Adam's teacher

[Guest guest]

The update. Our schools have meetings 3 times (or so) a year called SBST.

(school based support team meetings). They involve the principal, the special

ed. teacher(s), the classroom teacher and the parent. It's the first step when

there is a problem (whether it be emotional, academic, social etc.) Basically

the teacher has concerns and she/he " brings the student " to the team to discuss

strategies. After that we have the next level JTM (joint team meeting; that

involves support staff eg psychologist, social worker etc) and that is usually

where it is determined a student might need an assessment.

So anyway, there's your special ed. 101 course from Canada. Our first SBST is

Thurs. Being I am the SBST teacher, I am organizing the meeting.

Adam's teacher came to me and asked me to put Adam's name on the list. Well

right away my gut instinct took over (not as a mom but as special ed. teacher)

and said " he doesn't need to go to SBST, he's already been formally identified;

any further discussions would go through his IEP or if there were major CHANGES

then he would be brought up to JTM not SBST " (that's the same as going to your

GP for cancer treatment after you have seen a cancer doctor!)

But then I realized.....Dah!!! there's my chance at a sit down meeting.But this

becomes formal and is documented to his file!

So I need some good wishes from you all and any thoughts or advice. I am trying

to write down my words now so that I can go in prepared. This man talks in such

a way that he never " hears " you and he goes on and over you so that whatever YOU

are saying, is not heard and then he can turn the conversation on a dime to

another issue and the previous one has never been solved. So I need to have my

Ps and Qs in order.

Oh by the way, the teacher who was TOLD to mediate this and see what is going on

with Adam's IEP has been TOO busy to do so. UGH again!

You know what I found out today? Adam takes instrumental music (all grade 8's

do). The music teacher, , sent a note to me to come and see him. I went

out and he asked me if I had any suggestions on what to do with Adam. Apparently

the classroom teacher told to just let Adam colour or something during

that time and not be bothered with him. But is finding it is distracting

to the other students. I was gobsmacked. What??? Adam wanted a new instrument

which he told HIS teacher but not the music teacher. So the music teacher didn't

know this. HE wants to play but hates the saxophone. said that due to

Adam's stature he can't play the saxophone (which I had HUGE fights with the

other music teacher last year, she wanted him to play the TUBA......geez he

would have fallen INTO the tuba and never been seen again!! So after much upset

on my part, she agreed to the saxophone, but he can't do it).

You know there are so many things WRONG with this man I don't know if I can

address them all.

So what do you think my key areas should be?

I was thinking:

1. He must use his lap top (the teacher yanks to cord out of the wall whenever

Adam tries to use it.....how do I know?? The teacher TOLD me: he doesn't think

that is wrong!!!!)

2. He must be encouraged to eat IN CLASS AT HIS DESK.

3. He should receive positive praise regularly (dah! Why should that be a

request?????)

4. The other grade 8 class should not be joined with Adam's class for lessons :

one it is illegal according to the board, but they are hoping they won't get

caught and 2. they are allowing that stupid bully chick to sit in Adam's seat

and she wrote " F**K YOU ADAM " on his desk last week!!

And well, I could go on and on with my list. But I don't know which

focus/priority/style to take. I need some hot advice from you all.

thanks

Deb