I am just not getting the vibes about Andy's eligibility process that I want to be getting. I feel like no one is seeing the behaviors we are concerned about. They keep insisting on testing him the morning, when he is at his brilliant best, instead of in the afternoon when he is All. Over. The. Place. And today I got smacked with, "well, kids act differently at school that at home..." No kidding! But I just spent yesterday morning explaining that when I pick up the child at noon, he is NON-FUNCTIONAL for at least twenty minutes- you cannot speak or make any noise in the car, or he completely melts down. What is he going to do after lunch in a couple of weeks? So they want something from his teacher from last year, to prove this stuff effects him at school. The teacher I've been telling them would regularly answer the question, "How is he?" with "I don't know" because she had another kid in there that was not getting OT and stuff and needed a lot more attention. To her credit, she did go in to school to fill out the last form I had sent over. And the clear statement: without this new form, he doesn't qualify for service in the eyes of the school psychologist.
What does this tell me? I have provided them with letters from a psychiatrist and his occupational therapist, both stating that this child needs support (and the OT even gave recommendation for what support would be helpful.) And they mean to the school exactly Diddly Over Squat. Somehow, this looks really familiar to me. Oh, yeah, they like to ignore my private professionals. After all, they're school folks. Until we can prove that a regular environment is inappropriate, it's appropriate.
So, like, you can put a child into an inappropriate placement until it is proven inappropriate?
Well, until you are actually in the system under IDEA, the answer is apparently, "yes indeedy!"
So what do you do? Make the school deal with him for a couple of months and see if you don't end up right back at the eligibility table? Because we are very probably looking at one of the school folks fighting us, and we know what happens when school folks fight you at eligibility. Remember, consensus must be reached. I have a bad feeling that I am going to be having a long talk with a teacher who has minimal special ed training before school starts.