Also when they defended the vagueness of the accomodations they said "this is a living breathing document, we can change it if we need to." And I nodded and said "okay, that's true." But as I mulled it over and discussed it here, I realize that with DS' anxiety I would rather start off specific and doing more and then tweaking it down as we realize he doesn't need as much; rather than putting the onerous on DS to "fall apart" (my words b/c that is exactly what happened) again like he did last year before soemthing is done, YKIM? DS really had a bit of a break down last year (and he was only in kindergarten!) It was awful to watch and as far as I am concerned he nor I can go through that again! It seems a bit like the school would rather err (if they can get away with it) on the side of 'let's just sit back and see if he deteriorates again and then we will know he needs more specific support and we'll step in and tighten things up.' Whereas, I would rather start out making sure he is supported and start eliminating things and loosening things as we see he is really okay. "Fade with success" is kind of my motto
apparently and theirs seems to be a kind-of 'introduce if/when DS starts deteriorating again' or 'if we happen to notice that he is actually capable of so much more but is being held back because it takes him several minutes to write a 9 (and often he has to erase and re-write until he thinks he has it facing the right way or even risk getting it marked wrng because he accidently wrote a 6 (and I have seen him do several times at home with homework))
