DS has a 504 that specifies he have access to typing (dysgraphia), assistance to speak up for himself (social anxiety), and assistance to make sure he has everything he needs to take home, and to hand in papers. Also, specific direction once per week to clean out his desk. He is 9 in 4th grade. I don't think his classroom teacher understands or is following the 504, but I'm not sure what to do that would be effective.

We couldn't meet before school started because class assignments are posted the day before school starts. But we did provide an explanatory letter to her at open house, and alerted her to the 504, giving specific examples of problems and solutions other teachers have used. We initiated a meeting with her after the first month. At the meeting, she was was noncommittal and vague. We had the 504 counselor sit in because we were hoping to move her along. The problem is she doesn't have any specifics to tell us about how he is doing, except that she is surprised he is doing so well after reading and hearing about his problems, and she doesn't see any issues in her class.

But he is having problems. At the meeting, the counselor said he would get him an alpha smart. Not the ideal solution, but at least something. However, he has never had a chance to use it (3 weeks since it was delivered). She had told DS she needed to figure out how to use it first.
We are seeing things that trouble us. On his papers are comments like "tell me more about this for more points" when she can't read his writing. However, it's beyond his abilities to initiate a conversation with a teacher about a test. Other answers that are several sentences long are simply marked incorrect. We don't get to see too many papers, so we know it's a small sample, but it's troubling that she is putting such little effort into helping him express what he knows.

He said his teacher told him yesterday, he would have been able to use the alpha smart on a spelling test, only she forgot and he should have told her. Regarding the desk, when he didn't hand in a paper and came home upset, I sent an email asking her to help him locate it. She cleaned out his desk while he was at recess and found it. Other than that, his desk has not been cleaned out.

What to do? She is in "violation" of the 504. But, we get so little feedback that it's hard to pinpoint things. We have started saving his papers as evidence. But so what if we can prove a violation? We want his 504 to be followed not just to follow it, but it needs to be creatively implemented so he can learn and show what he knows. This teacher has several other kids in the class who have special needs. I know them personally, and know that these kids tend to balk when it's time to do an assignment and need help to get started and keep going. So, it's easy for DS to get lost. He doesn't misbehave.

I feel like there is no hope with this teacher. I've talked to DS about homeschooling- he doesn't want to because he loves math (different teacher), and orchestra. He is afraid of us making a fuss and switching teachers. So am I. Changing teachers would involve the principal who doesn't understand dysgraphia. We went around her to get the 504 and don't really see her as sympathetic. We'd have to be a PIA to get movement there, don't know who would be a better teacher, and don't want to go there just yet.

There's the 504 counselor. He's a real "get it done" guy even though he doesn't quite understand the issues. He deals with behavior problems very competently and is a wonderful behavioral support, but is a bit at a loss when there's not a "behavior" to guide him. So, miscommunication runs rampant between us, and we struggle to speak the same language.

For those of you who have advocated successfully, what did you do? We are looking for any improvement, not for ideal. We want DS to be learning how to express himself using whatever means necessary. I guess I'm content to write off academics since he's strong there, and instead focus on building skills for managing his disabilities in the classroom for the future. Having a passive teacher should be a great opportunity for us both to learn this, but I'm at a loss as to how to proceed.

Do I do frequent emails asking about specifics to try to get us on her radar?
Do I go around her to the counselor, risking that it will cause her to withdraw from us even more?

Part time home school is not an option in our area.

We were having problems with my DD9's IEP/schedule this year. I just had a meeting with the teacher and the social worker last week. I find that bringing more people into meetings works well, less confrontational(when your asking for things), more team solution/brainstorming orientated. Then I also have another "witness" to our solution/plan. Maybe a meeting with the 504 counselor and the teacher, or another combination?

We also wrote a planner, and help with a daily planner into my DD's IEP (I know they are different but similar idea). That way it is written for her to have help with filling in a daily planner and collecting any associated material, as you mentioned something similar. Ours requires the teachers signature for the day and my signature for the day.

I also spoke daily with my DD in the beginning about asking to type when she needs to. We discussed assignments they did and if she felt she should have typed them. So if they are doing something that requires her to type (she has dysgraphia along with her AS) then she needs to raise her hand at the beginning when she hears the assignment and ask, just in case the teacher is busy and misses the need. This has almost eliminated her need to ask now.

We also communicate regualrly by email. Our principal is in the loop, since ours is a different and unique situation within our district.

I don't know if any of that helps! I had emailed the principal about a change in teachers a two or three weeks ago. Now I am glad we waited to discuss it more until after the last meeting. I now think this teacher is beginning to understand my DD better now and will be very good for her this year.

Hi Master of None,

Have you tried googling RTI and twice exceptional? It is a good read to find out the new protocol schools are adopting.

Please keep us posted on whatever path you take and the outcome. I am reading Smart Kids with Learning Difficulties and my feeling is: a 504 or IEP is great, but only if you get buy in from the teacher...how do you properly monitor?, etc.

What about moving him to the same teacher who teaches Math full time? Perhaps you can get a doctor's note to explain why this is nescessary? I don't reccomend putting the academics 'on hold' as this might lead to behavior problems, and isn't going to help your son feel 'seen' and 'worthy.' (IMHO)
Grinity

OK, seems like the typing is the first thing to tackle. Netbooks are availible around the 400$ mark. Can you get your hands on one? If not, schedule a meeting with the teacher and perhaps also the 504 counselor (or someother classroom teacher in the building who actually uses an alphasmart) to 'introduce' you to the alphasmart. You want to pretend that you want the teacher to teach you how to use it, so that if DS has any questions, you will be able to answer them. Then, while the teacher is 'teaching you' you can gently 'bumble' into 'Oh, this might be the on switch.' Basically, acting like an interested learner is probably the best way to get this teacher over her fear of the hardware. Have her show you how to start it, type something and upload or print. Make sure it all works together. Try to get the meeting to happen within the next 2 weeks.

Document that you have requested this meeting.

Next comes the desk. Just make Friday afternoon 'organization day' and go to school at the end of the school day and do it for your son. Take notes the first time you do it. (Or ask DS to take notes on the Alphasmart - LOL!) Change the notes into a computer printed out step by step chart that can be laminated and taped to the inside of the bottom of the desk. See if an accordian file is needed to keep papers from 'swirling around.' Slowly, change your job from 'doing it' to 'supporting your son to doing it' to 'checking to affirm that he did it.' This is worth taking time off from work if possible, or going in afterwork hours. Last year I got to know the janitorial staff of my son's school quite well from the monthly evening visits. It won't last forever.

As for 'speaking up' - is there a school psychologist who can be involved here? In 6th grade my son was assigned a support person who helped him learn to interact with the teachers in an appropriate way. She did a lot of coaching and it seemed to help. She also fed DS a lot of candy, so he liked her.

If you are sticking with this teacher, I would be sure to send her a love letter every week, saying how much your son enjoyed a particular activity. I'll bet that just a one minute weekly note would go a long way towards making this teacher like you and feel like you are on the same team. You have no idea how little support most people walk around getting. Really. 'I notice you choose to wear a pretty flower pin.' passes for deep recognition in most places. I tend to let perfectionism make me 'just not say anything.' In reality, saying anything is usually amazing. Then - after maybe 6 weeks of 'he sure enjoyed talking about sirrus cloud formations' you can start making requests.

You can see that I'm really 'experienced' with this 'Advocacy' thing. I need to tell you that in the end, none of this was enough to get my son his needed gradeskip, and I ended up sending him to a private school that had a school psychologist who 'got' my son (and probably had a son of her own 'just like him')and they saw the need for the gradeskip within a week. So I joke that I got the gradeskip 'the old fashioned way....I paid for it.'

Remember that you can do everthing right, and still not get what you need, but I totally matter that you tried. Good for you for seeing this as a co-learning opportunity!

Grinity