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I think it sounds like a pretty good conversation EXCEPT for the bit about an immersion program not being workable for a child with anxiety. I don't like that, because of what it indicates about someone who would say that.

It is wonderful that you can be there for her so much but I can't see any teacher I have ever met agreeing to that. I don't know your circumstances but might it not be better to keep her at home and homes hook her after your morning class? 27 kids and no aide sounds less than ideal though 30-35 kids with volunteer parent help was the norm when I was at school and it can be done, though an extra language must make it more complex.

That's already good. Listening is good.


That last bit is the part where it goes wrong IMO. FIRST you determine needs, then services. If your DD needs an aide to function in the LRE, that need determines services, not the staff that the principal happens to have on hand.

Of course, you have to do the school's eval process and write an IEP to decide appropriate services and get them in place. Or does DD already have an IEP?


In your shoes, I wouldn't want to do that. (a) it's the school's obligation to provide an appropriate education; (b) you don't want your DD or the school to be depending on you for that.

FWIW, I found that my occasional volunteering in the kindergarten was *more* dysregulating for my DS-now-11 than just being in there himself.


I think that's sensible.


Is this a public school? Again, she's entitled to FAPE.

To me, it doesn't sound like boilerplate-- it sounds like the beginning of a process. It sounds as though the principal was listening and gathering information to think with. To me, that's promising.


Booting a kid with a documented disability (anxiety should count) is harder than booting a non-disabled kid. Search "manifestation determination" on wrightslaw.com.

DeeDee

Moomin, where on earth are you? (rhetorical question if you don't want to answer).

Yes, that list is inappropriate in the extreme. Taking a child who is not ED and lumping them into an ED placement is very damaging.

If you are in the US, your child is entitled to an APPROPRIATE educational placement-- i.e. meeting her needs. You can bring your private professionals to bear on the question of what is appropriate; it has to take all strengths and weaknesses into account. They are not allowed to place her in an inappropriate setting.

In your shoes, I'd find and engage an educational advocate. It helps to have someone who knows the ins and outs to advise you.

Sheesh.

DeeDee

That's not your district's doing though; that's straight out of IDEA's definition of emotional disturbance:

idea

Moomin, is her current Spanish immersion school a charter school?

Sounds like a nightmare scenario. I would do every thing I could to home school. There are two of you and you seem to have free time so can you juggle your work and other committments?

How is that least restrictive environment?? I mean, I'm no expert here, but wow!

ED fully self-contained classroom often becomes the default placement for children with IEP who pose danger to others. However, parents have the right to disagree with district's proposed change of placement and until the dispute is resolved, the stay-put provision is in effect. The only way she could land in the ED setting over her parents' objection is through due process except for a few extreme exceptions including serious bodily harm to others. This is why the recent downward spiral in the K readiness class was worrisome. Threatening another student with a pair of scissors is just one of those things that raises a red flag.

I personally believe that IDEA gives parents a lot of power and tools to seek out FAPE for their child. It's been a while since I've sat down and read the relevant case law and regulations so by all means, don't take my words for it

For more details:

IDEA discipline

IDEA discipline Q & A

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