Well, if it's not one thing, it's another......
First it was as they were getting ready to start kindergarten......could Ballerina handle the general ed classroom? Were we pushing Music Man too far with this near-mainstream program?
Then it was the wedding......how would everything work out?
Now we're back to IEPs......yup.....it's time for another meeting. On Wednesday, we're having Ballerina's first Review Meeting to determine what's working, what's not and what (if anything) needs to change. And, trust me.....there's a LOT that needs to change.
I keep hearing bits from her teacher or from one of the learning specialists who she's been working with -- she needs help for all academic time, she needs a behavior plan.....you name it. I was hoping things would be getting better at this point, but it seems like things are just staying the same.
I will be visiting her tomorrow, trying to be an invisible observer. I plan to be there before she returns from PE (Physical Education) and will stay until after she leaves for lunch (so about 1.5 hours). I will find a place to sit and I won't move. I won't ignore anyone, but I will do all I can to not draw attention to myself. I will hopefully get to see what is REALLY going on in that classroom. I will get to see a couple of transitions, both into and out of the classroom. And maybe I can start to understand what the teacher is dealing with.
I hate being in the dark like this. By this time, when Big Brother was in kindergarten, I was already a classroom volunteer. I can't bring up the subject until the meeting is over on Wednesday. Hopefully, the teacher will consent and I'll be able to begin that role next week.
I just hate not knowing what's happening in the classroom because I'm not sure I'm getting an accurate picture in the reports. She seems happy to go to school and happy to be picked up. But I'm not sure what she's getting out of the classroom.
I just need answers.
Showing posts with label classroom. Show all posts
Showing posts with label classroom. Show all posts
Monday, October 15, 2012
Thursday, March 24, 2011
Time for a reality check
This morning, I spent a brief time talking with the kindergarten teacher in the special education program in our local home school. The purpose of this meeting was to sit down with her and ask what was needed for children to be considered ready to enter this program. This is the highest level of special education at this level prior to mainstreaming as I understand the system to work. And I have the advantage of one of the locations being in my own home school (translation, I could potentially have all 3 of my children in the same school).
When I went into this meeting, I was hoping (and reaching) that Rachel would be ready for a mainstream classroom setting when she entered kindergarten and I would work with Simon to get him ready for this program. However, as is often the case when talking about Rachel, it became clear to me the longer I spoke with the teacher that I may be expecting too much from her.
This teacher pointed out some of the key differences between her classroom and the typical classrooms. They are working on the same curriculum as the neurotypical classrooms. However, they don't have "centers" because these children typically not capable of working independently. Circle time, as a consequence is much longer. But it doesn't start that way -- they work up to it. She also works with the kids more on comprehension skills rather than on simple reading, and works with them to understand how to read pictures and faces, as many autistic individuals don't naturally develop these skills. She also really pushes some basic life skills on a daily basis, like counting money and the growing the ability to describe things (for example, this is a square because it has 4 sides that are all the same). Many of these kids can see these things, but can't do anything with them. They can see a square, and they know it's a square, but they can't explain WHY it's a square. By teaching them to think like that, it will help them in the later grades. Memorization isn't enough for long-term learning and this classroom works on giving these children these skills.
She also explained that she has had students who have spent some time in the mainstream classrooms if they are able to go in there independently. There are no paras in the classrooms with autistic students to help them through the day and help to keep them on point. If they need that level of support, they cannot be in the mainstream classrooms. She has sent children into the other classrooms for writing workshops most consistently. They also share specials time (gym, art, music, media, computer lab) time with their neurotypical peers as well as lunch and recess. So, they aren't completely isolated.
But because the curriculum is the same, there is no fear that these children are falling further behind long-term. Perhaps that will be a good thing for Rachel. We know it would be a good thing for Simon.
I am going to continue to strive to prepare Rachel for the possibility of mainstreaming and for the possibility of Simon entering this classroom. However, the reality is I may be enrolling them both in this classroom or sending Simon to another program. I understand that. And I am prepared for that possibility. But I have to be prepared for the real likelihood that Rachel may not be ready. I probably should start planning for the desired result of them both being placed in this special education classroom. At least then, they'll be together.
When I went into this meeting, I was hoping (and reaching) that Rachel would be ready for a mainstream classroom setting when she entered kindergarten and I would work with Simon to get him ready for this program. However, as is often the case when talking about Rachel, it became clear to me the longer I spoke with the teacher that I may be expecting too much from her.
This teacher pointed out some of the key differences between her classroom and the typical classrooms. They are working on the same curriculum as the neurotypical classrooms. However, they don't have "centers" because these children typically not capable of working independently. Circle time, as a consequence is much longer. But it doesn't start that way -- they work up to it. She also works with the kids more on comprehension skills rather than on simple reading, and works with them to understand how to read pictures and faces, as many autistic individuals don't naturally develop these skills. She also really pushes some basic life skills on a daily basis, like counting money and the growing the ability to describe things (for example, this is a square because it has 4 sides that are all the same). Many of these kids can see these things, but can't do anything with them. They can see a square, and they know it's a square, but they can't explain WHY it's a square. By teaching them to think like that, it will help them in the later grades. Memorization isn't enough for long-term learning and this classroom works on giving these children these skills.
She also explained that she has had students who have spent some time in the mainstream classrooms if they are able to go in there independently. There are no paras in the classrooms with autistic students to help them through the day and help to keep them on point. If they need that level of support, they cannot be in the mainstream classrooms. She has sent children into the other classrooms for writing workshops most consistently. They also share specials time (gym, art, music, media, computer lab) time with their neurotypical peers as well as lunch and recess. So, they aren't completely isolated.
But because the curriculum is the same, there is no fear that these children are falling further behind long-term. Perhaps that will be a good thing for Rachel. We know it would be a good thing for Simon.
I am going to continue to strive to prepare Rachel for the possibility of mainstreaming and for the possibility of Simon entering this classroom. However, the reality is I may be enrolling them both in this classroom or sending Simon to another program. I understand that. And I am prepared for that possibility. But I have to be prepared for the real likelihood that Rachel may not be ready. I probably should start planning for the desired result of them both being placed in this special education classroom. At least then, they'll be together.
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