Post by tridlette on Jan 18, 2005 13:14:24 GMT -5
Michael, DS 14, freshman in high school, was recently finally identified for the learning disability that I always suspected but he was able to mask by his IQ of 142.
Here is my question. They have classes on a SIX day cycle. The school mascot is an Eagle, so they follow a "TALONS" schedule. His brand new IEP says he goes to resource room on "A" and "O" days. So, during a 40 day marking period, he gets resource help on 14 days. BUT... that is ONE period out of a 10 period day. 14 out of 400 classes.
Is that really enough to help?
I can insist on adding one more letter day during the six day schedule... bringing it to 20/400, which to me still seems almost laughable, but at least he would have contact with help every other school day.
In the rest of his school day, he is in the Gifted classes, meaning accelerated and compacted, with ALL high achiever students with IQ's above 130. Michael has a processing speed delay and a written language disability. The teachers really didn't seem willing to do any of the 504 type accomodations for him. They are only going to give him access to the resource teacher to help him with writing...
THIS KID IS FAILING because of organizational dysfunction!
What do you think? Should I give them a chance, or should I sharpen my pointy hat and demand even more than what they are willing to give?
Here is my question. They have classes on a SIX day cycle. The school mascot is an Eagle, so they follow a "TALONS" schedule. His brand new IEP says he goes to resource room on "A" and "O" days. So, during a 40 day marking period, he gets resource help on 14 days. BUT... that is ONE period out of a 10 period day. 14 out of 400 classes.
Is that really enough to help?
I can insist on adding one more letter day during the six day schedule... bringing it to 20/400, which to me still seems almost laughable, but at least he would have contact with help every other school day.
In the rest of his school day, he is in the Gifted classes, meaning accelerated and compacted, with ALL high achiever students with IQ's above 130. Michael has a processing speed delay and a written language disability. The teachers really didn't seem willing to do any of the 504 type accomodations for him. They are only going to give him access to the resource teacher to help him with writing...
THIS KID IS FAILING because of organizational dysfunction!
What do you think? Should I give them a chance, or should I sharpen my pointy hat and demand even more than what they are willing to give?
