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    #211565 02/28/15 01:03 PM
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    Cola Offline OP
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    Ds 9 has finally got his IEP in place. In fact after weeks of drop by visits to his class, testing, meetings with us, the teacher and our son it was determined by all parties (meaning the ot, speech therapist, counselor, special ed director and district psychologist) that our sons biggest cause of his issues was in fact his teacher. Nice to have that validation that the classroom is not a good fit. In fact the teacher was very much against any kind of positive reinforcement or accommodations and the principal had to get involved at the request of one of the specialists because of her combative and rather negative stance against our son. Thankfully for us all other parties could care less if she likes them as their only concern is for the well being of our son. An IEP was put in place and since then Ds has flourished and is doing so much better. It was even brought up that Ds IQ score was flawed and lowered due to his dysgraphia and other LD they have him in the profoundly gifted area and part of the IEP is to implement more advanced work a few grade levels ahead of where he was. That has worked wonders. His ot and speech therapist absolutely adore him and state that not only is he yes very smart but he's incredibly intuitive, compassionate, dedicated, independent and a very quick learner and they aren't even concerned about his grades because in their opinion he is a "rare breed" of gifted that will do incredible things in his life no matter what he chooses to do. At this time the goal is not to "get his grades up" but to encourage him to accept himself and love himself for who he is and to understand that just because he isn't like every other kid in class doesn't mean he is worthless. I am so happy and thankful for these women brought into his life I cry happy tears instead now :-)

    Cola #211574 02/28/15 05:33 PM
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    Cola, that is so good to hear! May I ask, with the whole school for him and his teacher against him, did they move him to another classroom, or did the IEP nudge his teacher into his corner?

    Cola #211589 02/28/15 08:23 PM
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    Cola Offline OP
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    There is no other gifted class so the IEP pretty much forces the teacher. Which is OK by us as long as he is getting what he needs but they put a really big emphasis of positive reinforcement she was very big on negative consequences and said kids do better when ruled with an iron fist

    Cola #211597 02/28/15 10:01 PM
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    Wonderful!!!!!

    Cola #211602 03/01/15 12:16 AM
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    Somebody put that teacher in a time machine and send her back to a school in the 19th century, where she can rule kids with her iron fist to her hearts content. The people education programs can turn out....sometimes you just can't stop shaking your head.
    At info night for our areas gifted program, the teachers were raving about how much fun it was to work with the gifted due to everyone being so enthusiastic and motivated, never needing the pressure or incentive of grades for the enrichment projects, and most certainly not the iron fist. And they have a number of 2e kids.

    Last edited by Tigerle; 03/01/15 12:17 AM.
    Cola #211617 03/01/15 09:37 AM
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    When it was mentioned she use positive instead of negative her exact words were "why should I reward him for things he should already be doing?" Well let's see he should be able to write but has dysgraphia! I was told recently by one of the specialist was showing her some of the accommodations and stated she could implement it throughout her entire class (she was talking about graph paper) and the teacher came back andasked "why would iI want to do that?" And the specialist said Because that's good teaching!

    Just last week the kids had a field trip. They were supposed to put their lunches in a large bun. D's prefers to actually keep his lunch on him. Well the teacher forgot the lunches so she went and bought McDonalds for the kids whose lunches were in the bin but not her students who kept their lunch bags on them because "those students followed directions so D's had to watch his other classmates have happy meals.

    Cola #211635 03/01/15 02:53 PM
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    Originally Posted by Cola
    When it was mentioned she use positive instead of negative her exact words were "why should I reward him for things he should already be doing?"
    Aaah! How many times have I heard a teacher say that to me when I sat down with him/her to develop a behavior support plan?

    The answer is another question: "do you want him to do these things or not?"

    Not that I actually say that to teachers. We have more lengthy conversations, until I can figure out how to leverage the teacher's personal interests or values into furthering the behavior support plan.


    ...pronounced like the long vowel and first letter of the alphabet...

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