their child. That feeling is something you simply have to experience to totally 'get', I think.
Okay...enough rambling for now. I have to take the A-man in to school this morning since we both overslept, and then S has his doctor's appointment this morning. Going to be a busy day!
It doesn't seem like that long ago when we received S's psycho-educational assessment and learned of his various learning "disabilities", but it would appear that in the grand scheme of things, two years really is a lot of time. But, then again, maybe it isn't that two years is a lot of time... maybe it is that I am the type of person that must educate herself on something as much as she can. I'm not sure.
I'm feeling very reflective this morning. I feel so badly for all of those parents that were at that meeting last night. Obviously, every single one of them wants to do the very best for their child - they wouldn't be at that meeting, otherwise. But the way that the special education system is set up here in Ontario, it's almost like it has become a "us" (the parents) verses "them" (the school system), and that is not how it is supposed to be. We are all supposed to be here for a common goal - to educate our children.
Maybe it's that the child with special educational needs simply causes more work, and more expenses, and therefore is not an 'ideal' for some educators. (Note that I said some. Others do not feel or behave as if they believe this.) I realize that the classrooms are very full and busy places, and teachers don't have the time to give each child special attention, and therefore when there is one child that demands that attention, I can see how it would be very easy to become frustrated with that child. Then we need to add in the fact that there is never just one child in each class that has a special educational need. Well, it would be a very rare classroom if there was only one child with a special educational need.
But looking beyond that, beyond the day to day interactions with the child that the teacher must face, we have the 'management' team of the school - the principal and vice principals. These are the front-line people that the parents turn to for information and education about the Special Educational system. Sure, there are some wonderful principals out there that work WITH parents - educate them, listen to them, and offer true and helpful advice. I wish we had more of those. But, when I sat around that table last night, and heard from so many different parents, it would appear this type of principal just is not the norm. This is what I do not understand.
Why does it appear that so many principals resist educating the parents about the child's rights to an education? Sure, there is this wonderful booklet they give out about the IEP process, etc., etc.... but here is something that was raised last night. What if the parent of this special educational child is also a person with a learning disability? What if the the idea of trying to sit down and read that very boring piece of literature is something beyond them? Would you admit that to your child's educator? "I am not able to read/comprehend this information."? I (know it would be a very painful thing to admit if I were in that situation.) So rather than admit this, they simply rely on the principal to be honest and true about what resources are there, or are available, for this child's educational needs. The very sad thing is that it would appear far to many principals - and even the Special Ed teachers themselves - either are not educated about what is available, or simply do not feel the need to help teach the parent.
And so, we hold meeting like last nights. We try to let parents know about their rights, and their children's rights, to special education. There were three of us from the ADHD board last night, and another lady from the Learning Disabilities Association, and after the two hour meeting broke, all four of us had parents coming to us for some individual assistance. I remember being in that place - simply not knowing what IPRC stood for, never mind what the process was. Not sure if I even had the right to be at that meeting, never mind demand certain things at that meeting. I am very tenacious, however, (in case you didn't realize that) and I have spent many, many hours reading and educating myself about this. I have bought books, searched Internet sites, attended meetings, and I have gone to weekend conferences. But, I am not the norm - never have been accused of that! ;o)
It is just so frustrating! I wish I could sit down and talk to every single educator out there, and explain to them what a parent goes through during this process. If they have a child with a special educational need, perhaps they understand a BIT more, but that is usually the only time. Then there are so many educators that don't have a child themselves - it is really hard to educate them about it when they really don't know what a parent feels for their child. That feeling is something you simply have to experience to totally 'get', I think.
Okay...enough rambling for now. I have to take the A-man in to school this morning since we both overslept, and then S has his doctor's appointment this morning. Going to be a busy day!
Sunday, September 16, 2007
More randoms...
Hubby had taken the A-man off to do his "Safe Boaters" course this morning, and after about 45 minutes, they were back home! When I took it, I was there for 3 hours... Turns out the A-man was the only student that showed up, and the volunteer that arrived wasn't able to find the tests for him to take, so they are both back home without him getting to do it. The thing that is a bit of bummer is that he could have been going Gliding with Air Cadets this afternoon, and he opted to not go so that he could do the boating course. Oh well - what can you do?
I'm trying to talk my friend - Jazzy's mother - in to going for a sushi lunch with me. I have been having a craving for days. I think it started by reading my "Singapore Connection's" blog, actually. It sounds like she just has the most amazing meals there. I wish I was able to travel in Europe and Asia. My taste buds CRAVE that!! My mom is always wondering where (and how) I developed such a taste for the "unusual", as she calls it. I was pretty much raised on meat and potatoes. And canned veggies. Yeck. Still, to this day, I can not believe that she made us eat that! My brother arbores potatoes, and will do anything he can to avoid eating them. He was, however, guilty of still using canned veggies, but when he met his new wife, she told him he was no longer allowed to feed that crap to my niece!
Hubby and I bought a new corner desk for the dining room. This is the area where the boys do their homework, and we are going to set the laptop up there. Major work will still need to be taken downstairs to my office for printing, but if we have a computer station on the main floor, I think I will still be able to assist them with homework while making dinner and doing other tasks around the house. I think we will be putting it together soon.
I love the weekends. Especially the weekends when we don't have a whole lot of plans. Here it is, 10:35, and I am still in my bathrobe! Lazy sod, huh? I will be getting dressed soon, I guess, and then I will have to go grocery shopping, help the boys finish their homework, and work on the mountain of laundry that has accumulated! It's a never ending pile, I tell ya!
S did some work on his project yesterday. Made his "personal crest." These sorts of projects should really make the teacher aware of how the child feels about himself, and their surroundings. I wonder if they actually pay attention to it? I will be curious to see if the teacher comments on it during our team meeting. We'll see.
I would like to get both boys' School Record's Binders up to date, but I have so much other paperwork to catch up on. Yes, I did a seminar on the importance of a Record's Binder for the ADHD group, and I'm behind on mine! So bad. I've got a bunch of things to finalize for the group's membership drive - and a meeting for that on Wednesday night. Then there is my Dad's GST information that needs to be completed...my office (both here at at work) needs to be overhauled... and what am I doing? Typing my blog! lol - I have my priorities in the right place, wouldn't you say?
Okay, I have now guilted myself in to getting my hinney in to motion. Well, that and the fact that the A-man is reading over my shoulder, waiting to use the laptop...not sure why he needs this computer...there ARE two others downstairs... Oh, apparently S and Hubby are using those, and he needs to join S in an online game...
TTFN!
I'm trying to talk my friend - Jazzy's mother - in to going for a sushi lunch with me. I have been having a craving for days. I think it started by reading my "Singapore Connection's" blog, actually. It sounds like she just has the most amazing meals there. I wish I was able to travel in Europe and Asia. My taste buds CRAVE that!! My mom is always wondering where (and how) I developed such a taste for the "unusual", as she calls it. I was pretty much raised on meat and potatoes. And canned veggies. Yeck. Still, to this day, I can not believe that she made us eat that! My brother arbores potatoes, and will do anything he can to avoid eating them. He was, however, guilty of still using canned veggies, but when he met his new wife, she told him he was no longer allowed to feed that crap to my niece!
Hubby and I bought a new corner desk for the dining room. This is the area where the boys do their homework, and we are going to set the laptop up there. Major work will still need to be taken downstairs to my office for printing, but if we have a computer station on the main floor, I think I will still be able to assist them with homework while making dinner and doing other tasks around the house. I think we will be putting it together soon.
I love the weekends. Especially the weekends when we don't have a whole lot of plans. Here it is, 10:35, and I am still in my bathrobe! Lazy sod, huh? I will be getting dressed soon, I guess, and then I will have to go grocery shopping, help the boys finish their homework, and work on the mountain of laundry that has accumulated! It's a never ending pile, I tell ya!
S did some work on his project yesterday. Made his "personal crest." These sorts of projects should really make the teacher aware of how the child feels about himself, and their surroundings. I wonder if they actually pay attention to it? I will be curious to see if the teacher comments on it during our team meeting. We'll see.
I would like to get both boys' School Record's Binders up to date, but I have so much other paperwork to catch up on. Yes, I did a seminar on the importance of a Record's Binder for the ADHD group, and I'm behind on mine! So bad. I've got a bunch of things to finalize for the group's membership drive - and a meeting for that on Wednesday night. Then there is my Dad's GST information that needs to be completed...my office (both here at at work) needs to be overhauled... and what am I doing? Typing my blog! lol - I have my priorities in the right place, wouldn't you say?
Okay, I have now guilted myself in to getting my hinney in to motion. Well, that and the fact that the A-man is reading over my shoulder, waiting to use the laptop...not sure why he needs this computer...there ARE two others downstairs... Oh, apparently S and Hubby are using those, and he needs to join S in an online game...
TTFN!
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