Thanks to both of you! And please I want feedback so your thoughts are valued and welcome!
I said at the meeting, not very strongly, "These accomodations seem vague to me." (DH actually said nothing.) They (school people) did most of the talking and, in response to my saying that, three of them (Asst Dir of Special Ed, DS' teacher and Special ED aid to DS' class) all spoke about how we do not want to "enable" and how we need to find that balance between "supporting and not enabling." That was all I said about the vagueness of the accomodations. After each person defended the vagueness. I kept silent and nodded.
Talk of "enabling" by school staff honestly sort-of makes me cringe - as if his handwriting/vision problems are some sort of addiction that Ds and us, as his parents, are in charge of. DS WANTS to do things like other kids.... He wants to keep up and do things by himself. He does work on handwriting a lot - he gets OT at school and private OT weekly plus he writes for homework, etc. I don't think anyone is enabling him at this point. I have had to talk a lot with DS about being able to accept help and be okay with needing therapy for his challenges, etc. BUT I did not say that - I simply kept silent and nodded.
But I do agree the first draft was too verbose. MON - do you think the second version is still too much in light of what I am posting now about what I said at the meeting? I could scale it down more I suppose!
Also put balance in quotes just becasue I was quoting them - they used that word... not meaning to be snarky...I guess I was just sort of indicating 'I heard you, I know you are concerned with balance, BUT...'
I can certainly remove the quotes if it helps the overall tone - I think they're worth removing rather than come off snarky!
Last edited by marytheres; 10/01/12 08:38 AM.
