Re: Weir : Thoughts on A Day as a Senior at High School

[Guest guest]

" is not deaf enough to be deaf, not hearing enough to be hearing. "

Boy do I understand that one. On paper, Kennedy is severe to profound, but

in practice, functions more like a hearing person because of the age she was

when she had her " big loss " . Sigh...so much to think about...

>

> Dear -

>

> In 's IEP process from infancy through eighth grade his Special

> Education Case Coordinator was part of the county's DHH program. His

> elementary and middle school years were spent on the campus which houses the

> DHH program for our county. Emphasis was on safeguarding and documenting

> protocol for his health needs, re-stating the education setting most

> appropriate for his education (sign language translator), identifying his

> use of low incidence funds for his FM transmission system, transportation,

> speech assessments and goals, tri-annual testing and percentage of day

> mainstreamed. Constant praise for his high achievement academically. In

> hindsight I would say that because of the DHH umbrella, focus was primarily

> on language-language-language and measurement of success was % mainstreamed,

> performing at grade level and speech goals. Acknowledgement was made for his

> medical and other compounding conditions - but as success was measured by

> his performance, he was considered successful- and no concern could be

> raised.

>

> chose not to attend the high school which services the DHH in our

> county (which is it's own sad and blessing story). As a result, his Special

> Education Case Coordinator is now the incredible lady who is in charge of

> the special education day class at our wonderful technology and performance

> arts magnet high school - where she services children and young adults into

> vocation, life-skills, group living, semi-independent living etc into their

> 22nd year of life. The school counselors are always thrilled at 's

> academic achievement - and truly does relish that praise. They easily

> confuse being well liked by teachers and teachers reporting well liked in

> the classroom as having friends. Until high school no one really understood

> when I would plainly state " he eats lunch alone. " Obviously I was missing

> the point.

>

> 's new case coordinator is not able really to offer much day-to-day

> help - however, she offers most important affirmation and validation of

> 's perceptions and feelings and my concerns. She openly admits that it

> is they do not have any resources to provide. His college bound agenda and

> high functioning in that arena do not provide him with time or a peer group

> for directed socialization. She also affirms how difficult his moment is,

> affirms the goals he yearns for, and encourages him in his path.

>

> One thing that has started happening as a result of Elliot's interactions

> with 's classmates is Elliot provides 's classmates with

> validation, appreciation and insights. As Elliot shares his day at home, the

> stories provide with validation, affirmation and encouragement.

> Elliot's observations and communications are providing ground for to

> make connections - and as a result he now mentions some names of other

> students and has a desire to observe them in his day. Previously the only

> other students he knew of were the ones the teachers would reprimand by

> name. He also has joined " Circle of Friends " as one of the students

> providing the Circle for the students who receive the Circle. (another very

> interesting moment. is not deaf enough to be deaf, not hearing enough

> to be hearing. Too intact to feel open to receiving a circle of friends,

> challenged enough to confuse people when he appears at the meetings.....)

>

> One one side I feel a little frantic inside to get as much as possible out

> of this year together at school - and at the same time I am on pins and

> needles of excitement for .......

>

> The experience itself is all blessing and joy (though not without pain) -

> and if it can be of benefit to someone else earlier in the path - then it

> also becomes a merciful gift, and for that I would be dearly grateful.

>

> with love,

> yuka

>

> Re: Thoughts on A Day as a Senior at High School

>

> Yuka,

> How great to get another insight into 's experience. I find it hard

> already not getting enough " info " from Kennedy and I think it's similar;

> she

> works SO hard to concentrate (she is doing AMAZING with the full grade

> three

> regular curriculum - straight A+'s on all her tests so far) that she

> doesn't

> pick up on other things in her day and can't relate those back to me. I'm

> so proud for what she's accomplishing yet simultaneously sad at the

> realization of how hard she has to work and how much " other stuff " she

> misses.

>

> http://www.chargesyndrome.info

>

> .

>

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