UCSD Shooting Suspect had autism -just what we need

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So the only people in the IEP meeting who can correctly interpret the tests that would show that your child with ASD is a genius are you and DC's other parent?

Interesting.

You can invite the person who administered the test to the meeting as an educational advocate. Have you tried that?

I did! Brought the IEP team to their knees. It was awesome!!!

Walked out with everything we wanted. They shut their fucking mouths and got with the program after that.

Wow. Have you any idea how you sound?

Like a parent who got their child what they needed, and wasn't gullible enough to fall for the IEP team's "expertise."

So you are an expert in all of these services, then? What are your academic credentials? You sound like a nightmare.

Unfortunately, that is the reality. Parents of SN children have to become experts in their child and their child' issues and research what works for their child. No one else will do it for them. They are the ONLY ones who have their child's best interests in mind. Everyone else has other children with whom they have to balance their time. It is up to the parents to make sure that their child isn't being shunted to the side. IME, the parents have to know to ask for various services/accommodations, the "experts" from the school side never propose any. IME,There are only subject experts, there are no experts that deal with all of your child's issues. "Experts" tend to have their pet boxes in which to place your child. It is sort of like the saying, "If your only tool in your toolbox is a hammer, then all problems look like nails."

Well gosh then, I'm completed mystified why you aren't homeschooling. I'd think your workload (not to mention stress level,) would be reduced by about 1000% on a daily basis. No public school system will ever know your child half as well as you do. It'd be better for your child, for the county to provide you guidance/support, as needed. Don't you think?

I know that it's not really necessary for bored, hausfrau trolls like you, but some of us have to work.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So the only people in the IEP meeting who can correctly interpret the tests that would show that your child with ASD is a genius are you and DC's other parent?

Interesting.

You can invite the person who administered the test to the meeting as an educational advocate. Have you tried that?

I did! Brought the IEP team to their knees. It was awesome!!!

Walked out with everything we wanted. They shut their fucking mouths and got with the program after that.

Wow. Have you any idea how you sound?

Like a parent who got their child what they needed, and wasn't gullible enough to fall for the IEP team's "expertise."

So you are an expert in all of these services, then? What are your academic credentials? You sound like a nightmare.

Unfortunately, that is the reality. Parents of SN children have to become experts in their child and their child' issues and research what works for their child. No one else will do it for them. They are the ONLY ones who have their child's best interests in mind. Everyone else has other children with whom they have to balance their time. It is up to the parents to make sure that their child isn't being shunted to the side. IME, the parents have to know to ask for various services/accommodations, the "experts" from the school side never propose any. IME,There are only subject experts, there are no experts that deal with all of your child's issues. "Experts" tend to have their pet boxes in which to place your child. It is sort of like the saying, "If your only tool in your toolbox is a hammer, then all problems look like nails."

Well gosh then, I'm completed mystified why you aren't homeschooling. I'd think your workload (not to mention stress level,) would be reduced by about 1000% on a daily basis. No public school system will ever know your child half as well as you do. It'd be better for your child, for the county to provide you guidance/support, as needed. Don't you think?

*completely

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So the only people in the IEP meeting who can correctly interpret the tests that would show that your child with ASD is a genius are you and DC's other parent?

Interesting.

You can invite the person who administered the test to the meeting as an educational advocate. Have you tried that?

I did! Brought the IEP team to their knees. It was awesome!!!

Walked out with everything we wanted. They shut their fucking mouths and got with the program after that.

Wow. Have you any idea how you sound?

Like a parent who got their child what they needed, and wasn't gullible enough to fall for the IEP team's "expertise."

So you are an expert in all of these services, then? What are your academic credentials? You sound like a nightmare.

No, I'm not an academic expert. That's why I brought in an academic expert who had done the testing on my son and could explain what it meant to the IEP team, and how to support my child properly in the classroom. Everything the IEP team was doing was only making things worse and we were spiraling downward. Everything our expert said worked.

So, I suppose if finding out you are pretty incompetent at your job, then yes, I'm "a nightmare."

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So the only people in the IEP meeting who can correctly interpret the tests that would show that your child with ASD is a genius are you and DC's other parent?

Interesting.

You can invite the person who administered the test to the meeting as an educational advocate. Have you tried that?

I did! Brought the IEP team to their knees. It was awesome!!!

Walked out with everything we wanted. They shut their fucking mouths and got with the program after that.

Wow. Have you any idea how you sound?

Like a parent who got their child what they needed, and wasn't gullible enough to fall for the IEP team's "expertise."

So you are an expert in all of these services, then? What are your academic credentials? You sound like a nightmare.

Unfortunately, that is the reality. Parents of SN children have to become experts in their child and their child' issues and research what works for their child. No one else will do it for them. They are the ONLY ones who have their child's best interests in mind. Everyone else has other children with whom they have to balance their time. It is up to the parents to make sure that their child isn't being shunted to the side. IME, the parents have to know to ask for various services/accommodations, the "experts" from the school side never propose any. IME,There are only subject experts, there are no experts that deal with all of your child's issues. "Experts" tend to have their pet boxes in which to place your child. It is sort of like the saying, "If your only tool in your toolbox is a hammer, then all problems look like nails."

Yes, you do become the expert on your child. So true! This descriptions really sums up what parents of special needs kids face.

[Anonymous]

Anonymous wrote:

Anonymous wrote:There's a huge difference between the school staff that says your child can learn nothing and the staff that thinks your child is of average intelligence.

True. But the problem either way is threefold, in my experience:

1. School staff are often wrong.
2. The conclusion that a child is of average intelligence is often accompanied by staff ignoring or downplaying a child's academic gifts or potential.
3. School staff hyperfocuses on the behavioral, social or emotional needs or problems to the exclusion of the academic needs.

Balance is important. Listening to parents is important. An adversarial relationship between school and parents doesn't start with the parent coming in demanding things. It starts with a school that acts in its own best interests and not those of the child.

No, it starts with a parent thinking this is how the school is approaching them. What can appear as a school "acting in its own interests" is usually school employees trying to balance your child's needs with the needs of everyone else in the school. Your child may need to stand at his desks, but the teacher worries that this will distract other students. Your child may need a 1:1 aide, but the school has a limited budget and there are several other students claiming they also need one.

You have a right to advocate for your child of course, but don't act as if school employees are being selfish or careless or stupid because they balk at some of your requested recommendations. They have a lot more than your child's needs to consider.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So the only people in the IEP meeting who can correctly interpret the tests that would show that your child with ASD is a genius are you and DC's other parent?

Interesting.

You can invite the person who administered the test to the meeting as an educational advocate. Have you tried that?

I did! Brought the IEP team to their knees. It was awesome!!!

Walked out with everything we wanted. They shut their fucking mouths and got with the program after that.

Wow. Have you any idea how you sound?

Like a parent who got their child what they needed, and wasn't gullible enough to fall for the IEP team's "expertise."

So you are an expert in all of these services, then? What are your academic credentials? You sound like a nightmare.

Unfortunately, that is the reality. Parents of SN children have to become experts in their child and their child' issues and research what works for their child. No one else will do it for them. They are the ONLY ones who have their child's best interests in mind. Everyone else has other children with whom they have to balance their time. It is up to the parents to make sure that their child isn't being shunted to the side. IME, the parents have to know to ask for various services/accommodations, the "experts" from the school side never propose any. IME,There are only subject experts, there are no experts that deal with all of your child's issues. "Experts" tend to have their pet boxes in which to place your child. It is sort of like the saying, "If your only tool in your toolbox is a hammer, then all problems look like nails."

Yes well, the PP's post didn't exactly come across as nice or well reasoned, it came across as dismissive and combative. I just hope she's not conveying that to her child's teachers because it's not likely to do them amy favors.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So the only people in the IEP meeting who can correctly interpret the tests that would show that your child with ASD is a genius are you and DC's other parent?

Interesting.

You can invite the person who administered the test to the meeting as an educational advocate. Have you tried that?

I did! Brought the IEP team to their knees. It was awesome!!!

Walked out with everything we wanted. They shut their fucking mouths and got with the program after that.

Wow. Have you any idea how you sound?

Like a parent who got their child what they needed, and wasn't gullible enough to fall for the IEP team's "expertise."

So you are an expert in all of these services, then? What are your academic credentials? You sound like a nightmare.

Unfortunately, that is the reality. Parents of SN children have to become experts in their child and their child' issues and research what works for their child. No one else will do it for them. They are the ONLY ones who have their child's best interests in mind. Everyone else has other children with whom they have to balance their time. It is up to the parents to make sure that their child isn't being shunted to the side. IME, the parents have to know to ask for various services/accommodations, the "experts" from the school side never propose any. IME,There are only subject experts, there are no experts that deal with all of your child's issues. "Experts" tend to have their pet boxes in which to place your child. It is sort of like the saying, "If your only tool in your toolbox is a hammer, then all problems look like nails."

Yes well, the PP's post didn't exactly come across as nice or well reasoned, it came across as dismissive and combative. I just hope she's not conveying that to her child's teachers because it's not likely to do them amy favors.

And this silly portion of the thread started with a teacher who was dismissive and combative of parents who disagree with her re. their children's relative abilities vs. an IQ test. People get what they put out there.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:There's a huge difference between the school staff that says your child can learn nothing and the staff that thinks your child is of average intelligence.

True. But the problem either way is threefold, in my experience:

1. School staff are often wrong.
2. The conclusion that a child is of average intelligence is often accompanied by staff ignoring or downplaying a child's academic gifts or potential.
3. School staff hyperfocuses on the behavioral, social or emotional needs or problems to the exclusion of the academic needs.

Balance is important. Listening to parents is important. An adversarial relationship between school and parents doesn't start with the parent coming in demanding things. It starts with a school that acts in its own best interests and not those of the child.

No, it starts with a parent thinking this is how the school is approaching them. What can appear as a school "acting in its own interests" is usually school employees trying to balance your child's needs with the needs of everyone else in the school. Your child may need to stand at his desks, but the teacher worries that this will distract other students. Your child may need a 1:1 aide, but the school has a limited budget and there are several other students claiming they also need one.

You have a right to advocate for your child of course, but don't act as if school employees are being selfish or careless or stupid because they balk at some of your requested recommendations. They have a lot more than your child's needs to consider.

First, if heandled properly, a standing desk won't distract other students if the situation is handled properly. But that is a standard excuse for not accommodating a disabled student when the belief is that every child has to be sitting down and acting the same way in order to be taught. No, that makes the teaching job easier, but it's not the truth.

As for the 1:1 aide, here's the thing. Disabled children are entitled to a free and appropriate education. So, if a 1:1 aide is needed, one must be provided if the other alternatives are not working. There is little to no time to sit around and talk about funding and all the other children who need an aide. Hire the aide.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:So the only people in the IEP meeting who can correctly interpret the tests that would show that your child with ASD is a genius are you and DC's other parent?

Interesting.

You can invite the person who administered the test to the meeting as an educational advocate. Have you tried that?

I did! Brought the IEP team to their knees. It was awesome!!!

Walked out with everything we wanted. They shut their fucking mouths and got with the program after that.

Wow. Have you any idea how you sound?

Like a parent who got their child what they needed, and wasn't gullible enough to fall for the IEP team's "expertise."

So you are an expert in all of these services, then? What are your academic credentials? You sound like a nightmare.

Unfortunately, that is the reality. Parents of SN children have to become experts in their child and their child' issues and research what works for their child. No one else will do it for them. They are the ONLY ones who have their child's best interests in mind. Everyone else has other children with whom they have to balance their time. It is up to the parents to make sure that their child isn't being shunted to the side. IME, the parents have to know to ask for various services/accommodations, the "experts" from the school side never propose any. IME,There are only subject experts, there are no experts that deal with all of your child's issues. "Experts" tend to have their pet boxes in which to place your child. It is sort of like the saying, "If your only tool in your toolbox is a hammer, then all problems look like nails."

Yes well, the PP's post didn't exactly come across as nice or well reasoned, it came across as dismissive and combative. I just hope she's not conveying that to her child's teachers because it's not likely to do them amy favors.

I tried "nice and well reasoned." It didn't work. My child fell further and further behind. The school complained about him more and more. What did work was bringing in an expert they had to respect.

[Anonymous]

Anonymous wrote:And the fact that you are participating in IEP meetings makes me think you are a gatekeeper whose job it is to say no to accommodations. No wonder you hate us, we're trying to do whats best for our kids.

+++100000

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:There's a huge difference between the school staff that says your child can learn nothing and the staff that thinks your child is of average intelligence.

True. But the problem either way is threefold, in my experience:

1. School staff are often wrong.
2. The conclusion that a child is of average intelligence is often accompanied by staff ignoring or downplaying a child's academic gifts or potential.
3. School staff hyperfocuses on the behavioral, social or emotional needs or problems to the exclusion of the academic needs.

Balance is important. Listening to parents is important. An adversarial relationship between school and parents doesn't start with the parent coming in demanding things. It starts with a school that acts in its own best interests and not those of the child.

No, it starts with a parent thinking this is how the school is approaching them. What can appear as a school "acting in its own interests" is usually school employees trying to balance your child's needs with the needs of everyone else in the school. Your child may need to stand at his desks, but the teacher worries that this will distract other students. Your child may need a 1:1 aide, but the school has a limited budget and there are several other students claiming they also need one.

You have a right to advocate for your child of course, but don't act as if school employees are being selfish or careless or stupid because they balk at some of your requested recommendations. They have a lot more than your child's needs to consider.

First, if heandled properly, a standing desk won't distract other students if the situation is handled properly. But that is a standard excuse for not accommodating a disabled student when the belief is that every child has to be sitting down and acting the same way in order to be taught. No, that makes the teaching job easier, but it's not the truth.

As for the 1:1 aide, here's the thing. Disabled children are entitled to a free and appropriate education. So, if a 1:1 aide is needed, one must be provided if the other alternatives are not working. There is little to no time to sit around and talk about funding and all the other children who need an aide. Hire the aide.

Will the aide change his diapers?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:There's a huge difference between the school staff that says your child can learn nothing and the staff that thinks your child is of average intelligence.

True. But the problem either way is threefold, in my experience:

1. School staff are often wrong.
2. The conclusion that a child is of average intelligence is often accompanied by staff ignoring or downplaying a child's academic gifts or potential.
3. School staff hyperfocuses on the behavioral, social or emotional needs or problems to the exclusion of the academic needs.

Balance is important. Listening to parents is important. An adversarial relationship between school and parents doesn't start with the parent coming in demanding things. It starts with a school that acts in its own best interests and not those of the child.

No, it starts with a parent thinking this is how the school is approaching them. What can appear as a school "acting in its own interests" is usually school employees trying to balance your child's needs with the needs of everyone else in the school. Your child may need to stand at his desks, but the teacher worries that this will distract other students. Your child may need a 1:1 aide, but the school has a limited budget and there are several other students claiming they also need one.

You have a right to advocate for your child of course, but don't act as if school employees are being selfish or careless or stupid because they balk at some of your requested recommendations. They have a lot more than your child's needs to consider.

First, if heandled properly, a standing desk won't distract other students if the situation is handled properly. But that is a standard excuse for not accommodating a disabled student when the belief is that every child has to be sitting down and acting the same way in order to be taught. No, that makes the teaching job easier, but it's not the truth.

As for the 1:1 aide, here's the thing. Disabled children are entitled to a free and appropriate education. So, if a 1:1 aide is needed, one must be provided if the other alternatives are not working. There is little to no time to sit around and talk about funding and all the other children who need an aide. Hire the aide.

Will the aide change his diapers?

For a very few children, yes.