The Big One

Yesterday was the day.  The one I've been preparing for since October.  The one I've been warned about since The Boy's diagnosis.  The mother of all meetings:  The Turning 5.  The first of many meetings with The Committee of Special Education.  The induction into "school age" 5 - 21.   I walked in nervous, but confident since I was with "M" The Boy's teacher and "G" - our EI ABA therapist.  I went in prepared with notes, specific goals and my copies of Part 200 (Student with Disabilities) and Part 201 (Procedural Safeguards for Students with Disabilities Subject to Discipline) and the  Advocates for Children - Turning 5: A Guide to Transition from Preschool Education to Kindergarten.

Didn't matter. 

We arrived at 1pm.  And the meeting started off nicely.  The "Committee" consisted of a Social Worker, a Special Education Teacher,  a Psychologist and a Parent Member .  The Social Worker began by saying we will discuss the needs for The Boy.  The Committee were so impressed by The Boy's cognitive skills they initially thought he was could placed in a typical kindergarten class or a CTT (Collaborative Team Teaching classroom. CTT classes have a mix of students in general education and special education, and each class has two teachers, one with special education certification.)

Then they read the rest of his evaluations and determined: No Way - off to District 75!  They agreed a typical environment would be too overstimulating for The Boy.  He needs a smaller classroom setting.  And his socialization skills hold him back.  Two keys things to remember:  Socialization and Sensory Processing hold The Boy back from progressing. 

That's when I suggested the District 75 school that I toured and believed was the most appropriate.  I stated I called  a few other schools - one didn't have an OT.  The Boy cannot function in a school without an Occupational Therapist on site. 
  
Psychologist: No - we can't make that recommendation.  The Placement Committee does that.  Once you are placed you will have to call the school and see if they have an OT.

Me: If The Placement Committee recommends a school that isn't appropriate for The Boy, how long will it take before another is recommended?  

Psychologist: I don't know.  (She got up with a piece of paper and ran out of the room.  Ten minutes later she returned.)  Yeah, I don't know.

Me: Well -  don't you have to make a recommendation by the end of June?

Psychologist: Anytime before the end of the year. 

I pulled out my  Advocates for Children - Turning 5: A Guide to Transition from Preschool Education to Kindergarten  flipped to the page I needed.   

Me: June 15 - appropriate placement needs to be made by June 15th.

Psychologist: That date can be pushed back, we're really backed up.

Moving on...

We proceed to The Boy's related services.  The Psychologist reviewed The Boy's current related services.  She went on to approve the related services he would receive in September: Speech, OT & PT.  

Psychologist: Are you okay with that uh, uh Miss uh...

Me: Lisa.

Psychologist: Sorry - Miss Lisa.  Are you okay with that?

M: The Boy should have 2 group sessions of speech and 1 individual.  He needs the group sessions for socialization.

After a discussion, The Committee actually agreed.  But in the end it had to be changed to 3 individual  sessions because the 'new system' wouldn't approve it 2 group and 1 individual.        

My team  stated that The Boy needed OT to address his multi-sensory needs.  M stated that he NEEDED OT.  M & G agreed that The Boy didn't need PT as much as he needed OT.  Whatever his PT delays are, can be addressed through more OT.  

Me:  Currently he receives outside OT  at a Sensory Gym.  His evaluations reflect that it is a service that needs to be continued.  

Psychologist:  Whatever school he goes to, they will often offer workshops to help the parent deal with the autistic youngster.  

Um...wait?  Workshops?  Who the hell said anything about a workshop.  And wait?  Why does she keep referring to the boy as "autistic"?

Me: He has no sense of danger.  He is easily distracted.  He cannot function without appropriately without OT.  His OT services at a sensory gym need to be continued. 

The Psychologist runs out of the room again.  Returns a few minutes later.   

Psychologist:  Whatever school he goes to, they will determine what his needs are.

Moving on to goals...

This is when the fun really begins!  Apparently, the districts are moving to this 'high tech' computerized system.  So this whole time, the Special Education is sitting at a computer.  What are the Social Worker and Parent Member doing?  Hmmm...oh yeah, that's right - not a god damn thing.  Seriously.

The Special Education Teacher starts reading through The Boy's goals. 

Special Education Teacher: Norrin will demonstrate improved sensory processing in order to be more attentive during school activities.  

What the hell that even mean?

G laughed out loud.  M looked confused. 

M: Did you read through the goals from his last IEP?  Most of those could be carried over. 

The Special Education Teacher asks M to come over and type out goals.  So now, M is sitting at the computer typing out The Boy's goals.  We continue reading through.  But I have goals of my own that I want to add.  And by this time, M has gotten up and the Special Education Teacher is back in the chair typing.  But then she asks me to type in my own goals. 

I start typing.  

Special Education Teacher:  Wow.  You're fast, want to come back next week?  (giggle giggle)

They manage to skim through the rest of the goals.  And the Psychologist, Parent Member, Social Worker and Special Education Teacher clustered around the commuter trying to figure out how to print a copy for a good 15 minutes.  Then the Special Education Teacher and Psychologist start talking in Spanish and I have no idea what they're saying.  

Me: I'd like to leave with a draft copy to review with my husband before I sign off.  

Psychologist: It needs to be finalized now.  Otherwise nothing will happen.  You can read it now and just sign.

Me: No - I'd like a draft copy to review at home.  

We went back and forth for a few minutes.  Did she really think I was that parent to be pressured to sign?    

Psychologist: Okay, take the draft.  But it's final just not really final.  So let your husband read it and just call me up so I can finalize it.  

Home girl wasn't even entertaining the fact that I would have any change to it.  HA!  She's funny.  And I pretty much walked out with my draft copy because it was 3:22 and the Friday before Spring break.  Otherwise, I probably would have been pressured to sign it. 

So after 2 hours, we walked out without an appropriate recommendation for a school placement.  Without the proper support.  Without appropriate goals.  And more importantly without a Behavioral Intervention Plan. The Social Worker stated that we were there to discuss the individual needs of my child.  However the Psychologist had everything written down 

And where was the woman who originally scheduled the meeting?  The one I left 3 voice mails for.  The woman I am certain was the one the Psychologist kept running out of the room to ask. She never showed up.  I saw her as she walked out of the building at 3:35 pm while I standing outside bewildered.

It was a meeting where I heard a lot of "I don't know" which for me translates to "I don't care enough to find out."  And in the real world - where people are held accountable - it doesn't work like that.  If you don't know about something someone is asking you about the correct is: I don't know but I'll find out.

But it's okay.  If they won't find out.  I will.

      

(I'll revise any mistakes later.  I'm getting worked up about this all over again.)