Wow – this is quite a trip, looking back through these years and seeing how eager I was to just keep everyone happy and not rock the boat in any way, shape or form. Thank Heaven’s Dayne was assertive enough to get the job done while I was trying to keep everyone happy. These battles with the school board raged on for years, but my perspective changed shortly after this period in time.
Originally published: November 16, 2011
Grainne takes a deep breath inulin and lets it out. Hears Colt saying: “Okay Mommy. Count to ten….c’mon, do it with me….Onnnnne, twoooooo, three…”
We had our first term meeting with Colt’s school.
*Wow the stress is just crashing around inside me*
I’ll give a little background here: This is Colt’s third year in school. We gave JK a miss as he was just not aware enough to be left on his own for ANY amount of time, and put him into kindergarten when he was 5. We had an amazing teacher and things worked out well for him, as long as I stayed absolutely attentive to the school’s (and by proxy, Colt’s) needs. I struggled through dozens of School Board members, specialists, doctors, psychologists, speech pathologists, neurologists, pediatricians – both behavioural and regular. We had occupational therapists and physio set up for him; we handed that school every, single resource I could scrape together over the five years of his life and….? They fought me every step of the way.
“Colt doesn’t meet the requirements for having an educational assistant in class with him. We only allocate those to kids who can’t feed themselves or use the rest room unassisted.” (bs! but, that was their stance).
Anyway…I won’t bore you with every battles along the way. In the end, we had two great teachers in a row and Colt was given, and did very well on, his own Individual Education Plan.
This year. *sigh* This year we have a teacher who seems kind, but does everything exactly by the book. She claims that because Colt’s IEP does not specifically outline the ‘accommodations’ that he requires, she can’t assist him.
……. ……. ……. He’s AUTISTIC. What do you mean you don’t know how to accommodate him? Is there a language barrier I’m not seeing? Maybe they don’t know what ‘accommodate’ means?
In response to our surprised/annoyed head-shaking, she whips out this paper and drops in on the table in front of us. It was a test that was scribed for him (ahem… that would be accommodation? no?) by the science teacher. He scored a zero on the test so a few questions came to mind.
How did he get zero? His dad and I read over the questions:
1. Define the word “habitat” and explain the differences between a fox’s and an elephant’s habitat.
Okay. First, these are words on a page. Colton references things visually in pictures (which is why there is a visual schedule…visual cues…visual prompts set up for him…again, is this not a fairly clear example of accommodation?)
“Did anyone change the information around for him so he might understand it?” I asked.
No. The teacher wanted an ‘accurate’ test of how he was doing. Ummm…well, since he can’t read yet…I’d suspect that he’s doing poorly, if graded against the regular curriculum. !!! He has an IEP. I fought like a dog to get that for him, and now they just dismiss it, and contest it’s content.
So that’s my issue. Not a huge deal. Something that I can certainly direct from the sidelines to fix this little issue for my boy. Then comes his father. D, God love him, has a terrible time controlling his mouth when it comes to his son not getting what he needs. He started asking question after question and the part-time EA and the teacher were stumbling all over themselves trying to answer.
“So, how does he usually take tests?”
“We help him.”
“So why didn’t he get help with this Science test?”
“We didn’t want to overstep the Science teacher.” (ooh, crap, thinks Grainne. THAT was not a good answer)
“I’m sorry?” says D, “You, as his EA, are supposed to be his voice! You are supposed to make sure he is accommodated!” (that word again…)
“But we don’t know how to do it….” At this, 3 people in the room rolled their eyes (Principal, Psychometrist, ASD team lead) and the learning support teacher nearly jumped onto the table with her finger in Colt’s teacher’s face:
“I told you how to accommodate him!!!” Throwing the blame around.
Now, through this mêlée, D is looking back and forth and everyone and he held up his hand to shut the room up.
“Colt has an IEP and a part-time assistant. You (to the EA) are supposed to be his voice. You are supposed to help him! Why is he not being helped?”
“(EA) spends as much time as possible with him through the day” was their reply.
“So. He needs clearly needs a full-time assistant, like we’ve been asking from day one. Let’s get that done right now.” Says D, opening up an entirely different can of worms right there on the table.
The School Board Rep nearly fell off her chair in excitement when the “Full time EA” battle was resurrected and I very nearly burst into tears. Not again Pleeeeeeease. It took me three years to get him a part-time one out of these people….The real, real problem here is that both the teacher and the EA let Colt away with murder, daily. When asked how they deal with what they call ‘back-talk’ (i.e. refusal to do something) they answer:
“Um…well, we ask him again…”
“And when he refuses the second time?”
“Umm……we ask him…again?”
Jesus…well, that would be why the child isn’t listening to you honey.
My point here, is that D is being a bit of an idiot about all of this. He’s calling lawyers and psychiatrists, rallying troops. We have an appointment with the teacher (who is probably now scared half to death) tomorrow night which I’m dreading….D went to bed angry, woke up angry..is still angry…tomorrow? Surely will be angrier. His back up is great, but when he starts spouting off about suing the school…gahhhhh…It’s hard to stop him once he starts.
I spent three years carefully constructing this bridge between us and the school. Everyone there knows I’m 100% on Colt’s side and will support anything that helps him along the way. I’m there for the teachers for after-hours brainstorming sessions on how to help him progress. I’ve spent days on the phone with these people, dealing and helping and plotting and counter plotting and trying so, so hard just to get some semblance of routine for my little guy. If D storms on in and smashes that bridge to bits I’m going to be so….tired. :S They know I won’t let them away with anything at that school…not if it’s hurting Colt in any way. Threat of legal action won’t go far with them. I wish I could get that across to D somehow.
*STRESS*.
It’s so hard, when you can’t see eye to eye as parents. Doubly hard when your child is special needs and NEEDS you both on the same side.
So good news? I don’t have a headache yet today. Whoop.