Guest guest Posted August 25, 2011 Report Share Posted August 25, 2011 I have friends who are teachers in elementary schools who have ASD-type children in their classrooms, as well as children with ADHD-type behaviors and other apparent disabilities. The teachers tell me that many parents either ignore conferences and the children are left to flounder, unhelped, no IEP, in the classroom. One neighbor said a boy would interrupt the first-grade class at least every 30 seconds and when the teacher complained to administration, it took several months until someone came to observe. The parents said the boy was " fine " at home but it was possible that cultural factors were at play. The boy stayed in the classroom all year. A friend who is a physician has kept his son in the regular classroom without benefit of intervention. The boy screams going into school, hits his head on the wall in the classroom, has run away and has sensory issues. His mother says, " Diagnoses may be wrong " and does not want to talk about his behavior. She teaches him afterschool for hours to try to keep pace with peers. I've heard this story from others, where the teacher may ignore a special-needs student because they have " enough to do " already. Doesn't the teacher have any option? This seems to be happening more, that children aren't identified as needing extra help (not that the school will actually provide needed services) but I wondered if teachers have options. Quote Link to comment Share on other sites More sharing options...
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