Somehow, and I’m not exactly sure how we have gotten “here”, Tate is finishing up fifth grade, and we are prepping for middle school. Sixth grade. We are trying to determine how to make middle school successful for him.
We had our IEP meeting. We discussed his strengths. We discussed the challenges he faces. We agreed that his placement is the best option at this point in our district. While I understand the placement, I’d be remiss if I didn’t state that I worry that he won’t be challenged academically. He is more intelligent than those standardized tests indicate, that’s for sure. When he gets bored his “maladaptive” behaviors begin…he’s good about communicating non-verbally when the situation isn’t right. I will be monitoring the situation very closely next year, not hesitating to call meetings as needed to keep him on track.
Currently I’m frustrated that it took 6 months for the district to allow our BCBA to come observe the classroom and give some feedback as to what might help Tate. It is also exasperating that no one truly seems to understand that autistics have sensory needs that need to be anticipated and intervention needs to happen prior to a meltdown, not as a reactionary solution after the behavior occurs.
The hard truth is that there really isn’t any program in our district that is a great fit for Tate. We know that the general education setting, even with a 1:1 aide would be too difficult. The instructional program pulls back on adult support, and Tate requires many adult prompts to stay on task and to function in the classroom. Hence, he will be in a restrictive classroom of kids in grades 6-8 who require significant adult intervention. It also has a life-skills slant to it.
I visited the classroom where he’ll be in the fall. The observation itself went smoothly. The teacher is vibrant. She’s respectful. She has fun with her students. Most importantly, she treated each student as a PERSON. Even in my brief observation, it was obvious that the students each bring their own set of learning issues to the classroom. She was able to differentiate her approach towards the students. I was keenly aware of the respect she showed her students. She wanted to be there with them.
Unlike a fitting room with a new pair of jeans, I can’t try each one on for size and comfort. This is somewhat like a stitch fix order. We are making an educated guess at the fit, and when it comes down to it, we hope it fits like a glove..or maybe will work with slight tailoring. Fingers crossed.
Upside to this is that nothing is ever permanent. We can always call another meeting…but in the meantime, I hope I’m not lopping off a huge chunk of length for him that causes Tate to be confined to something that won’t work well in the long run.
Ah, the challenge of parenthood….always wondering if the decision is the best one.