How would u address after school anxiety and shut-down?

[Guest guest]

Looking to address this in the iep. My son often comes home from school (I pick

him up) non-verbal or refusing to talk about his day. When I do get him to open

up there's been an incident or issue that caused him a bad day. Yesterday, for

instance, there was a classroom activity that the teacher asked the kids to

color. My son was adamant that he didn't want to color (I can't remember if my

son has ever colored. He doesn't enjoy it honestly) The teacher kept on him to

color and when my son wouldn't my son said she continuted to tell him to do it.

(imposing her will on an asperger's child is so inaffective)He broke down crying

and they kept him out of P.E. and recess.

I had to find out through my son what happened as the school didn't tell me

anything. Issues here of transparency.

BUT, back to the idea of showing that my son is affected by his bad day's at

school. At the last iep mtg, when I brought up how my son soemtimes doesn't talk

hours after school, they said, " well, it's not affecting his performance at

school. " I brought up that IDEA isn't only academic but they didn't want to hear

it.

What would you do to address any of these issues? Thanks!