ESE classes are a load of....

[Chocolate_New_Orleans]

Schools want as many kids on an IEP as possible, for the extra money they get per ESE student. FACT!!!! No kid, short of the ones drooling out the side of their mouth, need ESE services, they need to be told to quit being lazy and work. But everyone wants to be special or have an excuse why they failed, hence, the invention of ESE

If you teach ESE, it's because of schoolboards that are too spineless to stand up to complaining parents. That's OK as long as you realize it. If you are an ESE teacher that believes the crap they spew, you do the teaching profession injustice by remaining a teacher.

[Unregistered]

dido !!!! !!!!!

!!!!!


!!!! !!!!
!!!! !!!!!
!!!! !!!!
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

[Unregistered]

soooooo ccooollll! * *
^
______________________

[Unregistered]

finally!!! someone who speaks the truth. my 1st grader was defined as a special ed candidate. when i heard this i couldn't beleve it so my husband and i decided to pull him out and homeschool him. he is starting to read but not at the level the school thinks he should be.

[Unregistered]

I agree with CNO---this is a true incident. Several years ago we had a student in the high school in which I am teacher/coach who had WRITTEN IN HIS IEP, that he could be excused when needed and go to the restroom to, uh......for lack of a better terminology, for self-gratification of sexual urges. Truth! Now, how about that for a ridiculous accomodation?
Coach Matt

[Chocolate_New_Orleans]

Coach matt - I would laugh, but I can't because of the fact that I have no doubt that it's true.

At what point will IEP accomodations include "must help kid hit the pot" or "must aid in wiping students rear"

At what point will teachers say "ENOUGH IS ENOUGH"

[Mr. H]

There should be more specific guidelines as to who receives services and what kind of services. The law is a bit too broad as to who qualifies for special ed. According to what I've read, I should have had an IEP and I was an A student. My biggest issue with special ed is that when it was set up, the federal government was supposed to pay for it (circa 1975). They ended up coughing up about 10% of the costs and then again recently, with the whole "education reform" from the current administration (who apparently don't know a DAMNED thing about education or the needs of students who aren't planning on going to college) there was a promise to increase this percentage but OH YEAH, we got involved in ANOTHER war on foreign soil and all of the money that was supposed to go into this education reform was siphoned off to fund the war. NOW we are left to pay for the bulk of all of these changes, thought the federal government isn't funding the majority of them... I can't tell you how many kids with whom I've spoken who are not going to college and want to take elective courses and go into alternative fields that don't require a college degree who are FAILING out of school because all of the classes that helped keep them interested have been cut to fund special federal programs...

Not only do all of these IEP's cut into reg ed programs for students who do NOT need them, we are failing to identify those who actually DO need them.

Our system needs a bit of an overhaul... Maybe only those who have been involved in education from a teaching aspect should be making up programs as to how to teach. Politics don't help schools, they just bleed us dry.

[chalkboarddust]

CNO,

For the sake of argument, I must assume you are a teacher, because of your apparent broad background on a number of educational topics. I will also assume you understand and are able to classify students by their disabilities or disorders, are able to distinguish between those who have been diagnosed with one or more behavioral, emotional, or cognitive disorders or delays, from severly and profoundly mentally retarded to those with emotional or behavioral disabilities. I will also assume, from your comments regarding SPED students, that you don't teach inclusion students, or those you do pose no behavioral problems or have no apparent emotional or physical disabilities. If the above is true, then your position statement,

FACT!!!! No kid, short of the ones drooling out the side of their mouth, need ESE services, they need to be told to quit being lazy and work"

is nothing short of incredulous.

Let's see...by your own statement, you lump the following students as equals, on all levels, with the general education population: those with hearing or visual impairments; orthopedic and mobility impairments; learning disabilities, including ADHD and ADD; medical disabilities and other health impairments; psychiatric disabilities; speech and language disorders; academic skills disorders, including developmental reading (dyslexia), writing (dysgraphia), and arithmetic (dyscalculia); fine motor skills disorders; nonverbal disorders, and a host of other cognitive, emotional and behavioral disorders and disabilities that are too numerous to mention, but you know what they are, since you know more than I do.

Fact: Approximately 1 in 7 people in this country have some type of learning disability. These disabilities most often manifest themselves in the form of delays in language development and language skills (listening, speaking, reading, writing, and spelling); problems in social studies, mathematics, social skills, and motor skills (fine motor skills, as well as coordination); cognitive development and memory; attention deficits; and test-taking difficulties.

I teach cross-category students in self-contained classes, and I get a little of everything, from learning disorders to behavioral and emotional issues. All of my students have normal or near-normal IQs (85 and above), but many have cognitive processing delays; all of my students have been Dxd with either an emotional or behavioral disorder to the extent that they have been pulled out of general education classes because of disruptive behavior or for other related reasons. All of my students are capable of entering a community college or a vocational school upon graduating. In most cases, it's not their cognitive issues but their emotional/behavioral issues that exacerbate their learning disabillities.

Our school does everything it can to mainstream students; I've sat in countless IEP meetings, and the best times are when we reduce a student's SPED class minutes or move a student from SPED to GenEd. My colleagues continually go the extra mile for all their students; and, yes, I admit we're hampered by politics (NCLB), funding, and parents who are enabling or are unsupportive. And I also know from experience that there are some students in my classes who probably shouldn't be -- they should be given a swift kick in the keyster and be put with GenEd students, either as an inclusion student or as a regular education student. But from my experience, they are the exception (no pun), not the rule.

All of us who teach SPED kids know that meeting NCLB goals is an impossible task. The bar has been raised continuously, but little thought has been given to its impact at the district or local school level. I believe the writers of NCLB had good intentions, but it's become an 800 lb. gorilla -- we all see it, but we can't change it. So, we do the very best we can with the resources at hand.

I'm an excellent teacher. I know it. My colleagues know it. My boss knows it. No one can tell me or prove otherwise. I'm a conservative Republican, I don't like the NEA, but I do believe that what I do makes a difference in the lives of my students. I know it because I have witnessed the results. There is a need for SPED teachers; there will always be. In the final analysis, it's how we use the system -- 504 placement, IEPs, inclusion, self-containment, everything connected with the SPED process -- that determines the future of what we, as SPED teachers do. Yes, some teachers and administrators abuse the system; but you'll find that anywhere. But to generalize one entire area of education is unfair to all of us, unless you can prove that the system, in every school, in every district in this country, is so trashed, so worthless, that we may as well pack our bags and go fishing.

You don't know me; you don't evaluate me; you aren't a SPED teacher or administrator. And until you know me personally and professionally, or become one of the above, be most careful of what you say as regards my teaching credentials, my professional abilities, my colleagues, and what I do for a living. Maybe it is you who should consider leaving the profession -- if you are a teacher.

[Chocolate_New_Orleans]

I am confused when I questioned your credentials. hell, I don't even know who you are.

To me, you are nothing more than another ESE teacher that believes their own crap

[Unregistered]

Chocolate_New_Orleans I think your are a load a of crap ... how can you say that ESE student are lazy what do u know what they have going on Mentally maybe an ESE student has problems learning faster then others maybe an ESE student doesnt respond right in the right form who knows but the ESE program is great for those student & it is not an excuse that teachers use to earn money ... your just another **************** head who doesnt under stand but i would like 2 ask u ... are you a teacher ? do you work with the board of education ? do u know what ESE students go threw in regular classes ? look
you ****************ing ************ talk to a few ESE students or maybe talk to the people who gave them there IEP & then talk your bull**************** ... your intittle to your opinian but thinking like that makes no sense when there is prefect evidence that its a great program

commented by : lola*

[Chocolate_New_Orleans]

wow, tell me what you really think Lola :rolleyes::rolleyes::rolleyes:

I do teach...
I would say "I used to teach ESE for my first 3 years" as in, I don't anymore. But although I taught all the pullout kids, even today, while teaching "mainstream" I have more ESE kids than I did regular ed kids.

my schools ESE teacher complains of his workload and how we don't understand because his 1st period is a mixture of 15 kids that noone else could handle... I saw his 1st period class at the awards day last week, he's right, it was a mixture from Hell, but I also saw, 12 of his 15 were in my 6th period class, but not just those 12, I had another 20 regular kids mixed in there. So I still teach ESE. And do you know what 99% of their disabilities are...? the inability to sit their asses down, quit talking, and do their work. I have little sympathy for people (adult or kids) that have the ability, but lack the desire to improve themselves. The result isn't holding them accountable, but rather, the slap a label on them and pass them on.

Remember that ESE teacher I was talking about earlier in this post. We are football coaches together and so we spend a lot of time with each other talking. This, I swear, is what he told me as he was asking about his case load of kids..


"ESE, to me, means that the kid passes, no matter what. Let the FCAT catch them in the 8th grade" (we teach 7th grade)

[Unregistered]

"ESE, to me, means that the kid passes, no matter what. Let the FCAT catch them in the 8th grade" (we teach 7th grade)[/QUOTE]

Well it is nice to know that you surround yourself with morons. Birds of feather!

[Chocolate_New_Orleans]

well, don't you worry, I flunked the HELL out of that ESE kid



























...is that the answer youd rather hear

[Unregistered]

Not surprising that you flunked that ESE kid, you probably could not figure the grade out......low IQ in teachers.....not such a new idea!

[Unregistered]

well, don't you worry, I flunked the HELL out of that ESE kid

...is that the answer youd rather hear

Since you are teacher, I hope you know that it is wrong to make generalizations about a specific group of people based on your own limited experiences. I wish you could of expressed this frustration of yours in a personal blog, where your friends and family could read it and could sympathize with you. Instead, you choose to spew this on a public forum where everyone (mostly teaching professionals) could read it.

I would have thought that you might have realized how hurtful it could be to professionals who spend their lives working with and caring deeply about children, like my own students, who suffer from low IQs, severe dyslexia, , and autism, to read this nonsense.

I would expect a teaching professional to have better judgement. I'm sure your District and school would be proud of you and your public expressions of frustration... Of course, I'm sure you'd prefer they not know.

Please consider venting on a private blog so you don't waste other's time.

[Unregistered]

My son is autistic. He is in an ESE class and is making great progress. He does not, however, drool from his mouth. I hope whatever school board you work for finds this thread and may they give you the repremand you deserve.

[Chocolate_New_Orleans]

Not surprising that you flunked that ESE kid, you probably could not figure the grade out......low IQ in teachers.....not such a new idea!


It's not tough


59 F


See, I figured it out.

[Unregistered]

Schools want as many kids on an IEP as possible, for the extra money they get per ESE student. FACT!!!! No kid, short of the ones drooling out the side of their mouth, need ESE services, they need to be told to quit being lazy and work. But everyone wants to be special or have an excuse why they failed, hence, the invention of ESE

If you teach ESE, it's because of schoolboards that are too spineless to stand up to complaining parents. That's OK as long as you realize it. If you are an ESE teacher that believes the crap they spew, you do the teaching profession injustice by remaining a teacher.

im sorry you feel that way!!! I would love for you to come into my room and teach my student how to do the work of a regular on grade child in the normal range of time . then sir full of crap, tell me theres no need for ieps. if a child is mentally unable to learn that does not mean they are lazy!! your and every other close minded person on here define the word ignorance!!! i will grant you sometime a few children get labled when they may not need it but dang they get extra help and when they reach full grade level they then drop the lable and the child is no worse off!!! so thats my thought!

[Chocolate_New_Orleans]

I have taught your class before. you aren't the only one that CAN teach the lazy's, you are simple the only one who WILL.


ESE is a chance for new teachers to get baptised by fire and weed out the ones who don't need to be teaching mainstream.

I will repeat though, for the newby unregistered people who refuse to read page 1....

unless they are severely mentally challenged, they should be expected to do the work, with equal accomodations as everyone else.

That's how life works, why shouldn't that be how school works?

[BigDaddyTeacher]

As someone who has taught ESE & Mainstream, I (much to the chagrin of many) must back up Chocolate on this issue. Some of my observations on this matter:

ESE is a chance for new teachers to get baptised by fire and weed out the ones who don't need to be teaching mainstream.

I would say true 80-90% of the time. I wouldn't want to wish some of the ESE kids I've dealt with on a brand-new, out of the gate teacher...but working with them does give one some perspective on what could be waiting for them down the road.

[QUOTE=}unless they are severely mentally challenged, they should be expected to do the work, with equal accomidations as everyone else.
That's how life works, why shouldn't that be how school works?[/QUOTE]

Let's see...according to various organizations, a child being serviced in an ESE class should have been diagnosed with one of the following:
A mental handicap; A severe learning disability; Autism; A physical disability; Hearing loss or impairment; vision loss or impairment; Emotional handicap; Speech or language impairment.
Any or all of these students could be in my, or Choc's, or your class at any given time...and any of them could cause disruption at any time as well.

I'd love to be able to serve all of these students on an equal basis...but not at the cost of education of the rest of the class. In these cases, unless they can prove themselves to be mainstream ready, should be in a "special day class" (or whatever it's called in your state), being serviced by teachers that have been specifically trained to teach students with (insert disability here).

Once they have been mainstreamed into my class, I expect them to do what every other student must do: follow the rules, do the work, and focus. My standard students are being held to a specific standard, and are held accountable if they do not. Mainstreamed students get the same treatment.

Regarding an IEP - I'll do what I can to follow it, based on whatever laws/regulations/guidelines my school/district has. However, know that I will have sat in on that IEP meeting, given my $1.02 worth (inflation), and made sure that any accommodations/modifications are reasonable.

BDT

[Unregistered]

This is to Orleans person my daughter is 10 and I have her in a ESE class and a regular class and I will tell you now that she is in the fourth grade and she tries her best to do her work and struggles everyday with that 4th grade work. she is on 2nd grade level and you better beleive that I am fighting to put her in a self contained class. My daughter is not lazy and if they are there is usually a reason behind it not every child can be obn the same level and I am not going to sit and watch my daughter cry ever night because she just dosent understand the work. I hope that your kids never go through what some of ours do because then what will you do tell them to shut up and wuit complaning about it I was in a self contained class in school and guess what I became a nurse it dosent mean that they are stupid they just dont catch on as fast so go ahead and show your ignorance for people to see.

[Unregistered]

It seriously disturbs me to think that you guys teach children. I have a five year old daughter who they just recommended for ese classes and I got on line hoping to find more information out on it from teachers and people involved in the education system. Instead I find a message board where the teachers (who knows maybe one of you teach my child) are arguing like children. I am deeply, deeply disturbed to think people like you are the ones teaching the future generations of our world. It seriously makes me want to pull my kid out of public school and have her taught privately. I sincerely hope you all grow up and do your damn jobs.

[Chocolate_New_Orleans]

It seriously disturbs me to think that you guys teach children. I have a five year old daughter who they just recommended for ese classes and I got on line hoping to find more information out on it from teachers and people involved in the education system. Instead I find a message board where the teachers (who knows maybe one of you teach my child) are arguing like children. I am deeply, deeply disturbed to think people like you are the ones teaching the future generations of our world. It seriously makes me want to pull my kid out of public school and have her taught privately. I sincerely hope you all grow up and do your damn jobs.


homeschool her, :rolleyes: , yeah right, you've done such a stellar job of homeschooling her from ages birth to 5, I'm sure you could do it better from 6-18. :rolleyes:

[Unregistered]

Please correct me if I am wrong Chocolate, but are you insinuating to this parent that it is his/her fault that her child has been recommended for ESE services due to the child's upbringing from birth to five years old? If affirmative, please refer to the data and statistics, etc., and where it can be found, that will back up your claim? I would love to read it. Thanking you in advance.

[Unregistered]

Please correct me if I am wrong Chocolate, but are you insinuating to this parent that it is his/her fault that her child has been recommended for ESE services due to the child's upbringing from birth to five years old? If affirmative, please refer to the data and statistics, etc., and where it can be found, that will back up your claim? I would love to read it. Thanking you in advance.








Chocolate does have a valid point. Only severe disabilities can be diagnosed in kindergarten. Kids cannot be diagnosed as disgraphic, dyslexic, discalculiac, ADD, or ADHD before second grade because all children under 8 show signs of these disorders. That leaves more severe disorders (mental retardation, autism, deafness) plus the fake behavioal disorders of emotional disturbance and oppositional defiance. If a child has a severe disorder (like mental retardation) then the parents must have been pretty neglegent to not notice it before the kid went to school (its kinda hard to miss). If the kid has a behavior disorder then it is due to poor parenting.

[asmall2]

I just had to interrupt. My child was diagnosed with a learning disability when he was five. He has always been in mainstream classrooms. I even pulled him out of one school because they were not addressing his long term needs and looked at me like I was dillusional to expect him to go to college. My expectations of him are the same as my other child in the same grade (they're a year apart). He overcomes his disability because he's given the templates needed for success. Tracking a child never works. Parents assume the disability will make the child less able to succeed, they just have more to overcome. And yeah, some parents do play a part. I have a friend who went to three different social service agencies to get her five year diagnosed with ADHD to collect social security. His preschool refused to keep him enrolled because he just wasn't ready (her discipline is less than effective and very inconsistant). I had him with me all summer long and can keep his attention just fine. In fact, he's one of my favorites. Parents like to enable their children more often than deal with the additional work they have to do to ensure their child's success. Just because your child has a disability it doesn't deem them incapable.

[Unregistered]

I just had to interrupt. My child was diagnosed with a learning disability when he was five. He has always been in mainstream classrooms. I even pulled him out of one school because they were not addressing his long term needs and looked at me like I was dillusional to expect him to go to college. My expectations of him are the same as my other child in the same grade (they're a year apart). He overcomes his disability because he's given the templates needed for success. Tracking a child never works. Parents assume the disability will make the child less able to succeed, they just have more to overcome. And yeah, some parents do play a part. I have a friend who went to three different social service agencies to get her five year diagnosed with ADHD to collect social security. His preschool refused to keep him enrolled because he just wasn't ready (her discipline is less than effective and very inconsistant). I had him with me all summer long and can keep his attention just fine. In fact, he's one of my favorites. Parents like to enable their children more often than deal with the additional work they have to do to ensure their child's success. Just because your child has a disability it doesn't deem them incapable.






Yes! Yes! Yes!

[Unregistered]

I'm a highschool senior and in the ESE program. i believe that the program has helped me a lot in getting to were I am today. I've been in the program since 3rd grade. i have AP, honors, and regular classes and get all A's and B's...some C's in my regular classes but i blame seniorities LOL.
i was but in SPED classes once i got into 6th grade but was quickly transfered to regular 2mo. later. i was only kept in special classes for reading and language arts until 7th grade because according to them(ESE people) i wasnt ready for regular. those two were the most boring and easy classes i have ever had. i surpassed all my peers.
.............okay i'm to lazy to finish that but whatever lol.
the point is that while i was in those special classes i saw a couple of people that were just super lazy and did not belong there.
i dont even think i belonged there!!
i hvae yet to be told what my actually "disability" is. i know why i was put in the program(well i think i do)... it was because when i was in the 3rd grade i descide to just slack off and not do anythink, and i mean i didnt do a thing that year no homework, didnt study for tests, never bothered with vocabulary/spelling(i have spelling problems now). the teachers thought that i was retarded or something so i just went along with it since i didnt want to get in trouble lol. i guess i was doing it all so my parents would notice me.(long story)

now im only a couple of days away from graduating(june 3,09) and i have to do some career portfolio crap and disability statment which i have now idea what it is! and if i dont im not graduating! SO IF ANYONE CAN HELP!! PLEASE ANSWER BACK!....

[jeseke]

Chocolate does have a valid point. Only severe disabilities can be diagnosed in kindergarten. Kids cannot be diagnosed as disgraphic, dyslexic, discalculiac, ADD, or ADHD before second grade because all children under 8 show signs of these disorders. That leaves more severe disorders (mental retardation, autism, deafness) plus the fake behavioal disorders of emotional disturbance and oppositional defiance. If a child has a severe disorder (like mental retardation) then the parents must have been pretty neglegent to not notice it before the kid went to school (its kinda hard to miss). If the kid has a behavior disorder then it is due to poor parenting.

You seem to be misinformed. Many children with high functioning Autism, and other disorders are not diagnosed until they enter school. This is not due to parenting, but the behaviors associated with the disorders become more prevalent once demands of school are placed on the child. While I agree that some behavior disorders can be corrected with parenting skills (I teach parenting skills for CPS) many children are misdiagnosed with them on the road to a diagnosis such as Asperger's disorder and high functionining Autism. I would check up on your research before you post.

[Unregistered]

I was Enrolled in college for a month doing good. I got a call Saying i have a specal Diploma, they kicked me out of the school For Being in Ese. Noone told me that my Diploma was useless. I dont want this to happen to Anyone else. They say ese Student Have to get there G.e.d to have a High School Diploma Whats the use in Graduteing?Specal and regular diploma students Gradute at the same time, so why cant People with a Specal diploma go to college? why Cant they further their education?

[Unregistered]

You seem to be misinformed. Many children with high functioning Autism, and other disorders are not diagnosed until they enter school. This is not due to parenting, but the behaviors associated with the disorders become more prevalent once demands of school are placed on the child. While I agree that some behavior disorders can be corrected with parenting skills (I teach parenting skills for CPS) many children are misdiagnosed with them on the road to a diagnosis such as Asperger's disorder and high functionining Autism. I would check up on your research before you post.






Right...Because a kid screaming due to slight schedualing conflict is perfectly normal. Most parents hypersensitively compare their child to developmental guide books (if it is their first one) and it is fairly common for Pre-K teachers to end up assuring the parents that their child is "normal". Parents of young children spend most of their energy focused on their children-and it is a good thing that they do because children who are diagnosed with autism before they enter early childhood will have a much easier time learning social skills.

[jeseke]

I never said that the behaviors they display are normal. The average age for diagnosis of Autism is 5.5 (that excludes the obvious MR and Rhetts, and disentegrative childhood disorder cases ect..), and has nothing to do with the pre k teacher, but with the mental health professionals/doctor who are diagnosing. I also never said that early diagnosis isn't critical to a child's treatment. It just isn't always that easy as with higher functioning kids.
Most problems have several layers especially mental health and severe emotional disturbances (SED).
The only point I was trying to make was that it isn't always a parenting problem.

[Chocolate_New_Orleans]

:rolleyes: it's NEVER the parent's fault a kid acts bad. :rolleyes:

[Jeseke]

I didn't say never! I work with plenty of parent who need direction on a daily basis. There are some parents who have no idea how to parent. There are also parents who are good at it despite the challenges. Just like teachers (parents are their child's first teacher) there are good ones and bad ones. I would never make the generalization that because one teacher is lazy or incompetent that all are, and therfore the root of the problem.

[Unregistered]

[QUOTE=jeseke;34866]I never said that the behaviors they display are normal. The average age for diagnosis of Autism is 5.5 (that excludes the obvious MR and Rhetts, and disentegrative childhood disorder cases ect..), and has nothing to do with the pre k teacher, but with the mental health professionals/doctor who are diagnosing. QUOTE]




I think you may have misunderstood my point. I meant that parents of non-disabled kids often think their children have disorders that they do not have. For example, if a kid starts talking a few weeks later than the "official" timeline in a parenting guide book then parents(esp first time parents) leap to the conclusion that the child has a speech disorder or a language delay. In that instance different profesionals (most often Pre-K teachers) end up assuring the worried parents the the child is non-disabled ("normal").

In this day and age, with the amount of information out there available to parents, its hard to beleive that a caring, responsible parent would not notice the signs of autism and get their child tested. If the disorder is obvious in Kindergarten then rest assured, THERE WERE SIGN BEFORE KINDERGARTEN. I'm not trying to demonize; I know life gets busy and sometimes you don't have as much time or attention for your kids as they need. That having been said, if you have time to feed them you should have time to interact with and observe them ( you are responsible for them, after all). I can understand you if you feel guilty for temporarily failing your child; what worries me is that you not only don't see it, but you are also teaching parenting skills. I would not feel comfortable with a highschool drop out teaching highschool algebra unless they went back and got their GED. I wouldn't feel comfortable with you teaching parenting skills unless you recognise an obvious weakness. Growth is only possible when you are honest about your strengths and weaknesses.

[Jeseke]

First of all, who do you think you are to question my professional or personal skills (I have 3 children 1 with high functioning Autism diagnosed at 6 years old)? What I was trying to make clear was that many of the higher functioning Autistic disorders are mis diagnosed as behavioral disorders unless the parents are persistent with the doctors/profesionals providing treatment.
The simple fact is that even with adequite care (reguardless of lifes busyness) HIGH function Autism (of course lower levels of function are More noticeable) isn't a clear cut diagnosis to make. Many times Psyciatrists are hesitant to label a child with Autism who isn't showing severe symptoms.
I have absolutly no guilt for "failing" my son I have been fighting for a diagnosis since he was 3. Do you really think that you walk into a Dr.'s office and leave with a diagnosis for complex mental health issues, in one visit? Not to mention the 6-8 month waiting list for neurological testing in our state.
What exactly do you see as my weakness? A deep (and personal) understanding of the issue?
You should do some reading on high function autism and how similar the symptoms look to kids with behavior disorders. My only point was that parents are not always the problem...I have seen horrible parenting and great parenting in the 4 years I have been doing this, and I have seen parents crumble under the weight of a diagnosis.
Do not presume that you know what kind of educator I am. I am dedicated to the families I serve, and take every training, workshop and class offered to me above and beyond CEU licencing requirements to better support my clients.
What exactly are your qualifications to assess my profesional (and personal for that matter) performance?

[Unregistered]

My assessment was based on your miscommunication. You made it sound like you went cluelessly along till some kindergarten teacher spotted the problem. Now, knowing that you were paying attention and being proactive I agree that you didn't fail your child. Still, based on your own experience as a mother of an autistic child, you have to admit that a parent who doesn't push for testing is negligent.

As far as "high fuctioning looks like behavioral" I have to agree to disagree. There are too many differences between them. True ED students always have something in their past to explain the attachment disorder. ED is not a disorder that you can be born with-its usually caused by a lack of interaction from a primary care giver. If the primary care giver is attempting to get the child help then most diagnosticians would put ED on the back burner (mentally speaking).

There are a number of differences between a high functioning autistic child and an ED child. Here are a few:

1.Autisctic kids have higher pitched voices that move to a jerky rhythim.

2. Autisic kids can folow a line of logic (which means that their behavior is not caused be a lack of understanding of cause and effect, but is in fact overstimulation-and since the inability to understand cause and effect is the actual definition of ED this is very important.)

3.Autistic kids use strategy to get what they want(again, cause and effect, true ED students can't do that)




All of the other things, ie., lack of eye contact, refusal to be touched, innappropriate outbursts, are peripheral. I feel bad for you if you had to deal with less than competent diagnosticions. I would think that the difference between the two disorders would be obvious to everyone, but apparently it is not.

My guess is, based on your repeated insinuations that I need to do research, that you didn't know very much about autism before you had an autistic child. Aside from having an uncle who has autism, my first experience working with an autistic child was as a sub in a kindergarten classroom, about 10 years ago. The kid had been mainstreamed with absolutely no sped support. After what I can assure you was a very unpleasant day I went home and did my research. Having worked with both autistic and ED students in the reg ed classroom(and in other environments) I can assure you that it is impossible to confuse the two disorders.

[Unregistered]

"Do not presume that you know what kind of educator I am."






I think I can presume that you are the type of person who has emotional reactions to everything because I've yet to read a non-emotional post from you. Emotions are great when they are used to help spur you on to take action. They become problematic when they keep you from objectively analyzing reality or cause you to make knee jerk reactions. Based on your posts I think that you struggle with this-nothing personal, everyone struggles with something.

Being a great teacher means recognising your strenths and weaknesses so that you can build on your strenths, and keep your weaknesses from tripping you up. Personally, I have always found impersonal analysis to be a strength, and the whole touchy feely thing to be a weakness. The end result is that I am careful to make time each day to validate my students with positive affirmations. It doesn't come easily, but I think that is important.

I just get the sense that your emotional reations keep you from seeing alternative view points-which in turn could cause you problems. Since you will probably not find anyone in the real world who is willing to tell you that, I thought you might find it helpful here. After all, ignoring e-vice is pretty easy.

Of course, I don't know you and there is a good chance that I am wrong. Still, no harm in thinking about it, is there?

[Unregistered]

I was Enrolled in college for a month doing good. I got a call Saying i have a specal Diploma, they kicked me out of the school For Being in Ese. Noone told me that my Diploma was useless. I dont want this to happen to Anyone else. They say ese Student Have to get there G.e.d to have a High School Diploma Whats the use in Graduteing?Specal and regular diploma students Gradute at the same time, so why cant People with a Specal diploma go to college? why Cant they further their education?







I'm not completely certain about this, but it is my understanding that there are three different types of degrees available to sped students. One of them was titled "minimum" and, from what I read, even a vegetable is eligible for one of those. If I'm interpreting it correctly, it is the "free pass with a side of fries" option that is avalable for students with severe disabilities and kids who don't want to do the work.

Based on what I've read, sped students can also get a "recommended" degree that involves passing state tests and passing their classes? Like most people I am confused by the sped world-it would be interesting to hear from someone who understands all the pieces of the puzzle.



In general though, if you were doing well in your college classes then it shouldn't be that big of a deal to take the GED. You might find being held to the same standard as the rest of society to be uplifting.

I can see it from the university's point of view. Its fairly easy to buy research papers and to peek over someones shoulder during a test. If they have a valid reason to believe that you can't do the work then its better for all parties if you prove you competence before entering college. If you can't pass the GED then you can always view the GED prep classes as furthering your education.