Gifted Issues Discussion homepage Forums Twice Exceptional Need to vent

This morning is day 3 of full day kindergarden. DS is refusing to go (refusing to do things is something he is very good at).

The school, despite knowing he has a dual diagnosis, and that this was a problem even with half-days last year, is insisting that this is "normal behavior." They don't even get it that dragging him bodily while also taking care of a 2.5 yr old is... problematic.

They eventually decided it was ok if I talked to someone other than the secretary because I just wouldn't hang up. Even so, I didn't get to talk to anyone right away, or get an appt, just "Someone will call back."

The teacher is AWESOME. But the kid is 2E, maybe SOME accomodations, people?

I don't have any words of wisdom but I can sympathize. We didn't know DS was 2e at the time (he was tested half way through grade 1). Now that I know he's 2e (and more about what that all means) and have watched 5 years of "normal" kindergarten/kid drop offs it kind of gives me a different perspective. At the time it was just another thing in the day of life with DS and I thought we just had to get through it. Everything is a challenge with him and it is often hard to know when to push and when to back off.

I do know that routine was key for our DS. We had to do exactly the same thing every morning with lots of time countdowns before leaving the house (10 more minutes until we get our shoes on, etc). We also had a crazy good bye handshake routine that took at least 5 minutes at the gate of the school - hug, kiss, fist bump, exploding fist bump, high 5, low 5, and on and on and on.... We were quite the sight.

Good luck!

Most often, instructional supports or accommodations do not occur spontaneously. Typically, parents begin the process with a written request. Do you have clear diagnosis of the student's needs, and ideas of services which may help your child, to document in a IEP/504?

Some resources which may of help in guiding you through the process include:
- the book From Emotions to Advocacy,
- wrightslaw website,
- National Center for Learning Disabilities (NCLD) website.

Hugs. Never had that particular problem so I can't help, but we have had our share of others.

We were being blocked from the IEP process. They now remember every detail of previous discussions *except* that we asked for an IEP at every single one, and they refused to touch the letter (we could have just emailed it, but we were trying not to make enemies)

Anyway, they're backtracking. Hopefully things will go well. and yes, Indigo, we arrived last September with all of that. They just ignored it. Honestly, as far as K goes, the 2Es actually *do* kinda cancel each other if you're not looking too closely.

But this kind of problem on day 3 does not bode well.

(also, we're not in the US)

You are legally entitled to review for an IEP under the IPRC process. All that is required to initiate the IPRC process is a written request by the parent(s) to the principal requesting IPRC, which entails evaluation for exceptionalities and ensuing drafting of an IEP. The principal is bound by educational statutes to comply with the parental request.

If you have submitted a written IPRC request and have been stonewalled, I recommend sending them the source documents enclosed in the link below and voicing an intent to make a complaint to the district head of special education if the statutes aren't honoured. (I can provide a name and contact information in a PM.) This is not something that can be legally refused.

http://www.edu.gov.on.ca/eng/policyfunding/leadership/pdfs/issue12.pdf

But not if you are outside the US.

aquinas's link is specific to Ontario, Canada. The reference to 1/2 day JK and full day SK makes it a good guess and/or aquinas has a much better memory than I do

OP - if you happen to be with the OCSB, OCDSB or one of the french boards PM me and I can put you in touch with the people higher up the food chain.

Since we moved to Toronto for grade 4, it did not affect us, gifted congregated starts in 4 but I have not heard of any child accomodated before that except one on the ABC Ontario board that got skipped.
Although they have been more accomodating, at least last year, for DD to log on during math and do her accelerated CTY which they didn't do in NYC. I am going to push for the same this year.

Definitely, step 1 is knowing your rights and not taking no for an answer. I don't recall the specific diagnoses, but there should at least be a full eval.

We have had great success with a paid advocate, who helped us navigate the stonewalling.

It does happen that a 2E child sometimes needs their strengths accommodated in order to work on their weaknesses. This, like the disability, can be an educational need.

A child who fights tooth and nail and won't behave at school is, perversely, an easier child to advocate for in certain ways, because sooner or later they'll realize that the situation needs to work. But getting the school to ID the disability is very important-- in part because it protects against punishments for disability-related behaviors.

Michaela, I've PMd you a link to a local resource you'll find helpful.