Anonymous wrote:No, it doesn't always help the others very much.

There's a kid in my son's class who is quite medicated, has multiple therapists, and still manages to disrupt DC's class room every single day in every single subject. Every day. Every single day. The school and the parents have done all they can for him, at this time, in light of the fact that the parents insist that the best place for him is in a mainstream classroom. So he gets to stay, since his parents deem this best for him. His mom at least (she's the one I speak with) is thrilled.

See...but that is not the typical IEP situation. In your case, it seems as if the parents are rejecting the school's recommendations for an IEP. That is a tough one.

Anonymous wrote:

The SN crowd? Really? I pray that your child never has any sort of problems of any kind, because your statement is pure ignorance.

No, it's not. My statement is spoken from the POV of having a child with some special needs who happens to be in a private school.

And you and I both know that the "accommodations" actually be discussed obliquely here in Page 2 of this thread are 100% designed to make the one child's life better for that child. Sure, it's nice if there's some spillover effect and the other 27 kids benefit somehow. But you don't go to an IEP meeting with the objective of improving the life of the other 27 kids.

The OP is asking what the other 27 kids can do to improve their educational experience. Ideas?

Based on your earlier missive about the "SN crowd" (if you are the same PP), I doubt that you have a SN child. If you do, the lack of compassion is alarming.

Anyways, actually I do go to the IEP meeting with the other 27 kids in mind. My kid is not a behavior risk and I want my DS to fit in to the extent possible. But I am VERY sensitive to his impact on other students and so is he. In fact, we selected an IEP accomodation for him that resulted in a direct benefit to the other kids and we knew it going in. We had the option of having our kid pulled for Math or having the services provided in the classroom as a co-taught class. So we selected the alternative that resulted in another Math teacher (not a para) being in the classroom and available to ALL of the students (not just our IEP DS). We realize that our child is part of a community. From my experience, a lot of IEP parents have tunnel vision, but a lot of us do not!

I gave my idea. Get the disruptive kid on an IEP so that he can be dealt with inside and outside the classroom. In MCPS, that is about the only thing...unless the paretns want to move thir kids or sue.

Anonymous wrote:No, it doesn't always help the others very much.

There's a kid in my son's class who is quite medicated, has multiple therapists, and still manages to disrupt DC's class room every single day in every single subject. Every day. Every single day. The school and the parents have done all they can for him, at this time, in light of the fact that the parents insist that the best place for him is in a mainstream classroom. So he gets to stay, since his parents deem this best for him. His mom at least (she's the one I speak with) is thrilled.

Well, welcome to the real world. The sooner your child is exposed to this type of diversity, the better. Use it as a teachable moment and feel lucky that you're not the parent of the disruptive child because you probably couldn't handle it.

Anonymous wrote:

Anonymous wrote:Obviously this disruptive child's needs are not being met by the school. A child who is properly supported would not be acting this way. Why not call the school and ask them to get special education involved and properly support this child?

My child was a disruptive force.
We had outside evaluations done and he needed special ed services. Local school was not inclined to support until higher / central level became involved. What a difference it has made. I offer this to say, this child (and family) may need help. And helping the child will in turn help all the classmates who are suffering the daily disruptions etc right now. Reach out to the family and support them in having their child assessed (functional behavior asssessment at a min.)

PP in your case, what was the reason that higher ups became involved and more support was provided?

What probably will help the most is parents effectiely putting pressure on the school administrators to fix the situation and allow their children to access the curriculum. Pressure at the school level is what bumps the problem to the higher ups, who have tha bility to authorize more resources to help the child with special needs.

Resources are the grease. You only have so much; why grease a wheel that isn't squeaking?