Had to send NASTY grams to teachers
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| Tue, 05-23-2006 - 6:20pm |
I am SO frustrated with Cait's teachers. She has 3 main teachers. One for Math/science, one for language arts and social studies, and her casemanager/asperger teacher.
OK, First math and science. Cait has a 66% in the class currently. I have been concerned over her math grade or more specificially what cait has learned all year. Suddenly though none of her grades have changed she miraculously has a "C" recorded despite having a 66% average. Can we say grade inflation? Can we say trying to get away with the fact that we didn't teach the kid a darn thing all year. So that was nasty gram #1.
Second is social studies/LA. Some kids were teasing Cait in there a few weeks ago. The teacher was supposed to have taken care of it. TOday I find out that they are still at the same table (Cait has not been moved as requested) and they are still being mean to her. PLUS Cait got a part in a play for open house in the class. And today at the practice they were being mean to her again. COnstantly telling her to "shut up" etc.
If I get back that it is Cait's own fault, someone is GOING TO PAY!
So each academic teacher got a nasty gram that was CC'ed to the asperger support teacher. GRRRRRRRRRRRRRRRRR. If I don't get a good response it is going to be forwarded to the principal and director of special ed.
Renee


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I got one reply from the math teacher. I can compliment him that he is always quick on returning messages. Supposidly Cait took a retake on one test that raised her grade to a 70.07. Just on the border. I swear that retake grade wasn't there yesterday when I added up the scores and Cait says she doesn't remember taking one. However, her comprehension of what I was asking wasn't all that great and she is not terribly reliable on that kind of info. She may not have understood what she was taking was a retake if it was at a different time or something like that.
Of course he does say he is concerned too about what she has learned and then makes some kind of ambigous remark about how she thinks she could do better. I was unsure if it was a "she should be doing better and we need to try harder to teach her" or a "she's not putting the effort in She can do better" kind of thing.
Renee
Renee,
I am starting to realize that typical teachers really don't get it. Youi think I would know this from my own experiences in school, but I guess I make the "30 years ago 3,000 miles away" excuse.
The interesting thing seems to be that most SpecEd teachers don't understand that regular teachers don't think the way they do (no intra-teacher Theory of Mind lol), so they don't think to put strategies in place for the regular teachers.
I am going to re-write a lot of Peter's IEP to make sure the specEd and regEd teachers work with each other to present material to Peter in uniform and understandable (to him) manner, and that the RegEd teacher understands how to communicate with Peter (she's sweet, but hasn't a clue).
However, the more I think about it, the more I think inclusion may be the way to go, for us anyway. I really don't see how they can co-teach without actually co-teaching. I may start looking for at other distreicts or at private SpecEd schools for Peter...
(((hugs))))
I feel your pain.
-Paula
visit my blog at www.onesickmother.com