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Off to see the "special" school...will update
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<blockquote data-quote="buddy" data-source="post: 504740" data-attributes="member: 12886"><p>the half day idea is really good. I will bring that up.... it could offer a nice transition and it could be for only the four months and then move into ESY then high school where he has no routine to leave (but he was counting on going with our neighborhood kids). Q LOVES his friends and they are used as rewards and social skills trainers. He also has neighborhood kids there. He gets attention from adults because they have forced it that way but since he discovered playing last summer (the first time and it was such a break through after years of therapy) he now lives to see the kids at school. Some of the big kids who mentored him last summer will be SRs and he really wanted to see them at the high school. Not the thing that would sway me, but it makes me sad for him because it is the one normal thing he got to do. He has stated since August that he wants to be with his friends, he looks for them each day etc... it is not a guess that he will feel badly. And last year someone told him that this school was a school for the r-word and he does not want to go to any baby school. the class across from him, yeah, that will make him very mad...sigh.</p><p></p><p>He goes outside once in a while with the kids now that it is cold (summer every single day), but for extra curricular, they just dont have it... he can't do anything that is not adapted except riding bikes and no one is doing that in the winter. I can't afford much anyway. So we go to parks etc.</p><p></p><p>In that school, the only option for "peer interaction" is... after the two kids who are in that program who do not interact....the EBD kids. They say that sometimes there are small groups for reading etc. and if he matches to that he can join.. but there is one concern.. those kinds of statements nearly never happen. Oh we could do this or that... He will get there and it will just be put off over and over.</p><p></p><p>One of the students has a goal of doing field trips. The director said first they have to get the district policy and make sure that there is x, y z in place and then they will do it. He said himself he didn't believe her. It has been months. They said they are working on field trips but he said it is not a field trip if you dont have kids to go with. He thinks the whole class down the hall should have to go with him. Q loves field trips and has never had a problem on one. Just like with his Integrated Listening Systems (ILS) workers, it is a strength for him because he loves to go look at things. (has Q moments of course, but with Integrated Listening Systems (ILS) very few and far between, in school...never) So do I believe they are going to do that? </p><p></p><p>As I walked down the hall to where the speech room, cafeteria, school store etc... I passed:</p><p></p><p>1. A student who was standing wide eyed... a staff person called the directors name briefly to clue her in that a bigger kid had his chest out and was walking toward this kid... she simply turned to the smaller one and said do you want to help me give a tour, you haven't been here long ... and so we walked off just as the other boy got right up face to face with him like he was about to attack. If Q saw that, he would have been right in the middle before they could even blink an eye.</p><p></p><p>2. One of the boys in the sun program, as I said, SOOO rigid and lots of stuttering. So, Q will be uncomfortable and will act out. He may even imitate him and I will hear it for years, long after this child is out of his life...just how his echo stuff goes.</p><p></p><p>3. the other boy I now remember, got the class picture out. He is the one that made Q look good. He had major meltdowns every single day in elementary school. He seems to be doing well but then again he only has this one kid who doesn't interact with anyone in the room. Q is very different from them in terms of academics and also social level.</p><p></p><p>4. the DAPE teacher was the coach for a summer sports camp for higher skilled Autism Spectrum Disorders (ASD) and Asperger's kids and Q loved it but this guy was totally over Q by the end of the two weeks and he screamed at him a few times. Just thought Q was being disrespectful with how he kicked the balls away from goals etc. (Q has no clue so just kicks the ball for fun) He made him take tons of time outs and actually yelled at him several times. SO?? that is a huge part of his day every day.</p><p></p><p>5. the sample schedule I have for the kid Q knew (each kid has their own) says this:</p><p></p><p>9:10-9:0 homeroom, 9:20-9:40 read aloud, 9:40-10 sensory, 10-10:15 math, 10:20-11:10 gym, sensory 11:10-11:45, LUNCh 11:45-12:30, 12:30-1 social studies, 1-120 sensory, 120-140 social skills, 1:45-2:10 gym 2:10-2:30 sensory, 2:30-3:10 read aloud, 3:10-335 sensory ( but that is bus time so I suspect it is chill time while getting ready to go). </p><p></p><p>The other kid was doing a power point presentation, like I said he was making a calendar on the wall, etc. He apparently is doing grade level science and social studies.</p><p></p><p>If Q is added I have to wonder who does the teaching?? do they just make the lessons and the aides do all the teaching?</p><p></p><p>Occupational Therapist (OT) is only there once weekly but they have sensory all thru the building... How do they work on his fine motor stuff though?</p><p></p><p>She said now that they have opened they are going to try to bring back kids that are placed out of district. So, there could be a big increase in numbers over the next years...</p><p></p><p>That code thing was unnerving because they keep announcing we are still under a schedule B so please keep your students where you are...</p><p></p><p>OK so those things so far have me wondering....</p><p></p><p>Like I said, I can be duped so easily. Those break out rooms and they have that in between in school suspension room and break out room....(funny the kid giving the tour said that that room is called the PBIS room and the head of it is that man in the red shirt and he is really nice. It is like of like a longer break out room time... and it is really fun. LOL ( OH Yeah, forgot to say that they started on a grant this year for PBIS with this director, and have a rubric to follow and monitoring to show how they use positive strategies rather than suspensions and time outs etc.... they do all they can to reduce hands on and to keep the grant they have to follow the plans and goals they have along with the grant guidelines) they also started a new reading program designed for struggling readers that uses a large computer program and lots of computer work along with the books.... not just the guided reading stuff most of our schools do.</p><p></p><p></p><p>they said the seniors that stayed... they are acting as mentors to the SUN kids.</p></blockquote><p></p>
[QUOTE="buddy, post: 504740, member: 12886"] the half day idea is really good. I will bring that up.... it could offer a nice transition and it could be for only the four months and then move into ESY then high school where he has no routine to leave (but he was counting on going with our neighborhood kids). Q LOVES his friends and they are used as rewards and social skills trainers. He also has neighborhood kids there. He gets attention from adults because they have forced it that way but since he discovered playing last summer (the first time and it was such a break through after years of therapy) he now lives to see the kids at school. Some of the big kids who mentored him last summer will be SRs and he really wanted to see them at the high school. Not the thing that would sway me, but it makes me sad for him because it is the one normal thing he got to do. He has stated since August that he wants to be with his friends, he looks for them each day etc... it is not a guess that he will feel badly. And last year someone told him that this school was a school for the r-word and he does not want to go to any baby school. the class across from him, yeah, that will make him very mad...sigh. He goes outside once in a while with the kids now that it is cold (summer every single day), but for extra curricular, they just dont have it... he can't do anything that is not adapted except riding bikes and no one is doing that in the winter. I can't afford much anyway. So we go to parks etc. In that school, the only option for "peer interaction" is... after the two kids who are in that program who do not interact....the EBD kids. They say that sometimes there are small groups for reading etc. and if he matches to that he can join.. but there is one concern.. those kinds of statements nearly never happen. Oh we could do this or that... He will get there and it will just be put off over and over. One of the students has a goal of doing field trips. The director said first they have to get the district policy and make sure that there is x, y z in place and then they will do it. He said himself he didn't believe her. It has been months. They said they are working on field trips but he said it is not a field trip if you dont have kids to go with. He thinks the whole class down the hall should have to go with him. Q loves field trips and has never had a problem on one. Just like with his Integrated Listening Systems (ILS) workers, it is a strength for him because he loves to go look at things. (has Q moments of course, but with Integrated Listening Systems (ILS) very few and far between, in school...never) So do I believe they are going to do that? As I walked down the hall to where the speech room, cafeteria, school store etc... I passed: 1. A student who was standing wide eyed... a staff person called the directors name briefly to clue her in that a bigger kid had his chest out and was walking toward this kid... she simply turned to the smaller one and said do you want to help me give a tour, you haven't been here long ... and so we walked off just as the other boy got right up face to face with him like he was about to attack. If Q saw that, he would have been right in the middle before they could even blink an eye. 2. One of the boys in the sun program, as I said, SOOO rigid and lots of stuttering. So, Q will be uncomfortable and will act out. He may even imitate him and I will hear it for years, long after this child is out of his life...just how his echo stuff goes. 3. the other boy I now remember, got the class picture out. He is the one that made Q look good. He had major meltdowns every single day in elementary school. He seems to be doing well but then again he only has this one kid who doesn't interact with anyone in the room. Q is very different from them in terms of academics and also social level. 4. the DAPE teacher was the coach for a summer sports camp for higher skilled Autism Spectrum Disorders (ASD) and Asperger's kids and Q loved it but this guy was totally over Q by the end of the two weeks and he screamed at him a few times. Just thought Q was being disrespectful with how he kicked the balls away from goals etc. (Q has no clue so just kicks the ball for fun) He made him take tons of time outs and actually yelled at him several times. SO?? that is a huge part of his day every day. 5. the sample schedule I have for the kid Q knew (each kid has their own) says this: 9:10-9:0 homeroom, 9:20-9:40 read aloud, 9:40-10 sensory, 10-10:15 math, 10:20-11:10 gym, sensory 11:10-11:45, LUNCh 11:45-12:30, 12:30-1 social studies, 1-120 sensory, 120-140 social skills, 1:45-2:10 gym 2:10-2:30 sensory, 2:30-3:10 read aloud, 3:10-335 sensory ( but that is bus time so I suspect it is chill time while getting ready to go). The other kid was doing a power point presentation, like I said he was making a calendar on the wall, etc. He apparently is doing grade level science and social studies. If Q is added I have to wonder who does the teaching?? do they just make the lessons and the aides do all the teaching? Occupational Therapist (OT) is only there once weekly but they have sensory all thru the building... How do they work on his fine motor stuff though? She said now that they have opened they are going to try to bring back kids that are placed out of district. So, there could be a big increase in numbers over the next years... That code thing was unnerving because they keep announcing we are still under a schedule B so please keep your students where you are... OK so those things so far have me wondering.... Like I said, I can be duped so easily. Those break out rooms and they have that in between in school suspension room and break out room....(funny the kid giving the tour said that that room is called the PBIS room and the head of it is that man in the red shirt and he is really nice. It is like of like a longer break out room time... and it is really fun. LOL ( OH Yeah, forgot to say that they started on a grant this year for PBIS with this director, and have a rubric to follow and monitoring to show how they use positive strategies rather than suspensions and time outs etc.... they do all they can to reduce hands on and to keep the grant they have to follow the plans and goals they have along with the grant guidelines) they also started a new reading program designed for struggling readers that uses a large computer program and lots of computer work along with the books.... not just the guided reading stuff most of our schools do. they said the seniors that stayed... they are acting as mentors to the SUN kids. [/QUOTE]
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