[quote=Anonymous]OP here. We have worked a lot with DC and there has been much improvement since kinder. But this is FIRST grade and immaturity should not come as a surprise. There have been other children recently being pushed into special ed as part of what seems like a wave at the school. But my intention was to ask a much broader question. Allow me to rephrase:

Do you think a school should be able to use special education as a tool to segregate the well behaved from the ill behaved if there is no danger of physical harm? Yes I understand the argument of affecting others. But special education was never intended as a tool to "help others". Perhaps something else should be in place for that like a BMP? Thanks.[/quote]

Yes, because “ill behaved” is not a thing, it’s a bunch of other specific things that you, by refusing to take responsibility and properly raise your son, have dumped onto the school. So they will try to divide up all the issues and work on them. If you have such a problem with it, you should do it yourself.

[quote=Anonymous]OP here. We have worked a lot with DC and there has been much improvement since kinder. But this is FIRST grade and immaturity should not come as a surprise. There have been other children recently being pushed into special ed as part of what seems like a wave at the school. But my intention was to ask a much broader question. Allow me to rephrase:

Do you think a school should be able to use special education as a tool to segregate the well behaved from the ill behaved if there is no danger of physical harm? Yes I understand the argument of affecting others. But special education was never intended as a tool to "help others". Perhaps something else should be in place for that like a BMP? Thanks.[/quote]

So your kid is disrupting others. To the point that the school wants to move him. You don't want him moved.

I want [i]all[/i] students to have an opportunity to learn. If that means your disruptive nut non violent student needs to move to Special Ed, so be it.

Years ago I taught a child who was autistic. He would start screaming for no reason--although, now I understand that it was very likely a sensory issue. He was not violent or aggressive, but he was extremely disruptive. This was a long time ago, it was his first year in school, and little was known about autism. We just knew there was something very wrong.
The screaming would last for a very long time. Believe me, I taught for years, and this was the most disruptive child I ever taught. It was emotionally draining for me (I did not know how to calm him-although my part time aide and I happened on a solution that included taking him to a darkened room which is why I think it was a sensory issue.) This also required us to physically remove him. Sometimes he would be flailing around while he screamed.

It was very sad for this child. He could function somewhat academically, but it took little to set him off. He definitely did not belong in a mainstreamed classroom. It was also sad for the other kids in the class. It was very difficult to teach under these circumstances. As I recall, this happened around 3 to 4 times a week. It likely took thirty minutes out of the day to calm him.

Anonymous wrote:

Anonymous wrote:My child was forced in a mixed class and it was a disaster and he hated it. He was scared to go to school every day as he'd get attacked every morning by another child who the school kept claiming was hugging him - my child was clear they were not welcomed hugs but school refused to stop them. All day, every day, several kids had to be pulled out of the classroom and it was very disruptive and hard on some of the other kids like mine. The school would complain my child was distracted and of course give everything happening and being physically attacked - hugged, grabbed, poked, what ever you want to call it.

I like the idea of mainstreaming but its not right for all kids in all situation and it can be an issue for other kids.

Thank you. But that is why I mentioned that this is a non -violent/ aggressive situation which ofcourse should be dealt with differently.

How do you describe non-violent? If he is being aggressive, its equally as bad for the other kids. It should not be dealt with the same way. You need to consider the other kids needs. Your kid has behavioral issues. Your kid is SN, like many of ours. If he is not, then there is an issue at home or parenting. He needs to be in private counseling to help him and you deal with it.

OP here. We have worked a lot with DC and there has been much improvement since kinder. But this is FIRST grade and immaturity should not come as a surprise. There have been other children recently being pushed into special ed as part of what seems like a wave at the school. But my intention was to ask a much broader question. Allow me to rephrase:

Do you think a school should be able to use special education as a tool to segregate the well behaved from the ill behaved if there is no danger of physical harm? Yes I understand the argument of affecting others. But special education was never intended as a tool to "help others". Perhaps something else should be in place for that like a BMP? Thanks.

Google twice exceptional

Anonymous wrote:

Anonymous wrote:My child was forced in a mixed class and it was a disaster and he hated it. He was scared to go to school every day as he'd get attacked every morning by another child who the school kept claiming was hugging him - my child was clear they were not welcomed hugs but school refused to stop them. All day, every day, several kids had to be pulled out of the classroom and it was very disruptive and hard on some of the other kids like mine. The school would complain my child was distracted and of course give everything happening and being physically attacked - hugged, grabbed, poked, what ever you want to call it.

I like the idea of mainstreaming but its not right for all kids in all situation and it can be an issue for other kids.

Thank you. But that is why I mentioned that this is a non -violent/ aggressive situation which ofcourse should be dealt with differently.

Is your child distracting others from learning, OP? Well, is he?

Teacher here.

On Friday, one of my classes was monopolized by a student with "non-violent" behavior issues. The other students were forced to watch this; there was no learning going on.

The parents insist the student be accommodated in the classroom because she is "non violent" and "deserves the chance to be in the regular classes."

Great. I am so sorry for the other students, and to the parents whose children are unable to learn. I was, however, proud of the maturity with which some of my other students met the antics of their behaviorally-challenged classmate: they lapsed into silence and avoided making eye contact with her. I guess that's all they learned.

You are so selfish, OP.

Students who only have behavioral problems are not eligible for special education supports. The fact that the school is pushing for special education testing indicates that they have concerns that go beyond behavior, and may include things like impulse control, emotional regulation, or social communication. There are lots of things that a school can do to support a child in this area, but they require resources that they can't always access for a general education student. In addition, if testing shows that he does have a disability, and requires specialized instruction from a teacher, counselor, or speech therapist to develop the skills he needs to self-regulate, then he will have certain protections. Without an IEP, the school can choose to suspend or expel him, to suddenly stop providing a helpful service, or simply to not implement a behavior plan.

I'll also add that special ed is not a place. It's not something you are "in" or "out of". It's a set of protections, a plan, and services and accommodations that can be delivered in whatever location the child is in. Most children receiving special education services receive them in the general education classroom, or during brief pull outs (e.g. a 10 minute movement break for a child with attention and hyperactivity issues, or a lunch with the counselor and peers for a child who acts out because they aren't making friends easily and are seeking attention).

Finally, I will say that I would be wary about refusing something that the school says your child needs. Having a child who could easily be helped, and not being able to provide that help is very frustrating for teachers. If a teacher doesn't have the resources to meet everyone's needs, because you refused to allow the school to bring in targeted resources for your child, then it's not uncommon that your child's needs will be considered last when the now scarce resources are distributed.

Anonymous wrote:It is pretty rare that teachers are the ones pushing for an IEP, OP. Usually the opposite. So, your child must have bigger needs than you are admitting here or to yourself.

This. I am a teacher and we beg for services for students who need them. It's an uphill battle.

OP, what are you doing to help your child? Does he see a psychologist or a developmental pediatrician? I am amazed at how casual you are about all of this. The school is telling you that your child needs support in either an IEP or special education and you are refusing both. Are you just going to pretend that he doesn’t need help and ignore the school professionals’ advice? You’re being very unfair to your son. He wants to be successful at school but is having trouble with the current way things are structured, you need to help him. His self esteem is sure to be impacted. You either need to get onboard with the school or find your own professionals to help you create a plan to deal with this. There is more than academics that are important here. Your child’s self esteem and social skills are just as important.

Signed a former teacher, parent of an academically gifted child....with an IEP

Anonymous wrote:

Anonymous wrote:My child was forced in a mixed class and it was a disaster and he hated it. He was scared to go to school every day as he'd get attacked every morning by another child who the school kept claiming was hugging him - my child was clear they were not welcomed hugs but school refused to stop them. All day, every day, several kids had to be pulled out of the classroom and it was very disruptive and hard on some of the other kids like mine. The school would complain my child was distracted and of course give everything happening and being physically attacked - hugged, grabbed, poked, what ever you want to call it.

I like the idea of mainstreaming but its not right for all kids in all situation and it can be an issue for other kids.

Thank you. But that is why I mentioned that this is a non -violent/ aggressive situation which ofcourse should be dealt with differently.

Totally depends. What exactly is going on OP? A kid could be screaming every day because she's anxious and overwhelmed. It's not violent or aggressive. Yet she might benefit from a smaller class size where a teacher can work specifically on lowering the anxiety. All of that requires an IEP, just like the kid who is violent would require one.

You need to explain "non-violent behavioral problems". Is he running out of the classroom (that involves the teacher or another adult to stop what they are doing and go get him), crying/screaming (other kids can't learn), refusing go do written work, arguing with the teacher, wandering around the classroom and refusing to sit, going under desks and refusing to come out, etc?
Is the teacher an experienced teacher with good classroom management? If so, it is your kid who needs help.
Is it a new teacher or teacher with poor classroom management?
Schools are in fact more tolerant of behaviors than in years past.

Anonymous wrote:My child was forced in a mixed class and it was a disaster and he hated it. He was scared to go to school every day as he'd get attacked every morning by another child who the school kept claiming was hugging him - my child was clear they were not welcomed hugs but school refused to stop them. All day, every day, several kids had to be pulled out of the classroom and it was very disruptive and hard on some of the other kids like mine. The school would complain my child was distracted and of course give everything happening and being physically attacked - hugged, grabbed, poked, what ever you want to call it.

I like the idea of mainstreaming but its not right for all kids in all situation and it can be an issue for other kids.

Thank you. But that is why I mentioned that this is a non -violent/ aggressive situation which ofcourse should be dealt with differently.

Anonymous wrote:The school is trying to push DC-1st grade into special education. DC is very bright, two grades ahead in some subjects and above grade level in all the rest. DC has some non violent behavioral issues. I'm not even sure what services they would try to push because obviously the issues are not affecting ability to access the curriculum. I dont think special education designation should be applied for kids who simply have behavior problems. I think a common behavior plan is all the informal accomodation needed. I could post in the special need forum but most there really want the iep. We dont. What do u think?

So obviously your son's behavioral issues are not affecting HIS ability to access the curriculum. Other kids might not be so bright and they need to be able to listen to the teacher without a poorly behaved and disruptive child in the class siphoning all the teacher's energy away from the other kids.

You sound incredibly selfish. Since you argue that your kid doesn't have special needs, why don't you try to be a real parent and raise him to act like a civilized child and then all your problems would go away.

And they would probably "try to push" services like being able to sit in your chair and do your work and not annoy everyone around you. Or whatever it is that your kid is missing. Most kids learn this stuff at home with their parents but obviously yours has not.