Yesterday was the FBA follow up meeting at Wilma’s school. Long story short, I have a child who really cannot handle large group lessons and does well one on one with an adult or in very structured quick change settings (6 minute stations). She just can’t be “mainstreamed” even with an aide. But then again she doesn’t fit into the mold of a kid who does well in a small group special ed class either if the other kids aren’t verbal or social. Behaviors we discussed included flipping lights on and off during lessons, slamming doors, yelling, flopping on the floor and tantrumming…….so yesterday I was now going to discuss with the district the possibility of putting a one on one aide on her NOT to be assigned to her to the mainstream classroom, but to be assigned to HER so if some days she can be in the mainstream classroom for 50% of the day, great, and if other days it’s 80%, great, but she always has the exact same adult super glued to her. As it stands, they have to change her schedule around in terms of adult coverage on her constantly because one aide got put in a diff school and one aide is in charge of K, 1, and 2 kids and the OT has been spending extra time with her, etc.
So. Today as I was composing the email to the district special ed director, school called.
They asked me to pick her up! “She’s having a problem”. mmmmm hmmmmmmm. The irony? I was in the middle of beginning to compose an email to the district’s head of special ed requesting a meeting concerning the results of the FBA—- I wanted a one on one aide on her at all times. Well jeepers, this helps my case, don’t it? Along with being asked to attend field trips with her. So without SO much fanfare, I wheeled in the mega stroller (we have a special needs Maclaren Major for Wilma’s meltdowns), used my superhuman strength to pop her in, had someone else carrying her coat and backpack while I had one hand rolling the stroller and the other hand holding the straps together so she couldn’t adjust them and wiggle out (she tried twice). It’s just FUN to be the mom rolling the special needs kindergartener down the hallway screaming as all the fourth graders pass by raising their eyebrows, but I digress.
I got her in the car– my biceps are getting bigger. I got her in the house— go me, I’m supermommy! I threw away her second dirty pair of underpants of the day (when she’s mid-meltdown they let her sit in her own poop— it’s hard to blame them), wiped her, threw a pull up and jammies on her, engaged the child lock on her door and hoped she’d scream herself into a nap— she was exhausted from the mega tantrum. No such luck. So she was upstairs in her room screaming…..
When I got the call.
Her Intervention Specialist. I had JUST seen her during Wilma’s meltdown, AND I had seen her yesterday at the FBA meeting. After I took her home, AFTER the FBA meeting and AFTER the mega meltdown which was going to help my case for a one on one aide, she had a discussion with the director of special ed.
Sit down y’all. REGARDLESS of what’s going on with my daughter, they were planning anyway over the last couple of weeks to begin a small special ed group specifically for behaviorally challenging K-1’s AT her current school. She’s eligible. They plan, next month, in March to have four kids from other schools in the district come to this class. Wilma would be the only kiddo from her current school in this class— the only kid for this class who wouldn’t need to switch schools. The other kids are all verbal and social, so my worries about having her in a typical MH unit are moot. She’ll have peers who are like her. It’s a BEHAVIOR specific class for kids who are too disruptive to be mainstreamed. One teacher and one aide on five children. HOOOOOOORAY! Academically, they’ll work with each kid where they are. Plenty of specialized attention. Specials (art, music, gym, etc) that have been so incredibly difficult for Wilma because of the large group activities—— she’ll do with this small group. Lunch—- small group. YES!
And that’s not all folks!
The FBA results showed that Wilma is consistently FINE until about 11:00 am. She falls apart from 11:00 to 3:15. From 8:45 until 11:00 am her meds are working, she’s fresh and calm, and cooperative. Because Wilma already HAS a mainstream class at this school, she’ll be the kid in her new class who WILL be mainstreamed—- for PART of the day. She’ll stay in her current mainstream classroom until 11:00 and then join the new group for the rest of the day. Both teachers will coordinate what she learns with whom and how. Her new teacher is well versed in working with behaviorally challenging kiddos. Additionally, I’m in discussions with the new developmental pediatrician about giving her a second dose of vyvanse around 11:00 am. It’s working WELL now– until about 11:00. The first few weeks of Vyvanse we thought it was working well overall, but not anymore— we now see the pattern. MORNINGS are good.
Well, she’s not going to need a one on one aide!
We’ll muddle through the next few weeks until this class begins and then things should get a lot better with much more consistent coverage for Wilma in the afternoons and a group of kids like her who all need the same type of attention.
Don’t tell Wilma, those of you who know us in real life—- I’ll only tell her when it’s official.
From year to year, month to month and frankly, moment to moment, it’s hard to know whether Wilma is a mainstreamable kid, or a special needs classroom kid. And that’s okay as long as the school keeps bending over backwards to meet her where she is.