RE: Polarbear
re: evaluations. We have been fighting for updated evaluations. The ones which have been done were dismissed out of hand by the IPRC. Those more recent evals support inclusion, and I suspect they would rather plunk him in the ASD class than do the work to meet his needs properly -- which would include some way to address the giftedness in a school system where the gifted programme starts in grade 4 and he's going into grade 3. I suspect his symptoms will largely resolve on their own with adequate stimulation -- as they do in summer camps.
They are pretty much saying that the ASD classroom is the only place that has the resources to address his needs -- but that doesn't make sense to me, because his needs are stuff like "Don't get mad at him for trying"
We do scribe for him, but the school seems resistant to doing it consistently. They have an obsession with short term "tapering" of accommodations, and they basically want him to be "normal" by the end of the year. We keep fighting the "tapering" but they try to do it anyway, and the paperwork keeps getting "corrected" for the "mistake."
RE: getting them to compare scribed vs unscribed work: they've done this. They see the difference. They just don't understand that they need to do it consistently, or he will still be stressed to the breaking point. They are also allergic to non-fiction, which is really hard for him.
The situation is immeasurably less toxic than last year. we're still finding out stuff about just how bad last year was. But it is definitely toxic. He's had a couple of "vacations" this year, and last year, we pulled him completely before the end of the year & changed schools (which involved lawyers)
