Anonymous wrote:Does she not see the special ed teacher?

She is with the special Ed teacher 2 hours a day ---throughout the day. The special Ed teacher seems to think of she has one more hour a day she can "fix the general Ed issues." I think the problems are more complicated and actually occur more in the special Ed room. It's such a long story. I'm not sure I'm doing it justice here.

Does she not see the special ed teacher?

OP here again. You guys are absolutely right. I am so frustrated with the school right now. They are focusing too much on what makes sense for their needs and their schedule (and what would be easiest for them!) and not enough on my DD's individual plan and goals. Luckily we have both a very effective procedural support liaison in our school pyramid and a very smart reading specialist we have hired. Both of them see my daughters strengths and the problem with her current plan. She is actually doing so well on so many things but they are taking the wrong approach to solving problems as they arise. On top of that I don't really believe they are teaching to her strengths. It is so much harder than it is supposed to be. I originally asked this question because this "correction" behavior is one of the many issues they are bringing up as a reason for more special Ed hours. I think her special Ed teacher fundamentally doesn't understand the difference between mainstreaming and inclusion...and every IEP she includes a soliloquy on why she loves inclusion and how great it is for everyone. If only she knew what she was talking about....at least we believe in what we fighting for and know how it supposed to work. I fee even worse for those kids whose parents don't know or don't have the time to fight these issues.

Anonymous wrote:The tail wags the dog.
Unfortunately at many schools, the convenience of teachers drives the process.

And few parents realize it.

The tail wags the dog.
Unfortunately at many schools, the convenience of teachers drives the process.

I would not agree with that. I would want her in the general class as much as possible at this age.

All good questions! It doesn't make any sense. That is why we did not consent and are requesting plans and strategies be described before we agree to any placement changes. Luckily we have also involved county personnel above our teacher who are helping make sense of all of this. At this point, none of it makes sense to me.

How would more time in the self contained room improve her classroom behaviors?

Anonymous wrote:She is probably documenting that she does something.

Her job, like every job, has to be justified.

I don't think it's an indication of a greater problem.

OP here. I really don't think it is either...but her special ed teacher wants her to have one more hour of special ed A DAY so we can improve her classroom behaviors. One, I don't see how it will help that. Two, they aren't presenting a plan of what the hours will do/be used for. Finally, I'm worrying their expectations are somewhat unrealistic. Why would a child need an aide if they didn't sometimes need reminding here and there?

We go to a very small school with few special ed teachers. I'm starting to see that when problems arise they try what they know but are reluctant to try to bring in additional ideas/resources before resorting to the easiest solution. Interestingly, when I was volunteering there a few weeks ago I noticed the girl who shares an aide with her has the same special ed hours they are pushing her to have. I'm wondering if perhaps they are thinking it would be easier for them if the two kids were always in the same place at the same time. NOT an acceptable reason or one they have stated to me. It is just a hypothesis.

She is probably documenting that she does something.

Her job, like every job, has to be justified.

I don't think it's an indication of a greater problem.

IME, the IAs they use for special ed in FCPS have no special skills or training. They are paid a low hourly wage. That said, the stuff you mentioned is exactly what they are there for and I would be surprised if a child with ID did not need a few extra reminders during the day. Nothing you mentioned would make me think she needs more special ed-only hours. I would insist on as much inclusion as possible. At this age, she can learn so much from the other kids.

One more clarification. Her IEP specifically spells out that she will have an aide. This aide is there for her and one other girl because of their IEP requirements.

She is dedicated to the children with IEPs. There is also a regular K assistant (so three total adults in the room at all times).

Is it an IA just for the children with IEPs or is it the regular K assistant.

My DD is in Kindergarten. She has an intellectual disability (that we don't really understand the extent of) and gets pullout services for a few hours a day. The rest of the time she is in the regular K class with her typical peers with an IA. The IA is shared by other children. I get a detailed daily report of everything that happens at school (that sometimes makes me crazy). About once a day I get a note such as "needed to reminded to stay in her seat during journal activity" or "needed to be prompted to remember library checkout procedures" during a typical classroom activity.

These do not "bother" me but they seem to be bothering her special ed teacher. They are pushing for her to have more special ed hours. Perhaps this is a communication issue too (between the school and us) but this is one of the points of contention. Is it ok for her IA to have to redirect her on these types of activities? Or is this not one of the things she is expected to do? There are many times of the day where the IA is there and she is not doing anything for my DD. I think it's possible I misunderstand her role. She, btw, is wonderful otherwise. We aren't having any of these discussions with her directly and it is not appropriate for me to ask her. I just want to go into our meeting this week with the correct understanding. Unfortunately I don't trust them to clarify it properly for me based on other interactions we've had.