Thursday, October 3, 2013

Stop worrying. He's fine.

Ridiculousness. The kind that has you shaking your head and giggling at the absurdity of it all.

Remember my post The Glamorous Life of Mac 'n' kids? About  those days that start with PMS and end in a bottle of Bud Lite? Yeah.

I feel it's necessary to say again- it's not the teacher! 

She was actually not even a slight pain in my ass at Goofy's 504 meeting. She answered my questions and didn't say a word while others were trying to explain to me that I could not request re-evaluation for Goofy because you could only do an evaluation once a year. Oh, it's been a year? Then you can't request evaluation because he already had an extensive evaluation last year, they won't find anything this year either. Or, well, it can't be this because he does that. Or, are you sure you don't need a copy of the procedural safeguards? In my experience, people purge... blahblahblah. I don't purge our rights. *sigh*

Not the teacher.

Even so, we should probably start holding some sort of class to teach school staff the absolute brilliance of sarcasm and encourage them to become as fluent as we are. *press 2 for English*

So, this is what happened... On Mondays Goofy brings home a graded work folder.

....On Mondays Goofy is *supposed to* bring home a graded work folder. What is the point in setting a schedule if you don't follow it? Uh, *says the person with 4 visual schedules posted on the refrigerator that haven't been looked at in weeks* never mind.

So, Tuesday, Goofy brought home his graded work folder. In the graded work folder is a comment section. This week the comment section was used.

"I talked to the OT about Goofy's handwriting. She suggested having him color a picture every night to build strength in his hand."

First I'm all... *gasp* Goofy has trouble with handwriting!? No way! Why hasn't anyone mentioned this!? Or asked at the 504 meeting if we could look into getting a typing device? Oh, wait, someone did and that was a ridiculous request that wouldn't improve his handwriting at all... But, maybe that's why it's in his 504 to not be graded....? Too bad he doesn't qualify for an IEP, and Sensory Processing Disorder isn't a *real* diagnosis, then he'd more than qualify for Occupational Therapy with all of the "typicalness" the school OT noted in his evaluation.

and then I think...

huh. Coloring. what a great idea. I wish I had thought of that. *says the person who is surrounded by piles of colorful pictures labeled "MOM", who just has to walk into the next room to see a head to toe green markered child and black permanent swirls all over the wall, or one room in the other direction to see ink pen drawings all over her couch and ink pen carved drawings in the tables, who's children are usually covered in some kind of ink, and who had to e-mail her 11 year old's teacher that she was embarrassed to admit that he ate a red frickin crayon and a sparkled heart.*

Alright, ok. fine. "he already does. When he's not coloring, he's drawing."

I forgot to thank her for the suggestion but I was too busy refraining from suggesting that maybe they worry too much. Trouble with handwriting is typical at this age, ya know. It may be the lower end of typical but he's fine, just give him time to catch up. After all, he does look normal. Anyone walking into the classroom wouldn't be able to tell which child needed help.

...I probably also should have reminded her that he already has an appointment for an extensive psychological evaluation at UMSL on November 11th.




(an old favorite because it's hilariously right on.)



 


(Side note: § 300.303   Reevaluations.
(a) General. A public agency must ensure that a reevaluation of each child with a disability is conducted in accordance with §§300.304 through 300.311—
(1) If the public agency determines that the educational or related services needs, including improved academic achievement and functional performance, of the child warrant a reevaluation; or
(2) If the child’s parent or teacher requests a reevaluation.
(b) Limitation. A reevaluation conducted under paragraph (a) of this section—
(1) May occur not more than once a year, unless the parent and the public agency agree otherwise)
 
 
 
(Side note #2: Specific learning disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.)


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