lørdag den 27. maj 2017

So I had a chat with a psychologist that had our case years ago #inclusion #2ekid

So I had a chat with a psychologist that had our case years ago ... and she still concluded that SPED would have worked, even after she heard how the "different" types of SPED classes turned out to be like for my kid... especially their conclusions! Considering the "SPED kids profiles" vs "ours" I missed why her choice was like it was! And I realised all SPED is actually the same: Segregation with no plan of future inclusion.

I am still chewing on how she did not learn, nor was able to change her thinking, but I hope she might think about our conversation and get a tad curious. Maybe read something... and at the same time, I realise she only heard about the classroom episodes and did not go and observe the situation.

Educational misplacement is not done on purpose - she really had no idea what the consequences would be in the long run. And then concluded the consequences were due to us not accepting SPED, and her placing him in a normal school. At the same time, I don't think she realised the kid only had SPED school and nothing else since! So, if SPED does not work she concluded like the rest more SPED? 

Nonsense. And then without observation, such it is.

All she had was staff that had no training for the job she gave them, and she did not know how to facilitate teachers that had no need to change their style. As well as, she also had no way to help or give the teacher decent aide since the headmaster had to find staff. It was all "new" for her (and me).

Yet, she also held on to the usual "plan of action" and that SPED would have worked, that is generalised classes,  where kids land due to their behaviour with more staff and fewer children in the class... even after the reports stating that after years of SPED, he was not thriving.

Funny, not the teacher's behaviour, lack of teaching/testing or the part where they disregarded parental consent, nudged her from her thinking about her choice of solution. Yet, the fact that the child is too quiet or too loud and not participating according to teachers is the main trigger for getting a kid into SPED. While she talked about "in the best interest of the child". And those kids parents agree to be placed get taken to SPED or somewhere "more sinister" where nobody really ever observes them again. Actually, the psychologist saw my kid "twice", before placement - and then never again while moving him into SPED via a social worker that was given the case.

She had made it clear, her choice of testing was "because of me" but I am damn sure I would never have said "no" to a WISC like she tried to tell me I did, yet she believes I did. And sure as heck - my notes/emails questioned her choices of test and my lack of questioning her is proof since I gave her time to figure it all out and did not want to over test my child, that detested testing. 

I was doing as she expected me to, or so I thought! Yet, I was just a stick in the mud according to the teachers that talked to her, and she never understood anything about our case other than "blame shifting". The fact that the teachers did not agree with my, or her observations are clear while reading the case again. It was also clear that they wanted me removed, and thought they could "easily" work with my kid. Sadly they ended up putting him into isolation ...

I also was the one that fought for the dyslexia screening. The teacher never even noticed or said he was not writing, or able to read - she did, however, enforce "more reading" and staff that kept leaving were kind, yet not once did I realise he was way behind the other children. They only noticed "our" behaviour and not how far behind he actually was. They also had no idea how to implement his IT stuff.

Actually, as we talked I realised she had never had a case where she got a kid out of SPED, back into a mainstream class and she never made an effort to check if the evaluations actually were "objective" or just "subjective" - she assumed like I assumed all was in order. But, how does this work? And with all the extreme testing of children's abilities - how come the teacher did not test him?

So, if placing kids back into mainstream classes was not normal then, and now it is done - yet schools fight placements and the parents "openly" while SPED hangs on to the easy kids or have to make really hard choices due to financial restraints... if they can - how is it done? And what consequences will there be?

While these kids are kept "in some class", nobody really checks if they are developing or test them - everybody is phased out by all the official testing standards so it's easy to "let some slip through". And here kids are often allowed to skip testing at the teacher's discretion, while teachers are not realising they are missing the harder cases, where kids are not given tests, explaining that they are protecting the child from failure ... 

Our psychologist had no idea the teachers did not teach my kid, test my kid etc. nor did she want to notice, as our new teacher later did. As well as I pointed out - he was not reading! Focus and Attention were onto blaming me for the teacher's lack of classroom management, and we made that easy - I kept him home after he was hit by another kid.

Yet, how could the teacher not be blamed... even when she did not implement the ordered educational plan, and more so how can parents get bullied for the jobs schools have. Sadly, the kid that bullied mine was just showing behaviour taught to him by the adults around him. 

My kid ran away, and I did not teach him to advocate for himself, thinking teachers take care of all the children in their class. Classroom management I left up to them, but then again ... the teachers refused to implement the educational plan as we had agreed on. 

One teacher scolded him since he did not need to be ahead, the other had no idea what "dyslexia" entailed, let alone using a PC in a classroom setting. His class teacher - she had to manage him and everything else - there was no way she could cope, my kid paid the price and maybe most kids will end up back in SPED worse off than before inclusion?

A kid, that was way ahead of his classmates, ready for work given to kids 5 yrs older than him, yet he never learned the basics needed for going to school ... and somehow was labelled "dumb" and "lazy" yet also "sweet and well behaved" ... depending on the teacher he had and the accommodations they made. 

As for reading and writing it turned out a basic course was not enough - he still struggles but a school has no help they can offer, just like in 2009 ... other than a SPED class with the other misfits, according to the psychologist. She never told me much other than that it was a school for kids with Autism,  ADHD behaviour problems and I said but he is not diagnosed and that did not help the last time? She just said: It's the best place for a kid like him while I wondered about her reasoning, without listening to reason nor any assessments, yet she kept saying kids are over tested. 

Twice Exceptional Denmark

Twice Exceptional Denmark er lavet for dobbelt exceptionelle børn dvs. børn med særlige forudsætninger som samtidig har indlæringsvanskeligheder. Disse børn kan have opmærksomheds-, koncentrations- og kontakt- vanskeligheder som oftest er pga. Ordblindhed/ Dyslexi, ADHD, AS, PDD NOS, OCD, Tourette osv.

Det ofte set at Børn med særlige forudsætninger er af natur Asynkron Udviklet dvs. det halter med at deres emotionelle og sociale udvikling følger med det som ses ved jævnaldrende, samtidig med at de lærer lynhurtigt det emner de er motiveret for og ender således ofte foran jævnaldrende i disse oråder, uden sparringspartner. Børnene ender ofte meget ”misforstået” og en tværfagligindsats er nødvendig hvis sådan en situation skal kunne vendes.

Tværfaglighed bør bestå af en BMSF konsulent/psykolog og derudover specialister jvf. barnets specifikke diagnoser og andre problemer hver gang handleplaner udarbejdes, barnets evalueres osv. Men der er langt vej endnu, da BMSF ikke anerkendes i Kommunerne, og dermed overses det at barnet har behov for en ”særlig” forståelse og indsigt for at børnene kan få den rette hjælp jvf. Socialloven og Inklusion.

Men desværre ses disse børn i AKT forløb, heldagsskoler og kan ende i Udsatte grupper:

De unge, som kommer til opholdsstederne, har været vanskelige at placere i de kommunale tilbud, hvor hverken de unge, som kommer til opholdstederne eller de elever, der går i de kommunale tilbud, vil profitere af at være sammen.